USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1927-1929 > Part 32
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1. The Senior High School will graduate approximately 138 pupils and will be required to find accommodations for an entering class from the present ninth grade which has an enrollment of 280 pupils. Probably 260 of these ninth graders will be promoted, making a gain in the Senior High School enrollment of 122. It will be most difficult to accommodate even this number without going on to a double session plan as all classroom space is used up at the present time and home room classes have already been provided for shops, library and other available seating space.
When the present eleventh grade graduates, now totaling 160, the Senior High School will again be called upon to receive the present eighth grade, which includes 257, and to find accommodations for a gain of seventy-five more pupils. This will be an impossible physical task.
The additional classroom facilities for the Senior High School therefore, must be made available to receive the present eighth grade which will enter the tenth grade in September, 1930.
Immediately following this eighth grade comes the seventh grade with the largest enrollment in the whole school system-364 pupils. When this grade enters the Senior High School, 100 additional pupils must be accommodated by way of enrollment gain. About 800 seats will be re-
240
quired for the Senior High School enrollment when school opens in Septem- ber, 1931. The present classroom capacity of the Senior High School is 600 and the addition to be constructed, therefore, should be large enough to take care of 200 pupils.
Table I. Average Day-School Membership for Senior High, Junior High and Elementary, 1912-28
Year
Elemen- tary Grades
Junior High Grades
Senior High Grades
Total
Average Attend- ance
Popula- tion
1912-13
1341
261
105
1707
1618
9,793
1913-14
1447
319
103
1869
1760
1914-15
1484
387
118
1989
1886
1915-16 -
1543
406
148
2097
1984
10,977
1916-17
1573
376
153
2163
2036
1917-18
1718
374
158
2250
2096
1918-19
1631*
519*
188
2338
2202
1919-20
1727
536
198
2461
2329
12,627
1920-21
1872
503
254
2629
2510
1921-22
1826
577
278
2681
2550
1922-23
1902
611
300
2813
2672
1923-24
1975
682
310
2967
2852
1924-25
1985
745
341
3071
2901
14,151
1925-26
2063
802
394
3259
3099
1926-27
2063
803
394
3259
3098
1927-28
1974
816
488
3278
3123
15,065 +
1928-9-20
1834
901
515
3250 ±
Increase in percentages 1912-28
47.2
212.6
364.8
92
93
* 9th Grade abolished.
+ Estimate.
¿ Enrollment.
Since high school classes enroll not over thirty to a division as a means of saving money, the rooms should not be built for more than an occupancy ot thirty pupils, thereby enabling the building of more than six classrooms in the bay and also providing for more than six recitation divisions.
The following cut shows the portion of the main building of the Senior High School which should be completed, namely the two bays on the east side (the right hand side).
Table II. Showing Enrollment by Grades and Losses from Year to Year in Going from Grade to Grade
Grade
Enrollment
Losses Between Grades
Dec. 1|Dec. 1 Dee. 1 |Dec. 1 Dec. 1 Dec. 1 Dec. 1 Dec. 1
1921
1922
1923
1924
1925
1926
1927
1928
1922
1923
1924
1925
1926
1927
1928
Senior High
283
307
319
353
409
444
499
515
57
55
83
69
119
56
96
12
67*
91*
74*
97
103
111
128
138
11
13
10
10
13
7
31
11
102*
87*
107
113
124
135
169
27
22
25
19
47
29
42
10
114*
129
138
143
182
198
202
160 217
19
20
48
40
59
20
23
Junior High
579
628
693
763
821
821
832
901
71
70
36
22
77
53
73
9
148
158
191
222
257
222
240
280
33
28
10
7
44
26
36
8
191
219
232
264
266
266
316
257
21
19
6
11
32
17
19
7
240
251
270
277
298
333
276
364
17
23
20
4
1
10
18
Elementary
1826
1902
1969
2021
2039
2023
1991
1834
23
6
24
11
10
41
18
6
268
293
297
302
334
2861
382
356
7+
1
10
2
18
16
3+
5
286
298
312
336
3041
398
353
347
3
9
10+
121
** 42+
3+
26+
5
286
298
312
336
304₺
398
353
347
3
9
10₸
12f
** 42+
3+
261
4
295
321
326
2921
356
350
321
292
13
11
26
2+
20
20
27
3
334
337
3181
354
370
341
319
290
14
32+
41
2+
41
41
6
2
351
2861
350
368
337
315
296
278
6
17
2
3
16
12
17
1
2921
367
366
340
331
308
295
243
Special
18
29
27
25
25
28
11+
2
2
0
3+
* Small numbers probably due to withdrawals for war industries during years 1916 to 1918.
