USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1874 > Part 16
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" The practice of having pupils dismissed when there are no lessons to recite - a practice in regard to which parents were cautioned in the last Report - has been, in a good degree, checked. But it exists still, and to a greater extent than is desirable. I am aware that the crowded state of the schoolroom may be urged in extenuation.
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REPORT OF SCHOOL COMMITTEE.
The capacity of the room is, certainly, severely taxed. There are more pupils than desks, and more desks than the size of the room warrants. But the ventilation of the room is good, - better, in fact, than that of most rooms in private houses ; and, as all the scholars are massed in the room for only a few minutes after the beginning and before the end of the session, many desks are, in the mean time, temporarily vacated by the withdrawal of their occupants to the recitation-rooms. Till the close of the recitation, these desks are at the disposal of such pupils as remain in the room, and are unprovided with desks. In this way the inconvenience or fatigue arising from the use of chairs or settees can be avoided. Of course this arrangement is a make-shift. It ought not to be permanent. But, for the present at least, it makes unnecessary the dismissal of pupils for lack of accommodations.
" The distinction of study-room and recitation-room has not been so well observed, during the past term, as might be wishred. Owing to the increased number of pupils, some of the recitations are unavoidably conducted in the study- room. As this distinction is essential to good discipline, and to concentrated effort on the part of pupil and teacher, it is to be hoped that, in the proposed enlargement of the building, it will not be overlooked.
" At a time when educational methods are so well under- stood, it needs no argument to show that, the narrower the range of instruction, the more accurate and thorough that instruction becomes. This principle has been kept in view in the apportionment of school work. Each teacher is restricted to a comparatively few branches, and to such branches, if practicable, as his gifts or culture best adapt him to take in charge. As might be expected, the results of this division of labor are good. But the princi- ple, though excellent, should not be carried too far. Among the elocutionists of classic times prevailed, we are told, the practice of what may be called double declama- tion. One man would do the speaking, and another the
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THE HIGH SCHOOL.
gesticulation. No doubt the exhibition was calculated to amuse ; but, whether it imparted any particular instruction, may fairly be questioned. A method of teaching not un- like this ancient practice has been introduced into our school. I refer to the employment of two teachers to manage a single language, - one to do the drill in grammar, and the other in pronunciation. This plan is peculiarly open to criticism, when either is competent to do both. During the past term, however, the plan has been partially given up, and, it is believed, might with profit be abandoned altogether.
" A word should be added in reference to the school library. There exists a small but valuable collection of books that goes by that name. But it is as small as it is valuable. Additions have, indeed, been made during the past year,-more numerous additions, perhaps, than in any previous year; but the collection is still inadequate to meet the varied and increasing wants of the school. There are in the city public libraries abounding in good books ; but even if they contained, in every instance, just the books that the school needs, - and this will hardly be asserted, -they are not accessible to pupils in school- hours. What is wanted is a suitable library that is accessi- ble in school-hours. It is not recommended that the school should be provided with a complete library at once. Libra- ries provided at once are not likely to be complete. They are apt to include the sort of books that ' no school library should be without;' that is, books whose titles have a pleasing sound, but whose contents are rarely consulted. Complete libraries are the result of time. They grow out of wants that are keenly felt. They consist of books that have been found indispensable to the right performance of the work in hand. They are, therefore, really and perma- nently useful. It is for the formation of such a library that I would suggest that provision be made. Whether the provision take the shape of a fund, or an appropriation, is of no particular moment. Any shape would do, if only
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REPORT OF SCHOOL COMMITTEE.
the requisite means were thereby regularly afforded, and could be reached by a route sufficiently direct to insure the school against vexatious delays."
GRADUATES OF 1874.
George K. Boutelle.
S. Emma Bacon.
Warren P. Lombard.
Hattie Child.
Harry W. Mason.
Nellie M. Converse.
William H. Mansfield.
Lizzie W. Everett.
George A. Mead.
Alice M. Ray.
