USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1875 Vol. 1 > Part 8
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WRITING.
New life and interest have been imparted to the work in writing, through the energy and enthusiasm of Mrs. Bowler. The wisdom of appointing her especial teacher and supervisor of this work is already apparent. Though the teachers had gained one great element in the teaching of writing, the habit of rapidity, some schools had degen- erated into carelessness both in movement and in form. The teacher of writing is aiming to correct this by requir- ing the same amount written with more care, accompanied by a careful analysis of the letters, and intelligent prac- tice.
There has been a too prevalent feeling that the writing- book was a sort of specimen book, and that if it looked well, nothing more was necessary; whereas it is only a drill book in which to teach form, and the exercise book is merely for the practice of movement, while the results
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REPORT OF SCHOOL COMMITTEE.
are to be sought in the written exercises, examination papers, and general work of the scholar.
Good pen holding and good position, two difficult things to secure, have improved. In the primary classes an inducement is held out to the children by placing the names of successful scholars in a Red Book, which serves as a roll of honor, a distinction for which these little folks are very eager.
Specimen books have been provided for each class, where the improvement is to be exhibited from time to time. Spelling exercises and other work are to be put in these, in the best handwriting of the pupil, the time taken being occasionally recorded, and a mark placed on the page to show the correctness or faultiness of the position. Thus every child's work will be represented, and his improve- ment from time to time will be on exhibition. The chil- dren are working earnestly under this new plan, and it will certainly result in great improvememt.
Two large classes numbering about fifty each have been formed in the High School, where instruction is given for two hours every Thursday. The scholars here too seem greatly interested.
DRAWING.
The following report on drawing was furnished me by Mrs. Bowler. As it covers the subject sufficiently, I publish it in full. I fully agree with its statements, and think that none too much time is allowed for drawing, but also fully believe that no teacher ought under any cir- cumstances to exceed that time, even if more work should possibly be assigned than can be done in the prescribed time. The teacher of drawing will guard against the assignment of more work than can be done within the appointed time.
REPORT ON DRAWING.
The same general plan has been pursued in drawing the last year as formerly; and the drill obtained in the lower grades shows
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more and more effectively. The work is more intelligent, and the labors of the teacher easier.
The tendency in some of the classes, to drag in the work for the sake of producing a very finely finished drawing, is to be deprecated. Broad work, done more quickly and intelligently, showing life in all of its parts, and comprehension of the drawing as a whole, is to be preferred, with more and varied practice, which will bring a good line and fine finish in time; in a word, with more headwork instead of so much mere handwork. Opposed to this, of course, is careless heedless work, which is equally to be discouraged.
The teachers' classes have been held as usual, except during the suspension in the winter months. This year, text-books have been placed in their hands, with the suggestion, that the time usually spent in the drawing-class be spent in the work at home, with an occasional distinct lesson to be held if necessary to inspect the work. At the close of the last school year, an examination of the teachers was held in freehand, memory, and dictation, most of the teachers obtaining certificates. At the close of the coming year, a similar examination will be held ; also in model, geometrical, and perspective. Such of the teachers as pass the examination in all the branches are excused from further lessons in this department.
The teachers certainly appreciate the advantages Newton so kindly gives them, and reciprocate as earnestly as they are able. With few exceptions their work is well done.
At the beginning of the present school year, geometrical draw- ing with instruments was introduced into the four upper classes of the grammar-schools with the best results. The pupils are fond of the exercise, which, while it trains the eye and hand to accuracy, re-acts upon the character in many other ways. Geo- metrical, perspective, and model drawing are taught in the High School ; model and cast drawing in outline and shade, together with applied design in outline and color. The pupils seem to be interested; and, since the study has been declared optional, but seven pupils have applied to be excused, and those only from ori- ginal designs. Perhaps, in this connection, I may answer a ques- tion which is often asked, " Of what use is design to the pupil ? "
First, to give him an idea of true design as compared with false, enabling him to be one of the many to improve the tone of
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public sentiment with regard to our industrial art. Second, to encourage him to arrange forms himself with some degree of order and symmetry, and cultivate whatever taste he may have for invention, and independence of thought.
