USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1927-1929 > Part 11
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Moved away
6
Miscellaneous
24
Total 119
Junior High:
Gone to work
44
Moved away
28
Miscellaneous
5
Total
77
Elementary :
Moved away
10
Special:
Left on 16th birthday
2
Analyses of records were not made this year due to the fact that the demand on the clerical force has been unusually large during the last three months for the preparation of the special material called for in the report of the experts. However, from Table II it will be seen that the number lost from the Junior and Senior High Schools was much smaller than the year before. In 1926 the loss from the Senior High School was 119, whereas in 1927 it was only 56; in 1926 the loss from the Junior High School was 77, whereas the loss during the current year was only 53. This may be accounted for by the fact that it has been more difficult to find employment and therefore a greater inducement to remain in the school system.
Estimated Junior and Senior High School Requirements for the
Next Five Years: Estimate requirements must necessarily shift from year to year- because of the changing conditions as these present themselves in actual situations as they arise. How- ever, such estimates are useful; and for the nearby years they are absolutely necessary in order to make plans for teachers, seatings and the adjustments between districts and between the several parts of the system. This estimate shows that from all of the facts pre- sented and inquiries made the class coming into the Senior High School will be larger than before and that an increase of about 100 will have to be provided for there. It also seems obvious that an increase of about 50 will have to be arranged for in the Junior High School.
Increasing Cost of Operation: A careful study has been made of the cost of operation, both direct and indirect. These analyses are
189
shown as Tables IV to VII inclusive. Comparisons of these costs are made in terms of percentages mentioned in the report of the experts. From the tables shown below it will be seen that the in- creases in salaries have been very large when extended over a period of 15 years; but that at the present time the salary schedules have been stabilized at a point found necessary in order to protect the system against too great a loss of teachers going to other places where higher salaries are paid. A comparison of cost per pupil with other towns having about the some population is shown in Table VIII. The comparisons made in the report of the experts are on the basis of valuation per pupil instead of popula- tion. Both of these indicate that the elementary school costs are about the same for Norwood as in other towns in the same popula- tion class but not in the same valuation class.
Since the new Senior High School was built the cost to the town has increased. The increase in the cost to the town per pupil has been partly due to the fact that this school building is one which provides all of the general facilities needed for a much larger school-in fact, adequate for a school of 1800 pupils, or a town more than twice the size of Norwood. As classrooms are added to the structure, this overhead cost per pupil will be correspond- ingly reduced.
School Building Needs: The school building needs are fully gone into in the special reports mentioned. The estimates heretofore made have been based on a five-year perspective. This did not bring into the picture all of the elements which should be considered when planning a program that would finally reach every part of the system. Dr. Davis in his report has taken a fifteen year per- spective, having in mind establishing an average outlay from year to year in order to meet the present and prospective require- ments until the whole system would be developed to meet the demands of every section of the town. From his report it would seem that an average expenditure of about $100,000 a year would be required in order to fully equip Norwood with buildings and educational equipment-in which it is contemplated that ultimately the antiquated buildings would be done away with and every grade of pupils would be adequately housed. This plan carries with it an assumption of growth, viz .