William O. Stearns.
Susie F. Richards.
Gardner G. Sanborn.
Emma C. Speare.
Linwood O. Towne.
Martha S. Stacy.
Charles H. Ware.
Emma L. Stevens.
Ernest U. Waters.
Julia H. Strong.
Arthur H. Wellman.
M. Josephine Thacher. 1 Minnie F. Wood.
MUSIC.
We have listened with pleasure to the instructions given by the director of music, Mr. W. S. Tilden, in the various departments, from the primary classes to the High School. But a limited portion of time is devoted to this charming and important art in our schools, yet very marked and satisfactory results are witnessed. The singing exercise is a very valuable form of school discipline, subduing a class of children to order sooner than any other moral force that can be availed of, and in its preliminary laws affording an admirable mental drill. It is a serious loss to any young person to fail of an adequate development of his vocal powers in accordance with established musical laws. That our citizens may be assured of the ability of Mr. Tilden to fulfil the duties of his branch of instruction, we cannot do better than simply append an outline of his plan of instruction, and his record of progress for the year.
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MUSIC.
The system of instruction heretofore indicated has been pursued through the year with such modifications as the varying conditions of the schools seemed to demand. It is perhaps, more difficult in this than in other school studies, to lay down and adhere to an unvarying pro- gramme, owing to the different conditions in which schools of the same grade are found, both as respects size of classes, an capability of progress in the practical work.
The object sought is not to make artists. Like all school instruction, it is rudimentary. We seek to develop a love of music, and to bring within reach of the pupils in after life the refining influences of the art, by giving them a knowledge of first principles, and a practical facility in reading and singing by note.
In attaining the objects, the practical takes precedence of the theoretical very largely. In the younger classes especially, great care has been taken in arranging the studies, to avoid overwhelming the little pupils with matters of theory, which, however important they may be to maturer minds, have little interest, and are of little ben- efit, to those of earlier years. If introduced too early, they tend to destroy the child's delight in the singing exercise.
In the upper classes, for the sake of avoiding pressure in bringing the studies up to the desired grade in the limited amount of time that must necessarily be allotted to music in school, it is the plan, as far as possible, to have two classes working together - one advancing while the other is reviewing - at least through the early portion of each year.
In the pursuance of our plan, which has been and will be modified as circumstances seem to require, it is pleas- ant to observe a nearer approach to what has been hoped for, in the department of musical instruction, during the past than any preceding year. The amount of oral in- struction is much greater than before, yet in it there is adherence to the prescribed method; as oral instruction
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REPORT OF SCHOOL COMMITTEE.
which casts loose from due order and method is of doubt- ful utility. With steady improvement in the musical disci- pline, there has come to be a pleasanter attitude on the part of pupils towards the work, and more evident enjoy- ment in it.
THE LOWEST CLASSES.
At the beginning of their school life, there is always a large number of little ones who have no notion of music. This number, however, with us is much smaller than it was, from the fact that older brothers and sisters have established the habit of singing in their homes. But, without reference to those who have special talent or advantages, a system of instruction is presented, which affords the opportunity for every child of the ordinary intelligence to make a be- ginning, and, having begun, to continue, by easy and natu- ral steps, in the cultivation of the art. In these classes, we are peculiarly fortunate at present, in having a corps of teachers, who, with their tact and experience in teach- ing, are, without exception, able to give the examples in the singing lesson with the living voice. At the outset, a single sound, or simple succession of sounds, is sung by the teacher, and the children are required to listen atten- tively, and to imitate with a smooth and pleasant tone of voice. The exercise is varied by the substitution of words, syllables, numerals, vowel sounds, &c .; and the teacher watches the growth of the power to observe and imitate, giving out exercises of greater length and compass as the pupils are able to bear them.
