USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1903 > Part 5
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The school garden is of greater value in helping to develop a renewed interest in outdoor life and beauty, and also in fostering among children a sense of ownership which always breeds respect for the property of others. To the surprise of many who had doubts in this respect, scarcely a boy or girl in or out of school disturbed the gardens in the least. This test of the children's honor alone pays for the efforts involved in this work.
The Improvement association put all concerned under ob- ligation to itself by furnishing the necessary sum for start- ing this movement in Fairhaven. Very much might be done by way of beautifying the yards and surroundings of many homes and vacant lots by interesting the school chil- dren to purchase small quantities of seeds and by offering prizes for the best kept yards and gardens.
In the so-called regular work of the schools a high stand- ard of excellence has been maintained. An inspection of your schools and a comparison with those of other towns and cities will convince one that the schools of Fairhaven are performing with more than ordinary efficiency the com- plex duties which devolve upon them.
The tendencies of the times are such that greater and greater burdens are being placed upon the public schools.
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With the decline of authority in the home and on the street, the difficulties of school management are increasing. The influence of the so-called " soft pedagogy " has led to a feeling among children that they must be pleased at any cost, and not a few adults are yielding to the tendency to deprive the American boy and girl of their rugged right to obey and respect authority, and to meet with conquering pride a few character forming obstacles. The first duty and purpose of public schools is'to make good citizens. The interests of the school and each pupil therein are identified with the interests of the community. It has been customary to appeal to parents to co-operate with the school in the attempt to edu- cate their children. This, to my mind, has not been an effective or proper appeal. Since the school teacher has from 40 to 50 pupils for less than 30 hours a week, a large portion of the child's education must be received in the home or on the street, hence the burden rests upon the home, and we should hear stronger and more persistent ap- peals from the parents, for the teachers, schools, and churches to co-operate with them in the task of furnishing their children with intellectual, moral, and spiritual training. It should not be necessary to urge parents to reinforce this training which can only be inaugurated in the schoolroom, and which needs constant nurture in the home.
My sincere thanks are due your Board for willing assist- ance and unfailing courtesy and patience, and to your teach- ers who have performed so large a part in carrying out your plans and desires.
Very respectfully, FRANK M. MARSH,
Feb. 15, 1904.
Superintendent of Schools.
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GRADUATING EXERCISES CLASS '03 FAIRHAVEN HIGH SCHOOL THURSDAY, JUNE 25, 1903, 2.30 P. M.
PROGRAM.
Prayer. Rev. William P. Macomber.
Chorus. Country Fair Waltz.
Veazie. Salutatory with Essay. An Honest Man's Worth to a Community. Lizzie Alma Blackburn. Valedictory with Essay. Knowledge, the Motive Power of Civilization. Helen Louise Thrasher.
Semi-Chorus. Blow, Soft Winds. Vincent.
Announcement of the Winners of the Prize Essays.
Reading of First Prize Essay.
Chorus Mariner's Song.
Emerson.
Address.
Dr. Samuel A. Elliot, Boston.
Award of Diplomas. Mr. Thomas A. Tripp, Chairman School Board. Chorus. The Call to Arms.
Veazie.
GRADUATES.
CLASSICAL COURSE.
Lillie Bartlett Allen, Lizzie Alma Blackburn,
Gladys Bixby Goodnow,
Ida Marion Grimshaw,
Clara Matilda Howland,
Mary Corey 'Taber,
Helen Louise Thrasher.
ENGLISH COURSE.
Everett Russell Cowen, Wallace Griffeth Hathaway,
Grace Pearl Dillingham, James Hartwell Chester Marston, Bessie Lewis Pardee. COMMERCIAL COURSE.
Winifred Seamans Baker,
Hubert Richardson Ede,
George Frederick Braley,
Adelaide Nelson Howard,
Florence Webster Nickerson,
Clayton Walker Carpenter,
Grace Elizabeth Slocum.
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REPORT OF THE SUPERVISOR OF MUSIC
Mr. F. M. Marsh, Superintendent of Schools.
DEAR SIR :- I submit, as requested, the following report in music.
In reviewing the work of the past year much is found that is encouraging. In the first four grades some changes have been made in the manner of presenting the various keys to the little ones, which I feel sure will tend to strengthen the work in the upper grades. Allow me to explain. During the first three years of school life we say nothing to the children about keys or key-signatures, but, in order that the moveable " do" may contain no difficulties for the child, we begin early in the first grade by presenting many simple exercises in various keys, using a check-mark or cross (X) to show the position of "do" or 1 of the scale ; thus the children unconciously sing in the keys G, A flat, F, etc., without being burdened by the names of said keys and their signatures. By this method several keys are developed in one lesson, instead of dwelling on one key for several weeks. In the second grade the pitch names of the lines and spaces of the staff are taught; these are constantly reviewed and kept before the pupil, until the fourth grade is reached, when key-signatures are taken up, and this knowledge of pitch-names assists the child in locating the key-note or one of the scale.