Lastly, to develop our own home talent, thereby keeping the thousands of dollars at home, that go abroad every year for foreign designs ; and also to make a pleasing variety in the system of instruction in drawing.
The time given to drawing in the schools amounts in the aggregate to only twelve days out of the two hundred in the year given to school work, and certainly it is little enough. Probably design claims one-sixth of this time.
This year, the children in the lower grammar grades begin model-drawing; and it is very gratifying to state that it is very pleasing to them, and successful in results. At the close of the last school year an exhibition of our work was held in Boston and the honorary degree of "excellent " conferred. I hope that the present year may witness as good results.
EVENING SCHOOLS.
As but a few lessons have been given in the freehand even- ing classes, I can give only a few facts in relation to it. There are thirty-four pupils registered at Newtonville, and twenty-one at Newton Centre. Of this number, there are about twelve High School pupils, six are teachers in Newton, the remainder being citizens. All seem to be interested.
The pupils are classified; the largest class beginning the elements of model-drawing, others who are farther advanced are drawing from models in outline and in shade. Lessons will also be given in historical ornament and in design as time goes on.
MUSIC.
The time devoted to music in our schools in no way retards the other work. It is not an ornamental branch, but is designed to make the pupils independent readers, rather than mere mouth-pieces of what is put into them by ear. Neither the regular instructor in this department, nor the teachers who carry out his plans, devote their time to the accidents and adornments of music, but to the
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essentials to its study as a science. M. Guizot, when Min- ister of Public Instruction, upon listening to some classes in music in Paris, is said to have remarked, "C'est très bien," and after a moment to have added, " C'est trop bien," showing that he detected in an apparently fine performance, a mere superficial polish. It is not the aim of our music teacher, however, to give showy results, but rather to lay a foundation broad enough to build a solid superstructure upon it. I herewith submit an especial report from him- self, to the Superintendent, which gives a clear outline of the work as it is, and is in my opinion a fair statement of facts.
The time allotted to the study of music in the primary and grammar classes is limited to ten minutes each day, aside from the time occupied by the special teacher in his visits.
In arranging a programme of work, the question is not what we might wish to undertake, had we all the time that could profitably be spent in music, but what can be done with the greatest possible benefit during the brief portion of time allowed. To answer this question, we must select such items of instruction as are of most vital consequence to average pupils, and which most immediately subserve the purposes for which music is included in our curriculum of school studies.
These are : First, the æsthetic and moral effect which music is capable of producing, and which is so especially desirable during the formative period of childhood and youth. In order that this may be secured, it is indispensable, whatever else is done, that there be much actual singing from first to last, and singing of such words and music as are adapted to promote cul- ture and to awaken and perpetuate the love of song.
Second, such elementary instruction as is necessary to carry forward improvement to a point where the exercise of song will fulfil its purpose in a higher degree, and the study of such facts and principles as most readily enable the pupil to read the musi- cal page ; presenting all instruction in a form progressive and easily comprehended.
In endeavoring to carry out these ideas, and adapt the teach- ing to the actual needs of our classes, many of the methods in
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REPORT OF SCHOOL COMMITTEE.
popular use need modification. We must come with great direct- ness to our main work, or the time of the lesson is spent and nothing of value accomplished. We need also, as far as possi- ble, to dispense with the dry and tedious technical exercises, and use for study, simple yet well-written songs, which may be ana- lyzed by the pupil, and afterward sung with pleasure and benefit.
The voices of children should be treated with the most consid- erate care, so that their best qualities may be developed, and no permanent injury result from unwise use. The harsh, boisterous, overstrained tones sometimes heard will not be tolerated by any intelligent friend to the children, either as promotive of present culture or future vocal ability. During the present year, much persevering effort has been expended upon this point, and, in general, with more pleasing results than have been reached in previous years.