The fact, that the proper treatment of the child's voice demands that its first efforts should be near the middle of the vocal compass, is not lost sight of: the little songs and exercises are contrived accordingly, and the teacher is enabled to keep them at the proper pitch by constant refer- ence to the g pitch-pipe provided for the purpose. The pupils are also taught to form the vowels with singing
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THE MIDDLE CLASSES.
voice, and to make the tongue and lip motions necessary to a good articulation. The numerals and syllables whichi indicate the succession of sounds in the scale are very early applied to the songs and exercises, in order that the association may be firmly fixed in the mind. This asso- ciation is strengthened by every possible device, long before the pupils are to use it as an aid in sight singing. The transition to the written scale is thus made easy ; and by the combined action of ear, eye, and voice, the pupil is made to see the function of the staff to present the scale to the eye, and its common use in showing the relative pitch of the sounds in a melody. Other musical characters neces- sary to the writing out of an exercise upon the blackboard are presented, named, and their use shown practically. The confidence of the scholars individually is encouraged by bringing them to the board, pointer in hand, to name characters, count time, or sing the lesson. The perform- ance of those who have special facility is thus made most serviceable by way of example to others. The spirit shown by the pupils in this is excellent; seldom is the opportunity offered, when there are not many little hands raised to claim it.
Books are placed in the hands of the pupils, as soon as practicable, in order that they may be carly accustomed to their use, and to the appearance of the musical page.
THE MIDDLE CLASSES.
The instruction still retains its practical character as regards the use of the voice, the development of the musi- cal perception, and the cultivation of a love for singing ; but, along with this, instruction of a more technical nature is intermingled. The time principles are more fully ex- plained and illustrated. The application of syllables to printed music is made a personal study with every pupil, and their progress in it constantly tested. Many new songs are now learned and sung, both by the words and by
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REPORT OF SCHOOL COMMITTEE.
the syllables applied. The scholars are tested in refer- ence to their individual ability to sing the scale ; and their standing in this respect is made familiar to the teacher. They are taught now to take any sound in the scale at the will of the teacher, expressed either by calling numerals or syllables, or by the use of the pointer upon the staff. The words of the songs are studied in their vowel and con- sonant elements, and a good articulation of the same re- quired. The scale is studied in its seven positions on the - staff, and the usual signatures are presented, as indicating the place of the key-note.
The idea of absolute pitch is taken up so far as to name the pitch of the key-note in the keys of c, g, d, a, e, f, b-flat, e-flat, and a·flat. The chromatic sounds, sharp four and flat seven, are practised as they occur in the exercises. The pupils are taught to write the scale in each key as studied. The alto parts of the songs are read and sung by syllables and words alternately with the melody. When a clear idea of the two parts is obtained, the pupils are separated into two choirs, and taught to combine sounds at the will of the teacher; after which they proceed to sing the two-part songs. In these younger classes the pupils generally sing either part interchangeably ; but those with very low voices are instructed to sing the alto only. To achieve the highest success in the technical work, the class must know how to be firmly held ; and many exercises are taken, having for their chief object this very desirable attainment. When this work is properly done, the musical studies are behind no others in their value as mental drill ; for there is no exercise of the schoolroom that requires more accurate and rapid mental action. A considerable portion of the time in this grade, however, is spent in singing music previously learned, for the sake of good tone, taste, and expression.
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UPPER GRAMMAR CLASSES.
UPPER GRAMMAR CLASSES.
A review of the time principles is made, which includes statements of the kind of measure, the note taken as the unit of measurement, and the analysis of the time, showing the kind, length, and place in the measure, of each note and rest employed ; also the method of beating the time, and the place of the accent. The class is then required to sing, governed strictly by the teacher's beating, and apply . in practice the time principles studied.
The subject of absolute or fixed pitch is now fully devel- oped. The pupils are required to name the pitch of each degree of the scale in every key studied. The philosophy of the signature, and the subjects connected with the idea of absolute pitch, are presented. The intervals of the scale are learned, and the chromatic scale so far as to enable the pupils to master the chromatic difficulties that may occur in the studies.
