USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1902 > Part 5
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The early attention of the Committee to the matter of fuel and the changing of grates for soft coal, where feasible, FUEL. has enabled the schools to continue uninterrupted,
although the expense of heating has been greatly increased.
During the year there has been unusual outside competi- tion for teachers, and Fairhaven has lost more than her share, either by resignation or retirement after
TEACHERS. faithful service, so that the schools opened in September with ten new teachers. Yet in spite of these unfortunate changes there have been notable improvements both in the work and in conditions of orderly and cheerful discipline in many rooms. The standard of work your teachers are striving faithfully to maintain, and the general spirit of the schools will, I feel certain, commend itself to one who makes a careful inspection of the daily routine work.
In every growing community the question of finance always presents a troublesome problem for school officials.
Schools are expensive, but in a Democracy expen- FINANCE. sive necessities which yield large returns on in- vestments and are destined to bring even larger returns as they grow in scope and efficiency.
The numbers in your schools have grown so rapidly in recent years that it has become impossible to maintain them
20
within former limits. Three additional rooms were neces- sary last fall, and in the coming September at least two more teachers will be required, which of course means a large increase in the salary schedule as well as in all other departments.
Although there has been a more general compliance with the regulations in regard to school attendance, the records for the year have been somewhat reduced by ATTENDANCE. epidemics of measles, scarlet fever and an unusual amount of sickness. A few parents who have not yet learned the value of regularity and punctuality, too often need to be reminded of the compulsory regulations of the state.
It is gratifying to note the united purpose of the corps of teachers at the High School to raise the standard of work that has been committed to them. The state is
HIGH
SCHOOL. requiring a high grade of work from those schools that are receiving tuition from pupils of other
towns. We hope that we are satisfying the demands in this respect. Very favorable reports come from the recent graduates who are in college or at work.
At the beginning of the year the Chemistry classes re- turned to a much improved laboratory with greatly needed additions to chemical and physical apparatus, all of which was provided outside of the school department. A large and promising class entered the High School this year, and the outlook for still larger classes is good, judging from the large numbers in the Grammar grades. More than ever has the High School important functions in the community, not only in preparing pupils for college, but in fitting the young people for a more complete and intelligent participation in life's duties and pleasures.
The subjects of Music and Drawing have been so con- ducted as to supplement and enrich the more formal school
MANUAL TRAINING CLASS
21
MUSIC AND DRAWING.
work. The individual and general results in both branches have been such that no small amount of credit should be accorded the Super- visors whose detailed statements are found later in this report. I wish to especially commend some of the classes in the High School for the excellence of their work in drawing. The cover of the School Report is one among many very successful pieces of work in the single line of design. Sew- ing has been carried on with interest in the same grades as formerly. The troublesome question as to what to do with the boys, while the girls are sewing, has been solved in the 6th and 7th grades, by introducing courses in knife work, which involve mechanical drawing and the use of the Sloyd knife in whittling out small useful articles, such as pencil sharpeners, paper knives, thread winders, etc. The regular teachers have taken hold of this preliminary manual training with interest and success.
The school system of Fairhaven has been highly favored by being able, through the insight and generosity of Mr. MANUAL TRAINING AND COOKING. Rogers, to take steps far in advance of the majority of large towns and many cities, which are still pleading, with unavailing results, for the introduction of Manual Training and Cooking. Too often have these departments been obliged to start on meagre appropropriations, with inade- quate equipment and instruction. It was exceedingly for- tunate that these branches could begin in quarters especially designed and planned ; that the rooms could be adequately equipped ; that the pupils could enter upon this new work under skilled and inspiring instruction. .
I must claim space to mention only a few of the many advantages that are derived from Manual Training as exem- pified in Sloyd and Cookery. One cannot thoughtfully observe the boys and girls without feeling that this sort of
22
work is intellectual, but of a different sort than book work. Those muscles are being exercised which not only produce excellent physical results, but which call into play what psychologists call " motor brain areas," which have hitherto been dormant, so that the whole mental activity is aroused and stimulated as never before.
