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 1927 > Part 25
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Americanization Work
In the early years of Quincy's history the inhabitants were all English speaking from Anglo-Saxon stock. In 1920, when the last national census was taken, 28.5 per cent, or over 13,000 of the total population were foreign born, 13.2 per cent came from non-English speaking lands, and 40.1 per cent of the population had one or more of the parents born in foreign lands. This pres- ence in the city of thousands of people unused to American ways of living and government, often unable to read or even speak English, presents a difficult problem.
Teaching the foreign born to read, write, speak English and understand our methods of government is the duty of those en- gaged in the Americanization work of the School Department.
During the school year of 1926-1927, $4,322.23 was spent in this work, of which amount the State of Massachusetts reimbursed the city treasury $2,036.11. Thus the net cost to the city was only $2,286.12. For this expenditure of money the city received the services of a supervisor of Americanization, Miss Nellie A. Perry, and seventeen teachers who carried on the work shown in the fol- lowing tabulation:
Americanization Classes
Number
Enroll- ment
Length of Session
No. of Meetings Per Year
Evening School Classes
13
331
2 hrs.
42
Factory Classes
4
66
1 hr.
42
Home Classes
8
55
2 hrs.
10 to 20
Other Classes
1
15
2 hrs.
42
26
467
Of the four hundred and sixty-seven enrolled 27 were under 21 years of age, 118 were from 21-25 years of age, 164 were from 26-35 years of age, and 158 were over 35 years of age.
Under the leadership of Miss Perry, many organizations are helping in this important work and the foreign born individual is given many opportunities of learning American customs through social intercourse.
All the teachers engaged in the work aid those who desire it in taking the proper legal steps toward citizenship. Miss Perry keeps regular office hours and several hundred aliens are helped by her every year in obtaining their first and second naturaliza- tion papers.
The census of 1920 showed that 3 per cent of the Quincy popu- lation was illiterate with an illiteracy of 8.3 per cent among the
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REPORT OF SCHOOL DEPARTMENT
foreign born. Quincy was more fortunate than the state as a whole, but it is confidently expected that our Americanization pro- gram will have greatly reduced the illiteracy percentages by the time of the next census in 1930.
The Evening Academic School
During the fiscal year 1927, $2,601.86 was spent for evening academic school instruction. For that sum of money an evening school, employing fourteen teachers and a principal under the direction of the Assistant Superintendent of Schools, was main- tained three evenings per week for eighteen weeks.
The table below shows the subjects offered and the fall enroll- ment for the last five years:
Subjects
1923
1924
1925
1926
1927
Bookkeeping
66
86
82
83
79
Business Arithmetic
80
90
100
92
119
Business English
111
164
178
128
191
Penmanship
81
54
96
55
89
Elementary Stenography
105
186
166
165
142
Advanced Stenography
24
32
Elementary Typewriting
-64
182
235
215
194
Advanced Typewriting
......
....
......
36
Mechanical Drawing
75
182
87
92
69
Grammar School Subjects ..
23
18
11
23
35
Algebra
...
..
13
49
Cultural English
48
.....
In the fall of 1927, 435 adults enrolled for the above courses, but less than 300 were really serious in their efforts. Several young people enrolled, paid the registration fee of one dollar and never returned to receive instruction; many others attended classes for a few evenings and on finding that real, hard, earnest work was re- quired, withdrew.
As one will note from the list of courses the school is largely vocational in its nature and meets the needs of adults engaged in the business world during the day. Classes are small, the instruc- tion is largely individual in character and adapted to the varying needs of the different pupils. Effort is made to meet the educa- tional demands of all serious minded students over sixteen years of age. New classes have been formed and will continue to be whenever fifteen or more students will enroll; the classes in ad- vanced stenography, advanced bookkeeping and algebra are ex- amples of classes formed to meet the requirements of our stu- dents. Whenever an insufficient number of pupils does not war- rant starting a new type of instruction those interested are di- rected to the place in Boston or elsewhere that the desired edu- cational instruction may be found. Many students ask and re- ceive counsel in regard to their educational program. Any adult wishing advice on what to study in the evening and where to ob- tain the instruction will gladly be given assistance.
