USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1924 > Part 9
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In Table I are presented figures showing enrolments in Melrose High School by years since 1917, a period of eight years. They show that during that period there has been a very definite increase in the number of children receiving the benefits of a High School education. During the same period the percentage of High School pupils enrolled to total school population has steadily increased, which this year (1924-1925) has reached the point of 25%. This means that out of every 100 children enrolled in the Public Schools of Melrose, 25 are in the High School.
In order to know how good this percentage is, it must be compared with a similarly derived index for other cities.
For all the cities in Massachusetts for the year ending June 30, 1923, the latest data for which figures are available, the ratio of pupils enrolled in the High School was 17%. The same index for the six cities nearest to Melrose in population is also 17%.
The city of Newton, which has a reputation for unusual holding power in its schools, has 22% of its school children in the High School.
The above facts indicate that Melrose High School stands very high in its holding power, a fact which ought to afford the people of Melrose some degree of satisfaction.
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CITY OF MELROSE
Are Teachers Well Trained and Sufficiently Experienced?
It is true that in high schools in general the teaching is much inferior to that in the elementary schools. The reason for this condition is not hard to find. Most high school teachers have been academically trained; many of them have had no actual technical training in how to teach and as a result they start in their teaching work on the same plan as they themselves were taught. Melrose High School does not suffer more than do other high schools because of this. The fact remains, however, that children in the High School probably do suffer somewhat because of lack of skill on the part of the teacher.
It is not difficult to find, not only in Melrose High School but in high schools generally, faulty methods of lesson assignment, haphazard and loose-jointed methods of presentation and unskilled methods of class mechanics, all of which things are due to lack of proper training in how to teach. This is not more true in Melrose than in other schools, but it is a fundamental weakness of our secondary education which lays an added burden upon the pupils, especially when they have become accustomed as they have in the elementary schools to rather high grade skill in teaching.
In general the teachers are a cultured and conscientious group of men and women in whose hands the children of this community may be placed with safety.
The women teachers predominate to an extent somewhat greater than is the practice in most high schools.
It is generally held that men teachers should be on high school teach- ing forces in a greater degree than is the practice in Melrose, and I believe that the School Committee may well consider increasing the proportion of men teachers as opportunity is offered in the future.
Are the Classes Well Organized as to Size?
It has become a generally accepted best practice to assign pupils so that the size of sections will not fall below 16 and not above 30. This investigation shows that 104 sections out of 162 or 64 plus % are within the desirable range; that 47, or 29 plus % are over large; and that 11, or 6 plus % are over small.
Three of the large sections are in typewriting, in which moderately large classes are not especially disadvantageous. The remaining 44 of the large classes are distributed through the English, Mathematics, French, and other major High School subjects, in which no large sections should cxist if it is possible to avoid it.
Even with capable teachers using good teaching methods, not, all the pupils can be held to efficient work in classes that exceed 30. While this is true of all classes in the High School, it is especially true in the Freshmen and Sophomore classes, the pupils of which ought to have the finest teachers and teaching conditions most favorable.
There are 11 small divisions. Of this number only 4 are excessively small. Three of these are in drawing, and are in combination with other
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drawing classes, so entail no extraordinary expense because of their size.
The Senior stenography class has only 7 pupils, a situation which properly could not have been avoided without sacrificing the fundamental rights of the pupils. Classes of this size, however, entail unequal distri- bution of school funds to such a marked extent that such classes ought to be eliminated if possible.
In this particular case, assuming that the teacher receives $1800 salary and gives one-sixth of her time to the class in stenography, the cost of instruction in this particular subject per pupil would be $43.00, which if carried through the school would bring the cost per pupil to more than $250.00. This, of course, is all out of proportion to the cost per pupil in other subjects. It should be borne in mind that every dollar's worth of service handed over to these pupils deprives the rest of the school of its just part of the High School money.
It seems to me that all possible effort consistent with a board inter- pretation of the educational policy and the rights of the pupils, should be made to keep the size of classes down to the desirable limits, namely between 20 and 30.
Taking everything into consideration, I think most commendable effort has been made in the organization of the school in this respect.
One must not lose sight of the fact that the supervising officer is under the pull of strong influences, such as the traditional practices in the school, and the readiness with which the public seizes upon the fact of increased cost in the High School as basis for charges of extravagance and wastefulness.
Since beginning the study of this phase of the report, there has come to my attention an investigation made by the University of Michigan in approximately 100 high schools, on the effect of size of classes upon the efficiency of instruction. The findings of this investigation which will be more or less of interest to those of us who have held the traditional view on this subject as outlined in my report above, is as follows:
First: There is no necessary connection between size of class and efficiency of instruction as measured by pupils' grades.
