USA > Massachusetts > Barnstable County > Eastham > Town of Eastham Annual Report 1913-1922 > Part 3
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A thorough revision of the courses has been made under direction and approval of the State Board. The changes have been made tending toward the more practical in edu- cation as understood by the most prominent educators of the country. This idea and plan of work will be, doubtless, greatly extended in the near future.
For the information of those interested I present here the High School courses.
61
PROGRAM OF ORLEANS HIGH SCHOOL
1913
1914
Ist
2nd B
3rd
4th
1st
2nd
3rd
4th
English
A
B
D
D
Soc. Sci. .
B
B
C
C
A
A
D
D
Nat. Sci.
X
X*
D
D
X
X*
C
C
Math.
A *
A *
B
B
C
C
D
D
French
A
A
B
B
A
B
C
C
Intr. Agr.
A
A
B
B
Book-keeping .
A
A
-
The letters correspond to the courses outlined in bulletin of State Board of Education, entitled "Programs and Schedules for Smaller High Schools" with following exceptions:
Natural Science X General Science
Natural Science X* Elementary Biology
Mathematics A* Business Arithmetic
Social Studies B English History with Community Civics
C
C
A
A
A
C
C
Latin .
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ORLEANS HIGH SCHOOL Daily Schedule 1913
Prin.
1st Asst.
2nd Asst.
9.00-9.10
Opening Exercises
9.10-9.50
Eng. Hist. 1,2
Latin 4
Mon., Tues. & Wed.
French Fri. 1, 2
9.50-10.30
Arith. 1,2
Eng. 3,4
French Thurs. 1,2
Recess
10.45-11.20
Geom. 2
French 3, 4
Gen. Sci. 1
11.20-12.00
El. Agri. 3, 4
Eng. 1
Biology 2, 3
12.00-1.00
Noon
1.00-1.40
Book-Keep. 2,3
Latin 2
1.40-2.20
Am. Hist. 3, 4
Eng. 2
Recess
2.35-3.30
Soc. Sci. 1,2 Thurs. and Fri.
French 1,2 Mon., Tues. & Wed.
Physics 3, 4
F. H. Draw. 9.10-9.50 Thursday
1, 2, 3 & 4
Mec. Draw. 9.50-10.30 Thursday
3, 4
Music 1.00-1.40
Thursday
1, 2, 3 & 4
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BUILDINGS
The plans which I have presented to the town for several years past, of introducing thorough practical Arts courses, have not yet succeeded. Nor can they succeed to a great degree until we can have accommodations and specially trained supervisors to carry on the work.
Our school rooms are small and crowded. We are giving instruction in the three R's under a handicap. I can't see how we can continue long to do more and more efficient work under the present conditions. Individual work and special classes for all grades are doing wonders for many children who do not and cannot adapt themselves or fit in to a large class-it may be because they are exceedingly bright and quick, or because they may be slower, or retarded for some reason, not their own. Special attention I say is do- ing wonders for these people in many places, but nothing of the kind can be done here because our plant and teaching force are inadequate. This kind of work is needed very much. It will be economical and is economical in education, just as it is economical to guard against waste and loss of power in great manufacturing business. The by-product is often the best that the mill turns out. What shall we do in the business of education to improve every opportunity to give the best possible to each and every child as his individual needs demand? A new building with abundant space for development along modern educational lines is the first step. I appeal to the people to consider this matter of a building. Eight or ten thousand dollars would probably be sufficient and ample for the purpose. Should there be some native son of Eastham abundantly able to present the town with such quarters, I would say to him
64
that there is no more commendable and laudable work. Such an act of big-heartedness and love for your native town will live on down through the generations and who can measure your influence in the lives of those who receive enlarged op- portunity thereby ? A building is needed now. Shall we have one before Christmas, 1914?
