USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1923-1927 > Part 13
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+$18,628
20.5
0.91
1925
2,000
90
3,300
3,390
21.1
0.75
1926
+ 201,300
+ 9,059
-
9,059
21.7
1.17
1927
+
11,300
+
509
1,000
491
22.3
1.15
1928
52,300
- 2,364
3,000
+
5,364
22.9
1.38
1929
69,300
+ 3,812
1
6,000
+
9,812
23.5
1.80
1930
3,300
+
149
3,000
+
3,149
24.1
1.93
-
-
-
-
For this purpose the interest is figured at 42%; the retirement increases 5% in the new issues; the annual increased valuation $600,000-this being only $100,000 more than the value of new buildings constructed in 1922 and $165,000 more than the new buildings constructed in 1923- which having in mind the continued shortage in dwellings and the increas- ing value of real estate would seem to be conservative. In other words the increase in taxes for a person who owns a residence valued at $5,000 would be $4.55 the first year; from this it would first fall off to $3.75, . then rise to a maximum of about $10.00, after which the annual charge would be reduced.
IV. OTHER FACTORS TO BE TAKEN INTO ACCOUNT
There are other factors which should be taken into account in making our plans for the future. The first of these is a condition present, the result of inadequate housing. It is commonly assumed that, when a child becomes six years of age, he should be accorded the privileges of education at public expense. Many communities, in fact, provide for kindergartens below this age so that all children, whatever their home and playgroup environment, may come under cultural guidance. This has been thought to be of special value to children who later in life and before they reach maturity, may have to share the burdens of contributing to the family income. Norwood not only has not provided kindergarten
.
-
209
facilities, but due to building shortage it has advanced the minimum age of admittance so that no child may enter who becomes six years old after December 31, of the school year. This means that a child becoming six years of age on January 1 and after must wait until the next September to get into the system-he may have to remain out of school until he is six years and eight months old.
Another probable situation must be faced. For some years there has been a strong movement to carry the public education system four years beyond the High School at State expense. This has been known as the agitation for a State University. Last year the legislature provided for the appointment of a commission by the Governor on which the varying interests would be represented. A report was recently submitted in which it was recommended that any town which wished to have two years added to the High School instruction upon providing for 40% of the building cost, should receive State aid of 60% for buildings and have the added courses organized and financed as a Junior College-under management of the local board subject, however, to State prescription or approval of the curriculum and educational requirements. In planning the new High School grounds ample room has been provided for such building extension if desired.
A third possible development in educational policy is to provide for "all day and all the year round" schools. While such an arrangement would leave the students and parents the option of a three months' summer vaca- tion, it would give opportunity to all others to complete the 12 grades in 9 years. Beginning at 6, a pupil could finish High School at 15, take the Junior College course and still be one year younger than the present age of High School graduates; he could complete a university or professional eourse at the age of 19. An added benefit to the community would be to have the school buildings and equipment in continuous use-thereby reducing the overhead cost of administration, buildings and equipment; besides it would add little to the fuel cost since the largest added use would be in the summer time.
V. CONCLUSION
In conclusion the School Committee desires to renew its comment of last year: that whether the citizen of Norwood who owns or pays rent on a $5,000 dwelling may think it worth while to add to bis taxes from $4.50 to $10.00 per year to provide facilities such that the schools may be con- ducted in an orderly and effective manner is a matter of civic standard. And in this relation we may again advert to this very interesting fact: In the State of Massachusetts there has been a disposition on the part of property owners to keep the school taxes down, with the result that since 1900 Massachusetts has fallen from first place among the American States- standing now the ninth in rank, in point of her public school facilities. While the States of the Middle West and Far West have been going ahead, New England has been relatively unprogressive. Connecticut stands
210
11th, Rhode Island 26th, New Hampshire 30th, Vermont 32nd and Maine 35th. This is from the report prepared for the Sage foundation by Dr. Leonard P. Ayers, an outstanding educational expert. Norwood cannot correct conditions outside her own town limits, but we as a citizen group are charged with responsibilities for doing our part. And in this relation we have some very concrete things to think about. During the last ten years our industries have brought thousands of people here from countries having inadequate public schools; and many of these have not yet learned our language. According to the 1920 national census we had 943 persons in our midst above 10 years of age who could neither read not write English -- 9.7% of the population above that age, and according to our town census, which was not as complete as the federal, taken in 1922, we had 909 (9.3%) -- 231 of whom could not read or write in any language. That is, 35% of our foreign born population who cannot read or write English are wholly illiterate and 150 of these are between the ages of 10 and 21. In illiteracy we have the fourth place among 355 cities and towns in the State, the only places which have higher percentages being Fall River (11.9%), New Bedofrd (12.1%), East Hampton (16.2%). Against our 9.7% stands the City of Boston with only 4%, and other municipalities running down as low as 2-10 of one per cent in Brookline. May we repeat: the question before us after all is one of standard.
