USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1897 > Part 15
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318
ANNUAL REPORTS.
bringing books within reach, to direct the tastes, to control the choice, to teach how to read most profitably, these are within the power and the duty of the teacher. But the teacher would be comparatively impotent in these respects could she not call to her aid that most powerful ally, the Public Library. This, in oui city, through the wisdom and generosity of its Trustees, can readily be done ..
The plan set in operation nearly two years ago of supplying teachers and pupils in the higher grades with books, delivered and collected at the schoolhouses, has been continued and ex- tended with most beneficial results. In this way during the year 11,732 books have been circulated among the pupils of the public schools. In addition, fourteen libraries, containing on the average 100 carefully selected volumes, have been placed in as many schools for circulation among children whose age debars them from the use of Library cards. Teachers bear unanimous witness to the interest, enthusiasm, and profit with which the books have been welcomed and read. As evidence in this direction, and to show the working and some of the results of this articulation between the schools and the Library, from among the many letters elicited in response to inquiries, the following, represent- ing each section of the city, are given in full :-
Knapp School, December 12th, 1897.
My dear Mr. Southworth :-
In reply to your request for a few words on the value of the Public Library to the schools, I desire to state that in my opinion the benefits being derived by pupils and teachers more than compensate any and all effort, time, and expense the experiments are costing.
We receive on teachers' and pupils' cards from fifty to seventy-five books a week. The teachers are more liberal patrons of the Library than ever before.
The books supplied to rooms in which pupils are not per- mitted to take books directly from the Library are in constant use.
319
SCHOOL DEPARTMENT.
It is only by an accident or oversight that a book is left in a schoolroom over night, excepting in the lowest primary grades. Some of the books in such rooms are engaged by individual pupils some time ahead.
Many pupils who, before the commencement of our experi- ments, had never read a book, excepting the school text-books, have now read several. The number of such pupils in the middle grades is from twelve to sixteen to a room. To judge by the eagerness of these pupils to relate what they have read and to secure more books, they are highly pleased with the books and with themselves.
Our expectations and predictions respecting the care! of Library books have been-with the exception of one theft and a few accidents-completely fulfilled and verified. The children take much better care of the Library books than of their text- books, seeming to regard the former as choice luxuries, and the latter as commonplace necessities. So much for the use and care of the books.
The benefits derived are numerous and marked. The increasing use of Library books is strong evidence of an increase of interest in reading. The books have entered some homes that were strangers to reading matter. Many of the children read aloud at home, in some instances to parents who cannot read a word of English, and in one case that has come to our notice, the inother cannot even make herself understood in English, but can understand her little girl as she reads simple stories to her. We receive abundant evidence, in one form or another, that the books have brought delight to many homes.
The character of the books chosen by pupils using cards is much better than when we began. The classes studying his- tory and geography constantly draw upon the Library for assist- ance. Their work has accordingly improved. They talk with a degree of freedom, fluency, and fullness that can come only with reading. I am speaking comparatively now, having in mind the work formerly done by our pupils, not what they ought to do, or may do in the future, or what pupils in other schools are now doing,-simply that our children have improved.
320
ANNUAL REPORTS.
The oral reading is better, generally speaking, and in some classes very much better. The children recognize words more readily, get the thought more quickly and accurately, and con- sequently read with greater fluency and expression.
The moral influence of the books has, in some instances, been striking. Here is one of the best examples: A girl about thirteen years old, no farther advanced than the fifth grade, could not be kept in the house in the evening, but would get out on some pretext or other, and hang about the streets, in company to which her parents objected, till they were in despair about her. Punishment had but little effect. She has become interested in the Library books her teacher has lent her, and now gives no trouble whatever. She had nothing to interest her at home, and went out for company and amusement. The books supply her need, and, we firmly believe, will be the means of salvation of a. broad kind to her.
