USA > Massachusetts > Norfolk County > Quincy > Inaugural address of the mayor, with the annual report of the officers of the city of Quincy for the year 1910 > Part 18
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22
18
freedom for even the two hours which the school room schedule now requires. The six year standard for admission will bring more maturity to our entering classes and will unquestionably decrease the number of failures both in the first and in succeed- ing years in the grammar school. Likewise as the average age of the freshman class in the high school will be slightly in- creased, the amount of failure at that point will tend to de- crease. The school system will consequently profit in two ways. There will be an economic saving, in that a great amount of repetition of work will be avoided and further, the moral effect which will come from the avoidance of failure is of almost incalculable value.
Beginning with the present year. moreover, new first grade classes are to be formed semi-annually, instead of annually as heretofore; in September and in the latter part of January. As this plan works out, with a semi-annual promotion, there will be sixteen grades in the elementary schools, each a half- year from that next higher or lower. Continuing this plan in- to the high school, there will be ultimately semi-annual admis- sion to and graduation from that school. With twice as many grades in the school course as there now are and with the shorter intervals between them, a great deal of the present rigidity of gradation will be overcome and with an adequate corps of assistants many of the machine-like characteristics of the present day school system can be avoided. It will be easier with this plan for the bright pupils to save time in pass- ing through the schools, as extra promotions may be made much more frequently. The children who fail of promotion will be most benefited, however, since the loss in standing in such cases will be but half a year instead of a full year, which will make the disappointment less keen while the work of repe- tition will be easier because of its comparative freshness.
This plan of promotion is not new and is by no means ideal. but properly administered and supplemented by a pur- pose and ability to get at the individual child, it will prove vastly more efficient than the system of annual promotion. Semi-annual promotion of course, does not involve a semi-an- nual change of teachers as the child in every instance will con-
19
tinue with one teacher for a full year. The most noticeable re- sult of the change, so far as the administration of the school is concerned will be that each room will have two small grades in- stead of one large grade as at present, a change which has many advantages and few disadvantages.
Parents' and Teachers' Associations
There is one thought and it is by no means a new one which needs to be brought frequently to the attention of the parents in any community :- that the education of their chil- dren is a continuous and a very complex process, one for which the responsibility is divided, and cannot be placed solely on any one particular agent. Our schools represent but one fac- tor in this process. Education begins at birth and proceeds at a very rapid rate for six years before the schools have any con- tact whatever with the child. Even after school life has begun, the school share in this educational process covers only about twenty per cent of the child's waking hours. So that the por- tion of the child's life which he spends outside the school room is of the greatest interest and should be of the most seri- ous concern both to teachers and parents. In any undertak- ing, to get the most productive results, there is required a co-operation of contributing agencies, a study and discussion of causes and effects, as they appear and an attempt at the elimination or reduction of forces or elements which would tend to produce waste or to neutralize in any way the con- structive efforts. So the highest efficiency in education, whether it be of the individual or the mass will come where this same union of forces is secured. In other words, to get the best results in child training it is necessary to bring to- gether the parents and the teachers for harmonious action. If the parents and the teachers are consciously at one in their efforts the results will be far better than would be the case were there no co-operation or attempt at united action.
In two of the school districts of the city a great deal is be- ing done to secure intelligent educational co-operation
20
through organized associations of parents and teachers which meet at regular intervals in the school buildings for the pur- pose of discussing educational problems, to get in touch with the daily work of the school and for social intercourse and in- terchange of thought between teachers and parents. The value resulting from the work of such associations can hardly be questioned or estimated. The schools and the teachers are brought more deeply into the life of the community and opportunity is afforded for a really effective co-opera- tion against those agencies which (by their very nature) antagonize the work of the school and which must constantly be fought. The organization of more of these associations in connection with some of our other schools is now under con- sideration and if such associations can be successfully ad- ministered they will do much for the spirit of the school and the good of the individual child. The schools are a pub- lic property, a community undertaking and the community sympathy which comes from first hand acquaintance would be of great profit in their operation.
Vocational Problems
Probably no educational theme is receiving more thought or discussion at the present time than that of educating the young more directly and in a more purposeful way for that period when they must earn their own living. There is a feel- ing wide-spread among thinking people that a child should have opportunities for training along other than the tradi- tional academic lines; that instead of having a single educa- tional mould and conforming the children in mass to this mould, there should be several fields of preparation with an intelligent opportunity for choice. The demand seems to be insistent that a child who prefers to work with his hands and who perhaps because of distaste for the school curriculum as generally provided, is determined to do such work, shall have intelligent direction to prepare him for his future vocation. Another side of the subject has to do with the direction of the child in the choice of his future work; in other words, voca- tional guidance.