Another interesting feature of the work this year, and one which has brought enthusiasm into all grades, is the individual sight-singing series, which were introduced in the fall. Each pupil is given a slip of paper, upon which is printed an exercise in music, involving all keys and all difficulties in time and tune. A few moments are allowed for study, then in turn, each pupil stands and, unaided, sings his exercise and sits. A record is kept of every pupil's
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work, so a consultation of the record-sheet shows at once whether the class is weak in time, tune or syllables. As soon as a child sings from his slip, he copies his exercise into a blank book-thus gaining skill in writing music. These series are carefully graded, and well adapted to the work of the various rooms in which they are used. Why is this individual work of value ? A pupil must have an accurate knowledge of keys, must, unaided pitch his exercise and keep his own time and tune, and although but a few moments of the regular period are consumed each week in this way, yet we feel that much is gained.
Following is a report of what the various grades are doing in music at the present time.
GRADE I
The progress made by the pupils in this grade, in spite of the severe winter and much sickness, has been very satisfactory. A good musical tone has been established, soft singing being always demanded. Tone relations are very carefully studied and note reading in the various keys is daily considered.
GRADES II AND III
In these grades the children read more rapidly and intelli- gently and sing with good quality of tone. Books are used in these classes-the children taking up several keys at one lesson. In the first grade only the quarter note as the beat note is presented, but in grades II and III 3 and 3 time become familiar to the children, also the divided beat. Individual work is carried on and written work begun.
GRADES IV AND V
The fourth and fifth grades have accomplished some good work so far this year and much is hoped for before the close of June. The chromatic tones are introduced here, also
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complications of time such as the one and one-half pul- sations and three sounds to the beat. The fifth grade are doing some good work in two-part singing. Individual and written work continued in these grades.
GRADES VI AND VII
The results in these grades are uniformly good. More difficult problems in time and chromatics are studied, modu- lations and minor forms taken up. Three-part singing is maintained and individual and written work still continued.
GRADES VIII AND IX
In the eighth and ninth grades some excellent results in sight-reading have been obtained. The F or bass clef has been taught in the ninth grade with staff representation in the different keys. Attention was given to teaching the signs of expression which occur in the various songs of the Cecilian. Individual and written work is carried on in the eighth grade.
HIGH SCHOOL
We have a much stronger chorus in the High school than last year. The Academy song book is used supplemented by what codas we possess. A few moments of each period is devoted to a review of the technicalities of music, so that our boys and girls may be prepared for any examination in music, which may confront them on entering another school.
NEW BOSTON
The classes at New Boston are alive to everything that concerns music, especially the upper grades, which, com- posed mainly of boys, are most enthusiastic, especially over the individual slips.
In every grade I find the pupils, with few exceptions, ready and eager to do the work I demand and the only com-
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plaint I have to offer is that so few parents ever visit us in our work. A visitor is always an incentive to both pupil and teacher and I cordially invite the parents and friends of our boys and girls to visit us, and witness results in a line of study, whose influence must be uplifting, both in the home as well as in the schoolroom. My days for visiting the various buildings are as follows : Wednesday, Rogers school ; Thursday morning, Annex and High schools ; Thursday afternoon, Oxford school ; Friday afternoon, New Boston school.
Thanking the teachers of Fairhaven for their earnest work and hearty co-operation, I am
Very respectfully yours, ANNA BAILEY TROWBRIDGE,
Supervisor of Music. February 6, 1904.
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REPORT OF SUPERVISOR OF DRAWING AND SEWING
Mr. Frank M. Marsh, Supt. of Schools, Fairhaven, Mass.
DEAR SIR : - In compliance with the regulations I hereby submit the following report of the progress made in Draw- ing and Sewing during the past year in the Fairhaven schools :
Nature Drawing. An important phase of art education is the study and representation of natural forms, such as flowers, fruits, vegetables. We want to teach the pupils an appreciation of the beauty that surrounds us. The younger children fail to perceive beauty in buds, stems and roots, it is the color of the flower that attracts them. In the older grades the nature drawings have been made of practical use, designs being made from them for book covers, decorated initials, blotters, penwipers, doilies and calendars.
Constructive Drawing. The great values of Constructive Drawing are accuracy and invention. In teaching these we have two duties to perform, first, does the child know what to do, and why he does it; and second, does he know how to perform the required operation. At Christmas time in every grade gifts were constructed; from the lowest grade came picture frames or book marks ; the second, third and fourth grades were taught to braid -corn husks gathered in the fall were used for this purpose - mats and baskets were the results ; the other classes made penwipers, calendars, blotters, Christmas cards and in the ninth grade the passe partouting of pictures was taught.
Object Drawing. Under this heading we have the teach- ing in the upper grades of that ever dreaded subject con- vergence : how shall it be taught that our pupils may learn to understand and apply our rule - that parallel retreating lines appear to converge -to any object, be it a cube, or
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box, a chair, a door or an outdoor sketch? The advantage of Figure and Animal drawing is to teach the child to ob- serve quickly proportion and to see the object as whole.
