USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1907 > Part 3
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1. Our per capita cost for teaching for 1907 was $21.97, an amount larger than for any previous year since we be- came a city. This was due to the fact that the past year is the first year during which our higher salary schedule for the grade teachers has been in full force. The benefit of this additional cost for teaching lies in the fact that it has prevented to a considerable degree the loss of efficient teachers from our corps, as I have previously shown. The exact monetary value of this result to the city cannot be definitely stated, but I am confident that any one who is familiar with the administration of the schools will admit that there is a positive value which far exceeds the extra cost to the taxpayers.
2. Another reason for the larger relative expenditure of the past year is the appropriation of $4,000 extra for fuel. It had been the custom of the Board of Aldermen to appropriate for the purchase of fuel for the schools an amount of money sufficient to last from January to the following January. This practice compelled the School Committee to go into the market for the pur- chase of fuel in the middle of the winter season when prices were highest and also to put up with the annoy- ance of having fuel put into its buildings little by little during the season when schools were in session.
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CITY OF MELROSE
Not only did this operate to keep the buildings less cleanly than they otherwise might be but it frequent- ly interfered with the successful working of classes. It was the desire of the Committee that enough additional money should be appropriated for this item during the past year to enable a supply of fuel to be purchased that should last over until July, 1908, so that henceforth the regular annual appropriation might be for the purchase of a supply for the year from July to the following July. In this way the in- convenience of putting in fuel for the last half of the year when schools were in session might be largely avoided and also the supply might be purchased when prices were running relatively low. To carry out this idea the Board of Aldermen appropriated $4000 additional to the regular amount. Although this made the expenditure for fuel for the past year much larger than usual, nevertheless the city will ultimately gain dollars and cents thereby and the schools will benefit in their administration.
3. The third item that has contributed to increase the ex- penditure for the past year is the item of repairs. During the seven years of city existence prior to the past year our expenditure for repairs has averaged $3087.24 per year. During 1907 we expended for this item $5498.60. On the face of it this might appear extravagant. But one who goes over the items that make up that amount must concede that the work which was done in this line under the direc- tion of the Committee on Schools House and Grounds was done wisely with a view to proper maintenance of the City's property, even if he could question whether it might not have been better for the appearance of the budget for 1907 to distribute the burden over two years. It was felt, however, by those who had these matters in charge that the postponement of needed repairs would cost the city more in the end.
The question of how much the schools are costing is more prominent in the thought of many than the question of the
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SCHOOL REPORT
scope and character of the work that is being done in them. As a result there appears sometimes a disposition to criticise adversely the expenditure for schools that, I feel, would not appear as frequently if there were fuller and more general ap- preciation of the value of education as a civic asset.
In my annual report covering the year ending January 31, 1901, I submitted statistics compiled both by the chief of the Massachusetts Bureau of Labor Statistics and by the United States Commissioner of Education, also opinions from expert judges of matters affecting property valuations, all tending to demonstrate that the material prosperity of a community de- pends largely upon a reasonably generous expenditure for its schools. In my opinion if citizens in general fully sensed the degree to which social prosperity depends upon an efficient system of public schools, public attention would be fixed more upon the character of the results that the schools are producing and less upon efforts to curtail school expenditure. One who is interested in this line of thought may profitably read the sane discussions of President Eliot of Harvard University in his book on " More Money for the Public Schools."
Undoubtedly more or less of the adverse criticism which is made upon the cost of public education is due to the fact that that those who offer such criticism do not in their thought go behind the gross expenditure to consider either the items in- volved in the maintenance of a system of public schools or the paltry expenditure per child. Note the expenditure for schools for the past year as given in the above table. Viewed in the gross it may seem excessive, but, when one estimates fairly the work accomplished and considers that it cost only $33.33 per child for the financial year to provide for teaching, supervision, books and supplies, janitors, truant officer, fuel, transportation of pupils, advertising and printing, tuition, fur- niture, repairs, expressage, lighting of buildings, telephone service, care of school grounds, annual census of school popu- lation, etc., this cost seems surprisingly small.
Again, criticism of the expenditure for our schools is some- times made as the result of unintelligent comparisons between the cost of public education in Melrose and elsewhere. One can easily find cities and towns whose expenditure for schools is
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CITY OF MELROSE
relatively less than ours; and he can easily find those whose ex- penditure is relatively greater. Any fair comparison, however, must take into consideration several things with reference to the places compared which are frequently overlooked, viz., the educational standards of the communities, the qualifications demanded of teachers, prevailing wages and cost of living for teachers, the scope of the curriculum, the proportion of male teachers in the corps, the ratio of high school attendance to the total registration of the schools, and the size of school buildings as affecting cost for care and heating. Comparisons made with these facts in mind indicate that the schools of Melrose are conducted upon a reasonably economical basis as related to the cost of other places working under similar conditions.
