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 1926 > Part 22
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LEWIS FLESHMAN Janitor of Massachusetts Fields School since August, 1918 Born July 27, 1865 Died January 2, 1926
355
REPORT OF SCHOOL DEPARTMENT
REPORT OF THE ACTING SUPERINTENDENT OF SCHOOLS
To the School Committee of Quincy :
The following report presents briefly such facts and discussions with regard to activities of the schools during the past year as are necessary to enable the reader to form an intelligent judgment regarding the value of the work done.
We have tried to express our appreciation of the work of the late Mr. Nickerson, under whose leadership the work of the year was carried on, by presenting those facts which we feel sure he would have discussed with you. You will realize, however, the difficulty of presenting such a report when no one individual has followed closely all branches of the work throughout the year.
Enrollment and Attendance
During the school year ending in June, 1926, there were 12,369 different pupils enrolled in the reguar public day schools of Quincy, or 590 more children than were enrolled the previous year, an in- crease of 5 per cent. While the school population of Quincy in- creased 5 per cent, the school population for the state increased only 7/10 per cent.
The rate of increase has been quite constant for several years, resulting in overcrowded conditions in the schools. During the year the average number of pupils per teacher in the elementary schools was 39, the highest since 1916.
The completion of the North Junior High School and the South Junior High School will relieve the overcrowded conditions in these sections, but the rapid growth of the school population indicates that for several years the proper housing of pupils will be a dif- ficult problem.
The average daily attendance of pupils during the past school year was 94.4 per cent, which is 1.1 per cent higher than the per cent of attendance for the state as a whole. To find a per cent of attendance as good, or better, it was necessary to go back twenty-five years. In 1901 the per cent of attendance was 96.3 per cent.
The steady increase in the enrollment of our schools, with a good per cent of attendance, shows that the work done in the schools is appreciated, for parents will not send their children regularly to the public schools if they are dissatisfied with the type of instruction offered.
School Costs
The total expenditures for the support of our Public Day, Eve- ning, Vacation, and Summer Schools, i. e., the expenditures for all purposes connected with these schools, excepting new buildings, alterations, and permanent repairs, for the school year ending June 30, 1926, was $797,539.86. Based on the average membership of the schools for that year, this was an average expenditure of $71.21 per pupil, which is 18c less than the corresponding cost for 1925. The average per pupil cost for the state at large was $89.98, and for the other 38 cities of Massachusetts $90.45. While the
356
CITY OF QUINCY
cost per pupil in Quincy was slightly less than that of the previous year, the average per pupil cost for the other 38 cities increased 7/10 per cent, and the average per pupil cost for the state as a whole increased 2.3 per cent.
Other facts in regard to per capita costs are shown in the fol- lowing tabulation:
Itemized Cost Per Pupil for Support of Public Schools (Day, Eve- ning, Summer) for the School Year ending with June, 1926
[Based on the Average Membership of the Schools]
Items
Average per Capita Ex- penditure for Quincy
Average per Capita Ex- penditure for 38 Other Cities
Average per Capita Ex- penditure for the State
Instruction
$52 94
$65 53
$65 22
Administration
Textbooks and
Supplies for
1 62
3 10
3 07
Instruction
4 46
4 24
4 25
Operation of School Plant.
5 92
9 74
64
Maintenance of School Plant ..
3 50
5 54
5 49
Miscellaneous
2 77
2 30
2 31
Totals
$71 21
$90 45
$89 98
Had Quincy expended as much per pupil as the State as a whole, our school budget would have been larger than it was by $210,- 205.23; and if as much had been expended as the similar average for the 38 other cities of the State, our school budget would have been increased by $215,468.76.
Quincy's per capita cost for instruction was noticeably lower than the average of the other cities. As Quincy paid salaries to teachers higher than the average paid in the other cities of the State, the low cost of instruction is due to other causes.
