USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1873 > Part 6
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FREE INDUSTRIAL DRAWING SCHOOL.
This School has been held during the past three Winters, and the experi- ments thus far made have resulted in giving it a rank in the State Exhibition second only to the Boston School. The Committee are satisfied that this
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SCHOOLS .- SUPERINTENDENT'S REPORT.
School is becoming of great practical benefit to our Artisans and Manufac- turers, by increasing the value of their labor and productions; and they desire to call the attention of every one interested in the industrial pursuits of our city to the following plan of instruction for the coming Winter. They would especially commend thecareful perusal of this circular to the large number of young men in the city who are looking forward to the various trades, or are already engaged in them.
COURSE OF INSTRUCTION.
CLASS No. 1.
Advanced Free-Hand Drawing, for those who have had previous instruction. This class will draw from models and imported casts. The facilities for the study of figure and form from the valuable collection of casts are completed, and it is hoped that all who propose to join this Class will make their attend- ance constant. [Begun with 43.]
CLASS NO. 2.
A Course in Free-Hand Drawing for Beginners. Instruction from Blackboard in Outline, Principles of Design, Perspective and Elementary Model-Drawing; copying from imported examples of ornament and figure. [Begun with 80.]
CLASS NO. 3.
A Course in Instrumental Drawing, for Machinists and Iron Workers, who have had previous instruction or practice. This class will make working drawings of a Corliss Steam Engine. The work will be so arranged as to in- clude all the processes and principles involved in making plans, elevations and sections of combinations, and details. Also, attention will be given to the exe- cution of the work in Shading, Coloring, Lettering, etc. [Begun with 32.]
CLASS NO. 4.
A Course in Instrumental Drawing for Iron Workers who have had no previous instruction or practice.
The Instruction will include the elements of plane Geometry, the principles of plane projection, intersection of surfaces, etc. Towards the close of the course each student will apply the principles which have been taught, by making working drawings of some piece of machinery or other object which he may himself select, with the approval of the instructor. [Begun with 69.]
CLASS NO. 5.
A Course of Instrumental Drawing for arpenters and Wood Workers, who have had some instruction or practice. This class will make working plans, sections and details of a modern Dwelling House. Attention will be given to Coloring, Lettering and finishing the drawings. Instruction will be given from the Blackboard. [Begun with 18.]
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CITY DOCUMENT .- No. 28.
CLASS No. 6.
A Course for Wood Workers Beginning Instrumental Drawing. The instruc- tion for this Class will be similar to that for class No. 4. If classes 4 and 6 are small they will be combined to form one class of beginners in Instrumental Drawing. [Consolidated with No. 4.]
The School will be held in the rooms on Walnut street.
Classes will report as follows :
Classes No. 1, No. 3 and No. 5, will meet for their first lesson on Monday evening, October 6th, at. 73 o'clock.
Class No. 2 on Tuesday evening, October 7th, at 73 o'clock.
Classes No. 4 and No. 6, Wednesday evening, October 8th, 7} o'clock. Class No. 5 will require drawing boards 21 x 27 inches. All others will use boards 18 x 24 inches.
The Drawing Boards, T Squares, Triangles and other necessary instru- ments and materials may be procured at the school, if not previously procured by the student.
All residents of Worcester over 15 years of age, except those attending school, who wish to avail themselves of the benefit of this School, are re- quested to fill out the accompanying blank and forward it to the Superintend- ent of Schools, No. 11 or 13 City Hall, before September 30th.
Applicants will meet promptly with their respective classes on the evenings above assigned, when the work of the term will be begun, and further direc- tions given.
WORCESTER, Sept. 6th, 1873.
For the Committee on Evening Drawing Schools. A. P. MARBLE, Supt. Schools.
APPLICATION TO ENTER EVENING DRAWING CLASS.
OCTOBER, 1873.
Name of Applicant.
Age.
Residence,
Street. Number.
Occupation.
Place of Business.
Number of the Class you wish to join.
Will you be able to attend the full Course, (probably 30 lessons) two eve- nings each week ?
How many terms of instruction in drawing (about 24 lessons each) have you taken ?
NoTE. Fill out this blank, tear it off, and send it to the Superintendent of Schools, No. 11 or 13 City Hall, and keep the circular.
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SCHOOLS .- SUPERINTENDENT'S REPORT.