RECENT STATE LAWS
Two Eastham girls are attending the Somerville Voca- tional School for Girls. Their tuition must be borne by the town according to following :
Chapter 471, Acts of 1911
Section 7. 1. Any resident of any city or town in Massachusetts which does not maintain an approved inde- pendent industrial, agricultural or household arts school, offering the type of training which he desires, may make application for admission to such a school maintained by another city or town. The Board of Education (State Board), whose decision shall be final, may approve or dis- approve such application. In making such decision the Board of Education shall take into consideration the op- portunities for free vocational training in the community in which the applicant resides; the financial status of the community ; the age, sex, preparation, aptitude and pre- vious record of the applicant; and all other relevant cir- cumstances.
2. The city or town in which the person resides, who has been admitted as above provided, to an approved inde- pendent industrial, agricultural or household arts school maintained by another city or town, shall pay such tuition fee as may be fixed by the board of education ; and the Com- monwealth shall reimburse such city or town, as provided
65
for in this act. If any city or town neglects or refuses to pay for such tuition, it shall be liable therefor in an action of contract to the city or town or cities or towns, maintain- ing the school which the pupil, with the approval of said board, attended.
Tuition in vocational schools generally has been fixed at one hundred dollars. The State reimbursing the town one- half the tuition fee.
Chapter 396. Pertaining to Payment of High School Transportation
Section 1, as amended reads in part as follows :
A town which has expended for the support of its public schools for the preceding year from the proceeds of local taxation an amount not less than four and less than five dol- lars per thousand dollars of valuation shall receive from the treasury of the Commonwealth one-half the amount actually expended for transportation under the provisions of this act.
Continuing, the act states that if five dollars or more per thousand be expended from local taxation the whole amount paid for transportation of High School pupils to outside High School, will be reimbursed.
The method of apportionment of the Massachusetts School Fund is of interest when town and school appropriations are being made. I am giving the following table of distribution. Although a past distribution it will serve my purpose.
A careful perusal will reveal that Eastham's valuation must soon be exceeding the $500,000 mark. When that time comes it means $200 loss to the schools and must be made up by local taxation. Also if the amount appropriated for E-5
66
school purposes should be even one dollar less than one- third of total appropriations of town, $240 would be lost to the schools, for we would then fall in fourth class instead of third. I offer this for general information of town officials.
Amount received Jan. 25, 1909, by towns whose school tax (the actual amount of the town appropriation) was one- sixth, one-fifth, one-fourth, and one-third of the whole amount raised by the town by taxation :
Total Valuation
Minimum
One-Sixth
Class
One-Fifth
Class
One-Fourth
Class
One-Third
Class
$500,000 or less
$500 00
$979 20 $1075 04 $1218 80 $1458 41
$500,000 to $1,000,000
300 00.
779 20
875 04 1018 80
1258 41
$1,000.000 to $2,000,000
.
150 00
629 20
725 04
868 80
1108 41
$2,000,000 to $2,500,000
.
75 00
554 20
655 04
793 80
1033 41
AGRICULTURAL FAIR
One of the most important undertakings of the whole school year has been that of the Agricultural Fair. I can- not go into the details here. Its success was a big surprise to even the most sanguine. Nearly all the children of the town did something to promote its welfare. And an excel- lent spirit, interest and co-operation by the whole town was everywhere manifest. Every boy and girl in town can and will extend the work the coming year. The time is here when we should begin to make our plans for poultry and gardens.
Everybody together for the coming year !
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A Parent-Teachers Association has just been organized. We are interested in its aims and purposes and await its de- velopment and growth with interest.
The usual statistics and tables, the reports of Supervisor of Music and Drawing are included. And also the Harwich Agricultural Department Report, which we hope will prove of much interest and benefit.
In closing I wish to express my appreciation of the confi- dence you have placed in me and of your ever ready as- sistance and suggestion ; to thank teachers who have been so earnest and willing always to carry out suggestions, many times hard to carry out, also to thank citizens who have worked so zealously for the children and the community.
