USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1895 > Part 13
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21
E- SCHOOL DEPARTMENT.
The air is discharged into each room at the height of about 8 feet from the floor, foul air being exhausted at the floor level and carried to four large main upcast shafts, whence it is discharged into the outer atmosphere.
Placed as it is, between the old High School at one end and the Library and City Hall at the other, it was necessary to adapt the dimensions of the building to some extent to the situation, and to avoid damaging the light of either the old or new school building by too close proximity. These considerations made it necessary to make the classrooms somewhat less as to their length east and west than would otherwise have been the case.
At present there are accommodations for 541 pupils within the building. It will be possible by a closer seating (not closer than used in some other well-known cases) to increase this number to about 700.
ORGANIZATION OF THE ENGLISH HIGH SCHOOL.
In organizing the English High School and determining its courses of study, the object has been to make the scope of its work broad enough to meet the wants of all classes of our citizens. It is the people's school. The majority of its pupils, from choice or necessity, will complete their formal education within its walls. Their needs are as varying as their tastes and their future occupations. The demands of technical and normal schools, of mercantile and mechani- cal pursuits, of scientific and home life must be met. All need the training which observation, study, thought, research, experiment give. All need to have developed within them the love of learning, the self- reliant spirit, the power of original investigation, tastes and aspira- tions for what is pure, refined, and beautiful, and above all, that moral force of character that shall make them noble men and women, respected and useful in the community in which they live.
To secure these ends the courses of study have been made broad and varied and the instructors chosen, men and women of culture and experience, worthy of respect and confidence, quick to sympathize and ready to help, full of enthusiasm for their special work, able to inspire and lead to high purpose and achievement.
Conscious that the success of the new school depends largely on the character of its principal, the committee in charge sought for that
22
ANNUAL REPORTS.
position a gentleman and scholar possessed of executive power, tact in management, ability to instruct, and personal qualities that should win confidence and esteem. From a multitude of candidates whom they visited and interviewed, they selected Charles T. C. Whitcomb, Principal of the Wakefield High School, who was elected Principal of the school on the 29th of April.
Mr. Whitcomb was born in Thomaston, Me., in 1861. He was graduated at Amherst College in 1883, receiving the degree of A. M. for work in English. He began his work as a teacher in Sandwich, where he remained five years, during four of which he was Principal of the High School. He went to Wakefield in 1888. His conduct of the affairs of the English High School up to the present time shows that the choice of principal was wisely made.
With the assistance of the new Principal and the Superintendent a tentative course of study was outlined, and a careful selection of assistant teachers made, fitted by experience and training to carry on the work of the school in accordance therewith. It was determined at the outset that at least one third of the instructors should be men.
Frank H. Beede, Yale, '83, for years the Principal of the Wil- limantic High School, was chosen sub-master. Mr. Beede's previous experience was in the High School of Weymouth.
Merle S. Getchell, Colby, '93, Principal of the Plymouth, N. H., High School, was given charge of the department of history.
John A. Avery, Harvard, '91, a teacher in the New Hampshire State Normal School, was appointed instructor in mathematics.
The department in chemistry was placed in charge of Lyman C. Newell, Brown, '90. Mr. Newell took a two-years' post-graduate course in chemistry at Brown University, where he received the degree of A. M. He pursued a similar course of three years at Johns Hopkins University, receiving the degree of Ph. D. in '95. His teaching experience was in the Pawtucket High School.
Robert B. Smith, Tufts, '95, was appointed teacher of physics. Mr. Smith was an assistant of Professor Dolbear while in college, and had previously taught in the schools of Cavendish, Vt., and Orange, Mass.
Everett W. Tuttle was chosen Superintendent of the manual training department. After fitting for Cornell University, Mr. Tuttle was trained at the Worcester Polytechnic School and subsequently took charge of the manual training department of the Atlanta
23
E- SCHOOL DEPARTMENT.
University and the wood-working department of the Providence Manual Training School, whence he came to Somerville.
A. Marion Merrill, M. I. T., '89, and first assistant in the Wake- field High School, received the appointment of first assistant and teacher of English.
