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 1921 > Part 21
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Now, since it is unreasonable for any community to expect to keep the standard of its school product perma- nently up to that of other similar communities by an ex- penditure smaller than they require, it may be profitable, in this connection, to consider briefly how the annual ex- penditure for school support in Quincy compares with that in the other cities of the Commonwealth. The figures available for such comparison are those in the latest pub- lished report of the State Department of Education for the year ending June, 1920.
These figures show that the average expenditure for school support for each pupil based on the average mem- bership of all the schools was $58.33 for the other 37 cities of the State and $45.38 for Quincy. In other words, Quincy spent $12.95 less per pupil for support of its schools than the average for the other 37 cities, there being only five that spent less, viz., Waltham, Everett, Newburyport, Chelsea and Woburn. A little further mathematical calcu- lation shows that, if Quincy had expended for school sup- port as much per pupil as the average for the other 37 cities of the Commonwealth, it would have cost the City for the year $101,307.85 more than it did.
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These facts indicate the absurdity of the suggestion, previously noted, that Quincy's school appropriation "could and should be reduced $100,000 per year." Such utterance may be sincere, but, if so, one who makes it has little conception, it seems to me, either of what is wise educationally for the City, or of the facts with respect to educational costs in general.
THE HIGH SCHOOL
The overcrowded condition of this school and the great need for enlarged accommodations have been so thoroughly set forth during the past year that it seems unnecessary at this time to discuss the situation further, especially since the contract for a new high school building has recently been awarded.
For details with respect to the conditions at this school, I am submitting herewith the head master's report. Preliminary to that report, however, I want to consider briefly a criticism that has been given some publicity to the effect that the Quincy High School fails to fit pupils prop- erly for entrance to college.
With respect to this criticism, it may be said, (1) that in every community of which I know there are those who criticise their local high school similarly, i.e., the disease is common; (2) that the Quincy High School is able to fit and does fit pupils for any college which they may desire to enter; (3) that it does this work well in the case of pupils who are physically and mentally able to perform the work required for college preparation, provided they do not unduly dissipate their time and energy in social af- fairs; (4) that in common with the Quincy High School, every school which undertakes to prepare pupils for col- lege has its failures. The important thing to determine in passing judgment upon a school in this respect is whether or not its per cent. of failures is relatively large compared with similar institutions.
It is interesting and significant to note the following facts in this line, with respect to the Quincy High School for the past few years :
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The latest report of the College Entrance Examination Board, viz., that for 1920, shows that, out of nearly 50,000 ordinary examinations taken in that year for college en- trance, 40.8 per cent. were failures. Now, in the examina- tions taken during the same year by Quincy High School pupils, only 24 per cent. were failures. In similar examinations in 1919, the failures for the country at large were 49.8 per cent., and in Quincy, 31 per cent .; in 1918, for the country at large 44.6 per cent., and for Quincy, 11.6 per cent.
These figures show that, instead of doing poor work in preparing pupils for college, as has been suggested, the Quincy High School is doing its work in this line well as compared with that of similar institutions for the country at large.
In this connection, it may be well to note that, inas- much as the majority of pupils in our public high schools are not headed for college, the preparation of pupils for college cannot, in fairness, be considered the most im- portant function of a high school nor the chief criterion of its efficiency. In 1917, the United States Bureau of Edu- cation issued a Bulletin entitled "The Reorganization of English in Secondary Schools." In that report, appears the following statement: "The college preparatory function of the high school is a minor one. Most of the graduates of the high school go, not into a higher institution, but in'to life."
In order that I may not be misunderstood on this point, I desire to add, (1) that, while I believe as I have indicated in the foregoing statements, I believe, also, that our high schools must furnish adequate opportunity for young people to prepare thoroughly for college and other higher institutions of learning, and (2) that, while I pro- pose to do what I can to see that our local school performs its full duty in this direction, I shall endeavor, also, to see that it does equally well its larger task of training for social efficiency in the everyday work of life that larger percent-
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age of its membership whose school days end either in or with the completion of the high school period.
The following is the report of the head master of the High School :
MR. F. H. NICKERSON,
Superintendent of Schools:
I take pleasure in submitting herewith my tenth an- nual report as Head Master of the Quincy High School. It may be of interest to consider statistics covering 'ten years in order to study the growth of the school. Therefore, I in- clude numbers for my first year, the past year and the pres- ent year, taken in December of each year.
1912
1920
1921
Whole number enrolled
874
I224
I425
Whole number at date
790
I190
1389
In February, 1922, about 250 will be added to the above numbers. Thus it will be seen that the school has practically doubled its membership in ten years. It should also be noted that in February the capacity of the building will be reached, so far as rooms for classes are concerned, both in the morning session and in the afternoon session. * If the membership hereafter can be maintained at about the same number by means of graduation we can expect to worry along as at present until a new building can be completed. If, however, next year brings any such increase as has the present year, the condition will become hopeless and some boys and girls must be deprived of a part at least of their high school education. It can be readily seen that this would not reflect credit on a city famed for its educational facilities.