The moral effect of Manual Training is perhaps more ap- parent, in that successful results and the accomplishment of the ideal set before the pupils depends upon and developes habits of observation, exactness, originality, truthfulness, neatness, and self-control. Furthermore, this line of work can do much to revive the dignity of labor and check that false notion of looking down with disdain upon the man of tools or the woman who works. It is a sad sight to see young men stand idle in the market place, rather than lower their dignity by using the carpenter's hammer and saw, or the mason's trowel for $4.00 per day. Surely, hand work should not attempt to take the place of book work, but should supplement and stimulate the formal work in the classroom.
Dr. Balliet, of Springfield, says : " Manual Training en- ables children who have little taste for book study to try hand work, and if they have exceptional skill with their hands, it gives them an opportunity to discover this fact and to find out in what line they are likely to succeed in life.
" One function of the public school ought to be to give the child an opportunity to discover his own special talents. With the curriculum consisting wholly of book work there is no opportunity for the child whose brain is in his fingers to discover his powers, and many a life has been wrecked because of the narrowness of the schools."
The demands and needs of the times are such that it is not enough to know how things are done or should be done, but it is the one who can make use of one's knowledge in doing
.
23
that wins. It is this executive power of mind and hand that Manual Training aims to give. In the past the aim has been largely intellectual education, now the idea of Manual Training has already taken deep root, but there still remains another phase of education that is either lacking or not yet sufficiently emphasized. Educationists are generally coming to see the need in our American civilization of more effective moral training in our public schools. Commercial and in- dustrial conditions speak plainly of the need of what an English writer calls a " shade more soul." The public schools are being required to assume so many of the former functions and duties of the home that our school system will be rendering its full service only when the curriculum is so planned that its aim is the highest development of the child, not through reading, writing, and arithmetic alone, but by such training as will reach the heart as well as the head and the hand.
FRANK M. MARSH, Superintendent of Schools.
10 February 1903
24
FALL TERM SEPTEMBER 3, 1901, TO DECEMBER 20, 1901
TEACHERS
Grades.
Wages per
month.
Whole number
Average mem-
bership.
Average at-
tendance.
tendance.
Cases of tardi-
Cases of dis-
Number of
weeks.
High School :
Will A. Charles, A. B.,
10-13 $100
69
67.27
62.47
92.86
52
67
16
Ruby I. Rich, A. B.,
58
Anna H. Bradford,
66
55
Anna B. Trowbridge,* Rogers School :
66
48
Sara B. Clarke,
9
60
28
25.97
24.93
96.
0
10
16
Bertha N. Meserve, A. B., S
S
40
36
33.80
31.16
92.19
9
:24
16
Anna M. Rochefort.
7
40
44
40.90
38.48
94.08
10
29
16
M. Louise Norris,
6
40
47
42.63
38.33
89.91
10
39
16
Lillian C. Burbank,
5
40
44
41.04
37.91
92.37
9
43
16
Idella M. Libby,
4
40
37
36.52
32.76
89.70
5
34
16
Alice B. Landers,
3
40
62
57.39
53.18
92.66
44
33
16
Estelle Jackson,
2
40
50
45.57
43.31
95.04
S
27
16
Allie A. Cole,
1
38
70
61.79
55.48
89.79
43
18
16
Annie N. Fuller, asst .. .
28
Mrs. E. Manchester, Jr., Oxford School :
8
Adelaide L. Wardwell.
5-6
45
27
23.24
21.63
93.07
55
13 16
Grace M. Nickerson,
3-4
40
46
40.51
37.91
93.57
58
8
16
Bertha M. Hamblin,
1-2
40
63
51.35
44.05
85.78
81
0
16
Gertrude L. Snow, asst., New Boston :
8
Ella D. Harlow,
1-9
38
30
30.
27.14
90.47
52
11
16
Naskatucket :
Nellie A. Kinsman;
1-6
36
30
29.83
25.58
85.68
119
52
16
Supervisor of Drawing :
Ethel R. Browne.
30
Totals 1901,
$912
683
627.81 574.32
91.54
555
408
Totals 1900,
$884
664 589.68
536.52
90.99
439
272
* Supervisor of music.
-
Per cent. at-
ness.
missal.
enrolled.
25
WINTER TERM DECEMBER 29, 1901-MARCH 21, 1902
TEACHERS
Grades.
Wages per
month.
Whole number
enrolled.
Average mem-
bership.
Average
attendance.
Per cent. of
attendance.
tardiness.