Respectfully submitted,
LORING G. WILLIAMS.
Eastham, Mass., Jan. 1, 1914.
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REPORT OF SUPERVISOR OF DRAWING
To Mr. Loring G. Williams,
Superintendent of the Public Schools of Harwich, Chat- ham, Orleans and Eastham :-
It is with pleasure that I submit this report on the Pub- lic School Drawing of the towns of this district for the year 1913-1914.
The following outlines represent briefly the purposes, materials used, and character of the lessons planned and carried out during the school year of 1912-1913:
PRIMARY DRAWING
October-Nature Work
1st week: Aim-direction and character of growth. Objects used-grasses and sedges.
Medium-crayon.
2d week and 3d week: Aim-to teach the primary colors. Objects used-red apple, green leaf, orange, yellow pear, purple grapes and blue sky.
Medium-colored crayons.
4th week: Aim-continuation of the teaching of the pri- mary colors.
Lessons-a string of colored lanterns and an October landscape.
Medium-colored crayons.
November-Fall Fruits and Vegetables
The making of a harvest booklet consisting of drawings in color of the pumpkin, winter squash, winter pear, apple, etc., occupies the first two or three weeks of this month.
69
Thanksgiving work: 1. Place cards-paper construction.
2. Bowl of fruit-paper cutting and coloring.
December
A standing Christmas tree-paper cutting and coloring. A candy box-paper construction.
Transparencies-paper cutting.
January-Object Drawing
2d week: Aim-to teach observation of form and color. Objects used-Christmas toys.
Medium-crayon and chalk or paper cutting.
3d week: Aim-to strengthen the mental picture. Lesson-illustrative drawing of one of the winter sports 4th week: Aim-to teach form from observation. Objects-familiar objects used in winter. Medium-crayon.
February-Illustrative Object Drawing
A booklet of the week's work in the home: The things we use on Sunday ; The things we use on Monday ; The things we use on Tuesday ; The things we use on Wednesday ; The things we use on Thursday ;
The things we use on Friday ; The thing's we use on Saturday.
Medium-colored crayon. Aim-to teach colors as expressed in nature.
Lesson-winter landscape. Medium-colored crayon. Valentines-four-leaved clover valentine, a hinged heart, or a valentine basket.
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March-Living Objects and Action Drawings
1st week: Aim-action and life.
Lesson-pose drawing or action drawing. Medium-pencil or black crayon.
2d week: Aim-to connect mental picture with object. Lesson-illustration of the effects of the wind, using trees or windmill in the picture.
3d week: Aim-teach form and color of birds. Lesson-birds in characteristic positions. Medium-colored crayon.
4th week: Easter Cards. Colors-white (purity), yellow (symbol of light), green (fruitfulness, life itself). Symbols-chickens or rabbits.
April
1st week: Aim-teach direction and character of growth and order of arrangement.
Lesson-pussy willow branches with catkins, or horse- chestnut branches with buds.
Medium-crayon.
2d week: Aim-direction and character of growth. Lesson-the tulip or any simple bulb flower.
Medium-1st and 2d grades, built up paper cutting. 3d and 4th grades, brush and ink.
3d
week : First and second grades lay pegs and geometric figures to form border. Draw some of these bor- ders on colored paper, using colored crayon. Third and fourth grades practice making brush strokes to represent petals of flowers. Also
practice making horizontal and vertical lines.
4th week : First and second grades make small folios or booklet covers and decorate with crayon borders.
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Third and fourth grades, the same, but decorate with border of brush strokes.
May
Make drawings of the spring flowers as they come. Draw flowers of bold character, such as the dandelion, daisy, tulip, or buttercup.
Besides these flower drawings of which there should be one a week, give the following lessons :
1st week : Complete the booklets or folios having crayon borders in the first and second grades, and those having borders of brush strokes in the third and fourth grades.
2d week: Review the colors red, orange, yellow, green, blue, and violet in the first and second grades.