THE HIGH SCHOOL.
The whole number of pupils registered during the year is 461. Of these 33 have graduated; 328 remain, and 100 are unac- counted for. The per cent. of attendance for the year is nearly 98 ; for the fall term it was 99. This is a school for both sexes ; and considering that pupils come from all parts of the city, and that school is not discontinued on stormy days, not even Dr. Clark, of Boston, would expect a higher per cent.
At the annual examination in June the several classes recited each in its own room, and some member of the committee and the public were invited to attend each exercise. In this way a more thorough examination and less of an exhibition was secured. Of the large number of essays prepared for graduation, only a few were selected to be read. The rest were examined by the members of the committee. The public exercises, instead of multitudinous essays, consisted of the following :
WORCESTER HIGH SCHOOL.
EXERCISES OF GRADUATION IN HIGH SCHOOL HALL, MONDAY EVENING, JUNE 30, 1873.
EXERCISES.
1. Music.
2. Verses-By Eudora Alice Dearborn.
3. Music.
4. Essay and Valedictory-By Bart. Edward Sullivan.
5. Music.
6. Presentation of Diplomas-By His Honor, Mayor Jillson.
7. Class Song.
8. Address to the Graduates-By Hon. Geo. F. Hoar.
9. Singing "Old Hundredth Psalm."
Music by the Worcester Conservatory Orchestra.
At the close of the exercises in the Hall, all are invited to spend socially the rest of the evening in the corridors and class-rooms.
11
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CITY DOCUMENT .- No. 28.
CLASS SONG.
BY LILLIE ANTHONY NICHOLS.
We are crossing the threshold of quiet school life, For the journey and labor beyond ; The glimpses we've caught of the world's eager strife, Closer join us in friendship's firm bond. And when parted at length in the oncoming years, Amid duties and pleasures untried,
Our thoughts will return, but with quick starting tears, To the days when we worked side by side.
Sometimes our fair skies have been clouded and drear, In the years since as strangers we met ;
But the darkest now seem to us sunny and clear, With a brightness we'll never forget.
And the mem'ries that carry us back o'er the way, With pride and affection will dwell
On the patience and love that illumined each day, And strove every mist to dispel.
The future that lures us with promises bright Shall make real the fair visions of youth, If we each of us faithfully stand by the right, Holding fast to the banner of Truth. Then strong in our trusting, our Leader will guide Our steps along life's varied way,
While we strive for the portals that opening wide Will welcome at closing of day.
--
GRADUATES.
William Ethan Allen.
Mary Frances Barker. .
Katie Celestine Cosgrove.
Eudora Alice Dearborn.
John Clark Dewey. Fanny Etta Fitch.
Mary Ella Flagg.
Eliza Howe Gilbert. Ella Maria Harvey.
Annie Devereaux Jolinson.
Frank Daniel Leary. Leslie Frances Leland.
Christopher Aloysius Lynch.
Elizabeth Sophia Makepeace. Jennie Elizabeth Maloney. Minnie Meade. Sarah Jennie Morgan.
Nellie Melissa Muzzy. Lillie Anthony Nichols. Anna Maria Overend.
Flora Belle Perry.
Delia Harriet Prentice. Carrie Augusta Reynolds. Clifford Richardson. Ada Lauretta Sherman. Abigail Clement Souther.
Fanny Rice Spurr.
Bart. Edward Sullivan. James Sullivan Stone Tidd. Martha Tyler. Abbie Almira Wheeler. Henry Huntington Wheeler. Henrietta Frances Williams.
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SCHOOLS .- SUPERINTENDENT'S REPORT.
After four or five years of neglect the study of Drawing has been again introduced into this school, though at present only the first and second classes receive instruction. When the work accomplished in the lower schools can be continued here, with the use of the models and casts belonging to the Free Drawing Schools, we may expect to see greater proficiency.
Besides the thoroughness of instruction and discipline which characterizes this school, another interesting feature, lately in- troduced, is a weekly lecture from some of our distinguished citizens on scientific, historical or other subjects, which the pu- pils subsequently write out in abstract. Such an exercise is calculated to develop' the power of attention, and the faculty of retaining what they listen to, which usually are so deficient in people just from school.
THE TRAINING SCHOOL.