Cases of
dismissal.
Number of
weeks.
High School :
W. A. Charles, A. B.,
10-13 $100
68
64.95
58.39
89.89
52
39
12
Ruby L. Rich, A. B.,
58
Anna H. Bradford,
66
55
Anna B. Trowbridge,* Rogers School :
48
Sara B. Clarke,
9
60
27
26.40
24.77
93.83
3
9
11
Bertha N. Meserve, A. B., }
8
40
32
31.56
28.86
91.44
3
11
11
Anna M. Rochefort,
7
40
43
41.45
37.79
91.17
1
26
11
M. Louise Norris,
6
40
43
41.05
35.08
85.46
1
11
11
Jennie M. Chandler.
5
40
41
39.62
35.12
88.64
5
29
11
Idella M. Libby,
4
40
37
35.47
31.41
88.55
9
18
11
Alice B. Landers,
3
40
60
56.32
51.23
90.96
9
20
11
Estelle Jackson,
2
40
52
47.06
42.68
90.69
9
23
11
Allie A. Cole,
1
40
69
61.44
51.87
84.42
14
28
11
Annie N. Fuller, Oxford School :
5-6
45
23
21.71
19.76
91.02
19
11
11
Grace M. Nickerson,
3-4
40
41
40.33
36.51
90.53
39
1
11
Bertha M. Hamblin, ?
1-2
40
49
43.67
34.57
79.52
21
ยท2
11
G. L. Snow, asst., New Boston :
Jennie L. McDonald, Naskatucket :
1-9
38
31
26.86
23.26
86.59
20
9
11
Nellie A. Kinsman, Supervisor of Drawing :
1-5
36
32
29.45
26.74
90.81
59
2
11
Ethel R. Browne,
30
Totals 1902,
$907
648 607.34
538.04
89.04
264
236
Totals 1901,
$888
614 578.08 509.12
88.36
354
204
28
Adelaide L. Wardwell,
9
*Supervisor of music.
Cases of
26
SPRING TERM
MARCH 31, 1902-JUNE 21, 1902
TEACHERS
Grades.
Wages per
month.
enrolled.
bership.
Average daily
attendance.
attendance.
tardiness.
dismissal.
Number of
weeks.
High School :
Will A. Charles, A. B.,
10-13 $100
66
57.58
52.53
91.23
55
47
12
Ruby L. Rich. A. B.,
66
58
Anna HI. Bradford.
66
55
Anna B. Trowbridge,* Rogers School :
.6
48
Sara B. Clarke.
9
60
26
25.26
24.41
96.63
2
6
11
Bertha M. Meserve,
S
40
29
27.51
24.71
89.82
3
3
11
Anna M. Rochefort,
7
40
41
38.89
35.87
92.23
3
17
11
M. Louise Norris,
6
40
41
37.44
33.70
90.01
4
15
11
Jennie M. Chandler,
5
40
42
39.04
33.31
85.32
10
13
11
Idella M. Libby,
1
10
37
35.04
31.
5
24
11
Alice B. Landers,
3
40
59
55.70
46.57
88.5 83.61
4
20
11
Harriet M. Goddard.
36
51
45.78
39.06
85.32
5
0
11
Allie A. Cole,
1
40
69
54.51
48.12
88.28
17
S
11
Annie N. Fuller, asst., S Oxford School :
5 -- 6
45
19
19.
17.40
87. 92.54
19
7
11
Grace M. Nickerson,
3-4
40
38
37.42
34.63
59
11
Bertha M. Hamblin.
1 -- 2
40
48
44.88
40.03
89.19
78
16
11
G. L. Snow,
New Boston :
Ella D. Hlarlow,
1 -- 9
38
31
29.59
27.48
92.87
22
-I
11
Naskatucket :
1-5
36
30
29.98
24.52
81.79
64
10
11
Nellie A. Kinsman, Supervisor of Drawing : Ethel R. Browne,
30
Totals 1902,
$906
627
572.62
513.34
88.96
340
195
Totals 1901,
$880
599
559.30.508.22
91.19
293
225
*Supervisor of music.
Whole number
Average mem-
Per cent. of
Cases of
Cases of
28
Nellie M. Litchfield,
12
27
SUMMARY FOR THE YEAR SEPTEMBER 3, 1901 TO JUNE 20, 1902
SCHOOLS
Grades.