Third and fourth grades tint large sheets of paper with flat washes of water color. Use these on which to mount drawings of flowers.
3d week : Illustrate "Gardening," or "Memorial Day."
4th week : Make and decorate a paper napkin suitable for use at a May party or June picnic.
Materials-white crepe paper or tissue paper, decorated with the line and spot units or with one of the floral units previously made.
June
Complete all unfinished work.
INTERMEDIATE DRAWING
October-Nature Work
1st week: Aim-to teach relative size and position of parts. Object used-plants with seed pods. Medium-brush and ink or crayon.
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2d week : Aim-proportion and foreshortening of parts. Object used-large leaf in different positions. Medium-brush and ink.
3d week: Aim-to distinguish lines of color. Object used-golden rod. Medium-water-color or crayon.
4th week: Direction of growth, and proportion and fore- shortening of parts.
Object used-spray, background and one value for spray.
Medium-brush and two values of charcoal gray.
November
1st week: Aim-to distinguish lines of color. Object-large dark jug and pumpkin.
Medium-water color.
2d week: Aim-to teach the difference between colors lighter than standard and darker than standard.
Lesson-make a color scale of three values.
3d week: Aim-to distinguishi lines of color and to teach the blending of colors.
Object used-apple on twig. Medium-water color.
4th week: Thanksgiving place cards.
December
1st week: Drill work on angles and oblique lines; oblong and square in different positions.
2d week: Lesson-make design from orange. Medium-color.
3d week: Lesson-make design for blotter cover or for pen- wiper, and apply for Christmas gift.
73
January
2d week: Aim-to teach color and arrangement.
Lesson-calendar with landscape.
Medium-color or neutral tones.
3d week: Aim-to teach form from observation. Objects-familiar objects used in winter. Medium-pencil or brush and ink.
4th week: Aim-to teach the drawing of trees. Object-winter trees from pictures or from nature Medium-pencil or brush and ink.
February-Object Drawing (silhouettes)
Make drawings of groups of two or possibly of three objects arranged to illustrate a title of a story or jingle. Suggested titles : The Things We Use in Playing Base Ball ; in Playing Basket Ball; in Playing Dolls ; in Making a Gar den ; in Skating.
Valentines.
March
1st week: Study and draw birds in characteristic action and attitudes.
Medium-pencil or brush and ink.
2d week : Decide upon one bird or animal and make an ex- haustive study of its characteristics.
Medium-pencil and color.
3d week: Continuation of the 2d week's work. 4th week: Easter Cards.
Colors-white (purity), yellow (symbol of light), green (fruitfulness). Symbols-chickens, rabbits, East- er lilies, etc.
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April
1st week : Aim-to teach direction and character of growth, and order of arrangement.
Lesson-pussy willow branches with catkins, or horse- chestnut twigs with buds.
Medium-brush and ink or two values of gray.
2d week: Aim-direction and character of growth and color.
Lesson-the tulip or any simple bulb plant. Medium-1st lesson-brush and ink.
2d lesson-water color.
3d week: Aim-teach brush handling. Lesson-practice making brush strokes, and brush lines, both horizontal and vertical.
4th week: Make folios or booklet covers and decorate with border of brush strokes. Work for uniformity of strokes and equal spacing.
May-Nature Drawing
Make drawings in color of the flowers as they come. Draw some flowers of bold character and some of delicate growth. Besides one nature drawing each week, give the following lessons :
1st week: Review the spectrum colors, tint, shade and hue. Make and mount a color family of one full color and two lrues.
2d week: Tint large sheets of paper with flat washes of water color, and use these on which to mount nature drawings.
3d week: Study the construction of a rosette and cut radial units of formation. Make rosette and render in three values; mounting on gray paper.
4th week: Make and decorate a paper doily, applying one
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of the floral units as a border. The paper may be tinted with a delicate wash of water color. The doily may be square or circular and should be carefully fringed.