1 Increases.
Į Membership reduced by increasing entrance age.
** Due to double promotion of bright group in Balch School.
241 ·
242
2. It seems safe to say that the Junior High School situation, after the addition has been completed, will be taken care of for all grades down to and including the first: that is, when the present first, second and third grades become seventh, eighth and ninth grades, even with a possible ad- dition of pupils from St. Catherine's Parochial School, there would be ac- commodations in the Junior High School to provide for them. Grades 1, 2 and 3 at present have a total enrollment of 811. Add to this number, approximately 240 pupils, the enrollment of St. Catherine's Parochial School, who may or may not come into the Junior High School, and we have 1055 as an estimated enrollment for this group of grades. The lowest grade of this group would not be entering the Junior High School until September 1934 and that grade would be the smallest of all as with the enrollment of St. Catherine's School added to it, it would not number over 310.
Grades 5, 6, and 7 on the other hand total 1067, a number larger than grades 1, 2 and 3. It would seem, therefore, taking a study of any groups of three grades together from 1 to 9 in consecutive order, that the Junior High School with its addition will adequately take care of the middle grade situation until 1935 and probably until a later date. In making this oh- servation, an allowance of 10% in growth could be made and this ad- ditional number of pupils still could be accommodated without further classroom need.
3. An analysis of the enrollment in grades one through six should be made by districts. Table IIA shows the enrollment in cach elementary school by grades.
Table IIA. Elementary School Enrollment by Districts, 1928
Enrollment by Grades
School
1
2
3
4
5
6
Special Class
Total
Balch
89
120
105
127
115
109
15
680
Beacon
27
19
28
15
27
34
13
163
Guild
31
32
57
66
90
110
386
Shattuck
21
29
25
32
59
38
204
East
26
25
51
Winslow
20
26
75
52
56
65
294
West
29
27
56
Totals
243
278
290
292
347
356
28
1834
EIGHT . CLASSROOMS Pruned by Septemb- 1930
SENIOR HIGH SCHOOL
244
Comments
Balch School:
Had it not been for a very small first grade this school would have reached its capacity this year. The small first grade, however, will make it possible to gain one room in this building by forming a combination of second grades so that there should be no inconvenience due to erowding when school opens in September, 1929. It should be recalled, however, that twenty-five, fifth and sixth grade pupils from this school are being sent to the Guild because of lack of classroom space for them in their own school district. This situation would not be true here when grades two and three or one and two become five and six grade groups. It is apparent, there- fore, that relief given to the Baleh Sehool in sending pupils to a new build- ing on the east side would take care of the classroom demands in this distriet adequately over a period of five to seven years.
Beacon and Guild:
These two schools come under one principalship. At the Beacon, the second and fourth grades were so small that it was necessary to split the third grade and make a combination second and third grade and another combination comprising third and fourth grade pupils. Making such combination grades is undesirable but it is necessary in a situation of this kind from a standpoint of economy. The sixth grade at the Beacon School was also a sınall group at the beginning of the year but was added to by the transfer of sixteen, sixth graders from the Shattuck School. By making these arrangements it was possible for the Superintendent to vaeate one room in the Shattuck and save the time of one teacher. The teacher was transferred to the Balch School to fill a vacancy, eaused by resignation.