Whole number
Average mem-
Average daily
attendance.
attendance.
Cases of
absence.
tardiness.
dismissal.
Number of
weeks.
High School, Rogers School,
66
8
36
30.96
28.24
91.15
485.5
15
38
39
6
7
44
40.41
37.38
92.49
539.5
14
72
39
66
6
47
40.37
35.70
88.46
844.5
15
65
39
5
44
39.90
35.45
88.78
780 5
24
S5
39
4
37
35.68
31.72
88.92
704.5
19
76
39
66
3
62
56.47
50.33
89.08
1,131.5
57
73
39
.6
2
52
46.14
41.68
90.35
694.5
22
50
37
66
66
1
70
59.25
51.82
87.50
1,254.
74
51
37
Oxford School,
5-6
27
21.32
19.60
90.39
308.
93
31
39
66
3-4
46
39.42
36.35
92.21
546.5
156
11
39
66
1-2
63
46.63
39.55
84.83
1,289.5
180
18
39
New Boston School,
1-9
31
28.82
25.96
89.98
533.5
94
27
39
Naskatucket School.
1-6
32
29.75
25.61
86.09
503.
242
64
39
Totals 1902,
688 604.27 541.56
89.80 10,864.
1,169
839
Totals 1901,
673
578.67
517.95
90.10 10,215.
1,086
701
Totals 1900,
692 572 . 73 521. 26
91.15
1,193
775
Totals 1899,
647 563 . 85 507 . 66
90.04
1,215|
766
10-13
69
63.27
57.80
91.33
1,045.
159
153
40
9
28
25.88
24.37
95.49
204.
5
25
39
enrolled.
bership.
Per cent.
Cases of
Cases of
28
FALL TERM SEPTEMBER 8, 1902-DECEMBER 19, 1902
TEACHERS
Grades.
Wages per
month.
Whole number
Average mem-
bership.
Average daily
attendance.
attendance.
tardiness.
Cases of
dismissal.
Number of
weeks.
High School :
Will A. Charles, A. B.,
10-13 $100
70 64.62
60.86
94.18
41
51
15
Ruby L. Rich, A. B ..
55
Auna HI. Bradford,
45
Anna B. Trowbridge, * Rogers School :
45
Sara B. Clarke,
9
65
28
27.39
25.70
93.83
1
6
15
Emma M. Davis,
S
40
53
49.20
46.53
94.57
1
7
15
Bertha G. Atkins,
7
40
49
46.72
43.45
93 01
4
18
15
M. Louise Norris.
6
40
60
54.36
51.24
94.26
5
19
15
Jennie M. Chandler,
5
40
46
44.54
41.45
93.06
3
3
15
Alice B. Landers,
4
40
53
49.98
46.19
94.42
15
S
15
Lucretia F. Hatch, Rogers School Anner :
3
40
54
50.05
46.76
93.42
9
15
15
Annie B. Newton,
2
40
42
38.79
35.82
92.09
2
0
15
Harriet M. Goddard,
2
40
43
39.44
36.29
92.01
8
0
15
Retta R. Barrett,
1
40
45
39.84
34.66
86 99
25
18
15
Mary A. Sale.
1
36
41
36.04
31.43
89.98
9
13
15
Oxford School :
Myra D. Crowell,
4-5
45
40
36.93
34.84
94.34
32
13
15
Lelia M. Boothby,
2-3
40
47
44.68
40.59
90.82
62
8
15
Bertha M. Hamblin, New Boston :
1
40
39
37.06
33.14
89.42
34
2
15
Elsie M. Pope,
1-5
38
25
21.83
19.63
89.92
22
5
15
Naskatucket :
Clara M. Smith,
1-5
36
26
24.31
21.14
86.95
140
15
15
Supervisor of Drawing :
Ethel R. Browne, Cooking Teacher :
Lucy May Elder, Sloyd Teacher :
+50
Alfred C. Cobb,
+50
Totals 1902,
$935
761 705.78 649.72
91.96
413
201
Totals 1901,
$912
683 627.81 574.32
91.54
555
408
Totals 1900,
$884
664 589.68 536.52
90.99
439
272
.