- that at the end of fifteen years Nor- wood would be a community of 22,000. In case the community grows faster than is estimated it is obvious that the building needs would be correspondingly enlarged. It appears, however, that val- uations have increased more rapidly than has the population- although it has not, during the last ten years, kept up with the increase in school registration; assuming that the school registra- tion is going to reach a point at which increases in pupils to be
ANALYSIS OF COST OF SCHOOLS
Year
Teachers' Salaries
Other Salaries and Wages
Supplies, Books and Other Ex- pense
Heat, Light and Power
Repairs and Replacements
Total
1914
$43,960.58
$8,500.72
$6,861.67
3,890.58
$3,939.02
$67,152.57
1915
52,681.70
9,719.99
6,444.59
4,167.58
3,533.51
76,547.37
1916
55,499.33
9,873.30
7,816.06
3,726.00
2,819.31
79,734.00
1917
61,831.56
9,938.22
9,037.36
5,022.82
4,139.13
89,969.09
1918
63,680.58
11,999.32
8,367.61
8,516.41
4,000.37
96,564.29
1919
73,134.10
14,812.65
12,103.19
10,822.53
4,432.19
115,304.66
1920
108,152.15
20,528.69
15,328.19
13,305.89
8,878.00
166,192.92
1921
133,200.47
22,756.07
20,857.41
14,880.31
7,954.63
199,648.89
1922
156,304.31
25,144.95
21,050.74
11,701.55
8,911.13
223,112.68
1923
168,248.24
25,374.72
22,889.99
15,740.34
9,462.22
241,715.51
1924
175,831.65
28,127.86
25,118.79
15,006.69
13,147.34
257,232.33
1925
178,441.88
30,907.42
28,137.75
13,428.74
14,500.44
265,416.23
1926
200,267.80
34,119.15
29,221.12
18,268.31
11,353.70
293,230.08
1927*
217,428.00
45,290.00
31,825.00
15,750.00
17,460.00
327,753.00
1927%
66%
14%
10%
5%
5%
100%
5 year aver. %
67%
12%
10%
6%
5%
100%
Figures based on appropriation.
190
ANALYSIS OF COST OF SCHOOLS
Year
Teachers' Salaries per Pupil
Other Salaries and Wages per Pupil
Supplies, Books and Other Ex- pense per Pupil
Heat, Light and Power per Pupil
Repairs and Re- placements per Pupil
Total Average per Pupil
1914
$22.27
$4.31
$3.48
$1.96
$2.00
$34.02
1915
25.93
4.78
3.17
2.05
1.74
37.67
1916
24.38
4.34
3.43
1.64
1.24
35.03
1917
25.96
4.17
3.79
2.11
1.74
37.77
1918
26.42
4.98
3.47
3.53
1.67
40.07
1919
29.80
6.04
4.93
4.41
1.81
46.99
1920
42.12
7.99
5.97
5.18
3.46
64.72
1921
48.95
8.36
7.67
5.47
2.92
73.37
1922
56.35
9.06
7.59
4.22
3.21
80.43
1923
58.00
8.75
7.88
5.43
3.26
83.32
1924
57.85
9.25
8.26
4.94
4.32
84.62
1925
56.29
9.75
8.88
4.24
4.57
83.73
1926
59.89
10.20
8.74
5.46
3.40
87.69
1927*
65.45
13.63
9.58
4.74
5.26
98.66
1927%
66%
14%
10%
5%
5%
100%
5 year aver. %
67%
12%
10%
6%
5%
100%
Figures based on appropriation.
191
ANALYSIS OF COST OF SCHOOL
Year
Teachers' Salaries per Teacher
Other Salaries and Wages per Teacher
Supplies, Books and Other Ex- pense per Teacher
Heat, Light and Power per Teacher
Repairs and Replacements per Teacher
Total
1914
$610.56
$118.07
$95.30
$54.04
$54.70
$932.67
1915
711.91
131.35
87.09
56.32
47.75
1,034.42
1916
730.25
129.91
102.84
49.03
37.10
1,049.13
1917
803.01
129.07
117.37
65.23
53.75
1,168.43
1918
816.41
153.84
107.28
109.18
51.29
1,238.00
1919
850,40
172.24
140.73
125.84
51.54
1,340.75
1920
1,215.19
230.66
172.24
149.50
99.75
1,867.34
1921
1,332.00
227.56
208.58
148.80
79.55
1,996.49
1922
1,488.61
239.48
200.48
111.44
84.87
2,124.88
1923
1,587.25
239.38
215.94
148.49
89.28
2,280.34
1924
1,584.07
253.40
226.30
135.20
118.44
2,317.41
1925
1,499.51
259.73
236.45
112.85
121.85
2,230.39
1926
1,552.46
264.49
226.52
141.61
88.02
2.273.10
1927*
1,684.49
351.09
246.71
122.08
135.35
2,540.72
1927%
66%
14%
10%
5%
5%
100%
5 year aver. %
67%
12%
10%
6%
5%
100%
Figures based on appropriation.