All the pupils who completed the course of study and practice this year have been employed in our schools. The exercises of graduation are shown on the following programme :
GRADUATING EXERCISES
OF THE WORCESTER NORMAL AND TRAINING SCHOOL, IN HIGH SCHOOL HALL, ON FRIDAY EVENING, JUNE 27, 1873, AT 8 O'CLOCK.
EXERCISES. Music,-Anthem. Reading from "Our Journal." Lesson with Children,-"Human Body." Music-"Instrumental Duet." Lesson with Class,-"Plants." Music,-"Chorus." Lesson with Children,-"Plants." Reading from "Our Journal." Music-Instrumental. Presentation of Diplomas. Music-Class Song.
GRADUATES.
Mary E. Cavanaugh. Loretta M. Chase. Abbie N. Hoxie. Mary O. Hoyt. Alice G. McMahon.
Emma C. Maynard. Sarah C. Maynard. Mary J. O'Connor. Mary E. Russell. Ellen T. Shannon.
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CITY DOCUMENT .- No. 28.
CLASS SONG.
ORIGINAL.
"Go work in my vineyard to-day !" The call is the Master's command, To choose for our labor the way, And do the work nearest at hand ; To clamber the rugged hill-side, And lead little strangers along,
Their weak, stumbling footsteps to guide, And teach them hard lessons in song.
The thorns that entangle the feet, And trip them who earnestly run, The brambles that hinder the fleet, Before the high summit is won, Our mission shall be to remove ; To clear every hindrance away,
And with a sweet spirit of love, Work up in the vineyard each day ;
To gather the flowers that spring By waysides where tender feet climb,
And sweet strains of melody bring, To cheer with their musical chime. Where patience our watchword is found, And labor is faithfully done, Fresh chaplets will surely abound, Until the full harvest is won.
The present class numbers twelve; and the course of study and practice is the same as last year.
It is difficult for any one who has attended school and seen how the thing is done, to be persuaded that he does not know all there is about teaching. Most men, the graduates of colleges, feel that on the subject of education and schools they are at home. Practice always teaches them that there was something to learn. Pupils, as seen from the desk, are not the same as when seen from the seats. Human nature, how to understand it, how to control it, how to instruct and educate it-this is a problem which may well engage a little special attention and study. This prevailing notion about one's inherent knowledge of teaching, is not wanting in graduates of the high school. Some of the smartest girls in the class feel fully competent to
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SCHOOLS .- SUPERINTENDENT'S REPORT.
teach a primary school. Knowledge enough they doubtless have. What to teach and when, and how, they do not know. To play upon the piano they practice years. Is it too much to expect one year's practice before they attempt to form the minds and characters of fifty children? My experience with untrained teachers, faithful and laborious as they often are, has satisfied me. Each has a different method ; not till after several years is it a good one. In a system of graded schools, where each must depend upon another, it is indispensable to have a uniform method as far as possible. Where so many changes among teachers are unavoidable, the new ones should have at first served an appren- ticeship. With this it is very difficult to secure uniformity in the teaching and the regulations of the schools ; without it, im- possible. Besides this general unwillingness to spend time in special preparation for teaching, there is an unwillingness on the part of many to begin with the lower classes for which this school is a preparation. We are patiently waiting for the open- ing of the Normal School here, from which, it is hoped, an abundance of teachers of all grades can be obtained ; after that, " no others need apply."
SEWING SCHOOL.
Early in the history of the "Centre District" sewing was taught in some of the schools, but it was subsequently given up. Of late the question of introducing into the Public Schools, sewing and instruction in other industrial labor, has been agitated in various places. The importance of this kind of teaching can not be denied ; but it would be easy to crowd into the schools so many subjects that none could be well and thoroughly taught.
Some ladies have, as it appears to me, settled, or at least thrown light upon the subject, so far as sewing is concerned, by stepping forward and just doing the right thing. In a section of the city where there are girls who ought to learn to sew, these ladies have collected seventy or eighty in the school hall and taught them, a couple of hours, Saturday afternoons ; and the beauty of it is, that so good a thing has been done and so little fuss about it. This enterprise was started by a benevolent and
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CITY DOCUMENT .- No. 28.
generous young lady of practical skill, who was joined by a dozen others. The same thing might profitably be done in al- most every school-house in the city. There are many ladies of means and leisure, who need only the suggestion and the oppor- tunity, it would seem, to induce them to render a much needed aid to young girls, in this way. The good they might do in preparing these girls to take care of themselves, would be greater than what results from many a more pretentious charity.