21
Both phases of education are highly important and their correct solution will mean much to the youth of present and future generations. Both phases, morever, are highly com- plex and involved, with substantial agreement thus far among educators and intelligent thinking people, only as to the gen- eral and underlying conditions and with a very wide variance of opinion or even disagreement as to the procedure which is best calculated to solve the problems correctly and with com- plete satisfaction. There is undoubtedly, a great need for the wise guidance of the young in their choice of vocation and yet the dangers of unwise or ill-advised guidance are so great and the possibility of thwarting an ambition that is but nas- cent or slow in maturing and expressing itself is so likely that the person who would undertake this work needs to be of the broadest and most tactful character. Undoubtedly the great- est opportunity for work in the way of direct guidance will be in acquainting the young person who is about to make his ven- ture in the work-a-day world with the nature of the processes, products and opportunities in the various great vocational lines, leading him at the same time to make an inventory for himself of his own natural capacities and abilities. With these two elements carefully considered, the child, will make his choice with far greater intelligence than he would if un- aided.
Moreover, on the training side which will precede voca- tional selection, there is substantial agreement as to the desira- bility of broader opportunities in the schools, but there can be no agreement in practice, as the problem of each community will be individual to itself. But whatever the community may be and no matter what its industries are the demand for a sensible training of the muscles in skill and versatility is most imperative and should precede any specialized training for particular industries. First of all, every child should receive that education which training the hand will bring, and this will be the foundation upon which the structure of industrial training should be erected. Then at whatever point in the school course attempts at definite industrial education are made and with whatever industries there may be an alliance,
22
there will be a body of pupils already equipped with properly developed nerve centers and with hands trained to a deftness suitable and necessary to manual processes.
The development of the school work in this city in the early grades on the manual side is well under way and will gradually be broadened and extended as experience points out the path. The problems of industrial education are now pressing for our consideration but the avenues of approach do not yet make themselves clear. It needs to be stated frankly that the undertaking will be one which will involve consider- able expense and one in which mistakes cannot be afforded as to the method by which the work is undertaken. As the move- ment gathers headway throughout the country, we shall be enabled to profit by the experience of other communities and to work out for our own school system that plan of training along this line which will meet the needs of our community most fully.
Teachers' Salaries
The subject of teachers' salaries is one which is almost always pertinent for discussion for the reason that teachers are almost always underpaid.
A request has recently come from the teaching corps for an increase of salaries, a request which can easily be sustained by a comparison of the salary scale of this city with that of other cities, as well as by sound business argument.
In the matter of establishing a schedule of teachers' salaries sentiment does not need to be invoked at all; it is purely a business proposition. If a number of business or manufacturing plants engaged in exactly the same lines are maintained side by side and one pays a dis- tinctly lower wage scale than the rest, the outcome is easily foretold. Few people would be venturesome enough to make such an experiment with the inevitable staring them in the face. What is true in business or manufacturing processes is equally true in educational processes but the result of mak- ing such an attempt would be far more disastrous because the
-
23
material of our output is far more precious. Other things be- ing equal, the best teachers will produce the best results and it is true of teachers as of workers in all other lines, that the best teachers will usually be found where the best salaries are paid, though of course, there will be many who because of home ties or long service do not come directly within the class who are looking forward to financial advancement. There is no question that the sentiment of this city is for all that is best in educational matters; its honorable history of leadership is too long and too well known to its citizens for the sentiment to be otherwise, but it needs to be stated frankly and often that the best teachers, good teachers, in fact, can only be secured and retained when a municipality is willing to pay the price and that price can never be less than the price paid by the average city. Of course, the only criterion in selecting teach- ers is that they shall be capable and be the best that can be obtained by the salary schedule at the disposal of the school department. Merit and merit alone, disregarding absolutely any other consideration, is the sole standard to be considered in the appointment of teachers, and the standard of merit will as a general principle vary directly with the standard of the salary scale. For that reason the salary schedule paid the teachers of this city should never be allowed to fall below that of sister cities in like circumstances, but should be kept at all times at a point where the schools of this city may not be placed at an undue disadvantage.
The High School
In line with the recommendations made last year as to the work of the high school, a new course of study was arranged and carried into operation at the beginning of the fall term and this course of study is printed in the appendix of this re- port. How this course of study is working out is best shown in the report of the Head Master of the school which accom- panies this report. It may be said however that the opportuni- ties for manual work which the school now affords both to girls and boys have added to a marked degree to its general
efficiency, affording interesting lines of work to many pupils whom previously we have been unable to reach. The greatest need of the school in its development at the present time is in the way of adequate equipment and resources to develop the manual work to a point that will be really effective. Negotia . tions are under way toward uniting Adams Academy property and fund with the resources that the city at present possesses. It is most desirable for the interests of our young people that such a union of forces be brought about. The city would then be enabled to maintain a classical department of distinctive excellence, and to develop as well a technical or industrial training school, which would offer the broadest possible ap- peal to the students.
