USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1923-1927 > Part 14
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IV. The Junior High School
(1) The beginnings of the 6-3-3 organization were approved. (2) It was recommended that the unfinished wing of the High School building be completed for the use of Grades VIII and IX, leaving the Everett building for Grade VII. (3) It was recommended that the High School building be extended toward the rear to accommodate Grade VII. (4) The de- partmental plan with sections of 20 to 25 pupils was recommended.
V. Building Program
(1) The Everett School to be abandoned at an early date. (2) The Guild and Beacon to be superseded next. (3) The Balch to have an eight- room extension including a kindergarten and shops. (4) High School auditorium and gymnasium as per original plans
VI. Specially Supervised Subjects
(1) Physical education, household arts, music, manual training, as far as carried, and art, all under competent direction. (2) Recommended that sewing and cooking be begun in sixth grade and, if possible, in the fifth. (3) That manual training for boys run parallel with household arts for girls. (4) That general pre-vocational courses be organized for the Junior High School grades. (5) That mechanical courses for boys be not carried into the High School. (6) The work of the school nurses was pronounced good. (7) The work of the dental clinic was found satisfac- tory, but the accounting haphazard.
VII. The Teacher Situation
(1) Frequent changes due to low salaries. (2) A salary schedule was recommended providing for definite and certain annual advance to a fixed point beyond which both superior skill and further professional prepara- tion shall count toward further advances. (3) Statistical proof given that Norwood could afford the additional expense both of proposed salary schedule and building program.
After another study of your school situation it gives me pleasure to record my continued approval of the many items commended in my former re- port, and to record the carrying out of the majority of the recommendations therein made.
220
Norwood has developed an exceptionally good system of schools. The things now lacking arc chiefly: (1) The completion of the building program including the purchase of two new sites and the enlargement of two others. (2) Removing the Junior High School from the High School building and organizing it as a complete unit of the school system in its own building. The rapid increase in enrollment in both Senior and Junior High School grades makes this change in the original recommendations necessary as will be shown later.
I now take up in order the problems numbered from 1 to 13 in your letter.
(1) Are the Taxpayers Burdened with too Large a Budget? The following tables suggest the answer.
Table I. Norwood
Expenses 1913
Departmental $133,011.94
Schools $ 66,197.32
49%
"
1914
128,202.70
64,835.62
50%
1915
153,880.40
57,982.10
49%
1916
159,084.75
87,611.53
49%
1917
188,937.50
89,236.67
48%
1918
"
2.11,632.35
97,674.16
46%
1919
251,908.90
114,312.24
45%
1920
330,750.76
162,371.39
49%
"
1921
"
384,827.33
196,840.24
51%
"
1922
"
416,116.05
222,757.02
53%
"
1923
"
477,995.00
241,260.00
50%
Note: Data 1913-1921 inclusive from Statistics of Municipal Finances by the Commissioner of Corporations and Taxation; 1922 and 1923 from James E. Pendergast, Town Clerk of Norwood.
Table I shows that with the exception of the years 1918 and 1919, when expenditures for schools were reduced to a point which resulted in the building and teacher situation described in the survey report of 1920, and the ycar 1922, when the Town took measures to regain lost ground, the ratio of school expenditures to total departmental expenditures varies scarcely 1% in the ten-ycar period. The estimates for 1923 show a ratio reduced to the normal. Evidently the larger expenditure in 1922 repre- sented the peak and an expenditure above the average for the ten-year period nced not be anticipated in future years.
Table II. Norwood
Protection of Persons and Property
1913
$ 17,709.08
Ratio
1922
39,355.51
2.22
Highways
1913
13,169.77
1922
50,000.00
3.79
Schools
1913
66,197.32
1922
222,757.02 3.33
Note: Figures for 1913 from Statistics of Municipal Finance. Figures for 1922 from James E. Pendergast, Town Clerk.
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The expense for schools has mounted higher than that for protection of persons and property, but not so high as that for highways. A study of Tables I and II reveals the fact that Norwood's expenditures for schools are not out of proportion to other expenditures; and that not withstanding slight fluctuations over a ten-year period, her schools are not becoming relatively more expensive year by year.
Can Norwood afford the present scale of expenditures for schools?