*Supervisor of music.
t Salaries paid by Mr. H. H. Rogers,
Per cent. of
Cases of
enrolled.
-
30
29
REPORT OF THE SUPERVISOR OF MUSIC FAIRHAVEN, 1903
Mr. F. M. Marsh, Superintendent of Public Schools
DEAR SIR :-- In compliance with your request, I submit to you the following report :
The course of study, adopted two years ago, has been fol- lowed with very slight, if any, modifications.
The opening of the Rogers School Annex in September brought new duties and increased responsibilities.
In the Primary Grades this year, considerable time has been devoted to the study of intervals-in many respects the most important part of the whole course of musical study. This phase of the work must be made the means of awakening tone perception in the minds of little children ; it must be used to train the voices and fix correct habits before greater difficulties are undertaken and must become the foundation for all subsequent study of time. In this line of work, which later becomes more complicated, we have adopted the names of intervals in teaching them; in this way the boys and girls become familiar with the major sixth, minor third, perfect fourth, etc., in fact all the inter- vals ordinarily found in music. This study tends to induce keen tone perception, keeps the voices in tune or prevents falling in pitch, a quality so common in childish voices, and is also an invaluable mental drill.
At the end of the first four years of school life, the pupils have well fixed ideas of the nine major keys, of time signa- tures, the valuation of notes and rests in simple time. Some periods are devoted to writing scales and exercises, as a proof of what the eye and mind have grasped. This feature of the work is most important and I regret that more time can not be given to it, as it tends to fix the knowledge of keys, their signatures, and the relative position of one or do, better than in any other way.
30
Throughout the lower grades rote singing enters largely into the music work, affording mental rest and recreation to the little ones; the selection of these songs is carefully made with reference to their artistic musical character and adaptability to voices of little children ; these tend to culti- vate a refined, tasteful style of singing.
In the Grammar Grades the work has been carried on as usual. The Fifth Grade will complete the Second Reader, Part I, 'ere long, thus advancing a step beyond the work done by last year's Fifth Grade.
The Eighth and Ninth Grades have an unusually strong chorus this year ; the new bass voices acquired by some of the older boys are becoming well settled, bringing about better results than usual in this class. The Cecilian, with some supplementary music, is used in this grade.
At the Oxford School four classes are maintained in music and good results are manifest. In Grade I a new chart has displaced the old one, so long in use, and this is an incentive to better work.
The Naskatucket and New Boston Schools have been visited every week and two lessons given in each building : considerable interest is displayed in both places.
At the High School a chorus class is held every Thursday. The Academy Song Book is used, supplemented by codas.
I commend the teachers of Fairhaven for their hearty co- operation and untiring efforts.
Very respectfully yours, ANNA BAILEY TROWBRIDGE.
February 7, 1903.
31
REPORT OF SUPERVISOR OF DRAWING AND SEWING
Mr. Frank M. Marsh, Supt. of Schools, Fairhaven, Mass.
MY DEAR SIR :- I am pleased to submit to you my second report of the work accomplished in Drawing and Sewing in the Fairhaven schools ; while not satisfied, yet I feel that there is an improvement which I trust will continue through- out the year.
DRAWING
Since making Drawing elective in the Junior and Senior classes of the High School, the classes are much smaller, enabling more time to be given to the few who choose the work. They have drawn from casts, model groups, nature, and have made designs for sofa pillows, wall papers and book covers. Mediums have been chosen appropriate to the subject, thus familiarizing the student with the use of pencil, pen and ink, water color, charcoal and red crayon. The class in Mechanical Drawing is doing good work, the course involves geometrical problems, projections of two or three planes, projections of intersecting planes and developments. Accommodations are poor for so large a number as is found in the Freshmen class, and it is impossible to arrange our limited supply of groups so that they may be seen by all. I wish that more time could be allotted me in this school ; there are pupils who show much ability, and who would make good and rapid progress if they were given the opportunity for more work.
The course in the Grammar and Primary schools covers Nature Drawing, Constructive Drawing, Object Drawing and Design.
In the Nature work the lower grades studied germination and represented the seeds in their different stages of growth, one grade worked with the horse chestnut and with water colors painted the delicate coloring. Much time was spent on this phase of the work in all grades.