Designing. We cannot and do not expect to make an artist or a designer out of every pupil. " For genius is born not made." The knowledge of design has high com- mercial value ; it is valuable in two ways, it not only fur- nishes thousands with occupations, but what is more vital increases the market value of products. Drawing was first introduced into the schools of our state in 1871. At that time many firms in Boston took an active interest in the movement, realizing that the subject should be taught, and now (97% ) ninety-seven per cent. of the children in the state are under the supervision of trained teachers.
We are following this year a course in sewing similar to the one taught in Pratt Institute, Brooklyn, N. Y. Models are made which shall when completed be arranged in a note- book for future reference.
I would make special mention of the work in the fifth and sixth grades at Oxford; an unusual amount of interest is shown. The advanced class are learning to use paper pat- terns, at present they are making kimonas, and we hope before the year is over to complete shirt waists.
Throughout the town the classes are interested, in many cases, spending their leisure moments, during the school hours at their sewing.
In all of the schools, I see a marked improvement in their work over that of the year previous. The exhibition held last June in Rogers school hall gave a general idea of the work as it is carried on.
Respectfully submitted,
ETHEL ROGERS BROWNE.
Fairhaven, Feb. 6, 1904.
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REPORT OF COOKING TEACHER
Mr. Frank M. Marsh, Superintendent of Schools.
In compliance with your request I am pleased to submit my second annual report.
The course in cooking as outlined in the report of last year has been followed this year also with comparatively few changes and additions. This year the pupils of the eighth grade as well as those of the ninth grade and the High school classes have had one two-hour lesson each week. This is a decided improvement as more time can be spent on the foundation and the first year's work can be very thorough.
Nearly all the pupils in the upper classes have shown their appreciation of the work by joining the elective class which also meets once each week.
The pupils are much interested in the cooking and a large proportion practice the recipes at home, in that way not only gaining added skill in the preparation of food, but perhaps introducing a simple and wholesome dish at the home table. The results of last year's training may be noted by the manner in which the pupils go about their work in the classroom. They are able to follow a recipe much more intelligently and to put the room in order with very few directions.
One drawback to the work of last year - a drawback almost inevitable in the first year's work -has been re- moved and the good results are already apparent. All the recipes needed in the whole course have been printed and - the separate recipes are given to each pupil as they are taught in the class. This is a great help, as now the pupils do not have to spend any time copying. The recipes are printed on cards and neat pasteboard boxes, large enough to hold the whole set, have been provided. Now when a
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pupil has finished the course she has a cook book - in a most convenient form - of recipes, nearly every one of which she will have tested for herself. Index cards are to be provided so that the recipes, once arranged in alphabeti- cal order, may be easily found, and after having been used, returned to their proper places. To the recipes, printed and arranged like this, additions may be made at any time, so that the pupil is simply starting a cook book which will last indefinitely and increase in value as time goes on.
I wish to express my appreciation of the pleasant condi- tions under which the work is done; the excellent equip- ment, the attitude of the pupils, the co-operation of the teachers and the helpful interest of the superintendent.
Respectfully submitted,
LUCY MAY ELDER.
February 3, 1904.
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REPORT OF MANUAL TRAINING TEACHER
Frank M. Marsh, Superintendent of Schools.
I desire herewith to present to you my second annual report of the Manual Training department.
The work began on the second Monday in September without the delay usual in this branch.
The tools were in readiness and the classes arranged so that the work proceeded as though a long interval had not intervened.
By separating the forenoon into two equal periods, the 8th and 9th grades were assigned to the forenoon session, each grade receiving nearly one and a half hours' instruction.
The work has been carried on in the line laid out in my last report.
The 8th grade, numbering 21 boys, has made Square Rules, Trellises, Pencil Sharpeners, Flat and Round Rulers, etc. They are now at work on String Winders and Paper Knives, the next model being the Hammer Handle. This grade has also made working drawings of the objects before doing the exercise in wood.
The 9th grade boys, numbering 19, have completed three models, for two of which they made working drawings. The models made are : A Pen Tray, Tea Rest, and Towel Dryer. They are now at work on a Roller Towel Rack, making it from blue prints. After this is completed they will make a Glove Box.
The boys from the High school are divided into two classes each of about 12 or 14 boys.
Each of these classes receives a one and a half hour lesson while those who care to work longer are allowed to devote extra time to their models. Quite a number of pupils work from two to three hours.
The 1st section or class works from 1.00 o'clock to 2.30.
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These pupils are making Knife Trays and Book Racks, working from blue prints. They are also taking some exercise pieces on the lathe. These pieces are designed to accustom the boys to the lathe and the tools which accompany it.
The 2nd division includes the boys of the three upper grades in the High school, who work from 2.30 to 4 o'clock. These boys have made Taborettes, Rolling Pin Racks, etc. They have also taken some practice work on the lathes, and in one or two cases have made finished pieces.
Considerable improvement is noted in the work of most of the boys throughout all of the grades, and a majority of the boys are very enthusiastic over the work.
Some of the High school boys have planned and made pieces of their own. One has made a T Square and Draw- ing Board for use in his school drawing. Another con- structed a Shelf and Bracket for a piece of statuary at the High school. Another made a Cupboard for his tools at home.
Respectfully submitted,
A. C. COBB.
Feb. 10, 1904.
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