192
COST ANALYZED BY CLASSES OF SCHOOLS
YEARS
1924
1925
1926
1927
Classification
Amount
Average
Amount
Average
Amount
Average
Amount
Average
Direct Cost:
Teachers' Salaries Elementary
$175,831.65
$1584.07
$178,441.88
$1499.51
$200,267.80
$1552.40
$217,428.00
$1685.49
105,287.00
1525.90
102,086.54
1437.84
107,764.66
1496.73
113,080.00
1570.56
Junior High
38,429.46
1601.23
40,846.14
1512.82
47,419.40
1580.65
53,200.00
1773.33
Senior High
32,115.19
1784.18
35,509.20
1690.91
45,083.74
1669.77
51,148.00
1894.37
Indirect Cost: per Teacher
81,400.68
733.34
86,974.35
730.88
92,962.28
720.64
110,325.00
855.23
Direct and Indirect Cost
$257,232.33
$2317.41
$265,416.23
$2230.39
$293,230.08
$2273.10
$327,753.00
$2540.72
Total per Teacher: Elementary
$2367.11
Junior High Senior High
$154,005.00 56,205.26 47,022.07
$2231.89 2341.89 2231.96
$151,818.08 60,780.32 52,817.83
$2138.28 2251.12 2515.13
$157,787.11 69,436.88 66,006.09
$2191.49 2314.56 2444.67
$170,431.56 80,201.16 77,120.28
2673.37 2856.31
Total per Pupil:
Elementary
$85.60
Junior High
$154,005.00 56,205.26 47,022.07
$77.95 82.53 151.68
$151,818.08 60,780.32 52,817.83
$76.48 81.58 154.89
$157,787.11 69,436.88 66,006.09
$76.52 86.47 167.53
$170,431.56 80,201.16 77,120.28
96.40
Senior High
154.55
193
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served will not be larger than population, it is obvious that the increase in valuation will take care of the school building require- ments without increasing the tax rate.
Table VIII. Comparison of Expenditures by Massachusetts Towns from State Report, 1927
Towns
Expenditure per Pupil
All Pupils
Valuation per Pupil
Tax Rate per $1000
High
Elementary
Amount
Rank
Amount | Rank
Wellesley
$166.32
$127.76
$140.26
1
$16,305
2
$21.00
Brookline
150.34
107.12
120.80
2
27,120
1
21.30
Watertown
139.58
70.07
82.58
38
9,201
17
32.00
Arlington
146.65
85.42
94.51
14
9,751
12
31.00
Framingham
126.03
66.39
78.26
52
7,115
36
34.40
Greenfield
142.78
74.41
88.18
30
7,285
35
29.60
Winthrop
118.28
62.87
74.29
65
7,546
32
27.00
Methuen
88.88
67.36
71.91
69
5,641
58
40.60
Weymouth
100.47
65.51
73.45
67
9,454
15
23.25
Southbridge
102.05
70.84
77.56
55
8,087
26
35.40
Milford
94.68
55.56
64.16
77
5,284
66
31.00
W. Springfield
155.68
80.37
94.74
15
8,231
24
30.00
Webster
114.35
68.78
90.67
26
9,666
14
33.50
Plymouth
114.01
93.76
96.73
12
10,539
11
24.00
Wakefield
142.40
64.68
85.43
33
6,537
45
35.60
Clinton
119.44
65.38
79.95
45
8,462
23
24.00
Adams
113.93
68.22
80.75
41
8,091
25
28.30
Norwood
144.92
83.98
95.13
13
7,878
28
28.20
Easthampton
113.87
76.97
89.59
28
9,058
18
28.00
Danvers
93.39
72.34
83.77
36
5,958
50
36.00
Natick
107.87
64.64
73.97
66
4,246
75
50.40
Saugus
120.76
56.29
69.95
72
4,375
73
41.00
Dedham
110.37
64.93
77.85
54
7,081
37
32.00
Belmont
137.67
73.41
82.41
39
8,966
19
31.25
Braintree
124.43
73.25
80.53
43
6,829
40
32.80
Winchester
137.55
81.17
93.53
19
14,021
5
26.80
Northbridge
119.12
71.26
80.07
44
5,182
68
27.00
Amesbury
111.96
76.81
98.73
10
9,218
16
31.60
Attleboro
113.80
76.82
82.63
20
6,188
35
35.40
Walpole
116.41
71.28
88.36
29
7,641
31
30.40
Mansfield
176.19
61.30
82.14
40
5,849
53
34.40
Averages
124.65
74.16
86.22
8,607
31.20
Average expenditure per pupil for the whole state is $94.15.