PROGRAMME OF STUDY.
CLASS I. (First year in school.)
Learn to take the pitch g, entire class, and also each individ- ual, with attention to tone, vowel, and articulation. Avoid chest tones, so called. Sing short musical phrases with words or sylla- bles. Sing three sounds, five sounds of the scale, by syllables, commencing at the pitch above named; pictured representation of the scale upon the board, which individuals point and sing. The staff and a few of the musical characters are named and copied, and their practical use taught in exercises containing them. Take the pitch g with the syllable mi or sol, and sing in proper scale-order down to the keynote. Count time by two, three, and four. Scale extended, singing both above and below the keynote. Many little songs are sung by imitation with words, in good rhythm, tone and articulation. Some of these are repeated with the proper scale syllables, and memorized in order to form the association of syllables with relative pitch.
CLASS II.
Review of all preceding work and characters, which are to be copied on the slates. Other characters are named and copied as they are presented in the exercises. Take the pitch g with any
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SUPERINTENDENT'S REPORT.
required syllable, and sing from it in scale order to the keynote. (This method in taking the pitch is followed in all the rooms without piano.) Learn to tell the key by the number of sharps or flats, and the place of do in seven keys, -C, G, D, F, B-flat, E-flat, and A-flat. Sing one or more songs in each key by words and syllables. Use books. Review songs previously sung, while learning to keep the place in the books. Sing the same by sylla- ble, following the notes with the finger. Compare the places of notes in the book, with the proper scale upon the board, so as to find the right syllable. Cultivate confidence, and test progress, by individual recitation and singing. Use letters for nothing but naming the keys. Use numerals for nothing but counting time. Commence learning to sing syllables named or written in unexpected order. Sing all songs in good time and accent. (Through all grades, the velocity of the movement is accurately marked by length in inches of string attached to a vibrating ball.) Constant attention to tone and articulation.
CLASS III.
Continue study in following syllables or notes in the scale indi- cated in unexpected order. Learn to apply syllables to notes independently, with the speaking voice, or by writing them. Use the soprano only of two-part songs. Tell the key, and the place of do (the keynote), and learn at least two new songs in each of the nine keys, C, G, D, A, E, F, B-flat, E-flat, and A-flat. Name all characters employed in the studies. Tell the number of beats in the measure, and the length of each note and rest used in the songs. Learn to be governed by the teacher's beating, and sus- tain each note to its proper duration, and observe the rests. Indi- vidual work in applying syllables, explaining time, naming characters, and singing by words and syllables.
CLASS IV.
Review the soprano of the two-part songs sung in the previous year, and learn the alto of the same with syllables and words. (Through all succeeding grades, all the pupils read and sing the subordinate parts, as the very best of solfeggio practice.) Learn the easy chromatic intervals occurring in the songs, with proper change of syllable. Commence two-part singing, all pupils sing-
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REPORT OF SCHOOL COMMITTEE.
ing the parts in alternation. Easy sight-singing exercises upon the blackboard. Draw the diagram, showing staff, clef, signature, and place of the keynote in nine keys. Describe the beating of the time. Practise in variously filled measure on the slates. Learn new songs as time allows.
CLASS V.
Continue the practice of two-part singing. Voices of limited compass assigned to the part most congenial. Practise songs of greater difficulty. Constant attention to tone, articulation, and style of performance. Fluent use and application of syllables, training the eye to perceive readily the pitch relation of notes. Analysis of the time. Further practice of chromatic intervals. Letters of the lines and spaces through all the staff modifications of the nine keys. Commence writing scales, giving syllables and letters. Practise easy chords, and commence three-part exer- cises.
CLASS VI.
Three-part singing in nine keys. Examine voices, and assign them to part most suitable. Write scales in nine keys, giving syllables and letters. Intervals of the scale. The chromatic scale. All musical characters used in the studies named and copied. Review of analysis of time and melody. Sing minor exercises. Individual work throughout.
CLASSES VII., VIII., IX.