The Guild School is about completely occupied. While the second grade at the Guild is small, it will be enlarged by the addition of twenty-five second graders from the East as the East School is but a two-room building and all of the pupils after completing the second grade there, enter the Guild for their third grade year.
Shattuck and East:
This joint principalship is the only one under which the sehool buildings are not filled practically to eapaeity. The first three grades at the Shattuck and the two at the East show small enrollments. It has already been stated that it was possible to close up one room at the Shattuck School by the transfer of a few pupils to the Beacon Sehool. It is apparent that these two schools will continue to show small enrollment since St. Cathe- rine's School happens to be in the same school district.
Winslow and West:
Fortunately only twenty, first graders appeared for registration this fall at the Winslow School. At this building it has been necessary to use a teachers' room which has been made over into a small classroom aceom-
245
modating just twenty pupils. This has been used as a first grade room for the past two years. The West School transfers its pupils after two years to the third grade at the Winslow, that being the reason why the third grade at the Winslow is so much larger than the second in that school.
Under the redistricting that will have to occur in the near future, it is probable that the Winslow School will be the first point where relief will be necessary. This will be brought about by bringing part of the territory now the Winslow district into the Guild district. A particularly large entering first grade in the fall cf 1929 will necessitate a combination class in this school make up of first and second graders. This is the most un- desirable grade combination of all.
Special Classes
In the School Committee's report of last year this topic was rather briefly mentioned. Through the work of the Health Department and examinations given by the State Psychiatrist, Dr. C. B. J. Schorer, it has become quite apparent that Norwood must do considerable additional work in taking care of pupils now in regular classes who should be assigned to special or "opportunity" classes, not only in grades one to six but in the Junior High School as well.
We requested Mr. Arthur B. Lord, Supervisor of Special Schools and Classes of the State Department of Education, to make a survey of the situation here. Report of this survey follows:
THE COMMONWEALTH OF MASSACHUSETTS
Department of Education
Boston, December 5, 1928.
Mr. Leonard W. Grant, Superintendent of Schools,
Norwood, Massachusetts.
My dear Mr. Grant:
I spent a very interesting day in surveying the needs of Norwood in connection with the establishment of additional classes for the education of the mentally retarded children. It is quite evident that you have an especially fine opportunity for doing an outstanding piece of work in this field.
I visited the junior high school noting the two basement rooms which might be used for this work. I also visited the various shops where vo- cational and handwork are carried on. I visited the two special classes which have already been established at the Balch and Beacon Schools. I also inspected the vacant room at the Shattuck School.
I was interested to note that many of the pupils in the Balch and Beacon classes are pupils of junior high school age (chronological). I then checked
1
246
over the cards which gave the report of the clinical examination. My investigation leads me to the following conclusions:
There are twenty-two children whose ages and progress justify special class advantages in the Balch School. It does not seem practical to transfer these children elsewhere. A school the size of the Balch School should un- questionably have special class advantages as a part of its program.
From the experience of the Department we are firmly convinced that the special class should, wherever possible, be in a school building with normal children, and so far as is possible the special class children should be a part of the school life, having the advantages of the supervised play with normal children during recess periods, and participating in assemblies and other school activities. These children are all children who in adult life will be citizens in the community and who have the ability to become self-supporting, self-respecting members of the community and respected by their neighbors. We believe whether they do or not depends to some extent on the training which we give them.
I am wondering if, through a decrease in the enrollment in the regular classes at the Balch School, it would not be possible next year to have available one of the regular class rooms. If this could be worked out an additional teacher could be employed, a part of the group being placed in such a room where there would be ample space and an adequate program of handwork and physical education. The other group might occupy the present library room where they could have their academic work changing places with the first named group for their handwork and physical education. In this way, with one large room and the smaller room, I believe, a very adequate program could be developed.
The room at the Shattuck School would be ideal for a special class as there is ample room for the activities which require considerable space. However, the fact that nearly all of these pupils would require transporta- tion makes the opening of a class there somewhat of a problem.