EVENING SCHOOLS.
These schools have been carried on much the same as last year. It is certainly a useful thing that a hundred young men are in school at evening and not loafing in shops and saloons ; it is no less gratifying to see a hundred young ladies who have not had the means of instruction, spending their evenings in these schools. What can be done in such schools is highly important to the in- dividuals. The same force however would be more effective and valuable to the public, if devoted to the more thorough training of the young. The latter must not be neglected nor interfered with by the evening schools. Just here is the only evil tendency of these schools. About half the pupils who go ought to be in the day schools. A part of them might be there were not these schools opened. Any such tendency should be remedied by placing in the day school all who belong there.
ANNUAL EXAMINATIONS.
It has long been the practice to close the schools at the end of the year by an exhibition, improperly called an examination. This year a change was effected which is explained in the follow- ing from the monthly report for June :-
" By the present custom the examinations begin with the Suburban Schools on Monday of the last week but one. Each day, two or more of these schools are examined and closed; which occupies the whole week except Saturday. The Sub-Primaries are next examined; the Intermediate Primaries on Mon- day ; Grade III. on Tuesday ; Grades IV. and V. on Wednesday ; Grades VI. and VII. on Thursday ; Grades VIII. and IX. on Friday; and the High School on Friday and Saturday. The Graduating Exercises of the High School take place on the following Monday; and those of the Training School, the previous week either Monday or Wednesday.
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SCHOOLS .- SUPERINTENDENT'S REPORT.
These examinations, so called were originally designed to be real examina- tions by the Visiting Committee; they are such at present only to a very limited extent. They have now principally the character of a mere entertain- ment. Parents and friends come chiefly to be amused. In the presence of a large company, there is no good opportunity for thorough examination. Much time is taken from the regular school work to prepare for the entertainment. The last part of the term is filled with constant excitement, more exhausting to both pupils and teachers, than double the time in steady school work. A whole or a part of the last two weeks of the term is entirely lost to the school by the early close-as soon as the examination is over in each grade. The work of classes is still more seriously interfered with by retaining pupils to appear at the examination who ought to be sent forward into the next grade ; and by modifying the recitations so as to produce a more effective show.
Instead of this plan, the following is proposed :- Let each school continue their studies, and complete their reviews till Friday, the last day of the term .- Within the last two weeks, without fail, let the Visiting Committee of each school select a day, convenient for himself, to visit and thoroughly examine each of his schools; and let him report at the next meeting :- Let each teacher say to the pupils on Monday of the week before the last, and every morning for the remainder of the term if necessary, 'Children please say to your parents that we are always glad to see them in our school; but we are especially anxious to have them visit us some time these last two weeks, that they may hear you recite, and see what progress you have made the past year.'
Such an invitation, it is hoped, might bring to the schools, those last two weeks, a large number of parents. But lest they should not thus attend, and in order to secure the advantages which follow these visits, the plan just pro- posed might be supplemented, thus :-
Let it be announced in the school and through the papers that, on Friday, all the schools will be on exhibition in their several rooms, where the ordinary exercises of the school will be carried on; and in each school-house where there is a hall, let the Master prepare an exhibition of his school, in connection with the closing exercies of his highest or graduating class."
This plan was adopted and carried out substantially. The work of the schools went on to the end of the year. His Honor, the Mayor, in making the annual tour of inspection, had time to spend a few minutes in each room and see the school in its every-day clothes-the only way to see what a school actually is. Comparatively few visitors were present any one day ; but in the aggregate the visits were many ; and they were visits from persons who came to see a school and not a display.
On the whole this change was very satisfactory. It was not expected to be pleasing to any teachers with a talent for theatri- cal entertainments, whose reputation is founded more on artful manipulation and tawdry show, than upon honest, steady work
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CITY DOCUMENT .- No. 28.
that is most needed, though its results cannot be paraded to tickle the eyes and ears of idle lookers on.
MONTHLY ASSIGNMENTS OF WORK IN EACH GRADE.