In Quincy there are more pupils per teacher than is customary elsewhere in the State. Most school committees are seeking to reduce the number of pupils per teacher. The figures of Table 12, Appendix B, show that in Quincy the number of pupils per teacher has been increasing. Although the average number of pupils per teacher was 39, there were in June, 1926, thirty-eight rooms with from 45 to 49 pupils and fourteen rooms with 50 or more pupils. The individual child suffers under such conditions. The crowded condition of the schoolroom should be remembered when interpret- ing the per capita cost for instruction. The new Junior High Schools will help relieve the overcrowded conditions, but the pupil cost of instruction will tend to increase as the average number of pupils per teacher is reduced.
From the above table it is evident that Quincy is not extravagant in the expenditure of school money as compared with other places. On the other hand a true comparison is not possible through sta-
357
REPORT OF SCHOOL DEPARTMENT
tistics alone, as there is no way of securing comparative returns showing results accomplished through the expenditure. In fact, at present no way has been devised to measure the growth in social efficiency of the pupils being educated. Without such facts, no accurate comparisons based on expenditures can be made.
The following facts given in the last Annual Report of the De- partment of Education are worthy of attention:
Quincy's rank among the 39 cities of Massa- chusetts
Quincy's rank among the 355 cities and towns of the Commonwealth
Valuation of 1925 per pupil in net average membership year ending June 30, 1926 .... Expenditure for school sup- port from local taxation fis- cal year 1925, $1,000 valu- year ending June 30, 1926 .. ation
12
81
326
38
From
223
Per capita cost for sup-
taxation
port of public schools
From
312
b. all
>34
sources
Compared with the other cities and towns of the Commonwealth, the above figures indicate that Quincy's ability to support educa- tion is above the average. In the amount raised for school support from local taxation per $1,000 of valuation and in the per capita expenditure for education, Quincy is far below the average. Either the school department was run with great efficiency or Quincy is not giving the same educational opportunities that are offered in other Massachusetts communities. Even if the educational offering of the city does compare favorably with that of other cities, the idea suggested by Mr. Nickerson in his last school report is worthy of careful consideration: "The facts suggest the question whether the best interests of the city may not justify a larger expenditure than we are now making for the education of our young people, upon whom the future welfare of the community depends to a large degree."
Elementary Schools
The details for this branch of the school work will be found in the reports of Miss Helen Maude Dellicker, Supervisor of Gram- mar Methods, and of Miss Elsa Schoshusen, Supervisor of Primary Methods, in Appendix A.
It has been evident for a long time that the courses of study in use in this department needed revising. Plans to bring about better courses of study in all elementary school subjects were per- fected early in 1926. Believing those courses are best which the room teacher helps prepare, a large part of the elementary school force was enlisted in the work. The teachers were divided into
a. local
34
fiscal year 1925
358
CITY OF QUINCY
three large groups: those from grades 1 and 2 formed one group, grades 3 and 4 a second group, and grades 5 and 6 a third group, each under the direction of a general chairman. These groups in turn subdivided to work out courses in various subjects. The lead- ers of the sub groups held frequent meetings in order to keep the work unified. Shortly before Mr. Nickerson's death, tentative courses for the elementary grades were ready in English, Arith- metic, Geography, History, Reading, Health, Ethics, Civics, and Nature Study.
These courses were to be thoroughly discussed and revised by a central committee. Mr. Nickerson's untimely death has pre- vented the completion of this important piece of work. It is our hope that it may be finished so that the teachers may try out the new courses in the schoolroom.
Junior High Schools
Quincy is in a difficult period of transition from the traditional system of eight years of elementary education and four years of high school education to six years of elementary education, three years of junior high school education, and three years of senior high school education.
It has been impossible to adopt a real junior high school pro- gram for lack of suitable housing facilities adapted to progressive methods of education. Much progress was made during the year in the building program. The completion of the North Junior High School early in 1927 and of the South Junior High School in Sep- tember, 1927, will give the city three junior high school centers, providing for all the city except the Quincy Point section. To properly serve the best educational interests of the city a junior high school building in the Quincy Point section is most essential.
The Central Junior High could not be organized on a complete junior high basis because of overcrowded conditions in the ele- mentary schools and senior high school, which made it impossible to accommodate the seventh grade pupils in the Central Junior building.
The completion of the junior high plan still remains a most important work before the School Committee.