My investigation revealed the fact that there would probably be thirteen pupils in the special class at the Beacon School. If some arrangement could be made in that building for them to have a little more room for an extension of their program in handwork, and physical education, probably the room now in use would meet the needs of the class for academic in- struction.
In the junior high school and in the grades there appear to be thirty-two pupils who should be in special class work with boys and girls of their own chronological age. They range in age from twelve to sixteen. I believe these pupils should be in special classes in the junior high school. The plan which I should recommend is that the Town employ one teacher of academic work. Mr. Davis can arrange a program of studies so that this teacher would have a group of fourteen or fifteen pupils for instruction half of the day. The other group, during this time, would be carrying on their program of physical education or handwork in the various shops
247
with other boys and girls of their own age. For the second half of the day the groups would change places.
In this way, with one additional teacher, you would be able to care for two special classes. The plan would have the added advantage of bringing these boys and girls in contact with the other boys and girls of their own age in their handwork classes. Placing these classes in the junior high school would also give them the advantages of programs in physical edu- cation and extra-curricular activities of the school.
Very few of these boys and girls will complete the academic requirements of the junior high school. With a program of work, as mentioned, measured according to their ability and with the requirement for successful accomp- lishment of each task assigned, I think they will develop habits of success and receive training both of the hand and the eye that will go far in de- veloping them for successful citizenship. I believe responsibility for such training should be a part of the junior high school program.
I was very much pleased to find such a cooperative attitude on the part of all of your teachers and principals in considering a solution of this problem.
With a financial expenditure considerably less than is necessary in some communities I think Norwood will be able to do a superior piece of work. I should be very glad at any time to give you any assistance that is possible.
Very truly yours, (Signed) A. B. LORD, Supervisor of Special Schools and Classes.
In addition to these statements, given in Mr. Lord's letter, he reviewed the examinations of all pupils who seemed to come under the classification of needing "opportunity" class work and designated just how these as- signments should be worked out. This mass of detail and list of names need not be included in our report.
Buildings and Grounds
Our present plan for repairs on buildings and work on grounds has for the past three years been completed in large part by the school janitorial force, under the direction of a supervising janitor. There has been ma- terial saving in expenditures under this plan as the cooperative method of moving janitors from one school to another for work during vacations was not in operation previously and all repair jobs were assigned to outside contractors.
It is the policy of the School Committee to improve as rapidly as possible the appearance and utility of school grounds. Such work cannot be at- tempted all at one time due to expense, but a substantial amount of im- provement will be obtained each year until the school grounds are made satisfactory recreational centers.
.
248
An example of the School Committee's efforts along this line is shown at the Shattuck School. With the assistance of Mr. F. E. Tibbetts of the Norwood Housing Association, a plan has been drawn up which calls for improvement under content of four separate projects, one of which and part of another have already been completed. Additional work will be done upon the Shattuck grounds during the spring of 1929. The following cut shows the proposed layout for the completion of this work: Insert Cut of Shattuck School Grounds
Junior High School
The School Committee believes that the plans arranged for, in respect to the addition to the Junior High School, will meet all of the educational requirements for these grades and make for efficient use of all types of rooms.
Professor Jesse B. Davis was employed by the Junior High School Ad- dition Building Committee as educational consultant on the plans for the erection of this addition. His report, made to the building committee, was received and approved by the School Committee. A few excerpts from this report follow:
"In planning an addition to an old building it is essential that we plan a complete plant to properly house the program of studies for a certain number of pupils in just the same manner as we would if we were planning a new structure. An addition to a junior high school does not mean merely the adding of a certain number of rooms with a fixed number of seats to accommodate a given number of pupils. The junior high school program of studies includes a wide variety of activities and the completed plant must house a balance program for the entire group. Therefore, our procedure has been to plan a schedule of rooms to house an approved pro- gram of studies for one thousand to eleven hundred pupils. Then we have assigned to the old structure all of the activities which can so be placed to the greatest advantage. Subtracting these rooms from the complete schedule leaves the schedule of rooms needed in the proposed addition.