It is not out of place, perhaps, in this connection to repeat the following statement used in my report for the year ending December 31, 1906, in commenting on the financial side of the problem of public education : - " It is to be hoped in the in- terest of social well-being that tax-payers universally may come in time to recognize that money expended intelligently in the education of children is the best investment a community can make of its public funds and that true patriotism will lead one to pay willingly his share of whatever tax may be necessary to maintain properly the system of public education to which the American people is committed."
In the same discussion I quoted the following statement from Dr. Ely, Professor of Political Science in the University of Wisconsin : " I was educated largely at public schools, and it is doubtful whether I should have been able to finish my school education had not the schools been supported by taxes , for where schools are supported by fees, the fees must be high in order to defray expenses, if the schools are of superior qual- ity.
My educational advantages have been of pecuniary value to me, while the personal satisfaction which I derived from them is to me beyond price. I have become a taxpayer, and, with no children of my own at public schools, I am helping to educ- cate other men's children. If in the course of my life I pay in taxes for schools twenty times what I have received from taxes levied for my education, I shall nevertheless think I have
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SCHOOL REPORT
been well repaid, and shall always experience a feeling of pro- found gratitude for those who established the American public school system. While I individually gain, the community also gains because it receives back more than it has paid out. This holds generally with regard to wise expenditures for edu- cational purposes. The chief factor in production is man, and the better he is prepared for industrial pursuits by suitable training of head and hand, the larger will be the quantity of economic goods produced, and the more rapid the accumula- tion of wealth. A present burden may lessen future rates of taxation by increasing the taxable basis of a state or city."
The High School.
Attendance. - The following tabulation indicates in a measure the growth in the attendance upon this school during the past ten years.
MAXIMUM REGISTRATION FOR SEPTEMBER OF EACH YEAR.
Year
Grades
Post Graduates
Totals
X
XI
XII
XIII
1898
76
62
59
29
6
232
1899
88
59
47
46
7
247
1900
116
61
50
40
9
276
1901
119
95
58
44
9
325
1902
155
103
79
51
6
394
1903
157
117
93
61
5
433
1904
133
110
92
77
6
418
1905
154
108
91
78
4
435
1906
163
128
89
84
5
469
1907
189
136
116
80
2
523
1
The most accurate test of the growth of a school or a school system is found, however, in its average membership at suc- cessive periods of time. Referring to my report for 1898 it appears that the average membership of the school for that year was 220.49. The average membership for the past year was 452.02, a gain of 105 per cent in 9 years. During the same period the combined membership of the grades below the high school has increased only 10 2-5 per cent. and the population of the city only 17 3-5 per cent. This showing
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CITY OF MELROSE
would seem to indicate that our high school as administered during the past ten years has met a recognized need of our young people as interpreted by the fathers and mothers of the community.
Cost of the School .- The following tabulation exhibits the total itemized expenditure and the per capita cost for this school for the financial year ending December 31, 1907 :
I. General Expenditure.
Items
Expenditure. * Per Cent.
Salaries, (teachers, janitor, engineer)
$18,592.00
25
Books & Supplies
1,855.60
32
Fuel
2.043.82
19
Sundries
434.66
14
Repairs and permanent improvements
416.80
7
$23,342.88
*Per cent. of the expenditure for all schools for similar items.
2. Per Capita Expenditure. (Based on the average membership for the financial year,)
(472.23)
Items.
Expenditure per pupil.
Salaries
$39.37
Books and Supplies
3.93
Fuel
4.33
Sundries
.92
Repairs and permanent improvements
.88
Total for all purposes
$49.43
23
Changes in Teachers .- At the end of the school year in June, Mary J. Bourne and Mary W. Kingsley severed their connec- tion with the teaching staff of the school and later in the vaca- tion Elizabeth Biddlecome tendered her resignation. Miss Bourne and Miss Biddlecome resigned to accept higher sal- aried positions elsewhere and Miss Kingsley left to go abroad. All of these teachers had done good work with us and their res- ignations were accepted with regret. To fill these vacancies the following appointments were made, - Horace Kidger to have charge of the Department of History, Gertrude Gile to teach History and Grammar and Susan R. Scott to teach English and Arithmetic. Mr. Kidger is a graduate of Dartmouth College,
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SCHOOL REPORT
with several years of successful experience in high school work. Miss Gile graduated from the Melrose High School and from Radcliffe College and had had experience as a teacher in the high school at Keene, N. H. Miss Scott graduated from Smith College and had taught successfully in Hallowell, Me., Whitman, Mass., and Barrington, R. I.