Esther Bailey, Wellesley, '91, and Carrie A. Marsh, Smith, '83, were transferred from the Somerville High School as teachers of Latin and English.
Mary P. Anderson, Mt. Holyoke, '90, of the Plymouth, Mass., High School, was given charge of the department of biology.
A. Laura Batt, Wellesley, '91, of the Wakefield High School, was elected teacher of mathematics.
Alice F. Davenport, Massachusetts Normal Art School, '94, was chosen teacher of drawing.
M. Jessamine Dixon, Framingham Normal School, '87, who had ably managed the business department of the Gloucester High School for several years, and Maria B. Smith, teacher of stenography and typewriting in the same institution, were placed in charge of similar departments in the new school.
Mary P. Hitchcock, Boston University, '93, was called from her successful experience of two years in the Bridegeport, Conn., High School to take charge of modern languages.
M. Helen Teele, Boston University, '87, for several years the lead- ing teacher in the Arlington High School, was elected teacher of history and Latin.
Lucy B. Ingram, special, Smith, '93, of the Everett High School, was elected teacher of English.
Eda L. Nichols, Emerson School of Oratory, '93, was given charge of the department of elocution and physical training.
The school opened in September with five hundred pupils. Every room was at once occupied, and the difficult work of organization and the arrangement of a programme was accomplished with little delay. The character of the school, its courses of study and its methods will be best understood by the following report of its principal.
24
ANNUAL REPORTS.
REPORT OF THE PRINCIPAL OF THE ENGLISH HIGH SCHOOL.
Mr. G. A. SOUTHWORTH, SUPERINTENDENT OF SCHOOLS,
Dear Sir :- In response to your request for a report of the English High School, concerning organization and aim, course of study, specific work and methods of its various departments, and suggestions and recommendations from the Principal regarding the present condition and future prospects of the school, I have the honor to submit the following :-
The opening of a new High School is an important event in the history of a community, and one that rarely occurs in the life of any teacher. Full of difficult problems and numberless questions requir- ing careful thought and deep study, it is a task as interesting, never- theless, to the organizer as it is difficult, an experience as inspiring as it is laborious. Especially is this true in the present instance, when the Superintendent and the School Committee, the pupils and the public, all, have heartily co-operated with the Principal in his endeavor to make the English High School a success and an honor to the city.
PRELIMINARY STEPS OF ORGANIZATION.
Two important matters among others required the early attention of those intrusted with the organization of the school-the con- struction of a course of study, and the selection of the corps of teachers.
COURSE OF STUDY.
Many factors entered into the problem of preparing a proper curriculum in keeping with the aim of the school, the demands of the times, and the advance of modern educational thought. The recommendations of the Committee of Ten, the courses of study of the best schools in this state and beyond her borders, and the opinions of the ablest educators in the land were carefully studied. As a result it was decided to adopt a course at once conservative and progressive, one which recognizes the wisdom of certain branches of study for all pupils, but at the same time aims at the development of the individual.
25
E-SCHOOL DEPARTMENT.
Some subjects are made the broad foundation work of the school and are required throughout the course; others - and they embrace the larger part of the school work - are offered as electives, from which the pupil, with the consent of parents and the advice of in- structors, is to choose such branches as suit his needs and his aptitudes. Such a course was supported by the best educational thought of the day, and its adoption was permitted and desired from the nature and purposes of the school. A brief description of the course is given below.
CORPS OF TEACHERS.
The selection of teachers was a subject requiring the largest exercise of good judgment and wisdom. From careful estimates of the number of pupils who were to enter the school in September and from the variety of elective studies in the course requiring special departmental work, it was seen that nineteen or twenty teachers would be needed at the opening of the school. This conclusion was reached by two different methods of reasoning; first, by the well-established rule that in a properly organized school a teacher is needed to twenty- five pupils ; secondly, by computing from the best possible data the number of pupils and classes in each department, and from that estimate finding the number of teachers required, each instructor being expected to teach twenty-two or twenty-three periods out of the twenty-five each week.