I do not remember to have discussed the subject of admission to college in any previous report and the present
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offers a favorable opportunity for going into this subject in some detail since there seems to be considerable misun- derstanding regarding this important part of the work of our school. In general, there are only two methods of securing admission to college : by presenting a certificate from the principal of a preparatory school or by passing examinations in certain specified subjects or groups of subjects. No State Normal School or college, except in special departments, accepts a candidate on the strength of his diploma from high school alone. The higher institu- tion expects that the candidate shall have shown a higher degree of excellence than is required just for a diploma and, moreover, expects that a program of studies shall have been followed which in its judgment will best fit the can- didate for the work of that particular institution. Accord- ingly, those colleges and schools which admit by certificate require the personal statement of the principal of the preparatory school that the above requirements are met in the case of the prospective candidate. The principal, to satisfy himself of the superior ability of the candidate, re- quires him to attain a high rank, in our own school a grade of "good," and also requires him to be examined within the school under conditions approximating those of regular college examinations in order to still further test his ability in the required subjects. It should be under- stood that the higher institution holds the principal and the preparatory school strictly to account for the ability of those entering from the preparatory school to do the work of the higher institution, and that serious failure on the part of any entrants lays the school liable to loss of its privileges of sending pupils to higher institutions by certifi- cate. The principal and teachers, therefore, are bound, for the good of all concerned, to be thoroughly satisfied that the pupil receiving a certificate to a higher institution is capable of doing the work of that institution. In passing, it may be well to state that all colleges which accept certifi- cates will accept the certificate of the principal of the Quincy High School.
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The question of examinations is the most serious phase of this subject at the present time because most of the larger institutions admit only by examination. For the most part, the examinations taken are those set by the College Entrance Examination Board, which is a sort of clearing house for entrance examinations for most colleges. A few colleges give their own examinations, but these mostly also admit by certificate so they need no discus- sion here. The examinations of the Board lack uniformity and some of them are very difficult. They are a very severe test of the ability of the candidates and also of their powers of endurance, so much so, that the number of failures each year is large, in some subjects amounting to more than half of all who take examinations in those sub- jects. So serious has become the situation that it is the subject of constant and earnest discussion among teachers. in preparatory schools and even within the colleges them- selves.
The actual conditions are that the colleges are besieged with numbers clamoring for admission and for whom they have only limited accommodations. In selecting candi- dates for admission, they feel tha't they are entitled to pick only those of superior mental ability which means mostly, of course, those able to pass the searching examinations. The colleges are rather frank in their statements along this line. One very prominent college has definitely adopted a new selective method of admission in which it proposes to look over all applicants and pick a few of the best. This latter college, however, does not require examinations, but will admit by certificate.
The growing difficulty in gaining admission to college has put a great burden on preparatory schools, particularly public high schools. The fact that the requirements for college have been increasing steadily both in quantity and quality while the time given to preparation has remained the same would of itself account for some of the difficulty. Then our comprehensive high schools must provide edu- cation for all the young people who come to them and of
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these only a small number intend or are qualified to enter higher institutions. The schools can give to these latter only their share of time and effort and in many instances this is not enough to gain them admission to college. I may go so far as to say that the public high school in general is having difficulty in preparing for college any boys and girls, except those of high mental ability, in the four years now usually given to such preparation. The time has possibly arrived when the pupil of average ability who hopes to enter college must expect to spend more than four years in preparation. This is already required in private preparatory schools. Our young people would probably find themselves more successful in entering col- lege and more happy during their preparation if they were to give at least five years to it and soon it may be neces- sary to make this a requirement for all expecting to enter college.
My purpose in dwelling at length on this subject in my report is to attempt to explain the situation to such of our citizens as may read the report. So far as our own school is concerned, we have had the same difficulties as other high schools and we have had the same degree of suc- cess. If success is to be measured by the standing of our graduates in college rather than by the number who entered college, then our school has attained a very high degree of success, as is evidenced by the records in college of our graduates for several years. The conclusion of the whole matter is that the colleges have room for only a part of the young people who desire admission and are accepting only those who are of superior mental ability and are fully pre- pared to do the work of the higher institutions. Boys and girls of average ability, to obtain admission, must expect to sacrifice every outside interest and devote themselves wholly to intensive preparation or must expect to spend one or more years beyond the time now considered enough for such preparation.