Questions Raised by Citizens About Our School System and Its Operation: Two very closely related questions have been asked time and again about our school system and its operation. Although variously phrased, this is their meaning: (1) Is our school system adapted to the needs of the town? (2) Are our schools being efficiently managed? An answer to these basic questions re-
195
quires (a) that we get clearly before us a picture of the kind of community our schools are to serve; (b) the kind of school system now in operation; and (c) such facts as will enable us to think about educational results.
These are subjects that are gone into in the special reports of Dr. Davis and Professor Blair and have been discussed in the local press. However, there is one aspect of the question of efficiency that has not been discussed by them which seems de- serving of mention, namely: The question as to whether the school system is keeping boys and girls in the High School who could better be occupied in lucrative vocations. This is a question which has been seriously raised and a serious attempt has been made to find out what the facts are. With this end in view, an analysis was made of all of the elements entering into the problem as it presents itself in the Senior High School. Being a town with a mixed population in which there are many elements, having dif- ferent cultural and social backgrounds, it seemed desirable in the first place to make an analysis by national groups, and then to apply educational tests within each of these groups to ascertain whether or not the school system is reaching each group.
Effectiveness of Instruction as Measured by Averages in the Study of English: Applying our first test (what of the results of instruction in English in each of the several race groups) it appears that as a whole, those whose parents came from non-English speaking countries do not suffer by comparison. On the whole their averages are higher in English than are the averages of pupils of English speaking groups-including the United States, Canada, England, Ireland and Scotland. For example, the averages for the English speaking groups in English studies are as follows: United States 77%, Canada 77%, England 76%, Ireland 74%, and Scotland 76%; whereas the averages in English study for North and Central European groups were as follows: Austria 78%, Fin- land 78%, Germany 75%, Hungary 84%, Latvia 91%, Lithuania 76%, Norway 78%, Poland 78%, Roumania 87%, and Russia 78%. The lowest averages are found in the Italian group.
The Test of Teaching Methods as Measured by Results in Four Major Studies: Broadening our inquiry to extend to the four major subjects of the student, the results are still more striking. The general averages for the English speaking groups are: United States 77%, Canada 77%, England 79%, Ireland 74% and Scotland 79%; whereas for the North and Central European groups the gen- eral averages for the four major subjects are: Austria 79%, Finland 81%, Germany 78%, Hungary 87%, Latvia 91%, Lithuania 80%, Norway 80%, Poland 79%, Roumania 86%, Russia 82%, and Sweden 77%. In these subjects the language handicap would not
196
be so apparent. It would seem that when both language and gen- eral group averages in the non-English speaking national and race groups are equal to or above those of the English speaking groups, it would seem that the system is fairly well adapted to the prob- lem in hand-from the elementary grades up through the Junior High School as well as in the Senior High School itself.