FREDERICK A. CLEVELAND, ARTHUR S. HARTWELL, BRAINARD A. ROWE, EDWARD A. BRENNAN, JULIA R. O'BRIEN, FLORENCE M. FIELD, Members of the School Committee.
February 15, 1924.
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211
REPORT OF THE SUPERINTENDENT
To the School Committee of Norwood:
I hereby submit my annual report for the year 1923, with the hope that it may convey to the citizens of Norwood some idea of the aims and ac- complishments of the year.
Housing Situation
The new eight-room addition to the Balch School was completed and occupied in April. This addition made it possible to send all Balch dis- trict pupils back to that building, thus relieving the crowding in the other elementary schools. Since September the entire 20 rooms at the Balch School have been in use, 19 for regular classes and 1 for a special class. The average membership of the 19 regular classes is now about 38 per room. It is hoped, however, that it will not be necessary to put any class on shortened time there for another year.
It seems to the writer that much credit is due the Balch School Building Committee for securing to the Town such a splendid addition for the amount of money expended.
The new High School Building Committee have signified their intention . of getting a new building started as soon as possible. It will probably be ready for occupancy in September, 1925.
Senior and Junior High Schools
The necessity of operating the Senior and Junior High Schools on a two- shift plan and with a shortened school day has greatly limited the work carried on. Some essentials of a good school program have been omitted and some important new developments are held in abeyance until such time as these two schools may be operated on full time. However, the attempt has been made to keep as many features of the program as possible but devoting less time to each. The loss will be more apparent after an- other full year of the same kind of procedure.
Teaching Staff
The withdrawals from the teaching force the past year numbered 13 from a total of 105, which shows an unusually small loss numerically. However, the loss of two unusually efficient principals among that number is most keenly felt.
Miss Lou M. Buker, Principal of the Winslow and West Schools, re- signed in October to go to Augusta, Maine, as primary supervisor. Al- though she had served only a little more than a year, her departure was a distinct loss to the system and cause for regret to those with whom she had come in contact.
Miss Julia E. Danahy, Principal of the Guild and East Schools, passed away in December after a period of illness lasting nearly a year. She had served Norwood continuously as teacher and principal since her graduation
212
from Normal School in 1901, and was known and beloved by the entire community. Too great a tribute to her service for Norwood cannot be paid.
The staff changes which occurred during the year are listed below:
Changes in Teaching Force.
Left the System:
1. Mr. Howard F. Reed, Mechanic Arts, High School, to go to Spring- field.
2. Miss Adele Mathey, Modern Language, High School, to be married.
3. Miss Louise B. McLane, Commercial, High School, to be married.
4. Miss Urania B. Hart, Modern Language, to go to Newton.
5. Miss Margarita E. Burns, Grade 5, Guild School, to go to Boston.
6. Miss Alice L. Cotton, Grade 6, Balch School, to go to Newton.
7. Miss Julia Coyle, Grade 5, Balch School, to go to Quincy.
8. Miss Esther J. Sullivan, Grade 5, Balch School, to go to Brockton.
9. Miss Helen M. Hall, music supervisor, to go to California.
10. Mrs. Evelyn H. Judd, drawing assistant, to be at home.
11. Miss Frances M. Cole, Junior High, to be married.
12. Miss Lou M. Buker, Principal, Winslow School, to go to Augusta, Me.
13. Miss Julia E. Danahy, Principal, Guild School, deceased.
New Teachers Elected:
1. Mr. Clifford H. Wheeler, Mechanic Arts, High School.
2. Miss Helen C. Wilson, English, High School.
3. Miss Mary E. Coughlin, Commercial, High School.
4. Miss Lucile H. Foster, Modern Language, High School.
5. Miss Louise Bachelder, Grade 7, Junior High.
6. Miss Mary N. Callahan, Grade 7, Junior High.
7. Miss Alice V. O'Connor, Grade 5, Guild School.
8. Miss Grace M. Beverly, Grade 5, Balch School.
9. Miss Lottie E. Deckman, Grade 5, Balch School.
10. Miss Bertha Wahl, Grade 2, Balch School.
11. Miss Katharine Porter, Grade 5, Balch School.
12. Miss Delia A. Lydon, unassigned, Balch School.
13. Mr. Adelbert H. Morse, music supervisor.
Transfers:
1. Mrs. Marie S. Brown, Grade 4, Winslow School, to Junior High School.
2. Miss Mary G. McCarthy, Grade 6, Guild School, to Junior High School.
3. Miss Annie M. Thompson, Grade 5, Winslow School, to Grade 6, Beacon.
4. Miss Julia A. McCarthy, Grade 6, Beacon School to Principalship, Winslow School.
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Professional Study
In a live school system the teaching force must keep pace with the newer developments in education. Professional study is the biggest single factor toward this growth. An unusually large number of Norwood teachers have pursued studies during the past year, and are, therefore, more valuable to the schools. A list of the courses follows:
Name of Course
Where Taken No.
Sound Theory and Education
History of the Trans-Mississippi West
Principles of Teaching Secondary Educa- tion
Harvard Graduate School of Education 1
Miss Miller's English Course
Norwood High School 9
French
Boston University
6
The Teaching of Plane Geometry .
Boston University
2
Dressmaking
Women's Industrial and Educational Union 1
Methods in Secondary Education
Yale Extension Course
1
Mental Health of Children
Boston University 3
Roman Comedy
Boston University
1
Vocation Education and Guidance
Vocational Teacher's Training Course
Normal Art School
1
Commercial Law II and III
Boston University - 1
Boston University
1
Educational Sociology
Boston University 2
Vocational Opportunities
Boston University 1
Boston University 1
Boston University
1
Industrial History
Boston University
1
The Teaching of English
Harvard Summer School 1
Physical Education
Harvard Summer School 18
Junior and Senior High School Adminis- tration
Boston University
1
Teachers' Problems in Junior High School
Boston University 5
Teaching Music
Northampton Institute
1
Free Hand Drawing
Chicago University 1
Boston University
4
Psychology Expression
Boston Lyceum School 1
The Teaching of Art
Boston University
1
Arts and Crafts
North Adams Normal
School 3
Health Education
Chautauqua
1
University of Vermont 1
Boston College 2
Boston University 1
Advanced Accounting Problems
Boston University 1
Commercial Education
Typewriting Methods
Economic History of United States Spanish
Boston University
1
Primary Methods Social Service
Harvard Summer School 1 Harvard Summer School 1
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The Development of Philosophic Thought The Teaching of Language in Lower Grades
Boston College 3
Boston University
1
Blackboard Drawing
Boston University
3
Writing
Boston University
1
Dramatization and Story-Telling
Boston University
2
Methods of Teaching Handwork
Amherst Summer School
1
Music Appreciation
Boston University
2
Literature
Boston University
2
Reading
Hyannis Summer School 5
The Teaching of Elementary Mathe- matics
Mr. Lyman-Extension
11
Fundamentals in Teaching
Boston University
1
The Teaching of Citizenship
Hyannis Summer School
1
Primary Arithmetic
Hyannis Summer School 2
Total number of courses
113
Total number of teachers
105
Number taking one or more courses during year .
64
61%
Number taking one course only
39
37%
Number taking two courses.
17 16%
Number taking three or more courses .
8 7+%
Number who did not take any course during the year
41
40%
American Education Week
Special effort was made throughout the school system to interest parents in American Education Week. A regular session of the Senior and Junior High Schools was held in the evening and all parents urged to attend; special programs were carried out in several schools; some schools had Parent Association meetings during that week; there were special speakers in most of the schools-on thrift, safety, patriotism, health, and education; several un-naturalized adult foreigners were helped in taking out naturaliza- tion papers; and, in general, much emphasis was placed on good citizen- ship.