While all calculations were liable to be wrong, as they were not founded upon actual information, it is interesting and gratifying that the estimate proved a correct one. Nineteen teachers constitute the teaching force, and the average membership of the school during the month of September was four hundred and eighty-seven (487), an aver- age of over twenty-five (25) to each teacher. Omitting the Principal, whose time has been constantly employed in the organization and administration of the school, thereby leaving small opportunity for teaching, the eighteen teachers, according to the regular school pro- gramme, have been engaged in teaching three hundred and ninety (390) recitations per week, an average of nearly twenty-two (22) periods to each teacher. This takes no account whatsoever of periods devoted to clerical work in the office, preparation of laboratory exercises, and library and classroom supervision, amounting to nearly two periods more per teacher.
26
ANNUAL REPORTS.
Teachers not alone of well-known, successful experience were sought, but also those of strong personality and power to mould character. Nearly every instructor was visited in the classroom. Sixteen teachers were selected in this way. Two were transferred from the Latin School, when the division of pupils was made. The decision of the Board to employ a larger number of male teachers than is usually found in high schools of this grade was a wise policy, and one that gives strength and power to the school.
The work of the school being arranged in departments, the teachers were selected with special fitness to some particular branch of study. During the summer months each instructor was more or less engaged in preparing his work, and making lists of apparatus and other equipment in anticipation of the opening of the school.
TEXT-BOOKS AND EQUIPMENT.
After the preparation of the course of study and the selection of the teachers, the question of text-books and equipment required immediate attention. The most modern books for each department were carefully inspected by the Text-book Committee, Superintendent, and teachers. There were many adoptions, especially in science. The policy of placing more than one text-book on a given subject to the disposal of the teacher, is in keeping with the broad spirit of instruction throughout the school.
Orders for apparatus and supplies for the different laboratories, and reference books and general equipment for library and classroom, sufficient for carrying on the work of the school during the fall term were made ready in the early summer.
OPENING OF SCHOOL.
School really opened September 2, at two o'clock, although the pupils did not appear until the next morning. On the afternoon men- tioned, the teachers met in the library of the new building for the first teachers' meeting. After a warm speech of welcome by Super- intendent Southworth, and an inspiring address by Ex-Superinten- dent Meleney, who happened to be inspecting the building, the policy of the school was outlined by the Principal, specific directions for opening were given, classrooms were assigned, and everything was placed in readiness for the opening on the morrow.
27
E - SCHOOL DEPARTMENT.
Tuesday, September 3, the school opened at 8.30, with very little friction and confusion from the four hundred and fifty (450) scholars who presented themselves for enrollment. The day was spent largely in obtaining the usual biographical data from the pupils and in explaining the course of study and the future policy and administra- tion of the school.
Very little could be done until information was received regarding the number of books needed. The supply depended upon the electives chosen, and several days were required before the school actually began its work. Nearly every day during the month of September new pupils were admitted to the school. At the close of the school month, September 27th, five hundred and eight (508) pupils had been enrolled, classified as follows :
Post graduates
5
Senior Class
70
Junior Class
90
Second Year Class
130
First Year Class
. 213
.
.
ENROLLMENT.
At the close of the present month of December the membership is four hundred and seventy-five (475), of which 10 are post gradu- ates, 69 are seniors, 84 are juniors, 120 are second year pupils, 192 are first year pupils.
Sixty-one per cent of this number represents the girls, and thirty- nine per cent the boys. The first year, or entrance class, represents forty per cent of the school, of which number nearly forty-seven per cent are boys. It will be interesting to watch whether the propor- tion of boys increases throughout the whole school in the next few years. There is a difference of eight per cent in the proportion of boys to girls in the whole school, compared with that of the first year class. This increase in the entrance class may possibly be accounted for by the courses in manual training and laboratory work in the sciences. At any rate, it is a gratifying increase of boys, and it is hoped that a larger proportion of them may decide to finish the full course of the school. In the three upper classes, the propor- tion of boys in the classes is thirty per cent, a difference of seventeen
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ANNUAL REPORTS.
per cent when compared with the lowest class. The total enrollment since September is five hundred and thirty-four (534), of which three hundred and seven (307) came from the High School, one hundred and ninety-seven (197) from the Grammar schools, and thirty (30) from schools in other towns and cities.
CHOICE OF ELECTIVES.