In the study of the upper classes, which, owing to their smaller size, are united in most schools for the practice of singing, all the preceding principles are reviewed as individual tests show the necessity therefor. More extended three and four part singing. Continue scale-writing, showing the semitones in each. Write the tonic, subdominant, and dominant-seventh chords in each key. The minor scale, harmonic and melodic forms. Boys with changed voices learn the bass staff. Alto boys learn to read tenor. Staff intervals, and the construction of chords, major and minor. Transpose melodies from key to key. Change measure from one variety to another Correct false exercises. Practise in sight-singing in parts. Dissimilar movement, or easy fugue.
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SUPERINTENDENT'S REPORT.
HIGH SCHOOL.
Three-quarters of an hour per week is spent in the musical exercises, which consist of practice in four-part songs for mixed voices, glees, English and German chorals, anthems, and choruses. The bass and tenor are here brought out distinctly, and the whole school is drilled together, the elementary instruction being mostly incidental; and the effort of the lesson is expended in bring- ing out the voices in true chorus manner, and in giving such general instruction in connection with the musical selections as the time will allow.
In carrying out the above programme, many modifications are necessary, to suit the varied arrangement of classes in the primary and grammar schools. As only one grade of instruction can be given in a room, some classes must be hurried and others retarded somewhat, according to the combination of classes in a room.
Attention should be called to the time of day when the ten minutes of song-study should be taken, in order that the best results may be attained. All experienced vocal instructors agree, that the nature of the effort required in singing demands an appropriate physical condition ; and the time should be taken, if possible, when the pupils most nearly approximate to it. While much should be left to the judgment of the teachers in charge, it may be said that, in general, the ten minutes succeeding the devotional exercises will be the most favorable.
THE HIGH SCHOOL.
The report on the High School by the Chairman of the High School Committee, is so full that little needs be said here. With its enlarged accommodations, its greatly increased facilities for the study of the sciences, its added curriculum of study to meet the wants of a large class of young men who intend to enter neither university nor scientific school, but to enter at once upon mercantile life, it is complete in itself, and is fitted to satisfy all reasonable requirements. The work of this school is not primarily to fit for higher institutions, although that enters largely into its work, as it ought, to meet the wants of a
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REPORT OF SCHOOL COMMITTEE.
large part of this intelligent community, but it is equally designed to give as thorough and as practical a course of training, complete in itself, as can be imparted in three or four years by competent teachers, to earnest and interested pupils. Its facilities for the effective fulfilment of this important function are not surpassed, I believe, in any school of the kind. Every pupil who appreciates his opportunities, need not go forth from its walls at the end of his course of study, without that mental culture which can eventually fit him for high and responsible positions in life. Not one should graduate who is not possessed of an earnest spirit of improvement and growth, having in his hands the key of knowledge, and knowing where to apply that key to open rich stores in the coming years. This school can thus serve to maintain the high reputation of our city for intelligence and liberal culture, not alone through those who go to college, but through those who complete their school life within its walls.
The increased facilities for the study of chemistry, natural philosophy, and physiology, also of the study of · mercantile subjects, aided as the latter is by practical interesting lectures from business men, do not however sur- pass the advantages afforded for the study of the English, Latin, Greek, German and French languages, the study of the mental sciences and of literature. But for all these departments many books are needed, and to the building up of a useful and adequate school library, by private contributions and by small annual appropriations of school funds, our attention should be turned. There are numer- ous books just such as are desirable, and the problem to be solved is, how to transfer these books to the shelves of our High School from the private libraries or the shelves of the bookseller.
SCHOOL SUPPLIES.
The supplies furnished through the Superintendent for the use of scholars, at the City's expense, for the year 1875, have cost the following amounts : -
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SUPERINTENDENT'S REPORT.
Writing books
$759.16
Pens
93.04
Blank drawing books
· 91.98
Crayons
36.08
Examination paper
216.20
Lead and slate pencils .
238.48
Ink
52.85
Slates .