About five hundred parents and friends attended the evening session of the Senior and Junior High Schools. A large percentage of the parents of pupils in the other schools visited the schools at some time during that week, and the spirit of cooperation manifested was very gratifying.
Tuition Rates
Norwood has several pupils in school whose legal residence is elsewhere. Tuition is paid to the Town for such pupils. Rates for non-resident pupils have been revised during the year and are now as follows:
Senior High School $125.00 per year
Junior High School. 100.00 per year
Elementary Schools 70.00 per year
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Thrift Education
During the present year, the Automatic Receiving Teller system for saving has been installed in the schools. The saving machines are the property of the Norwood Trust Company who have cooperated with the school authorities in the matter in such a way as to show that they have the best interests of the children very strongly in mind.
About February 1, 1923 one machine was placed in the Balch School and one in the Guild School. Between that time and the close of schools in June $2,486.44 was collected in those two schools alone.
In September five additional machines were installed in the Winslow, High, Everett, Beacon and Shattuck Schools, and during the sixteen weeks since, an aggregate amount of $5,069.43 has been collected in the seven machines. This is an average of approximately $316.00 per week.
In one school 55.8% of the total members are depositors, and it appears that approximately 50% of the total number of pupils in the schools are using the system.
The advantages of this particular system appear to be as follows:
1. Makes a uniform thrift savings plan possible.
2. Enables a pupil to start a savings business direct with a real bank on as little as a penny.
3. Relieves the teacher of detail work incident thereto.
4. Practically no bookkeeping or detail work is required at the School.
5. Guards against errors of record found in bookkeeping systems.
6. There is no appreciable interference with regular classroom work.
7. Teaches practical banking methods conveniently.
S. Helps the pupil depositor visualize the steady growth of his ac- cumulating savings.
9. No expense to the School Department is incurred.
10. Teaches the pupils the responsibility of ownership.
11. Brings the depositor in direct contact with the local bank.
12. Makes banking possible every day, giving thrift an even chance with waste.
13. Avoids discrimination against the small depositor and affords the privacy of adult banking.
14. Makes every child in the school or the home a potential saver.
Financial
It is of interest to note that Norwood received from the State into the general treasury of the Town $20,814.15 on account of the salaries paid to day school teachers the last school year, and $456.79 on account of ap- proved evening school work.
Dr. Van Sickle's Survey
A little more than three years ago Dr. James H. Van Sickle, Super- intendent of Schools of Springfield, Mass., and Dr. George A. Mirick, of
216
the Harvard Graduate School of Education, made a survey of the school system of Norwood. Last May, in response to a request from the Finance Commission, in conjunction with the School Committee, Dr. Van Sickle returned to Norwood and made a brief study of the school system as he then found it.
By a careful study of his report it will be seen that in Dr. Van Sickle's opinion, what Norwood is trying to do educationally, is sound, and the expenditures for education are reasonable.
Because the questions addressed to Dr. Van Sickle are so intensely practical and the findings of such importance and general interest, it is thought wise to incorporate the Survey in its entirety as a part of this report. It is therefore appended.
Conclusion
John Dewey has said, "What the best and wisest parent wants for his own child, that must the Community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy."
The education of its youth has come to be the greatest single responsi- bility of a community. Norwood has already demonstrated an inclination to discharge that responsibility in the manner pointed out by Dr. Dewey.
Respectfully submitted,
HERBERT H. HOWES, Superintendent of Schools.
REPORT OF DR. JAMES H. VAN SICKLE ON NORWOOD SCHOOL SYSTEM
Springfield, Mass., June 28, 1923.
To the Finance Commission, Town of Norwood,
Commonwealth of Massachusetts.
Gentlemen:
The study upon which this report is based has been made in response to a letter from the Chairman of your Committee which I include here.
May 2, 1923.
Mr. James H. Van Sickle, Superintendent of Schools, Springfield, Mass.
My dear Mr. Van Sickle:
In 1920 you assisted us in our school problems in Norwood. We desire further assistance from you on our present school problems which will be
217
much appreciated by our School Committee, Finance Commission, and the town generally.