The Senior High School
Detailed information about this school is given in the following report of its headmaster and in the statistical tables in Appendix B.
The figures for enrollment and membership in this school and the comment thereon by Mr. Collins are very significant.
Most careful thought must be given to the proper housing of the pupils who wish to avail themselves of the educational oppor- tunities in the Senior High School.
359
REPORT OF SCHOOL DEPARTMENT
REPORT OF HEAD MASTER OF HIGH SCHOOL
MR. ALBERT H. COCHRANE, Acting Superintendent of Schools : Dear Mr. Cochrane:
I have the honor to hand you my report for the Senior High School. Comparative statistics of enrollment and membership for recent years is as follows:
1924
1925
1926
Number enrolled
1,389
1,395
1,524
Membership at date.
1,318
1,349
1,480
These figures will show that there has been an unusually large increase in membership this year. This fact has made the prob- lem of accommodation of classes a difficult one to solve. We are now using every class room in the building every period during the week, conducting classes on the stage of the auditorium and using the cafeteria so far as possible for a study room. Eight teachers have no permanent room but instead travel about the building occupying rooms which happen not to have classes at the time. The use of one of the rooms originally assigned to the Con- tinuation School will help a little during the second semester, but I am compelled to say that in a very short time the school must again be conducted on the two platoon basis. The question may be asked why so new a building is so soon overcrowded. The an- swer is that the building was designed to care for 1,500 pupils at the outside and the figures given show that that number has now been reached. In considering the building, it should also be kept in mind that the rear part houses about 200 pupils of the Industrial School who are not included in the numbers given above.
Perhaps the most important accomplishment in the school for the year has been the establishment of the position of dean of girls. Many cities have such a position and it was strongly urged for Quincy by the City Federation of Women's Clubs. After care- ful consideration, the School Committee voted to make such pro- vision for our school, and appointed Miss Josephine D. Baker to serve as dean. Miss Baker entered upon her work with great en- thusiasm and immediately gave evidence that the School Commit- tee had been wise in its action. Limited space will allow oppor- tunity to give only a few details of her work. She teaches two classes a day in English so she may have intimate contact with classroom work. Much of the remainder of her time is given to helping the girls as an adviser in connection with health matters, employment, curriculum adjustment and vocational guidance. She has charge of all social affairs of the school and also of the various forms of student participation in school government. Visits to homes of some of the girls have helped to solve the problem of poor attendance and low scholarship. A Big Sister Club has been organized by the dean to welcome girls entering the school for the first time and help them to become quickly adjusted to their work in the school. Mothers are finding the dean a sympathetic and wise person with whom they can discuss satisfactorily the problem of their daughters. In a word the work of our dean is to help girls to adjust themselves as soon as possible to their environment and to try to keep them well, happy and industrious.
360
CITY OF QUINCY
I have thus far failed to express appreciation to the Wollaston Woman's Club for the magnificent work it is doing in providing scholarships for girls of our graduating classes who enter college. For several years substantial financial aid has been given to girls during their first year in college. One scholarship is given each year to a girl residing in Wollaston and another to a girl residing in any other part of the city. Awards are made by a committee of the Club after careful investigation of the merits of the girls who apply for the scholarships. Last June scholarships were awarded to Lucy W. Marr of the class of June, 1926, who entered Boston University, and Ethel M. Pierce of the class of February, 1926, who entered Wheaton College.
Last June, for the first time, the Quincy Women's Club also of- fered a scholarship for a young woman graduate, thus enlarging the good work already started by the Wollaston Club. The first Quincy Club scholarship was given to Margaret L. Marr of the class of February, 1925, who is attending Radcliffe College. In ad- dition to these, for several years the Rotary Club has maintained a scholarship, which has been awarded to Ermanno A. Basilio of the class of February, 1924, who attends the Massachusetts Insti- tute of Technology. Recently, also, scholarships were given by Mr. and Mrs. W. G. Shaw and by the class of 1918. All these scholar- ships have been wisely awarded and have been of real assistance to worthy young people seeking a higher education.