Second: The size of the class in and of itself is not a paramount factor in determining the equity of the teaching load.
Third: From the facts as gathered by this investigation, one is not justified in the demand that for all teachers in all kinds of work the maximum size of class shall be no greater than 30 pupils.
The following practical deductions have been made from this investi- gation:
First: Considerable economy may be effected by organizing at least some of the classes in the school as large classes and by putting in charge of these classes teachers who can effectively manage and instruct them.
Second: Consideration of good administration demands that machinery of some sort be developed whereby teachers who are capable of instructing large classes and prefer so to do, shall be discovered, trained and promoted.
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Third: An obligation rests on school authorities to assist in dis- sipating the erroneous notion that large classes are always undesirable and should be avoided.
The complete report of this investigation may be found in the "School Review" in the issue of June 1923.
Is the Teaching Good?
We have already seen that the facts indicate that teaching loads are assigned in reasonable sizes and that in the main the teaching staff is well trained and of suitable experience.
Under this caption we shall consider whether or not that training and experience is being used in an effective way in the class rooms.
The Superintendent has spent approximately twenty hours in obser- vation of teaching in the several class rooms, as a result of which it may be safely stated that the class room teaching is good, and is free from glaring technical imperfections. It tends, however, to be of the bookish and conventional type.
One must not forget that the actual situation which prevails in class rooms when pupils and teachers are the only ones present, is difficult to determine by the Superintendent of Schools or even by the Principal of the High School. It is obvious that the situation takes on a slightly abnormal aspect and that neither teacher nor pupils behave in a natural and accustomed way when the Superintendent is present. There are, however, unmistakable evidences which point in the direction of the true situation.
There was observable in some classes a lack of uniform method of class mechanics. For instance, some teachers required a pupil when reciting to stand squarely on his feet and say what he had to say distinctly and with proper attention to good English. In other cases the teacher was satisfied when the pupil either partially rose or lolled on the desk in a listless sort of way, although the motto "Sit straight, Stand straight, Be straight!" is posted in a conspicuous place in every class room.
Since the beginning of this report I have observed that Mr. Sprague has already taken this matter up with his teachers.
There were some very excellent examples of efforts on the part of teachers to arouse and stimulate interest in the subjects which they were teaching, with the apparent purpose of impressing upon the pupils that the task before them was one which, if successfully accomplished, would be of immediate as well as more remote use to them.
There were two instances where the Superintendent was not impressed with the fact the teacher knew exactly what she was after in that particular recitation. In such cases the natural result followed that teachers were sidetracked and wandered about in fields rather remote from the subject at hand.
In some instances the teachers talked too much and the pupils too little. This is not an uncommon practice in high schools generally, and probably not more prevalent in Melrose than elsewhere. It is quite
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possible that the presence of the Superintendent had some effect to cause the teacher to take a more prominent part in the recitation than was her usual custom.
It happened on two occasions that teachers assigned a particular piece of work for pupils to prepare and present to the class on the next day, and when the next recitation came, they were not called upon for the work. This condition, if at all prevalent in the school, of course will make for laziness on the part of pupils and a failure to prepare the work assigned, for it is but natural that if there is any question at all in the minds of the pupils as to whether of not the assigned work is to be called for, they are likely to take the chance and not do the work assigned.
It is desirable to have a feeling created among the student body that there is no escape from the work which has been assigned, and that every pupil daily must in some way render an account of the work which he has done in preparation for the day's lessons.
There were some fine examples of socialized recitation and project problem work. This type of teaching I feel will continue to grow in favor in proportion as its effectiveness is understood by the teachers.
A commendable effort has been made by the Principal to classify pupils in accordance with their abilities, but it is apparent that not all teachers yet realize that not all sections of the same class can be given the same amount or quality or work. In other words, it is the teacher's first duty to see that the work is adapted both in quality and amount to the ability of the particular section of the class which the teacher has before her.
It cannot be too often called to the minds of teachers that their job is not to find the unfit for the purpose of elimination, but to find and adjust the methods and subject matter to the pupil's power and aptitudes.
I believe an effort is being made by the Principal to increase the amount of supervision. The heads of departments should visit the classes of teachers more frequently. As a result of their observation, there should be an honest, straightforward and tactful interchange of ideas between the department heads and department teachers.
If heads of departments are justified at all, it is for the purpose of mproving the teaching. They should be not only permitted, but stimu- ated to do the work for which they are primarily appointed.
Most teachers in this school in dealing with their classes show refine- ment, a spirit of helpfulness, and a friendly and good-natured feeling towards the pupils and the job.