Some of the problems we desire to discuss with you are as follows:
1. Our school expenses as in other localities are continuing to mount until now more than one-half of our Town Budget (excluding County and State taxes) is voted for school expenditures. While desiring to be in the front ranks in furnishing correct educational facilities, we still at the same time must not unduly burden our taxpayers with too large a budget.
2. Our High School is having a very large increase in the number of scholars. We desire to determine whether we are giving courses which might possibly be unnecessary. We as other localities have broadened the scope of High School work so that 50% of our students are taking a commercial course instead of confining their educational program to courses for college preparation as in the past. We desire your report on other than college preparation courses, such as, cooking, dressmaking, art, typewriting, stenographic work, printing, and to have your critical and constructive recommendations on our High School and Junior High School programs.
3. What studies ought Norwood to offer in its evening High School and what ought to be the scope of this work?
4. What program for civic education along the lines of Americanization ought Norwood to provide, if any?
5. Is our program of health education in the schools sound and economi- cal?
6. Are the number of pupils per class about as they should be in Senior High School, Junior High School and the elementary schools?
7. What ought we to do in regard to playgrounds connected with our schools? The need of same, general policy and what other cities and large towns are doing.
8. Will you look our administrative management including records and accounting.
9. Are our general school program and expenditures reasonable? Have you any definite suggestions for the future that will serve our school popu- lation as they should be served and still bring our budget within a reason- able sum?
10. What is your recommendation as to our Senior High School and Junior High School? . Should they be centralized in one building or two separate buildings?
11. With our growth it is evident we need a constructive building program. We would like to have your advice along this line, having particularly in mind the present Guild and Everett schools.
12. Regardless of large expenditures for new school buildings we ap- parently are behind the needs of the Town. As it will take a few years to catch up on same what is the best temporary method to adopt for taking care of the scholars? Do you recommend a two session plan or any other plan in our schools?
218
13. In general we would like an intelligent survey of our whole school situation both for the present and for the future, from an education stand- point and also from the financial situation and the interests of the town.
In this matter the School Committee and Finance Commission are working in close cooperation with the desire to find out our needs and present same to our citizens with a view to having a definite constructive program which is wise educationally and sound financially that we may move forward on these plans as fast as financially we are able to do it.
Yours very truly,
(Signed) CHARLES J. PRESCOTT, Chairman Finance Commission, Town of Norwood.
In taking up some of the topics listed in this letter it will be convenient to refer to the findings and recommendations contained in a detailed report of survey of the Norwood schools which I made in 1920. For this reason I begin this report by a brief review of the conditions of the Norwood schools three years ago.
I. In General
(1) There was a happy, cheerful atmosphere in the school rooms and much good teaching in spite of many hampering conditions, chief of which was the low salary schedule resulting in a rapidly changing teaching force (663% of the teachers new to the system in the short space of two years.) (2) The school buildings and grounds were well cared for. (3) Great inequalities were found in the number of children classified to a teacher, due in part to inadequate school accommodations. (4) The Helping Teacher plan was disapproved in favor of a reasonable assignment of pupils per teacher, 40 at most, preferably 35. (5) The common practice above first grade of treating the whole room as one class was criticized as a large factor in the excessive non-promotion found to exist. (6) The lack of a course of study was noted with the resulting uncertainty as to standards of work and grade requirements. (7) Books were lacking for upper grade literature and there was need of supplies of acceptable quality. (8) Physi- cal conditions at the Everett and Beacon schools were found unfavorable, especially at the Everett. (9) Health supervision as conducted met with approval. (10) The Superintendent's office was totally lacking in facilities for clerical work and an adequate system of records.
II. The High School
(1) The High School was found to be in a healthy condition, the teach- ing of high average, the attitude and deportment of pupils good, the courses of study adequate and modern. (2) The laboratories were poorly equipped and the library was in need of more books. (3) The work of the high school office had outgrown the pupil help plan then almost wholly relied upon. (4) A complete system of pupil records was lacking. (5) There was need
219
of a children's room in the Public Library. (6) There was need of better provision for physical training. (7) There were helpful interchanges of service between the schools and the community.
III. The Elementary Schools
(1) School building had not kept pace with growth of population, (2) Unsuitable small rooms were used as class rooms. (3) Part time classes and over-large classes, in addition to frequent changes of teachers were evident as causes of excessive non-promotion. (4) A study should be made of the evening school problem at the Balch School.
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