There has not been space in this report to discuss the various other activities of the school. I may say that, in
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spite of all the handicaps, the work of the school has been maintained as in previous years and without any lessening of interest or efficiency, I trust, except such as is inevita- ble from the most discouraging conditions under which we are compelled to work. In closing this report we should not be unmindful of the help and support we have had from the School Committee and yourself.
Respectfully submitted, ERNEST L. COLLINS.
THRIFT TRAINING
The fundamental purpose for which public schools are maintained is to increase social efficiency. Inasmuch as a habit of thrift on the part of citizens generally is an important factor to that end, it is a duty of the public schools to develop this habit in pupils so far as possible.
Discussing the value of the thrift teaching in the schools, a leading Boston newspaper in its editorial column says: "The importance of this idea is unquestionably great. Thrift and economy must be practised vigorously and systematically if headway is to be made against the rising tide of extravagance and exorbitance." A Bulletin issued by the United States Bureau of Education in 1914 contains the following statement with respect to school savings systems: "It is of great economic value to a nation to have frugal people, and, if for no other reason than that of national well-being, practical thrift should be taught in the schools."
Impressed with the necessity for this work in the schools, the legislators of Massachusetts in 1910 passed a law "to provide for compulsory instruction in thrift in the public schools" of the Commonwealth.
That the school system of Quincy is performing its duty well in this respect is indicated by the facts (I) that a savings system is in operation in all of our elementary schools, and (2) that, as a result of this work, 3,534 different pupils were
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depositors in the system during the past school year and their total deposits amounted to $19,582.77. Only $1,918.49 of this amount was withdrawn during the year, so that the net amount to the credit of the depositors as the result of the year's effort is $17,664.28. Since October 1, 1908, when the work was begun in our schools, the children have deposited $124,325.53.
Other interesting facts in this line may be found by a study of Table XI in Appendix B of this report.
CONCLUSION
Much more than has been written might easily be said regarding the work of the schools during the year; but enough has been presented, I think, to give the local public, for whose benefit it is chiefly made, a fair understanding of the purpose in accordance with which the schools are being administered, of the organization and cost required in their maintenance, and the results secured in them.
In closing, I desire to express my appreciation (I) of the freedom given me by the committee in working out policies that have been approved, and of the consideration given such proposals for changes as it has seemed to me wise to make; (2) of the loyal and efficient service of my fellow-workers in every department of the school system; and (3) of the co- operative spirit of the citizens in general as I have come in contact with them.
It is a pleasure to work under such conditions.
Respectfully submitted,
FRED H. NICKERSON, Superintendent of Schools.
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APPENDIX A
SPECIAL REPORTS
I. INDUSTRIAL SCHOOL
MR. FRED H. NICKERSON,
Superintendent of Schools, Quincy, Massachusetts.
My dear Mr. Nickerson:
I herewith submit the tenth annual report of the Quincy Industrial School.
We have had enrolled during the year one hundred and forty-two pupils distributed as follows :
Woodworking Department 35
Machine Department 38
Electrical Department 30
Plumbing Department 21
Sheet Metal Department 18
Total 142
Our average enrollment was 98.9, our average attendance 88.6, and per cent. of attendance 89.6.
The apparent large difference between the total and aver- age enrollment is due to the fact that in February we added fifteen pupils and an instructor to the Electrical Depart- ment.
We began the year with two new instructors, Mr. Frank J. O'Rourke in the Sheet Metal Department and Mr. Orville N. Estes in the Pattern Making. In February, as already noted, Mr. Arthur C. Holton was added as an instructor in the Electrical Department. Mr. Holton spends a large part of his time with the boys who are engaged on the electrical repair work in the various schools of the city.
While Mr. Holton is doing good work and accomplishing much his efficiency could be more than doubled did he not have to depend on the street car service for transportation.
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The estimated market value of the work done for the schools of the city was $6,917.17, and we received cash for outside jobs to the amount of $1,309.00.
We feel that our combined exhibition and graduation in June gave the people of Quincy a realizing sense of what the school aims to do and the principle for which it stands and has, combined with the labor conditions, resulted in a larger entrance list than can be readily accommodated. The Super- intendent and School Committee have done everything in their power consistent with the financial and educational condition of the city to relieve the situation, and we feel sure will continue to do so.
Respectfully submitted,
E. P. BARROWS, Director.
December 19, 1921.
2. HOME MAKING SCHOOL
MR. FRED H. NICKERSON,
Superintendent of Schools, Quincy, Massachusetts.
My dear Mr. Nickerson:
It gives me pleasure to send to you the fifth annual report of the Day Home Making School.
The year nineteen twenty-one found us with a member- ship of thirty-one. Five more joined the school the first of February, making a number that taxed to the limit the capac- ity of the school. This is to be remedied for the future in that another house has been bought and is now undergoing repairs in order to accommodate a larger number.