"The program of studies assumes that the 'bell schedule' of daily periods will provide for a 'home room' period of fifteen or twenty minutes duration at the beginning of the day for opening exercises, teaching of morals and manners, for guidance and personal conference following scholarship re- ports. Then will follow six periods of fifty to sixty minutes duration to provide for directed study and individual instruction by the teacher of the subject.
"The program also assumes that each teacher will teach not less than five regular classes each day. So far as possible the regular classes will be assigned on the basis of thirty-five pupils to the section. This is the pre- vailing standard of practice. It will also be expected of each teacher to supervise one club or other form of pupil activity during the week, and do her share of study hall or other routine duties.
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250
"Attention of the Committee is called to 'try-out' courses of twelve weeks each in the eighth grade for the purpose of 'trying out' the pupils to determine their interests, aptitudes, or abilities, or the lack of them be- fore they make a definite choice of a curriculum as they enter the ninth grade. Here they may more wisely select the 'elective' group which they will carry on through the Senior High School.
"The Complete Schedule of Rooms
"This program of studies calls for the following schedule of rooms:
Subject
Type of Room Classroom
Number
English
6
Mathematics
6
Social Studies
5
Foreign Language
2
Business Training
66
2
Special English, etc.
66
1
Study Hall
66
1
Total Classrooms
23
General Science
Laboratory
2
Library
Library Room
1 (Room 200)
Music
Small Auditorium
1
Art
Special Rooms
2
Sewing
66
2
Cooking
66
2
Boys' Shop
2
Printing
2
Mechanical Drawing
66
1
Gymnasium Į
=
2 (Double)
Opportunity Classes
66
60
2
"This schedule calls for a grand total of 42 rooms for instructional pur- poses. It also calls for 40 teachers not counting the principal. To this, of course, must be added the necessary rooms for administration, wardrobes, toilets, storage, lockers, baths, offices, etc. Our concern in this report has to do mainly with the essential rooms for instructional purposes.
"Rooms Assigned to the Old Building
"Third Floor
Type of Room Number
General Science Art
2
2
Mechanical Drawing 1
Classrooms 3
Assembly
251
Second Floor
Library
1 (Room 200)
Classrooms
6
First Floor
Offices
2
Sewing
2
Classrooms
4
Basement
Boys' Shop
2
Printing
2
Cooking
1
Opportunity Classes
2
' "Required in Addition to Building
Type of Room
Number
Classrooms
10
Cooking Room
1
Study Hall
1
Music Room and Office
1
Gymnasium
2 (Double)
Assembly Hall
1
Lockers and Baths
2
Offices for Gym Directors
2
Dressing Rooms, storage, toilets, etc.
"Essential Changes in the Old Building
"In order that the whole plant when complete will be a balanced Junior High School, it is essential that certain changes in room equipment be made in the old building. The most important of these changes are the ollowing:
1. Room 200, originally planned as the school library will be restored to its original purposes. It is recommended that the list of books prepared by the State for Junior High School be purchased and placed in this room. One-half of the room can be equipped as a library and the other half re- tained for study hall purposes. A librarian should be employed.
2. The classes in Sewing should be given two rooms on the first floor and fully equipped.
3. The two proposcd 'Opportunity' classes can then be placed where the present sewing classes are. These rooms should be equipped to meet the peculiar needs of these pupils.
4. The Art classes have been assigned to two rooms on the third floor. One of these rooms will have to be fully equipped.
5. The Mechanical Drawing will be changed to a room on an upper floor with better light.
6. The present Mechanical Drawing room is to be equipped as a second Printing Shop.
7. A second room on the third floor should be equipped as a General Science room adjoining the one now used for that purpose.
Table III. Analysis of Cost of Schools
Year
Teachers' Salaries
Other Salaries and Wages
Supplies, Books and Other Expense
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
191€
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
160,182.92
1921
133,200.47
22,756.07
20,857.41
14,880.31
7,954.63
199,648.89
1922
156,304.31
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