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CITY OF QUINCY
The Academic Summer School
The table below shows comparative data for the seven years that the summer school has been in operation:
DATA ON ACADEMIC SUMMER SCHOOL
Grades
Year
Total En- roll- ment
Average Mem- ber- ship
Per Cent Daily Attend- ance
Total cost
Cost per Pupil
1921
39
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
1927
423
394.46
98.48
$2,336 71
$5 92
Comparisons of the total cost and cost per pupil for 1927 with the figures for other years should not be made because in other years the summer school was carried on for six weeks and in 1927 it was carried on for only five weeks. The total cost was greater in 1927 although the period was shorter, due to the increase in sal- aries granted the summer school teachers and principals.
The interest and seriousness of the pupils is shown by the high per cent of attendance, which is 98.48, in spite of the fact that at- tendance is voluntary and sessions are held during the hot weather.
Of the pupils enrolled, 296 were trying to win lost promotions. Of these, 25 or 8.5 per cent were dropped or withdrew before the end of the term; 18 or 6 per cent failed; and 253 or 85.5 per cent were successful. One hundred and twenty-one were in school to remove a condition in one subject; 21 or 17.3 per cent withdrew before the end of the term; 6 or 5 per cent failed and 94 or 77.7 per cent were successful. Twenty-four were trying to gain a grammar grade diploma and 23 succeeded.
The real test of the value of summer school work is the char- acter of the work done by the summer school pupils in the regular day classes the following term. All the non-promoted pupils who did successful work in summer school were given trial promotions to the next grade. Of the 253 successful pupils 231 appeared in school in the following fall; the other 22 had left the city or gone to work. At the end of the first ten weeks 98 or 42.4 per cent of the summer pupils were doing passing work in all subjects; 55 or 23.8 per cent were failing in one of the subjects studied in sum- mer school; 14 or 6.1 per cent were doing passing work in the subjects studied in summer school but were failing in one other subject; 64 or 27.7 per cent were not doing passing work in two or more subjects.
It is reasonable to suppose that those now doing passing work will continue to do so, as the first few weeks in a new school en- vironment are the most difficult, and that some of the pupils now doing unsatisfactory work will improve. On the basis of the pres- ent figures, however, 167 pupils will probably be able to pass on to the next grade in January and have thus been saved one-half
373
REPORT OF SCHOOL DEPARTMENT
year of school time. In addition to the time saved for the pupil $5,945.20 has been saved to the city for those pupils on the basis that it takes $35.60 to educate a pupil for one-half a school year.
Of the 94 pupils who succeeded in removing conditions in the summer, 88 reported to school in the fall. At the end of the first ten weeks 57 or 64.7 per cent of these pupils were passing in all subjects; 16 or 18 per cent were failing in a subject studied at summer school; 5 or 5.6 per cent were failing in a subject not studied in summer school; and 10 or 11.3 per cent were failing in two or more subjects. The foregoing figures indicate that at least 78 pupils will pass on to the next grade who might otherwise fail to do so. On the basis of past studies it is reasonable to suppose that one-third or 26 of the above would have failed to pass the next grade if they had not received the benefit of summer school. Thus $925.60 is saved for the city, making a total cash saving of $6,870.80 on an investment of $2,336.71, or a net saving of $4,534.09.
The great gain, however, comes not in dollars saved but in the confidence in themselves regained by many pupils and the encour- agement which they have received to continue their education.
Continuing the policy of the summer of 1926, attention was cen- tered on arithmetic and silent reading. Although many pupils studied geography, history, and English, the work was conducted in such a way as to emphasize the value of correct reading habits. The Ayres Burgess Silent Reading Test P. S. 3 was given to all pupils during the first week of summer school and the median of all grades was found to be below the normal for the grades. Dur- ing the last week the pupils were retested with the Ayres Burgess Test P. S. 4 and a noticeable improvement was shown. All grades but the eighth had, in five weeks, brought their medians up to the normal median for the grades. Considering the short time which had elapsed the improvement was commendable.