In answering this question in 1920 it was agreed that in financial ability Norwood might fairly be compared with Framingham, Arlington, Quincy, Attleboro, Wakefield, Braintree, Malden and Natick. It was shown that Norwood stands first in per capita valuation of property ($1,434 per in- habitant) and lowest in tax rate of that year. Norwood's tax rate in this comparison was $18.00. Framingham was next lowest with a tax rate of $24.00, while Natick headed the list with a rate of $30.00. In expenditures per pupil Norwood stood 5th in the list of nine towns.
Table III is based on statistics of the Public Schools for the school year 1921-1922, the latest State publication available.
Table III.
Expenditure per Pupil from Local
Taxation
Rank
Valuation per Pupil in Net Average Membership
Rank
Norwood
$68.72
2
$7,166
3
Framingham
66.43
4
7,745
1
Arlington
77.18
1
7,367
2
Quincy
59.04
7
6,735
4
Attleboro
68.12
3
6,460
5
Wakefield
66.18
5
5,346
8
Braintree
56.12
9
5,372
7
Malden
58.14
8
5,942
6
Natick
60.72
6
4,854
9
Rate of Total
Rate of Total
Tax per $1000 on Val- uation 1921
Rank
Tax per $1000 on Val- uation 1921
Rank
Norwood
$24.70
8 Wakefield
$35.00
3
Framingham
24.50
9
Braintree
30.00
6
Arlington
29.90
7
Malden
33.70
4
Quincy
36.40
2
Natiek
38.40
1
Attleboro
32.30
5
In 1920 Norwood spent $58.61 per pupil from local taxation on net average membership. In 1921-22, $68.62, thus moving up from fifth place in the comparison to second place.
In ability to support schools as shown by valuation per pupil Norwood occupies third place. Norwood is still highest in per capita wealth and
222
on that basis is still first in ability to finance all Town enterprises. In cost of schools other towns are relieved by the existence of parochial schools, while in Norwood all children are in the public schools. This is a condition well worth paying for. Norwood's tax rate, lowest in the former comparison has advanced one step and is now eighth instead of ninth.
I see nothing in these comparisons to indicate extravagance on the part of Norwood in financing the school department. No money has been spent which could have been withheld without disregarding the best inter- ests of the children. It is greatly to the credit of the Town that it has gone far toward remedying the adverse conditions that existed three years ago without making expenditures out of proportion to Town expenditures in general.
(2) The Commercial Department and the Non-Academic Subjects
Norwood's experience in the growth of enrollment in Commerical classes is in line with that of other communities. In Springfield, for instance, out of a total enrollment of 2900 in the seven courses offered in the three high schools only 1012 are in courses leading either to colleges of liberal arts or higher technical schools. 1100 arc in commercial courses and 492 in general or non-college technical courses. The High Schools of today are appealing to groups of pupils who were not attracted by the old classical curriculum and did not attend. They are therefore, doing a wider service than they formerly did. Then, too, business and industry are calling for trained recruits, and the high schools are responding by offering courses which fit pupils directly for earning a livelihood. Norwood's experience in respect to non-college courses is not peculiar.
The courses in typewriting, bookkeeping, and stenographic work offered in Norwood are well planned and are carried on under the direction of well trained and skillful teachers. The pupils who complete thesc courses are able to do work of a quality that insures ready employment, now largely in the industries of their home town. The 29 Seniors are already placed.
The practical application made of what the pupils have learned of ac- counting is worthy of special commendation. Under the direction of the department head each student has charge of the accounts connected with one school activity, as the athletic account, the lunchroom account, etc.
The courses in home economics have been offered earlier than formerly in accordance with the survey recommendations made three years ago. They are strongly emphasized through the Junior High School grades as an essential part of the education of every girl, on the assumption that sooner or later every girl will be responsible for the management of a home. Those girls who develop special interest in this department may pursue the work further in the High School providing classes of reasonable size can be formed. With this limitation the courses will not be unduly ex- pensive. Subject to this limitation encouragement should be given to girls to continue their work in this department.
223
The art work of the Norwood schools, though limited, received the com- mendation of the survey staff in 1920. It still merits this commendation. Effective art instruction in our schools should bear fruit in more tasteful home furnishing and decoration, in improved taste in dress and in wide spread appreciation of artistic surroundings of all kinds.