The Test of the Highest Quartile: Another interesting basis of comparison is found in studentship averages and the proportion of pupils in the highest fourth in each group. Using the same basis for comparison, the studentship averages for the highest fourth in the English speaking group are: United States 87%, Canada 87%, England 85%, Ireland 87% and Scotland 92%, the averages of the highest quartile in the North and Central European groups men- tioned above are: Austria 86%, Germany 89%, Hungary 91%, Lata- via 91%, Lithuania 86%, Norway 85%, Poland 85%, Roumania 86%, Russia 87% and Sweden 87%. While the studentship aver- ages do not differ widely in the highest fourth, as is shown, there is a very interesting basis of comparison when we take the per- centage of the total number who are in the highest fourth. For the United States, a fraction short of 25% are in the highest fourth, Canada 30%, England 37%, Ireland 14%. The average of all the English speaking groups in the highest fourth is 22%. The average of all the North and Central European groups in the highest quartile is 40%.
A Challenge Offered: In the South European group, Italy is out- standing as having no one in the highest quartile. This fact clearly indicates that inquiry should be made to determine whether this failure has been due to the system (in not supplying methods adapted to getting hold of the South European group) or that failure is due to inherited defects and social traditions.
Other Questions Raised About the School System: There are va- rious other questions raised about the school system. Some of these are financial; others have to do with certain aspects of the social and community problems. Questions bearing on the cost of education, the recent rapid increase in this cost, how our cost in education compares with that of other communities, etc., will be left for consideration in other annual reports.
As bearing on the educational and community problem, how- ever, brief mention may here be made of three more pertinent in- quiries: (1) are we giving undue prominence to athletics and other extra-curricula activities; (2) should we spend money to educate our foreign born adults; (3) is the method of handling the back- ward and mentally deficient children in the schools one which should be continued or should the method be changed.
197
Is Undue Prominence Given Athletics and Other Extra-Curricula Activities? In adopting a "comprehensive system" for public school instruction, the School Committee has followed the judg- ment of experts as to what is best adapted to achieve the social purpose of education. Education today means training for health, training for character, training in cooperation (leadership, follow- ership and group discipline), training in judgment as well as training in language, history and mathematics and sciences. No part of school activities contributes more to health habits, char- acter formation, cooperation and judgment and the development of capacity for leadership than sports and other extra-curricular activities-if these are brought under adequate supervision and made a recognized part of a larger cultural program. There is always grave danger that the public interest in major sports may give to these such an importance as to make the educational inter- est subservient to a sporting element or local betting ring. The School Committee has sought in every way to give to every boy and girl in Norwood the best possible training opportunities and to make each part of the system complementary. The Athletic Association was retained, but every feature of organized sports is subject to approval of the school authorities-including supervision and control of funds. We have been more than fortunate in having and retaining the services of a physical training director who has the highest of ideals and a capacity for inspiring sportsmanlike conduct as well as fidelity to the general school program. The rules laid down are such as to put a premium on scholarship as well as "Character." The School Committee has laid down higher scholarship requirements even than those recommended by the Massachusetts Master's Association. We seek to encourage 100% participation and a high percentage in competition for places on the squads. Results speak for themselves. Since bringing the sports under stricter control, increasing numbers have participated in "try-outs," and the average scholarship of members of teams has been materially raised. Last year there were seven honor men on the football and baseball squads. At the same time the school developed an unbeaten football team and a championship base- ball team.
The conclusion that clean sport and a high standard of scholar- ship are not incompatible with success in athletics has back of it an unusual record. The football team has not been beaten since the middle of the season in 1925. Another interesting develop- ment has been a strong sentiment in favor of ice-hockey. Sixty boys have indicated a desire to enter this sport if suitable playing surface can be found for the game.