In the past it has been impossible to care for all the pupils fail- ing in but one subject who desired to attend summer school. In view of the good showing made this fall by such pupils who were admitted to summer school it would seem to be advisable to ex- tėnd summer school privileges to all pupils conditioned in one sub- ject as well as the non-promoted.
Special Classes
The need of more special classes for retarded pupils is still one of the pressing needs of our school system. Again during the spring and fall of 1927 many pupils suspected of being mentally retarded were examined under the same plan as outlined in the school report for 1926. Several more children who should be re- ceiving special class instruction were discovered. There are now in the system 183 children who are, or soon will be, three or more years mentally retarded.
At present there are but two special classes for retarded chil- dren. It was thought that the opening of the North and South Junior High Schools would relieve the existing schools so that rooms for special classes would be available. Such did not prove to be the case, owing to the large increase in the regular school enrollment. The opening of the Quincy Point Junior High School in September, 1928, may relieve some rooms in that section, but adequate room for special classes will not be available until the city has more school buildings.
374
CITY OF QUINCY
The Lincoln, Daniel Webster, Willard, and John Hancock schools are in great need of special class accommodations.
The two special classes, one at the Thomas B. Pollard School and the other at the Adams School, are unable to care for all the children in those schools needing the instruction and care the special classes give.
The classes are limited to sixteen pupils so that the teacher may give the necessary individual aid. At least one hour of each school day is devoted to some form of handiwork. Withdrawing the re- tarded pupil from the regular class room has been a big relief to the teachers and the backward child makes greater progress in a small class under the care of a teacher trained to teach backward children.
REPORT OF THE HIGH SCHOOL PRINCIPAL
MR. JAMES N. MUIR, Superintendent of Schools, Quincy, Mass.
Dear Mr. Muir:
I have the pleasure of presenting to you my annual report for the Senior High School. Comparative statistics of enrolment and membership for recent years are as follows:
1925
1926
1927
Number enrolled
1,395
1,524
1,594
Membership at date
1,349
1,480
1,552
The reorganization of the school in January will add nearly a hundred pupils to number given above and we shall have more than reached the limit of accommodation in one session. At the opening of the school year next September unless additional room can be found somewhere, it will be necessary to establish again a system of two platoons and require some of the classes to attend an afternoon session.
Last year I reported the establishment of a position of dean of girls. There has now been over a year to watch this work and form some opinion of its value. In the first place I am convinced that the School Committee was very wise in its choice of Miss Baker to serve as dean. She has established happy relations with teachers, pupils, parents, and the city at large. She has carefully studied the needs of all the girls and has been meeting these needs in a remarkable way considering the short time she has been at work. In this connection I may say that it is evident that there is still considerable misunderstanding regarding the duties of a dean of girls and in fact regarding the whole matter of guidance as employed in our schools. There seems to be a fear that somewhere the duties of the parent and the home are being usurped or sup- planted. I hope I may make it plain that the aim of this work is to supplement the work of the home and to give guidance in mat- ters where the parent would not be expected to be qualified to
375
REPORT OF SCHOOL DEPARTMENT
give competent advice. Vocational and curriculum guidance re- quire an expert to be successful and are a large part of the work of a dean. Many girls find difficulty with social adjustment in the school and there is scarcely a girl who could not be more to her- self and to the school if she could have the wise direction and advice of an interested and properly qualified woman. Civic rela- tions and ethics enter largely into this program and moral guid- ance to some extent, but usually only incidentally. Moreover, girls well equipped mentally, morally, and socially are used to help other girls not so favored. There is a big work to do and we have as yet only made a start.
Reports received from colleges concerning our graduates who entered these colleges last September indicate that these gradu- ates are uniformly maintaining creditable standing and in several cases have received special honorable mention. These reports con- firm our judgment regarding the graduates and also show that the preparation received in our school was adequate.
Scholarships were awarded to graduates last June as follows:
Wollaston Woman's Club Scholarships to Marjorie H. Moles, class of June, 1927, who entered Jackson College, and Dorothy J. Dinegan, class of February, 1927, who entered Bridgewater Nor- mal School.