At the beginning of the term, in September, it was thought that better and more definite work might be secured in many if not most of the schools, by assigning a definite portion of the year's work in each grade, to be done in one month, and institu- ting a written examination, uniform for all schools of the same grade, at the end of that time. The object sought is set forth in the following, from the monthly report for November :
"The plan of assigning monthly a portion of the year's work in each grade has recently been brought to the public notice. I wish to explain the plan. Some years ago a course of study was laid out which defines the work to be accomplished in each grade of our schools. Previously, each teacher be- ing left to use her own discretion very largely, as to what she should teach, and not knowing what other teachers before and after her were attempting, there was great liability that pupils, in passing from hand to hand, would fail to learn some of the most essential subjects. This difficulty was perceived ; and it was universally admitted among the teachers, so far as I am informed, that a definite course of study was a positive gain. This course of study was adopted in June, 1870, substantially as at present, and has been nominally followed ever since. In it, some part of the process of instruction is assigned to each grade of school; and this part is to be performed in its appropriate place, or it is never thoroughly done, because each grade has its own work. By frequent reviews, defective work in one grade could be partially remedied in the next ; but the loss would never be fully made up.
Now it appeared that the part assigned to be done in each grade in a year was not really accomplished. This appeared in two ways: First, in the de- fects in preparation of scholars for the high school. They were ignorant of what they should have learned early in the course, and they could not in the ninth grade, make up all the deficiency ; and secondly, it appeared in the very frequent complaint when pupils were promoted to a higher grade, that they were not fitted for its studies.
To remedy this evil, principals were appointed in the several buildings to watch the progress of each child through all the grades, so far as possible, and see that his education is complete.
This remedy is only partial, because the principal can not watch every step. Moreover, in our schools there are no districts and no wards; the pupils from one building may go to another. Hence these steps in the process of instruc- tion must be definite and uniform. The monthly assignment of a portion of the year's work, therefore, and an examination at the end of the month, uni- form in all schools of the same grade, is a second remedy for the evil referred to.
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SCHOOLS .- SUPERINTENDENT'S REPORT.
At the beginning of each month, a certain part of what is to be done during the year, in arithmetic, for example, in any grade, is designated as the month's work; and, at the end of the month, questions are prepared on this portion of the subject for all the pupils in the city, of that grade. And so of each other study. In this way, if the plan could be carried out, no scholar could miss any part, and nothing would be omitted.
This was pretty thoroughly discussed here, as you know. It was discussed with the teachers, who generally approve it. There would be difficulties in its execution. It was a promising experiment from which there could come no probable evil. It has been tried. Two assignments of the work have been made, and an examination has been held. Great care was taken in assigning the work. The principals, after consultation with the teachers in their several buildings, conferred together and made the programme of the month. The questions for examination were prepared in a similar manner.
With all this care, however, two mistakes have been made in the execution of the plan. The work assigned was in some instances too much, and the questions for examination were too many; they imposed too great a task upon the teachers. The remedy for these two difficulties is very simple. Assign less work in such cases, unless by better teaching the whole can be done; and let the questions be fewer and shorter.
Besides remedying the two defects in our schools, referred to above, this plan, if carried out, will also discover the inconsistencies in the requirements of our course of study, and expose to some extent wrong methods of teaching.
It can hardly be supposed that the plan now described is purely chimerical, since it has been approved by this committee and many of our best teachers; and, as I understand, it has been substantially practiced in San Francisco and many western cities, and in New England, with excellent results. As stated a month ago, experience alone can test the value of the system, and of course any judgment pronounced upon the system at this early day, must be partial and immature. We have, however, one opinion on the subject as from a mind fully made up. I will address myself to a few of its positions :
No crowding and overwork in our schools can properly be charged to a sys- tem which merely divides into parts the work heretofore done or claimed to be done. Dividing by eight or ten does not increase anything. Very likely the work required has not all been accomplished, as in the second grades. It may not have been possible. The system then should be credited with expos- ing the fact, not charged with producing it:
The process of cramming children by forcing them to memorize text books cannot be too severely censured ; but whether or not this is practiced depends upon the intelligence and skill of each teacher. The system under discussion compels nothing of the kind ; on the contrary, if fully carried out it would ef- fectually prevent this cramming. A searching examination for ideas would remove the temptation to teach mere words. It is difficult to see how a system which subjects the work of each month to such a test, can for a mo- ment be thought either to tend to superficial teaching, or to hold out a premi- um for shirking. One would naturally suppose that these are the very things which it would prevent. It is said that our girls and boys are lamentably de- ficient, in some instances, in the knowledge of the commonest and most inter-
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