A sufficient teaching corps is also needed so that ample time may be provided for individual work with pupils. Our high school programme is now arranged on the basis of a seven period day. It is desirable that the day be made one of six periods and that each teacher have time during the day for individual assistance. This can only be done by increasing the number of teachers, but it would be an improvement de- cidedly worth while.
As successor to Mr. Leslie L. Cleveland, who resigned the head mastership of the school, January 1, 1910, Mr. James D. Howlett, principal of the High School at Plymouth, Mass., was appointed and he assumed the position in February. Mr. Howlett was already favorably known to this city from a short but successful term of office as submaster of the school in pre- vious years, and he came back to Quincy after several years of efficient and progressive service as master in two other high schools. His administration has been marked thus far by ex- cellent management, a fine spirit of co-operation in the teach- ing corps, and a school atmosphere of the most wholesome sort. The school has grown both in scholarship and in self- control through his efforts. ITis report which follows is worthy of careful attention :
25
Report of High School
To Mr. Albert L. Barbour, Superintendent of Schools :
I have the following report to make on the work of the High School, for the year now closing :
The duties of Head Master were transferred to me on the last day of January, 1910. The school year was then well ou its way. I am deeply grateful, and I take this opportunity of recording my gratitude, to the former Head Master, Mr. Cleveland, for very many courtesies shown me; and particu- larly for the pains which he took to transfer to me, not merely the duties and responsibilities of the office, but with these the loyal following on the part of teachers and pupils which his superior leadership and successful administration had won for him.
Your report of last year recommended, among other things, a correlation of work in the departments of drawing and manual training and an extension of the industrial courses of the school for both girls and boys. It is a pleasure to be able to report the adoption of those recommendations, and some splendid results already following therefrom. Drawing and manual training have been made co-ordinate and closely correlated branches of the work of one department, a depart- ment of manual arts. Pupils who take manual training are now required to take a corresponding number of exercises in mechanical drawing. The vital thing about this, however, is not that the exercises in the two subjects correspond in number, but that there is now the necessary correspondence in content and in design, to make these two subjects mutually helpful the one to the other. and each subject doubly helpful and in - teresting to the pupil. A similar correlation of courses is going into effect, as fast as it can be brought about, between frechand drawing and the work in the departments of manu- al and household arts.
There has been a very material increase in the amount of work offered in mechanical drawing and manual training. It had been possible, previously, for pupils as a rule to take but.
26
two periods of work per week in each of these subjects, and thus to gain in all only two credits a year toward a diploma. Pupils are now offered five periods of work per week, one period each day in mechanical drawing ,and the same in manual train- ing. The diploma credits are three a year in each subject, or six in all for the two subjects taken together. Coincident with this increase in the amount of work offered in these subjects is the very marked increase in the number of pupils choosing the subjects especially the freehand and mechanical drawing. This striking increase in the number of pupils is shown by the following figures :
1909
1910
Number of pupils in freehand drawing
79
172
Number of pupils in mechanical drawing
79
202
Whatever else these figures may mean, they appear to indi- cate that these subjects as now presented are proving as popu- lar as they are practical.
In September of this year a course in sewing and dress- making was introduced. This is a notable addition to the cur- riculum of the school. It affords the girls the same opportuni- ties for training along industrial lines that manual training was already affording the boys. The course is new, and may be changed from time to time, to meet the specific needs of the pupils ; but this is a brief outline of the work as now planned :
FIRST YEAR
Review of stitches with samples illustrating their uses. Construction of seams.
Use of sewing machine.
Study of cotton : growth; manufacture; cost; etc.
Terms: warp; woof; bias; etc.
Use of patterns.
Cutting and making simple articles, such as sewing bags, aprons, and the like.
27
SECOND YEAR
Continuation of the work of the first year, with special reference to design, use of laces and embroideries, study of linen, etc.
THIRD YEAR
Draughting, with cutting and making of garments from patterns draughted.
FOURTH YEAR
Rapid review of work of preceding years.
Millinery and raffia work.
Forty-eight girls from the incoming class in September chose sewing and dressmaking as one of their studies, the present year. The enthusiasm these pupils have shown for the work, and the highly gratifying results already in sight assure the success of the course, and make certain the need of more room and a larger equipment for this department in the im- mediate future.
In speaking of what the school has done for its girls men- tion ought to be made of one other advantage accruing to them. They have been provided with a woman instructor in physical training. This woman talented as an instructor in this and other high school subjects as well, has been made a regular teacher, and consequently is within easy reach for consulta- tion by the pupils at all times. She has charge of the girls' classes and games in the gymnasium, and exercises a general and helpful supervision over the girls of the school. She thus supplements and rounds out, as only such a woman can, the admirable work that Dr. Smith as Director of physical train- ing, is doing for all the pupils of the city.