In December, 1906, Sara Fisher, teacher of Stenography and Typewriting, resigned to accept a position in the Winthrop (Mass.) High school and Adrienne V. DeMers was appointed a substitute for the balance of the school year. In June Mrs. DeMers left us and the vacancy was filled by the appointment of Mary A. Cutter, who had studied at Leland Stanford Junior University and had had successful experience as Head of the Commercial Department in the Lompoc (Cal) High School.
To meet the need for an additional instructor for the school year beginning with September, Edith S. Blake, a graduate of Bates College, who had served us with a great deal of satisfac- tion for several years as a teacher of grade IX in the Lincoln school, was transferred to this school.
It is a source of present gratification and of hope for the future that at no time during the period of my service in the city has the teaching staff of this school been characterized by a stronger professional spirit and a higher average of teaching power than at present.
Literary and Musical Interests .- In addition to the work that the school is doing in the way of direct instruction in the scheduled studies of the curriculum, considerable encourage- ment to growth in literary and musical lines is being given through the publication by the pupils of a well-edited school paper and by the following voluntary student organizations, which are fostered by the teachers, - an orchestra ; two glee clubs, one of boys and the other of girls ; a boys' debating club and a literary and debating club, composed of girls.
While I am gratified for what is being done through the de- bating and literary clubs to develop in our young people in- creased power of effective public utterance, I am satisfied that we ought to do more in this line than we are now doing. At
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CITY OF MELROSE
present all that we accomplish in this direction is incidental. I am of the opinion that the Committee should take under con- sideration the possibility of establishing a course in public speaking as a definite part of the work of the school.
Vocational Talks .- Since the opening of the present school year, the Principal has arranged a series of vocational talks to be given before the pupils of the school. The object of this movement is to make the school more helpful to pupils in a practical way, if possible, by pointing out to them the oppor- tunities and the requirements for success in the different lines of professional, industrial and commercial activity.
During the period of high school life, young people are, or should be, thinking more or less about their life work, and it is felt that talks of the nature indicated by successful men in the different fields of activity may be distinctly helpful to the pupils, (1) in leading them to realize the importance of choos- ing a vocation with care, (2) in putting them in to possession of data which will enable them to make an intelligent choice, and (3) in stimulating them to make the most of present opportu- nities in order that they may be as successful as possible in their future calling. In carrying out the plan thus far talks have been given by the Hon. George R. Jones on the law, by Rev. Dr. F. H. Knight on the ministry, and by Charles M. Cox of Melrose Highlands on the opportunities and require- ments for success in business.
Athletics .- Although physical training is not given as a part of the work of the school, base-ball, foot-ball, hockey and bas- ket-ball teams are maintained by the pupils, and a general athletic meet is held annually under the auspices of the school. Organized sports are a valuable feature in school life if properly carried on. On the whole the conduct of the sports in connec- tion with our school has been commendable. Nevertheless it is desirable, in my opinion, that the Committee should assume official control of the athletic interests not only of this school but also of the grammar schools to the end that these valuable interests in the training of young people may be further advanced.
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SCHOOL REPORT
As the athletics in our schools are conducted at present the student body as a whole is not benefitted to any great degree. The activity called forth is confined principally to the few who make up the teams, a small per cent. of the boys in the school. In my judgment athletics should be managed in a manner to enlist as many pupils as possible, not simply with a view to de- velop a team that shall win the championship from other schools. It would help towards the desired end if there were fewer contests with other schools and more within the member- ship of the school itself. The adoption of such a policy would not only enlist a larger number of pupils in the sports but also minimize certain demoralizing effects that result from athletic contests which compel young people to travel at a distance from home. Therefore, I suggest that the Committee take the athletic activities of our schools under consideration with a view to the development of some policy that shall render these activities more beneficial to the majority of the pupils.
Secret School Organizations .- During the past few years an element has come into the life of the school that has serious- ly threatened its best interests. I refer to the introduction and expansion of the fraternities and sororities. During 1907 the attention of the Committee became directed toward these organizations, and, as the result of an exhaustive investigation as to their effect upon the school and of wide inquiry regarding the effects from similar organizations in other high schools where they existed, it appeared best to take action looking towards their elimination from the school. Recognizing that the members of the existing fraternities and sororities were innocent of any intention to injure the best interests of the school by joining these organizations and that it would be a serious disappointment for them to be compelled to withdraw their membership at once, the Committee adopted the follow- ing resolutions :
1. " That secret, or limited, school fraternities and sorori- ties are judged to be detrimental to the best interests of the schools."
2. " That no meeting or ceremony of such society shall be permitted on any school premises."
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CITY OF MELROSE
3. " That no initiations to such fraternities or sororities shall be permitted among the pupils of the Melrose High school."
4. " That pupils who, in opposition to the expressed wishes and action of the school authorities, become parties to such initiations shall be denied office in any class of the Melrose High school, and shall be deprived of participation in any athletic, literary, musical or other school organization, or in any other privilege of the Melrose High school except that of attending classes."