The course of study authorized for the Junior High School grades con- forms to the recommendations made by the State Department of Educa- tion except for the pupils of Grade VII, who are housed in the old Everett school. Here facilities are lacking to carry out a proper Junior High School curriculum.
The Senior High School courses are less extensive than those which were offered in 1920. They are probably as varied as they can be with due re- gard to economy while the enrollment in the school is below 600.
The only serious lack seems to be in courses for boys of the non-academic type. These boys do not seem to be attracted by the commercial courses and their number is not great enough to warrant the expense of equipment for a full fledged technical or industrial course. One year of wood work, one of auto repairing, and two of mechanical drawing constitute the non- academic opportunity for boys. It would seem that in a printing center like Norwood it might be wise to continue printing one year beyond the Junior High School.
In these times of high costs there is a tendency to scrutinize courses of study to discover whether it may not be possible to eliminate this or that subject and thus reduce the expense. It will be found, however, that it is not the variety of subjects which piles up the expense, but small classes. The pupils are there and they must be taught. It makes no difference from the expense point of view whether 20 pupils study Spanish or French. If there were only 10 wanting Spanish and 10 wanting French the problem would be different, and reasonable economy would require that only one of the two languages be offered. It seems probable that the demand for Spanish in the Norwood High School will disappear. I understand that only one-half as many pupils are asking for it next year as signed up for it last year. However, this has no bearing on the question of expense. It costs no more to teach Spanish than any other language. Variety is costly only when it splits the school up into units too small for economical handling. In the later years of the school, particularly in the college preparatory classes, it is impossible to avoid having some small units. The larger the school the greater the variety of studies it is possible to offer without increasing costs.
(3) Evening Schools
I have had no opportunity to see these schools in operation. From re- ports it would seem that classes in English, Citizenship, Auto Repair, Sewing, Millinery, and Typewriting were carried on successfully and with an attendance large enough to justify their continuance. The question what studies evening schools should offer is generally answered by trying
224
to find out what offerings will prove attractive. Woodworking and Mechanical Drawing seem to have been two of doubtful power. The greater part, if not all, of the work in English and Citizenship should probably be done at the Balch school where so many of the foreign born live. It may be that there will be little demand for courses in these sub- jects at the High School building. Auto repair and Typewriting would necessarily be offered there if taught at all on account of the equipment. Sewing and Millinery might be found desirable at the Balch. It all de- pends upon what people want and whether the Town can afford to give them what they want. By accepting State cooperation the expense to the Town of nearly all of the work might be cut in half.
(4) The Foreign Born
The United States census of 1920 shows the following statistics about the foreign born in Norwood.
Foreign born, white
4256
Male
2416
Female
1840
Per cent of foreign born, white
33.7
Males 21 years of age and over:
Foreign born, white
2281
Naturalized
680
First papers
337
Alien
1243
Unknown
21
2281
Females 21 years of age and over:
Foreign born, white
1705
Naturalized
659
First papers
7
Alien
995
Unknown
44 ,
1705
Illiteracy :
Foreign born, white 928
Per cent of illiterates 22.1
Illiterate males 21 years of age or over 537
Illiterate females 21 years of age or over 387
A census taken in Norwood, April 1, 1922, shows the following:
Adult illiterates in English:
Male 377
Female
296
Total
673
225
Adult illiterates in any language:
Male
105
Female 116
Total
221
Grand total 894
Adult illiterates attending evening school, December 1, 1922:
Illiterates in English:
Male 17
Female
6
Total 23
Illiterates in any language
Male
15
Female
8
-
Total
23
Grand total
46
It seems evident that there is specific need of a trained employer on full time to work out a program to meet the needs of the foreign population of Norwood.
These foreign born should be taken care of in evening school classes, neighborhood classes, home classes, and industrial classes. Much time and care will need to be taken in recruiting these classes. Special attention should be paid to the place where the classes are to be held. The school room of the upper grades is usually the best equipped place in which to hold these classes, still it is often advisable to use club rooms, parochial school rooms, or in fact, any room that may be available in the midst of the foreign group. Care, however, should be taken that the equipment of the room is suited to adults. Suitable equipment, tables and chairs, could be used to advantage in the rooms of the Balch School, having removable furniture. The small attendance at-classes held in the high school building may indicate that distance from the homes is an important element in the small attendance heretofore secured.