Preparatory to the introduction of three-part studies, and the proper assignment of parts, the voice of each pupil is examined by the musical director personally, and a record made, showing the age of the pupil, compass and quality of the voice, part most suitable for it, and the accuracy of the ear. Exceptional cases are noted, and the voices of boys who are in the mutation period carefully marked. These last are not permitted to sing, but are required to keep up in technical work.
The pupils then study sounds in their harmonic relation ; and being separated into three choirs, in accordance with the record of voices, learn to sustain chord combinations, and proceed to practise three-part songs and exercises in all keys.
The writing of scales and chords is continued.
In the upper classes, accurate statement is required in all the explanations and examinations. This, though very desirable, is somewhat difficult, owing to the great diversity
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REPORT OF SCHOOL COMMITTEE.
of language employed by musicians, and the many pupils who take private vocal or instrumental lessons uncon- sciously bringing their varied phraseology to the school- room.
The various intervals, and the construction of chords, with their division into major, minor, and diminished, are presented as the time of the class will allow; also the minor scale with its intervals, and some practice in singing in minor keys.
These classes throughout the year spend some time in forming tone with A, Ah, O, E, and other vowel sounds.
The music that is placed before these classes is for the most part selected from the best German writers of school music. It is, therefore, not of the cheap and trashy kind ; and, while it requires much careful study and many repe- titions, when once learned it serves to lay the foundation for a correct and healthy taste.
Throughout the entire Primary and Grammar-school course, it has been the constant aim to make the statements and explanations as brief and concise as possible, and the blackboard illustrations as simple as can consist with the presentation of the topics.
HIGH SCHOOL.
On entering the High School, the boys are assigned to tenor and bass, as far as voices yet in mutation, or having recently passed it, are able to take those parts. With the soprano and alto which the girls are able to supply, the school takes up the study of four-part music as ordinarily arranged for mixed voices, except that it must have a some- what restricted compass in the tenor and bass. Elementary study, as such, is here laid aside, being only introduced incidentally in connection with the pieces studied. The entire school is drilled in one division, with a view to bringing out a good chorus effect, with attention to
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HIGH SCHOOL.
rhythmic and harmonic accuracy, and suitable expression. The work has been attended with much difficulty, owing to the size of the room, and the scattered position of the pupils. The blackboard illustrations can be of but little use to the majority of the scholars; and the singing of certain styles of music in such a room is impossible. The musical instruction here has, therefore, been restricted to a somewhat narrow range. The amount of talent in the school, however, and the pleasant attitude maintained by the pupils and teachers toward the singing exercises, have combined to render the work that has been undertaken very generally successful. It is hoped, with the con- templated improvement in the building, that the musical department will share largely with the rest in the benefits.
The supervisor of musical instruction desires to record his great satisfaction with the untiring assistance received by him in his work from the masters. Nothing that he has asked from them has been for a moment withheld; and the cheerfulness of their co-operation has served to render his work doubly pleasant. And high appreciation is due also to the teachers generally who have conducted the daily exercises in the schoolrooms, for the energy, fidelity, and skill displayed by them in taking up the work in this department of study, as well as for the excellent spirit in which the constant suggestions and criticisms have been received by them.
DRAWING IN THE DAY SCHOOLS.
Instruction in this department of study has pro- ceeded during the year according to the schedule published in detail in the last Annual Report. Although sufficient time has not elapsed since enter- ing upon the present prescribed course to fully develop the plan on which it proceeds, yet enough
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REPORT OF SCHOOL COMMITTEE.
has already been accomplished to fully warrant the wisdom of entering upon it, and to justify and urge a steady adherence to it until it shall have been fully expanded. The "Smith System," so called, as taught in our schools, is not for the purpose of making artists of all the children any more than arithmetic is studied to make them all mathemati- cians. This is an important point, and should be always borne in mind when objectors to this study assert that it is of no use because it is impossible to make everybody an artist, - a result which nobody anticipates, and which probably no one desires. But, nevertheless, the reasons for pursuing it remain intact, and are entirely in harmony with both the spirit and theory of our school-system, which is intended to serve the double purpose of training the mental faculties, and imparting useful informa- tion ; and this to the end that thereby the intel- lectual condition of the people may be elevated, and their brain-power utilized for the common good.