Quincy Women's Club Scholarship to Melba Barnes, class of June, 1927, who entered Radcliffe College.
Rotary Club Scholarship to Gordon J. Peterson, class of June, 1927, who entered Brown University.
The Washington and Franklin Medal for excellence in Ameri- can History was awarded to Jean J. Harper, class of June, 1927.
We have made two studies this year in connection with our pupils which have been of great interest and considerable value. The first was a study of graduates for the past five years who entered employment immediately after leaving school and the sec- ond was a study of possible relation between afternoon employ- ment and scholarship of pupils now in the school.
To obtain information for the first study a questionnaire was sent to every graduate concerned. Replies were received from approximately 30 per cent of them. This was only a fair response but yet seemed to furnish us just the information we sought. The graduate was asked to state the character of occupation which he entered, the salary, method of securing position, reason for select- ing same, High School subjects which had been found useful and any suggestions as to changes in curriculum which might be help- ful to other pupils following him. Limited space will not permit discussion of the results of this questionnaire, but a few facts learned will be of interest and value.
Character of occupation:
45 per cent reported themselves in clerical work,
20 per cent in secretarial work, 15 per cent doing bookkeeping,
8 per cent in mechanical work and the rest in a wide variety of occupations.
Salary:
Average beginning salary was $14.39.
Average present salary was from $16 to $26.86 depending on length of service.
376
CITY OF QUINCY
Method of securing position:
25 per cent position, through relatives or friends,
25 per cent by personal application, 20 per cent through further education, 15 per cent through Employment Agencies, 10 per cent through school references, 5 per cent through newspaper advertisements.
Reason for selecting occupation:
30 per cent interest in work, 20 per cent possibility of ad- advancement, 15 per cent for experience, 15 per cent necessity, 20 per cent had no answer to this question.
High School subjects found useful:
60 per cent mention English, 35 per cent Typewriting, 25 per cent Bookkeeping, 20 per cent Stenography, 15 per cent Foreign Languages, 15 per cent Mathematics, 15 per cent. Sciences, 10 per cent History, 10 per cent Drawing, 3 per cent Music.
The suggestions for changes in curriculum were many and varied but were mostly concerning some subject already offered in the school but which the graduate had not taken and which later ex- perience showed would have been useful in the particular occupa- tion in which the graduate was engaged.
In the second study we gained the following information: 294 pupils reported themselves in afternoon employment. Of these 187 are passing in all subjects and 107 are failing in one or more subjects. Further study brought out two interesting facts, one that several honor pupils are in the number employed while many of the pupils who are serious discipline and scholarship problems are not in the afternoon employment group. Interviews with em- ployers of many of the employed pupils have shown that those doing satisfactory school work are also uniformly giving good service in employment whereas the opposite appears to be almost as generally true in the case of those failing in school work. The study seemed to show that afternoon employment was not a large factor in the matter of success or failure in school work. It rather proved what we already knew that the elements of success are mental ability, interest, energy, application, and seemed to indicate that a lack of any of the last three was a particularly serious handicap.
In closing may I say that we are grateful to the school committee for the loyal support which they have always given us and may I express to you our appreciation of the cooperation and help we have had from you at all times.
Respectfully submitted,
ERNEST L. COLLINS.
377
REPORT OF SCHOOL DEPARTMENT
REPORT OF SUPERVISOR OF MUSIC
MR. JAMES N. MUIR, Superintendent of Schools, Quincy, Mass. My dear Mr. Muir :
It gives me pleasure to submit the following report for the mu- sic department :
In planning a music course for the public schools our two great objectives should be,-first, to give the boys and girls such an understanding and appreciation of music that they may be able through life to enjoy and participate in music to a greater de- gree; and second, in the later years of the secondary schools to provide vocational training for those who show marked talent or interest in music.
The music department this year shows a steady and sure ad- vance, with growth in each department. The children are being approached through every musical channel possible :- first, through vocal work which includes singing of songs and reading of music in the classrooms, choruses and glee clubs; second, through lis- tening to music, embodied in listening lessons with the Victrola and in music memory contests; third, through participation in in- strumental music, accomplished by classes organized for the study of band and orchestral instruments.