4.20
Rubber
3.00
Total
. $1,494.99
The cost per scholar, based on the average attendance for the year is .63
Based on the average whole number it is . .58
This does not seem a large amount when the increased efficiency given to our schools is considered. All scholars are ready to begin a writing or drawing exercise the mo- ment the hour arrives for the same. Pens and pencils are furnished only for these exercises, not for use at the chil- dren's desks at other times. All such supplies are kept by the teachers, being dealt out at the time of the exercise, and collected immediately after it.
The examination paper is a cheap quality of letter paper purchased in lots at a very low rate, and used only for written examinations, or for the writing of essays and letters. No new blackboard erasers have been purchased, the old ones having been re-covered at a small cost.
The vexatious delays causing much annoyance to the teachers and the trouble caused parents by the frequent asking for money for pens, pencils, paper, &c., are both saved by this method of furnishing supplies. All these supplies are purchased at wholesale price, and conse- quently cost much less than the expense would be to individuals purchasing at the retail price.
The books have been furnished as heretofore, the most economical method possible for the city, unless the free text book system be adopted. Doubtless few are really
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REPORT OF SCHOOL COMMITTEE.
aware of the advantages enjoyed by Newton in this re- spect. Books purchased through the Superintendent, in the name of the City of Newton, are procured at a reduc- tion of 33} per cent from the ordinary retail price. These are sold to pupils at a slight advance to cover the expense of transportation of the books to the various parts of the city, so that they really cost pupils about 30 per cent less than the ordinary retail price. In Boston they are retailed to the pupils of the schools at about 20 per cent discount from retail price, so that the children of Newton pro- cure their books about 10 per cent cheaper than the chil- dren of Boston, and 30 per cent cheaper than the pupils of most towns out of Boston.
. I would respectfully refer the Board to my report of last year, as to the wisdom of requiring so much work of the teachers and Superintendent in the matter of furnishing these supplies, and also to the plan there suggested for simplifying the system without losing its advantages.
TEXT BOOKS.
Few changes in text books have been made during the past year, and only such as circumstances made necessary. Higginson's History of the United States has been put into the Eighth Class, and Guyot's New Intermediate Geography into the Sixth. Each class was about to purchase a new book, and these two books seemed very desirable. The geography has the double advantage of being complete in itself, and of having clear, intelligible maps, whereas the old book was one of a series ; and as such contained only a bare outline, insufficient for a course of study on a subject so important, while its maps were confusing and indistinct. Monroe's Practical Speller has been put into the hands of the four lower classes of the grammar schools, and supplies a want long felt of a well-classified list of words in common use, such as the readers could not furnish. In the two upper grades, Hotze's Physiology and Physics have been introduced.
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SUPERINTENDENT'S REPORT.
In the High School little change has been made, ex- cepting the introduction of such books as were necessary for the Business Course of study.
EVENING DRAWING CLASSES.
The largest attendance of the class in Mechanical Drawing, at Newton Centre, last winter was 43
The least attendance was 11
The average attendance was 25
At Newtonville, the largest attendance was 23
The least attendance was 10
The average attendance was 17
These classes did good practical work under Mr. An- drews's instruction. His teaching was adapted to meet the wants of practical men.
The interest of the classes was well sustained, and the results were very satisfactory. Mr. Andrews's plan of work was so fully set forth in the report of last year, that nothing on that point remains to be said. His business arrangements prevented his making any engagement this season.
The Committee, however, are very fortunate in having secured the services of Mr. Otto Fuchs, formerly assistant professor of mechanical drawing at the Naval School, Annapolis, and now in charge of the same department at the Normal Art School, Boston.
Both the mechanical and freehand drawing classes are doing well under the direction of Mr. Fuchs, and Mrs. Bowler.
The following report on mechanical drawing is submitted, as showing the present plan of work and the composition of classes : -
The class at Newton Centre was opened at the Mason School- house on the evening of Nov. 10, and twenty-three persons admitted. The following Wednesday nine more joined, and now there are thirty-five names on the list.
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