At this point it may not be out of place to suggest that all exami- nations should be mimeographed instead of being written on the black board. If this is done, the possible handicaps of unfavorable location in the class room, imperfect eyesight, and difficulty in reading teachers' writing, will be removed. Furthermore, it seems to me that every pupil should be entitled to receive and to keep his corrected examination as well as other written work, which would show to him in what respects he has made errors. This may be found not to be practical, but it seems to me that it is desirable.
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CITY OF MELROSE
In general marks in Melrose High are distributed in about the right proportion. There is evidence, however, that some teachers need guidance in this matter. When a large percent of the class receive D in an exami- nation the teacher, if she does not already understand it, should be told that she is the one responsible.
Unfortunately, when one has reminded the teacher of the facts in the situation, the damage is not entirely repaired, for the reaction on the pupils in such cases is decidedly unfavorable and discouraging.
While this discussion of the teaching may seem to be somewhat critical, it is not intended to indicate that Melrose High School differs from most high schools in the points raised herein, or that the grade of teaching is inferior.
In general, the teachers as a body have excellent personalities, are pleasing and forceful in their manner, agreeable and friendly in their relations with the pupils, and are doing a very creditable piece of work.
What of the Pupils from the Human and Social Standpoint?
As one goes about the corridors and into the class-rooms of Melrose High School, one becomes strongly impressed with the general excellence of the student body. One observes that it is a group of boys and girls considerably above the average in personal appearance, culture, and general intelligence, the attitude of whom towards their teachers and work is generally good. They ought to present a strong appeal and challenge to the best efforts of the teachers.
It is natural in a school of this size to find a percentage of pupils who are not actuated by serious motives, who do not see, appreciate, or care for the opportunities that lie within their reach and who look upon the High School only as a respectable place in which to loaf. Such pupils as these offer the greatest administrative problem with which the principal has to cope.
There seems to be a unified patriotic school spirit which the admin- istrative officers attempt to foster and increase. This spirit might be further developed in my judgment if teachers were present in greater numbers at the various athletic contests and showed an interest in the events and in those taking part. It ought not to be overlooked in this connection that those teachers who are the most constant in their attend- ance upon the extra-curriculum activities are the ones who are the most popular with the student body and those with whom the pupils are less frequently in trouble.
Another means which occurs to me as very desirable in strengthening the school spirit is a neighborly and cooperative attitude on the part of parents toward teachers and principal. Nothing is so effective in keeping school spirit low as an attempt on the part of parents to belittle teachers in the presence of their children. This practice is altogether too common and destroys the pupil's pride in the school. Parents who do this do not realize that in the end their own children are the ones who suffer most.
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The Curricula
Every normal boy and girl between the ages of 14 and 18 should be provided in secondary school with such training as will enable him to- make the most of his abilities and therefore a better citizen. This cannot be done in a school offering academic courses only, where standards are so. maintained that the pupil who cannot meet these standards is stamped a failure and either goes on failing or is eliminated. Responsibility for this type of school does not rest with the administrative officers of the school or teachers. An honest effort has been made by the school to help pupils into those curricula where their aptitudes and abilities will have the greatest opportunity to assert themselves. This guidance work is of necessity limited where the field of choice is confined to practically two courses; the academic and commercial, as is the case in Melrose. There is no more tragic situation than the elimination from school of boys and girls who, though able in fields other than those indicated by certain curricula, find no opportunity for the development of their talents. One of the obvious outstanding needs of the school is the introduction of manual training and household arts courses offered in a general way and taught with their broadest meaning.
A copy of the program of studies was sent to the State Department of Education, Division of Secondary Schools, which was invited to make suggestions as to its improvement. From the Department's reply it is evident that in most respects the organization of the program of studies is up to date and on a par with that in the most progressive schools.
The question was raised as to whether or not the form in which the curricula are presented to pupils and parents might not be improved, also whether or not the three curricula now labeled "College", "Scientific", and "General" might not better be combined under the title "Academic Curriculum" with such electives as would provide for the diversified needs of the pupils.
A question was also raised as to the wisdom of dividing the com- mercial curriculum in a school the size of Melrose High into two parts, the Accounting and Secretarial.
These suggestions, I am sure, are worth consideration.
I believe the requiring of Vocational Latin in the secretarial course as a pre-requisite to the study of typewriting and stenography may be seriously questioned. I fail to see the connection between success in typewriting and stenography and mastery of Vocational Latin.
Probably the outstanding curriculum need is a practical arts course for both boys and girls.
The following indicates the percentage of pupils which select the various curricula :
College 28.4%
General 29.1% Secretarial 14.9%-
Scientific 10.7%
Accounting 16.5%
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CITY OF MELROSE
Are Too Many Pupils Failing and Dropping out of School?