June
Complete all unfinished work.
GRAMMAR SCHOOL DRAWING
October
1st week: Aim-to teach composition colors, red and green, red predominating.
Object used-tomato and stem with leaf. Medium-water colors.
2d week: Aim-to teach value; select three tones, light, medium, and dark.
Object-aster (any color but white). Medium-water color.
3d week: Aim-to teach three values of gray. Object-milkweed.
Medium-neutral wash, three values.
4th week: Aim-to teach foreshortening and pencil handling.
Object-fruit and leaves by pencil painting.
November
1st week: Aim-to teach composition colors violet and yellow.
Object used-grapes and leaves, selecting leaf as near yellow as possible.
Medium-water color.
2d week: Aim-foreshortening of parts. Object-squash cut in two, outline to be accented.
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Medium-pencil.
3d week: Aim-to teach color and form from observation. Objects used-still life and vegetable.
Medium-water color.
4th week: Thanksgiving place cards.
December
Design and make paper knives of wood (boys). Design and make embroidered linen bags (girls).
January-Perspective
1st week: Aim-to teach the foreshortening of the circle. Object-half orange in three positions or glass with water.
Medium-pencil.
2d week: Aim-to teach the convergence of the lines of one surface.
Object-box, preferably a cube, directly in front-two faces visible.
Medium-pencil.
3d week: Aim-convergence and accented line.
Object-group: strawberry box with fruit or vege- tables.
Medium-pencil.
4th week : Aim-convergence and foreshortening.
Object-box in different positions to the eye level. Medium-pencil.
February
1st week: Aim-to teach foreshortening of the circle above the eye.
Object-Japanese lanterns above the eye Medium-pencil.
77
2d week : Valentines-heart-shaped bon-bon box or love packet.
3d week: Aim-foreshortening of parts.
Object-handle attachments.
Medium-pencil.
4th week : Aim-convergence.
Object-desk or similar piece of furniture.
Medium-pencil.
March
1st week: Aim-color study. Teach color terms: scale. neutral, six colors, intermediate, hues, color fam- ilies, intensity, tone, complementary tones.
Lesson-dictated landscape involving the use of com- plementary colors.
2d week: Principles of design.
Lesson-prepare design for wood block from motives placed on the board.
3d week: Use wood block to paint on fabric, or make sur- face design.
4th week : Easter cards. Colors-white, yellow, green. Symbols-Easter lilies or any other flower sug- gestive of Easter.
April
1st and 2d weeks: Aim-manner of growth and general characteristics of a plant.
Lesson-violet, snowdrop, arbutus, or any available spring flower.
Medium-1st lesson-pencil drawing.
2d lesson-water color working directly with the brush.
3d week: Aim-to cultivate a feeling for rhythm and har- mony.
78
Lesson-study the construction of the top of a rosette, or of the top of a flower. Make rosette units from flowers or buds.
Medium-brush and ink or charcoal gray.
4th week: Make the unit in three values of one color, or in three analagous colors at one half intensity.
May
1st week: Complete the rosette design, first in brush and ink, then in three tones of a color harmony. Mount on gray paper.
2d week : Construct a folio suitable to hold school drawings.
3d week: Decorate folios with rosette pattern as a surface design.
4th week: Finish in color.
June
Complete all unfinished work.
LOTTA M. MURRAY.
79 REPORT OF SUPERVISOR OF MUSIC
To Mr. Loring G. Williams,
Superintendent of the Public Schools of Harwich, Chat- ham, Orleans, and Eastham :-
It is with pleasure that I submit the following report on the Public School Music of the towns of this district, for the year 1913-1914.
Order of the Lesson :
Throughout the schools this arrangement for the music lesson has been generally adhered to :-
1. The lesson is opened with a vocal drill by means of which the voices are brought into a good condition, the spirits awakened, and the interest of the pupils secured.