5. " That these resolutions shall take effect at the beginn- ing of the fall term of 1907, and that principals and teachers . be directed to report to the school authorities any violation or neglect of these rules."
It will be observed that the above action did not prevent pupils who had previously joined any of the secret societies in the school from continuing such membership. It requires, however, that they shall not assist in any way in adding new members to such societies.
It was not the purpose of the committee to restrict pupils in the enjoyment of such school activities as may exist without detriment to public school interests ; but it was felt that in- fluences which hinder the greatest possible benefit from public school privileges should be removed, so far as they come to the attention of those who are intrusted with the administration of the schools. Inasmuch, therefore, as it was evident that the existence of secret societies in our high school affected uninjur- iously the accomplishment of the work for which the school is maintained, the Committee was simply performing its plain duty in taking the above action.
At the opening of the term in September, a circular letter was sent all parents having children in the school, notifying them of the decision of the Committee and inviting their co- operation in making clear to their children the undesirableness of such organizations in public schools. So far as has been observed the public in general has approved the above action ; and on the part of the pupils there has appeared a gratifying willingness to accept the judgment of the Committee in the matter.
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SCHOOL REPORT
With the gradual disappearance of the influence of these organizations a distinct improvement is noticable in the general school spirit, which is one of the most hopeful signs for the future prosperity of the school.
Domestic Science .- In the annual report for 1905 I ex- pressed the hope that the time would come when it would be possible to provide, either in the latter part of the grammar grades or in the high school, a systematic course of instruction in the science of household economy and home-making for girls. In my judgment no more practical work could be done for girls in our public schools than along this line. With the enlargement of the high school building rooms will be available for equipment for such work and I trust that the Committee may take under consideration the possibility of an expansion of the curriculum in this direction.
MATTERS IN GENERAL.
I. Professional Growth of Teachers .- However well equipped a teacher may be when he enters upon his career, it is necessary that he should continue to grow professionally if he is to maintain his efficiency ; and one of the important duties of a Superintendent of Schools is to aid such growth in the corps of teachers with which he is connected. The following state- ments indicate what is being attempted in this direction in Melrose.
1. It is planned to hold monthly general meetings which teachers of all grades are expected to attend. The ad- dresses given at these meetings deal with educational topics of interest and value to all classes of teachers. At meetings held since the opening of the present school year, addresses have been given by the Secretary of the State Board of Education on " Teaching and Teachers for the Times," by A. E. Winship, Editor of the Journal of Education, on " The Making of a Manly Boy," by
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CITY OF MELROSE
W. D. Parkinson, Superintendent of Schools in Wal- tham, Mass., on " Teachers' Relationships," and by myself on " Waste in Education."
2. A second means of aiding professional growth in our teachers is the organization of classes for professional study along special lines. During the school year end- ing with June, 1907, two such classes were formed,- one in the History of Education in charge of Eva R. Crane, principal of the Washington school, the other conducted by myself on the Principles of Pedagogy. In addition to the 41 per cent. of the corps who are en- rolled in these classes, several teachers were studying at the Teachers' School of Science in Boston and at other institutions.
During the present school year Mr. Orren H. Smith, Head of the English Department in the High School, is conducting a class in English for the teachers and I am conducting one in the History of Education. Fifty-six per cent. of the teachers are at present enrolled in one or the other of these classes.
Both Miss Crane and Mr. Smith have undertaken this work at my request without any other remuneration than the consciousness of service to their fellow teachers.
Besides the teachers who are working in these classes there are others who are now taking courses at Harvard, Boston University, the Teachers' School of Science, and with private instructors in drawing, music, etc.
These conditions are particularly gratifying because they indicate that a large percentage of our teachers are keenly alive to the importance of the work in which they are engaged and to the necessity of continued growth professionally.
Doubtless the merit salary schedule for grade teachers which the Committee adopted about two years ago has had more or less influence in stimulating the teachers to extra effort in this line.
The main features of this schedule are as follows :
I. In grades 1 to 6 inclusive the minimum yearly sal- ary is fixed at $400, and the regular niaximum at $550.
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SCHOOL REPORT
In addition to this general maximum, which is attainable for length of service, there is a special merit maximum of $650 open to all teachers who have received a salary of $550 for two years provided (a) that they have satis- factorily completed a line of professional study ap- proved by the Superintendent of Schools, and (b) that they are unanimously indorsed by the Principal under whom they may serve, the Superintendent of Schools, and the Committee on Teachers.
II. In grades VII and VIII the minimum salary is $400 per year, the maximum attainable by all for length of service is $600, and there is a special merit maximum of $700 attainable under the principle set for grades I to VI.
III. In grade IX the minimum salary is $400 per year, the maximum attainable by all for length of ser- vice is $650, and there is a special merit maximum of $750 attainable under the principle set for previous grades.
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