The time of a supervisor may be spent in the day time in developing women's classes and industrial classes, making contacts with racial leaders and with organizations and individuals dealing with foreign born. The greater part of her supervisory work will be done in the evening.
Should the school budget not be large enough to warrant a supervisor giving all her time to planning and supervising this work, the following suggestions are made to show how in any one of the following her surplus time may be profitably used:
(1) Teaching afternoon classes for women and industrial classes.
(2) Developing, correlating, and supervising a course in citizenship to be taught through all the grades.
226
(3) Supervising work with illiterate minors in the evening schools.
(4) Combining with one or two towns near Norwood where there may be an immigrant problem.
If Norwood accepts the proposition made by the state to reimburse one- half of the expense of the Americanization work, the amount needed to carry on this work should not very greatly increase the regular school budget.
Since the term "Americanization" has been somewhat overworked the official designation of this activity might be "Evening School Extension."
(5) Health
Two nurses, full time, and two physicians, part time, cooperating with two full time employees in the physical training department constitute a force large enough to meet present needs. All appear to be competent and to be doing excellent work. The Physical Training Department uses the individual records prepared by the physicians and nurses as a guide in corrective work.
(6) Number of Pupils per Class
In grades one to six inclusive, omitting two special classes, there are 1896 pupils and 54 teachers. The average number of pupils per teacher is 35. This number is as large as it ought to be.
In the survey report of 1920 the following statement appears in con- nection with grades one to six: "No more than forty pupils should be en- rolled in any room. An enrollment of thirty-five would insure greater efficiency, and the lower number should be the rule rather than the excep- tion."
The average number of pupils per teacher in Junior and Senior High School counting seventh grades in the Everett School is twenty-six. This is above the number recommended in the survey report. The classes in the Everett are too large. Including only the grades housed in the High School, the estimate for next September is twenty-three pupils per teacher. This number is conservative. The survey report made the standard in these classes twenty to twenty-five.
(7) Play Grounds
Norwood is more fortunate than many towns in the size of three of its play grounds, the Winslow, the Shattuck, and the Balch. At each the play ground space is in excess of the standard minimum 100 sq. ft. per pupil. It is recommended that the Winslow and the Shattuck be enlarged ultimately to include in the Winslow the pupils of the West School and in the Shattuck the pupils of the Beacon School. In each case it is desirable that the school lot be enlarged before it is encroached upon further by buildings. The Balch 'play space will be ample even after eight more rooms are added.
227
To house the pupils of the East School and ultimately the pupils of the Guild, acreage should be secured in the neighborhood of East Cross and Pleasant Streets.
(8) Administration
The Administration management of the Norwood Schools has been revo- lutionized since my visit three years ago.
The Superintendent's office facilities have been made adequate. The larger office with filing cases, two full time clerks, and a complete record system make it possible to have at hand all needed information at a mo- ment's notice. The following records are kept:
1. Correspondence.
2. Admission, discharge and promotion cards.
3. Teachers' and janitors' record cards.
4. Attendance Officer information cards.
5. Birth certificates.
6. Newsboys' licenses.
7. Receipt cards.
8. Transportation cards.
9. Schick test cards.
10. Fire drills.
11. Telephone calls.
12. Temperature records.
13. Requisition sheets.
14. Teachers' applications.
15. Duplicate book bills.
16. Educational and employment certificates.
17. Account of expenditures of the School Department arranged by buildings.
(9) Norwood's General Program
It will be seen from the preceeding discussion that I regard'Norwood's general program as reasonable and the expenditures to carry out that pro- gram conservative. Since salaries form the greatest single item in mainte- nance cost it seems proper at this point to discuss the present salary schedule. (a) Is it adequate? (b) Is it sound? (c) Is it economical?
(a) "Is it adequate?" This question is best answered from Norwood's experience in holding teachers. At the time of the survey 31% of the teachers then in service had been in Norwood only one year. 34% were new to the system. The turn-over in two years was 65%. This was be- lieved to be due to the low salaries paid. The loss of teachers in 1921 was only 17% as compared with 34% in 1920, and only 15% in 1922. Since no more than half of those who left the service in 1921 did so not on account of salary but because of their marriage, or because not wanted and since in 1922 only two left for better positions it would appear that the turn-over
228
is only normal. In view of the experience of 1921 and 1922 it may safely be said that the salary schedule is adequate. It has reasonable holding power.