In previous reports I have mentioned the various musical organi- zations of the school and have called attention to the great interest in them shown by the pupils and to the commendation they have received because of the excellence of their work. Special evidence of these was shown last May when at the Music Conclave in Bos- ton our orchestra received a cup as first prize for excellence of per- formance and our band received first prize for best appearance in parade. All these organizations are in such constant demand about the city that we have felt compelled to limit them to only a few performances not school affairs so that too much attention may not be taken from the regular studies.
We must constantly call attention of parents to the fact that requirements for admission to normal schools and colleges continue to become more comprehensive and more exacting. Each year brings changes and usually a heavier load for the pupils to carry. Almost every higher institution now frankly states that it is look- ing for students with superior mental ability and with wide inter- ests of a worthwhile sort. We have, nevertheless, been successful in preparing a considerable number of pupils for college, and it is a source of great pride to us to be able to say that our recent graduates who are attending higher institutions still continue to maintain most creditable standing and uphold the enviable reputa- tion for excellent preparation which our school has among colleges and higher institutions of learning.
In closing, may I be allowed to express to the School Committee our deep appreciation of the trust they have reposed in us and the loyal support we have always had from them.
Respectfully submitted,
ERNEST L. COLLINS.
361
REPORT OF SCHOOL DEPARTMENT
The Academic Evening Schools
Registration for evening academic work reached a total of 473, an increase of 28 per cent over the previous year. The following tabulations shows the enrollment by subjects for the past four years. As in the past, the largest number of evening students are inter- ested in commercial subjects. The number seeking such work has remained more constant in this field. The increase in registration is largely in the subjects more recently introduced.
Subjects
1923
1924
1925
1926
Bookkeeping
66
86
82
83
Business arithmetic
80
90
100
92
Business English
111
164
178
128
Penmanship
81
54
96
55
Elementary stenography
105
186
166
165
Advanced stenography
..
....
....
24
Typewriting
164
182
235
215
Mechanical drawing
75
182
87
92
Grammar School subjects
23
18
11
23
Algebra
...
....
13
49
Cultural English
....
....
48
For the first time a class in advanced stenography was opened and continued through the evening school term. The enrollment in algebra and English classes indicates a growing desire for the more cultural types of education. Six students desired instruction in general science, which was not sufficient to form a class. I thor- oughly believe, however, that each fall opportunity should be of- fered in new types of work so that adults who desire further edu- cation may have their needs satisfied. It is a slow process but one well worth the money and effort.
Ever since Evening School work has been carried on there has been a heavy falling off in the attendance of classes after the first few weeks. Apparently many enroll out of curiosity but with no strong desire for the education which can only be had through real work. I believe the registration fee of $1.00 should be increased. Since the fee is returned at the close of the session, it would mean but a small sacrifice to the serious minded young person and would help to keep out the frivolous who really hinder the best work of the school. To raise the registration fee would require an act of the Legislature, but I believe it is worth serious consideration.
Certificates were awarded to twenty-two students who had com- pleted two years' work in the same subjects.
Mr. Charles Thomson and his corps of evening school teachers are to be commended for the interest which they take in the indi- vidual pupils. Evening school attendance increases from year to year only when the teachers are meeting the needs of the students.
The Academic Summer School
Below are given the most important statistics concerning the summer school for the last six years. It is interesting to note that
362
CITY OF QUINCY
while the total enrollment and average membership for the summer of 1926 were the largest in the history of the summer school, the total cost and cost per pupil were the smallest since 1923. The total cost was reduced by not including a charge for administration. Adding the same administration charge as last year the total cost becomes $2,335.98, and cost per pupil $5.75, the cost per pupil still remaining the lowest of any for the last three years.