While the choice of studies this year is no index of what may be expected in the future, when the opportunities of the school are clearly understood, still it may be of interest to note the percentages of electives during the present year. It will be seen that the lan- guages, especially French, continue to be the most popular studies. The sciences have not drawn a large number, and the commercial studies show a small percentage, from the fact, undoubtedly, that the seniors and juniors, to whom these electives were offered, had taken these branches earlier in their course in the other school. A peculiar fact, indicating that the choices of pupils in the future will in all probability change a great deal, is shown from the relative electives of the three upper classes and the lowest class in the languages and sciences.
SCHEDULE OF ELECTIVES IN THE THREE UPPER CLASSES AND FIRST YEAR CLASS.
Latin.
French and Ger-
man.
Sciences.
Mathematics.
Com. Dep't.
Stenography.
Type-Writing.
Drawing.
Manual Tr.
Total.
Senior, Junior, and Second Year } Classes.
30
152
85
57
49
121
52
14
560
First Year Class
85
29
30
55
199
Total
115
181
115
57
49
121
52
69
759
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E-SCHOOL DEPARTMENT.
COMPARISON OF PERCENTAGES IN ELECTIVES BETWEEN THE THREE UPPER CLASSES AND FIRST YEAR CLASS, AND SCHOOL AS A WHOLE.
Latin.
French and
German.
Sciences.
Mathematics.
Com. Dep't.
Stenography.
Type-Writing.
Drawing.
Manual Tr.
Total.
Senior, Junior, and Second Year ) Classes.
5.4
27.5
15.3
9.2
8.8
21.8
9.4
2.5
100
First Year Class .
42.7
14.6
15.1
27.6
100
Whole School.
15.3
24.
15.3
6.8
6.5
16.
6.9
9.2
100
Only thirty (30) pupils in the three upper classes elected Latin, while one hundred and fifty-two (152) chose either German or French, a ratio of five to one in favor of the modern languages. In the first year class there is a condition of things almost the reverse of the above. Eighty-five (85) have chosen Latin, and twenty-nine (29) the modern languages, a ratio of three to one in favor of Latin. In other words, 5.4 per cent of the upper classes elect Latin, while 42.7 per cent of the lowest class choose the same study. In the upper classes 27.5 per cent elect modern languages against 14.6 per cent in the lowest class. From these few statistics it appears that there is a more healthful use of the privilege of choice in the lowest class.
The opponents of the elective system frequently argue that pupils will not seek the broad foundation studies if given a choice. It is interesting to note that their position proves untenable in this case, for nearly forty-three (43) per cent of the class that makes its selec- tion, unprejudiced by previous courses in high school work, and with an eye single to its wishes and needs, takes Latin. While there may be an abnormally large number this year, larger, in fact, than will be obtained usually, nevertheless it points unquestionably to the tendency towards wise selections and the soundness of the elective system. It is a valuable aid to all pupils to make Latin the broad foundation work of their course. It may be taken only two, or even one year, but its training even then is of value to those who take up the modern languages later, to those who are intending to take
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ANNUAL REPORTS.
courses of science, and to those who desire to enter the Scientific and Normal schools. Fifty-five (55) out of ninety (90) boys in the first year class (61 per cent of the boys, and 27.6 per cent of the entire class) chose manual training and mechanical drawing. This may be compared with the small number, fourteen, or 2} per cent in the upper classes. Undoubtedly many of these pupils in the Latin and manual training classes will select other branches as soon as the rich programme of electives is presented to them in the later years ; yet it is quite certain that many will remain in these courses. It has already been learned that about fifty-five (55) out of the whole manual training class of sixty-nine (69) expect to elect that subject next year.
THE ADVANTAGE OF THE ELECTIVE COURSE.
The elective course, then, may be resolved into numberless courses arranged in accordance with the nature and wishes of the student. It is not a surrender to the utilitarian idea in education, although it recognizes the value of putting knowledge as well as training into the proper equipment of the child. Defective and smattering courses will be prevented by the direct control and advice of the teacher in co-operation with the parent. On the other hand, wonderful interest will be awakened, when the pupil is permitted to take up that which is dictated by his own interest. Classes will be freed of dead wood, and teachers will receive new enthusiasm. Many a bright pupil has lost all his courage by being forced to study that for which he has no taste or aptitude. Some pupils, who have not the least conception of the abstract, prove to be the brightest students of science, with keen powers of observation and love for investigation.