The High School, in response to a long felt and rather urgent need, has at last opened a lunch room. We are not say- ing much about it as yet, because very few school lunch rooms are securely on the side of business success. They appear to be among the most uncertain of business ventures. Many of them survive, not by virtue of business success, but through
*
28
some sort of saving connection with the city treasury, or the treasury of some charitably disposed organization. It may be said of this one, however, that so far it has been successful be- vond the expectations of its best friends. It has been able to provide wholesome and well cooked food, at a small cost; and at the same time to pay its own bills, and accumulate a small balance in its treasury, a balance against the lean days that inevitably come later in the year. The food which the lunch room provides is purchased, prepared, and served by and in connection with the domestic science department. This is a rather unique arrangement in a school as large as this, and may in some measure account for the apparent success of the enterprise. To Miss Ames, the eminently efficient head of this department, and to the capable girls who volunteer to assist her in the serving, and perhaps it ought to be said, to the pu- pils who have been constant and considerate in their patron- age, great credit is due for the success thus far achieved.
Reference has been made to a few successes. Something ought to be said concerning at least one failure-a failure, not confined or especially peculiar to Quincy, but common in some degree to all high schools-the failure to carry a fair percent- age of pupils, not to say to graduation, but even to a satisfac- tory completion of one year's work. Most of these failures come, as is generally known, in the first year of the high + school. It has been admitted by masters of large schools that these failures in some cases run as high as fifty per cent of the entering class. That is to say, half the pupils who entered in the given case failed in one or more subjeets during the first year. This, let it be understood, does not mean that all these pupils failed to "pass" the first year's work, but that they failed in some portion of this work. Quincy, be it said, is not notorious, indeed all things considered is far from notorious, in this respect. Yet Quincy has had many, too many, of these failures ; and against them we have resolutely set our face. With what success we shall see. Toward the close of the last school year, courses of study were carefully prepared. The Head Master personally visited every one of the eleven gram- mar schools of the city, placed printed copies of these courses
29
of study in the hands of all pupils who expected to come to the High School in September, and gave some explanation of the nature of each course and some suggestions to guide the pupils to a wise selection of studies. The pupils were then required to choose their studies under the direction and with the approval of their parents and the masters of their respective schools. The good work thus well begun in the grammar schools has been continued without any abatement of zeal in the High School. Teachers in the regular school periods, and in special afternoon sessions when necessary, have given to the utmost of their time and energy, to steady the courage of the beginner, and to draw him out to a healthy interest and a reasonable perseverence in his work. The result is that at the end of four months we are able to report less than half as many of these first year failures as it was necessary to report at the same time in the previous year. It may not be out of place here for the High School to express its appreciation of this cordial and most helpful co-operation on the part of the grammar schools, and to accord to them due credit for their large part in this highly meritorious work.
What is to be said concerning the failures that we must still report ? There is little question that they are the natural result of one or more of these causes-(1) immaturity, (2) lack of home study, (3) irregularity of attendance. A very frank word ought to be spoken at this point, spoken in the interest of the pupils, and spoken in a tone that will reach and win the parents; for these causes without question are most prolific sources of high school failures wherever these failures ap- pear, whether at the beginning, middle, or toward the close of the course. And these causes, particularly the lack of sys- tematic home study and irregular attendance on school duties, are crying ills in not a few homes. Immaturity is as excusa- ble on the part of any pupil as is the color of his eyes, but it is not excusable on the part of any parent, when that parent per- sists in pushing a pupil beyond the pace set for him by Great Nature. Lack of home study and irregularity of attendance, are not these, too, quite as often the faults of parents as of pu- pils ? A high school presupposes the preparation of many
30
studies at home. It expects at least two hours a day of sys- tematic home study, and more than this in many cases. If, therefore, the parent requires or permits a pupil to spend this time in some other way, failure is at the door. The work of a high school in kind and in amount presupposes the continuous presence of the pupil every school day and throughout every moment of the session. If, therefore, the parent, as is too fre- quently the case, urges as an excuse, for keeping the pupil out, or allowing him to remain out of school, a cause that would not, often could not, be urged as a reason for breaking a business or even a social engagement, again failure is on that parent's threshold. A high school is a business institution. It may be much more, but it never ought to be less than the greatest business institution in the community, for it has to do with the community's business men and business women in the making. It is in the interest of these inen and women in the making that this appeal is made for a stricter adherence to the principle of unvarying regularity and punctuality in attendance, and for fidelity to every other principle that may spell success. Let parents and teachers get together in this cause-it is their cause in common, to rid the pathway of the pupil of every unnatural and unnecessary obstacle, and give to the young wayfarer not a half but a whole chance.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.