The selection of studies will, therefore, keep these two ends in view. It will, of course, include the common essentials ; and then, since there is not time enough for every thing, it will carefully and wisely select such other studies as will help to train and discipline any faculties which might otherwise remain uneducated, and impart useful information not otherwise obtained.
Such a study is Drawing. It educates certain faculties, especially the perceptive, not otherwise likely to be reached by the studies pursued in our schools; and, what seems of more importance to the great majority of our children, it imparts valuable
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DRAWING IN THE DAY SCHOOLS.
information not otherwise obtained, and adds largely to their producing capacity. It makes them more useful in every walk in life; for there is almost no condition in which the power to draw well is not of practical value. In any store or shop or factory the man who can draw has a power in his right hand which distinguishes him above his fellows, and which very frequently paves the way to fortune. Drawing, as taught in our schools, is intended to be a prac- tically useful study. Its aim is not to make artists, but artisans, whose work and wares of every sort shall be better for their true relations of form and color, and more profitable on that account. A mug of homely shape will hold water as well as one of graceful outlines ; but will not the latter, though of the same material and price, find a quicker market ? So of calico and cloths, of coats and dresses, of furniture and paper-hangings, of houses and grounds, of carriages and boats, of every thing almost, of either use or beauty : its artistic qualities enter largely into its profitableness ; and, as the peo- ple are becoming better educated artistically, the truth becomes more and more apparent. If our children would not fall behind in this busy age, they must go forth with their minds well furnished in this particular as in every other.
To this end the system we are pursuing deals mainly with principles. It does not aim to teach the pupils to make pictures, but to teach them the principles on which pictures are made ; and not this only, but to teach those underlying principles of beauty in form and color which must enter into any good work to which beauty has any relation.
3
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REPORT OF SCHOOL COMMITTEE.
The results already attained in this department are most gratifying. A careful examination of the work done in the several classes has shown a rapidly increasing excellence in the quality and firm- ness of the lines, in the regularity and gracefulness of the forms, and in the variety and beauty of the original designs. The judgment of your sub-com- mittee in this matter is corroborated by the award of "Excellent as a whole," made by the judges in the last annual State Exhibition of Drawing at Horticul- tural Hall, Boston, for the hastily prepared collection from the schools of Newton; which collection com- prised samples from every class in the city. This highly complimentary award was very gratifying to both teachers and scholars, and, as a public recogni- tion of the meritorious quality of the work done here, was a valuable testimony in behalf of the sys- tem which we are now pursuing.
The following report from the special teacher in drawing furnishes much information concerning the detail of the work at the present time, and is there- fore incorporated with this report: -
" During the past year the drawing in the schools has been steadily gaining; the work of the year before having been so well done that the instruction has been much easier than in any other previous year. The teachers, also, are gaining more confidence in themselves, as they see the readiness with which the children respond to their teachings, and the really beautiful work insensibly done.
" The time given to drawing in the schools has been recently changed ; the four upper classes now having but one lesson of one hour per week, and the Primaries forty- five minutes per week, to be divided either into two or
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DRAWING IN THE DAY SCHOOLS.
three lessons ; the time of the other classes being two les- sons of forty minutes each. In some respects this change may be for the better, especially in the upper grades; but I greatly fear that the loss of time will cause such loss of practice that it may prove detrimental. I especially wish that more time might be devoted in the Primary classes, as it is there that much elementary work can be done, besides being a welcome change to the pupils in their daily routine. But, whatever the time be that is regulated for the draw- ing-lesson, I earnestly hope that it may not be overstepped or curtailed ; for in that case no just comparison can be made between classes, and no criterion given for me to gauge the lessons.
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