198
Should We Spend Public Money to Educate Foreign Born Adults? The fact is that Norwood (due to its industrial situation) has held out inducements to large groups of persons born abroad-many of whom were wholly without educational opportunities. The industries have welcomed, even sought for, illiterate persons to come here and settle. Due to this fact Norwood has had a very high factor of illiteracy. This does not mean that those who come here in such circumstances are not desirable; nor does it mean that the children of these foreign born parents from whatever country they come, will not make good citizens. However, the upbringing of children and the making of citizens is a matter in which parents and teachers must share. It is an interesting fact that the teachers of Norwood, and especially the principals of the several schools, have established relations of mutual confidence and cooperation between the parents and the schools. Our district principals have become important factors in the life of the school districts-as have also the Director of Americanization, the school nurses and physicians and the Superintendent. Our Parent-Teacher Associations are doing splendid work in each of the districts. The best cooperation can come about only when the parents are able to speak English; and the ability of a person of foreign extraction to get along and establish himself in the community depends very largely on his capacity to read and write and do simple problems of arithmetic. One of the outstanding features of our own school system is the evening school for adults. We now have an attend- ance of 276-instruction being under a special director-one-half of the cost of this work being paid by the State.
Our Method of Handling the Backward and Mentally Deficient Pupils: Perhaps no subject has caused more criticism than has this. The School Committee, however, have pursued the policy recommended by the State Department of Education. In Bulletin No. 7 of the current year the following recommendation is found: "Children in classes for retarded will become in adult life mem- bers of the community. It is the opinion of the Department that they should associate in school life and play with normal children. They should attend and participate in general assemblies, athletic events and other school activities."
Members of the School Commitee as well as the Superintendent have made careful observations of the playground activities, where such classes are present; and this is the unquestioned conclusion reached-that the children do not preserve their room formations while on the playground. Children at undirected play naturally drift into friendly and neighborhood groups, so that the backward and mentally deficient join brothers, sisters and those friendly dis- posed. It it the joint responsibility of teachers and parents if
199
unfriendly conduct develops and harsh comments are made in the social bicker of children in districts where special classes are formed.
As the matter now stands, we have two separate classes called "special"-one located in the Balch School and the other in the Beacon School. These schools were selected for geographical reasons. The Balch School is the center of the largest population of the south side; the Beacon is in the most nearly central part of the north side. We have not as yet, however, found adequate facilities for handling the same problem in the Junior High School. It is our hope that when the system is better supplied with housing "opportunity" classes can be formed in the higher grades.
A STUDY OF THE SCHOOL BUILDING SITUATION IN THE TOWN OF NORWOOD By JESSE B. DAVIS and HERBERT BLAIR
Boston University School of Education
203
A STUDY OF THE SCHOOL BUILDING SITUATION IN THE TOWN OF NORWOOD
Each school building has been visited and inspected as to its location, condition, adaptability to modern education, and possible future service. Data has been secured with respect to the present enrollment, expected increase in attendance, and efficiency of ad- ministration as to the housing of the pupils and provision for instruction.
Map studies have been prepared showing the home location of all pupils now enrolled in (1) the Senior High School, (2) the Junior High School grades, (3) grades, 4, 5, and 6, and (4) grades 1, 2, and 3. To aid in diagnosing the situation a map has been prepared showing the location of all of the new homes built during the years 1925, 1926, and 1927. Also to give some indication of the future needs of the primary schools a sixth map has been made showing the home location of all of the children born during the past five years.
From the reports and studies already made by the superintendent and principals, all essential information has been secured to show the growth and demands for housing during the past fifteen years and the immediate future. Every possible aid has been rendered most efficiently by the superintendent and his assistants. The situation with respect to each building will be taken up in the following order: the Senior High School, the Junior High School, and the elementary schools.
The Senior High School Building
At present this building is very naturally the pride of Norwood. Wherever I meet a group of educators or meet with a building committee to consider a building program, I always hear very complimentary things said of the Norwood Senior High School.
Its reputation has very justly spread through New England. It is to be regretted that the plan for the auditorium and other fea- tures so essential to a complete school were not secured with the . first appropriation. It is proverbially true that when this is not done, the plant is not completed until all other local demands are met. By that time the building is apt to become old, and the en- thusiasm for completing it has been lost. It is to be hoped that Norwood will not repeat this procedure and permit the present situation to continue long.
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