The vocal work is organized and outlined carefully for the grade teachers and the Junior High School music teachers, with one aim in mind, namely, that the boy or girl be able to read, sing and interpret music pleasurablend intelligently.
Music appreciation has been motivated as it has been for a number of years by the music memory contest which culminates in a concert of music memory numbers given to the children who re- ceive the highest scores in the contest. Actual music appreciation work attends this contest plan, not merely the memorizing of given tunes.
In the instrumental class department which is carried on entire- ly outside of school time, instruction for all band and orchestral in- struments is offered at twenty-five cents a lesson. This work is expanding the grammar school orchestras, which, in turn, prepare boys and girls for better work in the Junior High School or- chestras. The latter have a combined enrollment of one hundred and fifty.
In Junior High Schools chorus singing is required of every pupil during the three years. Orchestra, glee club and band are after- school activities. In Senior High School all music is elective and is granted diploma credit. This credit is offered for chorus work, harmony, music appreciation, approved piano study, glee club, or- chestra and band.
During the past year three concerts have been given :- a music memory program given by the Boston Symphony Orchestral Club to approximately eleven hundred children; an instrumental concert in which five hundred and fifty children participated, demonstrat- ing the development of instrumental work from first year classes through the high school orchestra and band; and a high school concert, when a selected group of one hundred and fifty mixed voices presented Coleridge-Taylor's "Hiawatha's Wedding Feast."
378
CITY OF QUINCY
In closing, may I express my gratitude to the school officials, the school committee, the teachers and the community for their en- couragement and hearty cooperation in the music work, and I wish also at this time to commend Miss Tuthill and Mr. Taylor for their splendid assistance.
Respectfully submitted,
MAUDE M. HOWES, Supervisor of Music.
REPORT OF GRAMMAR SUPERVISOR
MR. JAMES N. MUIR, Superintendent of Schools, Quincy, Mass. My dear Mr. Muir:
As a "follow up" of the objectives or Problems in geography, history, English and arithmetic, our teachers have been construct- ing different types of tests in these subjects. This construction, when finished, will include a True-False Test, a Completion Test, a Multiple Response Test, and a Judgment Test.
The first semester's work consisted of True-False Tests for the months of February, April and June, and Completion Tests for the months of March and May. Each teacher made out and gave to her own class the type of test scheduled for the particular month. She also sent, to the office, a copy of the test, which she had given.
From the tests submitted, composite tests were made. These tests were then used for the corresponding months of the second semester. The class Medians were recorded at the office, thus per- mitting a comparison of the results obtained in the different sec- tions of the city, and making possible a survey, which led, not only, to necessary, but also to desirable and helpful adjustments.
The purpose of these tests was not that of promotion or demo- tion. In fact, they were designated to get away from the tradi- tional type of examination, which allowed, "a great range of in- dividual choice" in the manner of answering the questions, and also as great a range in the interpretation of the written answers. Their object was to achieve one of the "wider" and better uses of testing which is to review, or "help in the process of recall," and to be the medium by which the pupils could "rival their own best efforts." With this goal in view, tests become a means of promot- ing one of the highest types of social education.
In closing, I desire not only to express to you and my co-workers, the principals and teachers, my deep and sincere appreciation of a hearty support, but especially to commend the teachers for their loyal cooperation and untiring zeal in "carrying on," all that has been undertaken for the good of the boys and girls of Quincy.
Respectfully submitted,
HELEN MAUDE DELLICKER, Grammar Supervisor.
379
REPORT OF SCHOOL DEPARTMENT
REPORT OF THE PRIMARY SUPERVISOR
MR. JAMES N. MUIR, Superintendent of Schools, Quincy, Mass. My dear Mr. Muir :
It is with pleasure that I submit my annual report as Primary Supervisor.
In accordance with my plan of previous years, I shall touch upon but one phase of our work this year, the teaching of geography in our primary grades.
A growing interest in geographic knowledge today universally recognized as "a need common to all enlightened people," has placed geography at the present time' among the most important of the content subjects.
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