32
The aim in the Constructive Drawing is for accuracy, pre- cision and invention. We endeavor for the pupils, while all following one general plan, to make their own design, which they are desirous of developing : among the results we have match boxes, kites, broom holders, houses and fur- niture. Under this heading mention might be made of the Basket work which was introduced at Christmas time ; napkin rings, picture frames and simple baskets were made.
In Object Drawing we strive to develop ideas of propor- tion, to obtain individual expression, also to quicken the powers of seeing by drawing from familiar objects, singly and in groups.
If the child has any original creative faculties, they are shown in Designing ; while in the past we have made designs for imaginary fabrics and other articles, we are striving to bring our work to a more realistic and practical basis.
SEWING
During the past year we have not completed as much sampler work as in the year previous, but have tried to im- prove the short time allowed us each week by making useful articles. In the various classes, the children have been taught to make different styles of work bags, needle books, pin cushions, aprons, with and without ruffles, and button holes.
It is to be lamented, that so short a time can be spared for this study, which is certainly an important feature in the school curriculum.
I wish to thank you for the kind interest which you have shown in both branches of my work, and for the help that you have given, and also the teachers who have so willingly co-operated with me.
Very respectfully,
ETHEL ROGERS BROWNE.
February 4, 1903.
CORNER MANUAL TRAINING ROOM
33
REPORT OF MANUAL TRAINING TEACHER
Mr. Frank M. Marsh, Superintendent of Schools
The work in the Manual Training classes began in Sep- tember under especially favorable conditions. The room, which is well lighted and well equipped, is of good propor- tions, so that crowding is not necessary. My experience with Manual Training classes in other towns has convinced me of the great importance of suitable and sufficient equipment, so that I feel greatly pleased that we were able to procure such excellent tools and fittings for carrying out the work as planned in the Course of Study which follows below. The benches, which are superior in many respects, are of the regular Sloyd pattern, their construction showing work- manship that serves as a model and inspiration to the boys in their work. Each bench is provided with tools as follows : Rule, try-square, gauge, knife, dividers, fore plane, smooth- ing plane, pencil compass and block plane.
A variety of other tools for the use of all pupils as they have need of them are classed as general tools, consisting of splitting, crosscut and back saws, hammers, chisels, screw- drivers, bits and bit-braces, mallets, shaves, carving tools, etc., etc. All the tools are of the best quality as they ought to be ; for it is unfair to expect a boy to do a good piece of work with an inferior tool.
The classes are conducted on the plan of individual work as far as possible, each boy being allowed to make the models as fast as he can do them accurately and well. During the first year and a portion of the second year each pupil is required to make a working drawing of the model before making the object itself, thus learning to make and read working drawings as well as the importance of having plans from which to work. During the remainder of the course drawings are furnished by the instructor, in order
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that pupils may learn to interpret other drawings and also save much time for actual work at the benches.
Starting as most of the pupils did, with no previous training in this kind of work and having had no mechanical drawing, everything was new, but the progress thus far has been excellent.
The eighth grade has been doing the regular first year work and the pupils have already developed the skill and ability to produce good results. In the beginning the ninth grade was given one of the eighth grade models as a test of their ability, but the boys acquitted themselves so well that they have been given the regular models of the ninth grade, with which they are doing nicely. The High School pupils began on some of the advanced models of the ninth grade work and have already completed a roller towel rack and a glove box with no little credit.
In order that no one may get the wrong idea in regard to Manual Training which is often entertained, I wish to add that it is not the aim to teach boys a trade, but to train the mind, hand, and eye to work together in such a way as to help in accomplishing the great end of all education.
Finally, I wish to express my appreciation of the excel- lent room, its equipment, and the attitude of the pupils toward the work. I also congratulate the town of Fairhaven on having added to its public school system such a satisfac- tory and complete Manual Training department.
Respectfully submitted, .
ALFRED C. COBB.
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MANUAL TRAINING COURSE
EIGHTH GRADE
NO. NAME OF MODEL
WOOD
EXERCISE
1 Glove Mender
Pine
Whittling
2 Square Rule Pine
Planing
3 Trellis
Pine Planing & Whittling
4 Pencil Sharpener White Wood
Planing, Whittling Reverse Curves
Planing
Slanting
5 Tapered Plant Stick White Wood
Surface
6 Flat Ruler
Cherry
Planing Hard Wood
7 String Winder White Wood
Surface Planing Using Turning Saw
8 Round Ruler
White Wood or Pine
Convex Planing
9 Paper Knife Maple or Cherry
Scraping and Filing Using Carver's Punch
10 Hammer Handle Maple
Shaping with Spoke Shave
These models serve to familiarize the pupils with the Saw, Plane, Try Square, Rule, Compasses, Gauge, Knife, etc.