In Table III I am presenting figures showing the diminishing mem- bership of high school classes. It will be seen from this table that the class entered in September 1919 with a membership of 205 had lost when they became sophomores 36 of their members or 17%; as juniors they were reduced by 11 more or 7% and as seniors were further depleted by 42 or 26%. In other words only 56% of the class entering the high school in 1919 remained to become seniors and only 53% were graduated. Again the class entering in September 1920 with 192 pupils lost 17% on becoming sophomores; increased as juniors, lost 24% more from the beginning of junior year to beginning of senior year and graduated 65% of those who entered.
From the data presented in this table it is evident that the greatest retardation or elimination takes place between the first and second years and between the third and fourth years. I think it may be fairly stated that elimination is greatest during the first year while at the end of junior year deficiencies have accumulated so that the school exercises great care to classify as seniors only those who give promise of graduating, thus causing a "piling-up" in the junior year.
The above figures have no special significance unless we know what the facts are for other schools. Fortunately we have a recent study reported in the publication of the U. S. Bureau of Education, Bulletin No. 19, 1920 with which we may compare our own data.
Pupils regularly advanced to work of succeeding years
Throughout U. S. 1917-18
Melrose 1919-21
Year
1
100%
100%
2
72%
78%
3
53%
72%
4
44%
53%
Graduates
40%
50%
The above comparison indicates that Melrose stands well above the general run of schools in its power to hold students. Inasmuch as high school students are not held in school by any compulsory education legislation and they remain only as they or their parents are convinced that their education needs are met, this seems to be good evidence that Melrose High School is doing a satisfactory piece of work as measured by this phase of it.
Another condition which has a bearing upon the quality of teaching is the matter of failures. A study of failures in Melrose High School which has been compiled from returns made by the teachers themselves shows almost at a glance the individual teachers whose class work should receive special study in order to find the causes for unusually large or unusually small percent of failures. Any case that looks unusually good
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SCHOOL REPORT
should be investigated in order that, if it is really good, the method of securing superior results may be passed on to the rest of the teaching staff. Any case that looks unusually bad should be investigated in order that, if it is really bad, the proper remedy may be applied. Suggestive lines of inquiry are raised by this study, such as: Was low percentage of failures brought about by the fact that pupils were eliminated and therefore were not there to fail? Were things going so badly in some classes that pupils elected to eliminate themselves rather than go on? Were large percent failures due to too high standards in a particular subject,in other words was education material fed to the pupils in too larange es? This report does not even imply that any of these conditions obti dino Melrose High School, it simply points out some inquiries that might properly be made.
In a general way the following table shows the result of this study of failures:
No. Enrolled
Percent Eliminated
Percent Promoted in June to those remaining
English Group
835
6
95%
Latin Group
367
13
93
French Group
461
9
91
Math. Group
468
11
85
Social Studies
724
5
93
Vocational Latin
105
7
91
Spanish
138
13
80
Science
425
8
85
Stenography
37
16
87
Bookkeeping
248
11
93
Typewriting
188
13
72
The figures above would indicate that the percent of failures in the subjects presented are relatively high. If we take all the subjects in the High School and obtain a figure for percent of total enrolment lost through elimination we find it to be 8.7 while the total percent who failed is 8.8. Thus failures and eliminations constitute 17.5 percent of total class enrolments which after all does not seem to be a bad record for the school. Figures comparable to the above were recently obtained for the Winchester High School. There the percent of eliminations was 9.5 and percent of failures 6.9, making a total of 16.4.
In making a study of failures in Melrose High School there are some individual cases that invite attention. One is led to inquire why Spanish II should be so deadly or why 4 out of every 10 should fail Chemistry, especially when the same group of pupils taking French III have a mortality of about 2 in 10 and in Geometry of only 1 in 10. In fact the casualties in all but two of the science courses is a condition which. is rather surprising.
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CITY OF MELROSE
Again one may ask why typewriting should be so deadly as to "pluck" nearly 3 out of every 10 of the 163 pupils who have pursued the course for ten months. Furthermore, if a pupil enters upon the course in Tran- scription he does so with little hope of success if he knows that only about 3 out of every 10 as shown by last year's statistics, pass. This fact is especially significant when one takes note of the fact that these same pupils come through Senior Stenography with less than 1 failure out of 10.
The above facts would seem to indicate that attention may well be given either to guidance of pupils or modification of the material of instruction.
Is the Administration Good?
The present administrative personnel of the school consists of the principal, sub-master, dean of girls, and stenographer-secretary.
Since the principal is the responsible leader of the school, upon him rests the responsibility for the morale of teachers and the student body and for the development and coordination of the tools of education as represented by the various curricula.
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