Not only have the numbers been larger but the accom- plishments greater on account of fewer interruptions from ill- ness and bad weather than in previous years. This is well summed up in the report of Mr. Robert O. Small, Director,
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Division of Vocational Education, State Board of Education, in the following :
"The school has progressed and made an excellent record due largely to the efforts of the acting director and the co- operation, enthusiasm and interest of the faculty. The home project work has continued in its usual excellence and the school has continued to gain the respect of the community because of the service which it is rendering."
On June twenty-fourth the school graduated its fifth class with a membership of nine. Of this number five continued their studies in the High School.
On the seventh of September there were fourteen of the older girls to welcome the incoming class of fifteen.
There were two new teachers, Miss Alice Boughtwood and Miss Isabel Jones, to take the places left vacant by Mrs. Louise Beckwith and Miss Harriet McLucas.
Both teachers and pupils are looking forward to the time when we shall be working in our new home where, because of better working conditions, we may hope to record greater achievements.
Respectfully submitted,
ELIZABETH M. DOUGLAS, Director.
December 19, 1921.
3. CONTINUATION SCHOOL
MR. FRED H. NICKERSON,
Superintendent of Schools,
I submit with pleasure the second annual report of the Quincy Continuation School.
During the school year 1920-1921, we enrolled a total of one hundred and eighty-nine pupils-one hundred and thirty- six boys and fifty-three girls. Eighty-eight of the boys were discharged up to the last of June, 1921, thirty-eight becoming sixteen years of age, forty-three moving to or securing work in other cities, two returning to the regular schools, one leav-
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ing on account of illness, and four leaving whom we were unable to follow up. Of the girls, twenty-five were dis- charged, eight becoming sixteen years old, twelve transferring to other cities, two returning to the regular schools, two leav- ing because of illness and one leaving for unknown reasons. At the present time we have an active enrollment of forty- nine boys and thirty-four girls.
I am happy to state that the work in the boys' department is much more satisfactory than it. was last year. With the construction of the portable building in the High School yard, a room forty feet by twenty feet was placed at our disposal for full-time use. This room at present is being used for bothi academic and practical arts instruction. Although this is by no means an ideal arrangement, it is so much superior to our facilities of last year that I do not wish to criticise it too se- verely. The installation of practical arts work has had very good results. This has been apparent since the very beginning of the year, the boys taking much more interest in their work and, what is fully as important, their parents doing likewise. It is worth while to note at this time, I think, the fact that the boys of the Continuation School, under the direction of Mr. Dana B. Clark, instructor in woodworking, built all of the furniture for the above building with the exception of the chairs.
The girls' work is being conducted on much the same lines as last year, except that alternate ten-week courses of sewing and cooking are being given in connection with the academic work, whereas last year cooking alone was given. Miss Julia Leamy and Mrs. Lillian Palmer are the instructors in charge of this work, taking care of all of the girls on one afternoon in the week in the High School. There is no opportunity for conducting a twenty-hour class, a need that is not imperative at present, although it may become so if many girls lose their employment.
The follow-up work, a very important phase of the teach- er's duties, is being conducted satisfactorily and the results are very evident in the pupils' school work.
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In regard to work in the girls' department, I think the courses need no addition. In the boys' division, there should be some additions made to the equipment of hand tools during the coming year. I should also like to see some opportunity for instruction in elementary commercial work made possible.
I feel that the work of the school is being conducted much more successfully than it was last year, although it cannot be raised to the highest efficiency until we have all the pupils and all the equipment in suitable quarters under one roof, some- thing which will apparently come to pass only with the com- pletion of the new High School.
Respectfully submitted,
HARLAN L. HARRINGTON, Director.
December, 1921.
4. AMERICANIZATION WORK
MR. FRED H. NICKERSON,
Superintendent of Schools:
It is with pleasure that I submit the report of the Ameri- canization work in Quincy.
Thirty-two classes, with a total enrollment of 833 pupils, closed in May with a real graduation, 255 men and women re- ceiving certificates. Many of these certificates were given to members of the Citizenship Classes.
All the classes visited the Public Library and the pupils at once proceeded to take out books. Refreshments were served by members of the Quincy Women's Club.
Entertainments were given by all the classes, and mem- bers of the Americanization Committee of the Quincy Feder- ation of Women's Clubs provided and served refreshments.
The Citizenship Classes held a mock Naturalization Court at the Quincy Court House.
At the beginning of the year thirty-two of our teachers enrolled in the Greater Boston Americanization Course, and
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received state certificates. All the teachers are Normal grad- uates and are doing splendid, conscientious work
Since October, 657 students, including minors, have been attending classes in the Daniel Webster, Lincoln, Washington, and Willard schools, and, through the courtesy of four organi- zations who give the use of two rooms two or three times a week, at the Y. M. C. A., Clark Business School, and Finnish Halls.
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