(b) "Is it sound?" It is sound because it furnishes ineentives toward professional improvement of teachers in service. These incentives apply to principals and supervisors as well as to teachers, and to teachers in High School as well as those in the grades.
(c) "Is it economieal?" It is economieal because just high enough to prevent a harmful turn-over yet not as high as in many cities and towns with a higher per pupil property valuation,-for example, Newton, Welles- ley, Brookline, Springfield. In other words the Norwood schedule is just high enough to prevent towns of its size and class from luring its teachers away. Table IV shows the essential faets in the teacher situation for four years.
Table IV. Withdrawals
1919-31%
Total number of teachers in system 80
Total withdrawals 25
Reasons:
1. Better positions 17
2. Marriage. 4
3. Not wanted 1
4. Other:
a. Health 1
b. Death. 1
c. Did not return from leave of absence. 1
1920-34%
Total number of teachers in system 86
Total withdrawals . 29
Reasons:
1. Better positions 22
2. Marriage. 3
3. Not wanted 4
1921-17%
Total number of teachers in system 89
Total withdrawals 15
Reasons:
1. Better positions 9
2. Marriage 3
3. Not wanted. 3
1922-15%
Total number of teachers in system 100
Total withdrawals. 15
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Reasons:
1. Better positions 2
2. Marriage 3
3. Not wanted. 2
4. Other:
a. Resigned 2
b. Death. 1
c. Retired 1
d. Left profession 3
e. Health 1
(10) Housing Situation
The growth of both Junior and Senior High School enrollment since the former survey presents a changed situation as to housing. If the Junior High School pupils were taken care of elsewhere the Senior High School would shortly require all the space in the building and ultimately an addi- tion. The ground at the rear of the school should be reserved for such use. Meanwhile a double gymnasium and an auditorium should be added. The assembly at the Civic seats but 520 on the floor. In two years the High School enrollment will approach 700.
Now in sixth grade 280
Now in seventh grade 230
Now in eighth grade. 210
720
There is room in the Civic gymnasium for only thirty-eight pupils at a time. This is not space enough for every pupil two periods a week. The time element, too, is a serious handicap under the present arrangement. In inclement weather the handicap upon gymnasium and auditorium use is especially serious. The rental which the Town will need to pay next year,-not less than $6500, capitalized, would go far toward financing the gymnasium-auditorium addition. With evidence such as we now have of the rapid growth of membership in the six upper grades a separate build-
ing for the Junior High School is plainly indicated as the wisest solution of the High School housing problem. This building should be placed on a plot of ground large enough for use as an athletic field for both schools. The Everett School should be abandoned and the entire membership of the Junior High School, now over 600-soon 1000-brought under one roof. It we could imagine the two schools limited forever to their present enrollment the arguments for housing them in a single building would have force, but even now joint use of commercial rooms would be impossible. The Senior High School now needs every foot of space in these rooms and additional space would have to be set apart for commercial work of the Junior High School. This is equally true of the Science rooms and cquip- ment. As the number of students increases, rooms and equipment must
230
expand. It does not necessarily increase the expense to put the additional rooms and the additional equipment in a separate building when, as is plainly evident, the number of students is adequate. Furthermore as to equipment it would not be duplication. The Junior High School pupils require only the simple appliances called for in what is known as First Year Science. They would have no use for the more complicated equipment needed for Senior High School classes, and it is just as well not to have these more expensive things within their reach.
If the present High School shops, drawing rooms, and home economic rooms were not suitable for any other school activities the argument for their joint use by Senior and Junior High School pupils would have force, but a room, if not needed for drawing, may serve for mathematics or any other academic subject. The same is true of a sewing room and of shop space. An auditorium might be used by the two schools in common, but a double gymnasium as proposed in the 1922 school report would soon prove inadequate. These considerations together with those suggested by the School Committee on page 225 of their last report seem to me to eliminate from the case the alternative proposition of enlarging the present High School building to accommodate both schools.
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