2. Some form of ear or eye training follows, usually tonal dictation, and two or three brief written exercises on the board.
3. The work from the book or from exercises placed upon the board is then taken, and the development of a new tonal or rhythmic combination presented and drilled.
4. This is followed by the melodic work-either the rote song or sight singing from exercises and songs. Vocalization :
For correct vocalization these requirements have been demanded :
1. Erect, easy position.
2. Free and flexible vocal organs with mouth well open.
3. Light, pure tone, with lively rather than slow move- ment at first.
4. Alert active condition of mind and body.
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5. Tone direction well forward, rather than in the throat.
Summary of Work Covered :
Primary Schools
1. Rote songs-more than one-half the time is devoted to. the rote song.
2. Tone matching and the correction of monotones.
3. Vocal drills-scale songs or the scale from different pitches, and sung with the syllables "loo", "la", "a". etc
5. Teaching of the scale by rote.
6. The staff, names of the lines and spaces, and the scale on the staff.
7. Parts of the scale from exercises placed upon the board.
8. The new ideas and words-meter, bar, accent, measure.
9. Whole notes, dotted notes, half notes, quarter notes, and eighth notes and rests.
10. 2-1, 2-2, 3-2, 2-4, 3-4, and 4-4 meters.
11. Tone drills on 8, 1, 7, 4, 5, 6, 2, and 3.
12. Hold and repeat mark.
13. Sight reading (a little).
Intermediate Schools
1. Review of first and second year work.
2. Ear training (with more difficult intervals)-oral and written.
3. Rote songs and note.
4. Vocal drills.
5. Begin work in theory.
6. The key signatures, (finding the key note, writing the signature, and learning the order of the sharps and flats).
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8. The once divided beat, the twice divided beat, the trip- let, and the unevenly divided beat to two counts.
9. The presentation and drill of sharp four, flat seven, and sharp two.
10. Beginning two-part work.
11. The natural sign.
12. The sixteenth note and rest.
13. Sharp five and the preparation for the harmonic minor.
Grammar Grades
1. Review.
2. Note songs, (occasional rote).
3. Ear training, (oral and written).
4. Vocal drills.
5. Sight reading, (extensive).
6. The harmonic minor scale.
7. Preparation for the melodic minor, (flat three in the major scale).
8. Flat three and flat two.
9. The unevenly divided beat to one count.
10. One, two, and in some schools, three-part work.
11. The melodic minor scale.
12. Theory.
13. Chromatic and combination tone drills.
14. Syncapation.
15. Modulation by sharps and flats.
16. Bass clef.
17. Tonic, dominant, and sub-dominant chords.
LOTTA M. MURRAY.
E-6
82
REPORT OF HARWICH AGRICULTURAL DEPARTMENT
To the Citizens and Honorable School Board :-
I am pleased to submit my first annual report which is the second report of this department. At this writing I have been in my present capacity as Instructor here hardly one month and can say little of my own accomplishment. However I find a large number of important lines of investi- gation opened by my predecessor; and the work of the In- structors is so well organized that these can be extended without interruption. Helping us in this work we have the State Board of Education, the Demonstration Farm at Sand- wich, the Massachusetts Agricultural College and Station, and the U. S. Department of Agriculture. It is our problem to adapt these experimental deductions to our practical use. I am here to help you make money-more and easier. Our business is to turn the Science of Agriculture into cash. The ideal vocational instructor brings to his classes only those theories of which he can teach or suggest the practical appli- cation. This is the principle of the New Education. The continuity of the protoplasm is botanical knowledge; the graft-union of stock and cion is agricultural knowledge, or in other words, productive knowledge. Knowledge of this latter sort is my purpose to present.
THE OUTLOOK
Agriculture is and must remain the chief business of Eastham. This is not discouraging to the development of the town. Fifty years ago the fisherman would have laughed -- as some do yet-at the idea that any branch of agriculture could be a success here. Now practically all the suitable
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