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NINTH GRADE
No
NAME
WOOD
1 Pen Tray
Pine
EXERCISE Chiseling to Curved Line Gouging
2 Teapot Stand
Cherry
Moulding Edge Chip Carving
3 Dryer.
White Wood
Fitting Parts and Putting together with Screws. Bor- ing with Drill and Auger Bits and Countersinks
4 Broom Rack
White Wood
Beveling with Chisel and same as No. 3
5 Towel Rack
White Wood
Block Planing, Chamfering with Drawknife, Chip Carving, Boring, etc.
6 Glove Box
Gum Wood
Making Tongued and Groved Cor- ner, Fitting Hinges & Nailing
These models are intended to teach still further the use of the Planes, Saws, etc., also the use of the tools suggested by the Exercises.
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HIGH SCHOOL-FIRST YEAR
No.
NAME
WOOD
EXERCISE
1
Knife Tray
White Wood
Dovetailing
2 Book Rack
White Wood
Cutting draw Dove- tail
3 Plant Stand
Cypress
Laying out and Cut- ting Curves. Mor- tise and Tenon, Halflap Joint, etc.
During this year the pupils will alternate on the bench and lathe.
The lathe work consists of a series of exercise pieces intended to familiarize pupils with the lathe and different uses of the tool.
HIGH SCHOOL-SECOND YEAR
No. NAME
WOOD
EXERCISE
1 Rolling-pin & Rack Maple
Turning Cylinder and Reverse Curves
2 Stocking Mender Maple
Turning Oval and Beading
3 Indian Clubs
Maple
Turning Sphere and Long Curves
4 Dryer
Maple Turning Dowels
5 Cup
Gum Wood Hollowing
6 Stool
Gum Wood
Chuck and Center Turning
Other models can be added as occasion demands. Original models will be encouraged during the High School course.
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REPORT OF COOKING TEACHER
Mr. Frank M. Marsh, Superintendent of Schools
As the value of Manual Training is coming to be appre- ciated more and more, there is a constant increase in the number of schools where children are taught to work with the hand as well as the brain. In a school of this kind where the pupils can see the actual results of their work, they realize more clearly that the desirable result depends upon the skill and effort put into the attempt. The sense of responsibility is developed, as a failure to obtain the desired end is seen to be the direct result of wrong condi- tions for which they are accountable. In that branch of Manual Training known as household arts, although cooking is the chief aim of the course, many other subjects are taught, including the composition, use and economy of food, its preparation and serving. The care of the delightful laboratory, combining as it does, kitchen and dining room, gives opportunity for lessons in the various household arts and the practical application of these principles in the home ; while the complete equipment enables the pupil to become familiar with the use of all household utensils. Such work done in the cooking school brings the child into close rela- tions with the home and tends to increase the interest there.
The equipment of the laboratory is as complete as the size and need of the classes require. Besides an abundance of general cooking utensils, each of the sixteen pupils-for that is the largest number in a class-has for her own use one burner of an oil stove, and a section of a table in which are compartments containing a kneading board, a brush for cleaning the table, an egg-beater, a fork, measuring cups, three different knives and spoons of various kinds.
In one corner of the room is a dining table with six dining chairs. A set of dishes with the necessary pieces of silver
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COOKING CLASS AND LABORATORY
39
and table linen complete the furnishing of the dining room. Occasionally during the year, a whole meal is prepared by the pupils, the table is properly set and the meal is served to six of the pupils.
The pupils come from the eighth and ninth grades and from all the classes of the High School. The work at pres- ent is optional in the two upper classes, but eventually will cover four years, ending with the second year in the High School. With the exception of the eighth grade, which meets on alternate weeks, all the classes have one two-hour lesson cach week. In that time, the fire is built, the cook- ing is done, the cooking utensils are washed and returned to their places, the class is served with what has been prepared, when practicable, then the room is put in order before dis- missal. The cooking varies with each lesson, but a certain amount of work has to be done each time, and with each repetition the pupils work more quickly and thoroughly and learn to know exactly what is to be done so that the room may be in order for the next class.