The following tabulation shows interesting comparative data on this branch of our school endeavor covering the six years of its existence:
DATA ON ACADEMIC SUMMER SCHOOL
Grades
Year
Total En- roll- ment
Average Mem- ber- ship
Per Cent Daily Attend- ance
Total Cost
Cost рег Pupil
1921
391
334.84
92.61
$1,425 08
$4 26
1922
417
364.52
91.60
$1,598 25
$4 38
VB to VIIIA inclusive
1923
361
296.43
93.35
$1,517 06
$5 11
1924
405
340.40
95.60
$2,187 82
$6 42
1925
375
334.40
97.90
$2,153 99
$6 44
1926
465
406.59
96.97
$2,141 55
$5 27
Of the pupils enrolled, 344 were trying to win lost promotions: of these 48, or 13.95 per cent, were dropped or withdrew before the end of the term; 44, or 12.79 per cent, failed to gain promotion, and 252, or 73.25 per cent, were successful. One hundred were try- ing to remove conditions. Of that number 16 per cent were dropped before the end of the session, 12 per cent failed, and 72 per cent were successful.
Interpreting the figures as in past years on the basis of the number who remained the entire term, 85.1 per cent were successful in gaining lost promotions, and 85.7 per cent were successful in re- moving conditions.
Sixteen pupils were trying to gain a diploma of which number 10, or 621/2 per cent, were successful.
By comparison with figures of other years it will be noted that the percentage of pupils who were successful in summer school the past summer is nearly 10 per cent less than that of other years. That reduction is not the result of chance or of poor teaching. By studying the results of summer school work of 1925 it was found that while 95 per cent of the pupils were successful in winning pro- motions, only 662/3 per cent maintained a passing standard in the regular day school during the next half year. Bearing that fact in mind the summer school force tried to study the situation more carefully.
The Stanford Achievement Test was given to all summer school pupils in the subjects in which they had failed and in reading. The most interesting fact the test revealed was the poor reading ability of the pupils which undoubtedly accounted for their poor work in history, geography and arithmetic problem work during the regu- lar year.
Special attention was given to the teaching of silent reading, and
363
REPORT OF SCHOOL DEPARTMENT
only those pupils were promoted who showed satisfactory progress in that respect. It seemed useless to send a pupil into the eighth grade, for example, who could only read on a par with most pupils of the sixth grade. The summer school teachers and principals are unanimous in their belief that in the future summer school work should be limited to arithmetic and English, with the latter subject divided into oral and written English, spelling and reading accord- ing to the needs of the child.
During the past summer the enrollment of pupils seeking to gain lost promotion was so heavy that in many grades no pupils seeking to remove conditions could be accommodated. This was particularly true of the fifth and sixth grades. In view of the fact that nearly one-third of these conditioned pupils fail to gain promotion the following year, the city would save money by providing enough ad- ditional teachers in the summer school to care for all conditioned pupils who care to attend. As it is now, when there is room for but few of the conditioned pupils, it is very difficult to make a fair selection of those who may attend.
Special Classes
In 1919 the State Legislature passed a law which went into effect in 1920, requiring each community in Massachusetts to annually ascertain the number of children three or more years retarded in mental development in attendance upon its public schools, and to establish special classes for instruction where there are ten or more such children in the town or city.
Quincy has complied with the first part of the law, but, owing to overcrowded conditions of the schools, no classes were established until recently. In February, two special classes were formed for mentally retarded pupils,-one at the Thomas B. Pollard School and the other at the Adams School. These classes have been lim- ited to sixteen pupils under the direction of teachers specially trained for the work with several years of experience teaching backward pupils.
In the spring and fall of 1926 two hundred and thirteen children thought to be retarded in mental development were examined. The children were selected by the masters and teachers using one or all of the following methods:
1. Selecting by reference to individual school records those pupils who have repeated two or more years' work.
2. Selecting those who, failing to earn promotion two or more years, had been allowed by school officials to advance with their grades as being for their best interests.
3. Selecting those who by an age grade table are shown to be retarded in their school work two or more years.
The children so selected were thoroughly examined in the follow- ing fields: Family history; personal and developmental history; school progress; social history and reactions; moral reactions; examination of school work; physical examination; mental ex- amination. The records in the first five fields were obtained by the school nurses who talked with each child, the various class room teachers who had taught the child, visited the homes and talked with parents and relatives of each child. The examination in school work was given by one of the supervisors or the assistant super- intendent. Dr. Patterson, of Wrentham State School for the Feeble
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