Already the effect is seen in the work of the entering class. There is a better spirit of work than is found usually in this grade of pupils in high schools. The criticism is almost universal that first year pupils do not show the power of concentration and thorough work that are found in the upper grades. Conditions, greatly changed from the grammar school system, the consciousness of a long course ahead of them, studies that are more abstract than those studied in the previous years, all have contributed to poor work, and have been important factors in causing so many high school pupils to leave school at the end of the first year. By seeking the interest of the student through a desired elective, much of the apathy will be elim-
31
E-SCHOOL DEPARTMENT.
inated, and it will not be surprising, in fact, it will be a logical con- clusion, if larger numbers remain in the school to the end of the course.
In the old system of set courses, the most enjoyable part of the course was found in the last two years. Before the pupil reaches that point his interest lags, school becomes a dead issue in his life, and he longs " to go into the world " to do something. It is a matter of surprise, perhaps, that the dull boy in school suddenly arouses himself and becomes active in business. By the elective system the interest is sought at the beginning. It is hoped that parents will exercise careful supervision, and will consult with the teachers regarding the studies of their children.
THE RECORD OF THE FIRST TERM.
Too short a time has elapsed since the organization of the school to gather definite conclusions regarding its work. What has been observed, however, is almost entirely in its favor. The spirit of the pupils has been excellent. Pride in their splendid building, enthu- siasm for new and better opportunities for study, and a desire to meet the demands of the administration of the school, are prominent characteristics of the spirit of the school. It would be unfortunate if such results could not be discerned among pupils, when unsurpassed opportunities are offered for their advancement; yet credit is cer- tainly due them for their friendliness, and it is a pleasure to make note of the ease with which so large a school has adapted itself to abso- lutely new conditions, - new building, new courses, new text-books, new regulations, new teachers.
Only one adverse criticism of importance may be cited, a criticism that may be made of many schools, it is true, and yet the fact that it is a wide spread evil does not make it excusable. I refer to the matter of attendance. School, according to the interpretation of the writer, is the scholar's daily business. If no other lessons are being learned than those of regularity and punctuality, parents should see that their daughter or their son is faithful in attendance upon daily business, and not encouraged or permitted to ask or take privileges of absence, not allowed in other walks of life. It is assumed that a pupil, when seeking enrollment, presents himself to the school to secure benefit from it and in no sense to bring injury to it. But the latter is what he actually does and what authorities at home either permit or fail to prevent, when a pupil absents himself from his daily work
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ANNUAL REPORTS.
for reasons he would not think of considering necessary if engaged in any other business. If the absentee were the only one concerned, his loss even then would be deplored, but his failure to meet what is normally expected of him affects classes and teachers, robs the school of an advance and pulls it down from a standard it otherwise would attain. "Irregular attendance," some one has aptly said, "is enough in itself to undo in a great measure the efforts of the most skilful, enthusiastic, and painstaking teacher." It is hoped that the spirit of business prevailing within the school walls will go with the pupil when beyond its doors.
Commendable progress has been made in the various departments. The teachers have one or more regular afternoons in the week when pupils may see them to make up their deficiencies, to receive instruction, or to listen to talks on subjects supplementary to school work. As soon as the means are provided it is planned to have an occasional lecture in the afternoon with the aid of the stere- opticon. Pupils have shown unusual interest in every department, but perhaps more than anywhere else in scientific work. Seniors who have taken up these branches regret that their course will soon be over. Others regret that they did not exchange a fourth year in language for a year, at least, of fascinating experiments in science. Frequent requests are made for the privilege of doing extra work during study periods or in the afternoon. The spirit of enthusiasm for self-development can be gauged in no better way than by noting the large number of pupils who are anxious to take more periods of study than is required of them, and by the expressions of regret that some study could not be taken, for the simple reason that the limit of the possibilities of the programme and of the pupils' strength had been reached.
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