As far as possible the actual cooking is individual work, so that each pupil may become familiar with every step in the process. This makes it necessary to work with small amounts, but the recipes which are given to be taken home make enough for the average family of six.
Soon it is hoped that printed recipes will be furnished, thus saving much time now spent in copying.
From the first, the pupils have been much interested in the work. In almost every case each pupil seems eager to do as much cooking as possible and to do it carefully and thoughtfully. The greater number practice the recipes at home ; in this way gaining added skill in the preparation, and frequently introducing new and wholesome dishes upon the home table.
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COURSE OF STUDY
The subjects of the course in the Grammar Grades are developed as follows :
Fuels - The principles of combustion, the conditions necessary for sustaining combustion, the use and cost of various fuels, the construction of a coal range with practice in the use of one, and the building, care and regulation of coal fires.
Food Stuffs - Water is considered as a medium for cooking, its use in the body and its occurrence in food noted.
Mineral Matter-The various salts, their occurrence in food materials and use in the body.
Carbohydrates, including starch and sugar, their use in the body.
Starch-The temperature for cooking, practical appli- cation of the principle of its cookery made in the prepara- tion of starchy foods, as vegetables, cereals, tapioca, macaroni, ete., in the use of flour as a thickening material in sauces and soups.
Sugar-The changes undergone by sugar as it is heated, the degrees of heat required for the different results, as caramel, hard and soft candies, with practical tests for the same.
Proteids or Albuminous Foods-Albumen, type, white of egg. Subject studied and developed by same general methods as cookery of starch, and its principles of cookery applied to the preparation of hard and soft cooked eggs, omelets, custards, etc., to the combination of milk, starchy and albuminous foods, to the preparation of cheese, fish, poultry and meat. Various methods of cooking the different cuts of meat are studied with the objective point. In this connection the preparation of gelatine in form of soup stock
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DINING ROOM
41
is studied. Soups, with stock and without are prepared. Gelatine dishes and other wholesome desserts are prepared.
Fats-Sources, effects of heat and the use in the dietary. Frying as a method of cookery.
Batter and Dough Mixtures- Expansion of air and moisture by heat to make porous, practical application in preparation of pop-overs, cream and sponge cakes. Expan- sion by use of chemicals, as cream tartar and soda or other acids with soda in combination. Application in preparation of gingerbread, quick bread stuffs, cakes and desserts. Expansion by use of baking powders, composition of stand- ard powders, making of different dishes.
Fermentation by yeast, application in the preparation of bread, rolls and biscuits.
Frozen Dishes- The principle of freezing mixtures, ap- plication, water ice, simple ice crean.
In the High School course the same principles are studied, but the dishes selected for illustration are less simple. This course includes preserving, making of jellies, marmalades, etc., also a series of lessons to teach preparation of suitable dishes for the sick, and laying and serving of a tray, the selection, preparation and packing of food for lunches, the preparation of menus for simple, inexpensive and nutritious meals for the different seasons of the year. The pupils pre- pare and serve the food after noting the cost and amount needed.
Respectfully submitted,
LUCY MAY ELDER.
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REPORT OF TRUANT OFFICERS
FAIRHAVEN, MASS., Feb. 7th, 1903
Mr. F. M. Marsh, Supt. of Schools
From June 1902, to Feb. 7th, 1903
Number of cases, 15
Reasonable excuses, 4
Unreasonable excuses, 10
Prosecution for violation of attendance laws, 1
In making my report for the last seven months, I would say that no truants have been sent away. If the parents would in some cases pay a little attention to the school laws there would not be so many absent pupils as at present, or if a child is sick a note to that effect to the teacher would avoid quite an expense to the School Department.
ANDREW J. SHOOKS,
Truant Officer.
FAIRHAVEN, Feb. 10th, 1903
From Feb. 15th, 1902, to Feb. 10th, 1903, I have called after sixteen absentees and nine tenths of their excuses were not satisfactory. Some of the parents of children attending school should be more mindful of their duties towards their children in regard to education.
JOSEPH B. PECK,
Truant Officer.
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