Our teachers have used the books in various ways as rewards, and have been greatly assisted in their work. We are all enthusiastic about them, and are unanimous in our desire that the present plan be continued and extended.
Personally, I feel deeply indebted to the Trustees and to the Librarian for placing in our hands so important a means of education. It is strange that the people who have been so long struggling to educate the children through the schools, and those who have been equally anxious to accomplish the same end through the Public Library, have not in all these years joined their forces and worked together. Had they done so, how much might have been accomplished!
Yours very truly,
J. S. EMERSON.
Edgerly School, November 24th, 1897.
My dear Mr. Southworth :-
In reply to. your letter of the 9th, relative to use of Public Library, I wish I could answer your questions more satisfac-
321
SCHOOL DEPARTMENT.
torily to you and to myself, for the subject of children's reading is one in which I am much interested, and I feel that we might, in view of the unusual facilities afforded by the Trustees of the Public Library, do much more in this line than we are now doing.
Someone has said that the only difference between the mind of the child of the slums and the mind of the child sur- rounded with books, music, art, and all that makes ideal home life is that the former has nothing to think of, while the latter's environment furnishes abundant material for thought.
If the above is not wholly true, it has at least the kernel of truth, and I think that we none of us question that the knowledge and love of books, good books, is most valuable in giving the child something to think about.
The closer the union between the Library and the school, the easier should it be for each and every child to attain this knowl- edge and love of books.
In our eighth and ninth grades we have eighty-five children ; sixty-nine of these have cards and take books from the Library. This is a great increase over the record of the last three years. These pupils have cards because they find the Library helpful, and not because pressure has been brought to bear upon them to take o11t cards before they have any desire to read. If we thought best, we could easily persuade the eight-five to make application for cards.
These eighty-five children come from seventy different homes, and I find from investigation that the parents of only fifteen of these children have cards and take books from the Library. It would be interesting and profitable to know how many of these children will continue to use the Library when they have homes of their own. I predict a much larger percentage than is shown by the figures above.
With this in mind, I am inclined to think it would be much better, and tend to the formation of better habits, if the children were obliged to visit the Library for their books, instead of hav- ing the books brought to them, unless the Trustees, in the near future, arrange for a house-to-house delivery of books.
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322
ANNUAL REPORTS.
There is one great advantage, however, in the use of the school box. All books pass through the hands of the teacher, and she knows what the boy reads.
I find that in the lower grades about thirty-three per cent. of the children read Sunday School books, while in grades eight and nine only ten per cent.
I draw no conclusion from this. That children have been influenced in their choice of books I feel sure, from the fact that the really bad and injurious reading formerly smuggled into schoolrooms seems now to be a thing of the past, and I believe it is not read outside of school as heretofore.
Just what effect this use of books has had on the intelli- gence of the pupils I am not prepared to say, but I believe there might be a system wherein the same questions are asked each year, and answers recorded that would show the development brought about by systematic reading.
Regretting that I have not been able to answer your ques- tions more satisfactorily, I am,
Yours truly, CHARLES E. BRAINARD,
Hodgkins School, November 20th, 1897. Dear Mr. Southworth :-
In the Hodgkins School over 100 pupils take books from the Library on their own or parents' cards. Since January 1st about 1,200 books have been obtained in this way. In addition, a set of 125 books was furnished the school in September by the Librarian. These have been in constant circulation among the pupils for the past two months.
In my opinion, 100 pupils have been led to read who other- wise would not have done so, or at least would not have read anything of an elevating nature.
That they have been influenced in their choice of books has been shown by their eagerness to obtain other books by an
323
SCHOOL DEPARTMENT.
author whose writings they have enjoyed, and the frequent requests for their teachers to assist in securing the best books.
It is somewhat early to judge of the effect on the intelli- gence or tastes of the children, yet nearly every day there is given some proof that the minds of some have been strength- ened and useful information gathered.
Some have become interested in books which they had formerly thought dull and uninteresting. Some have begun to read with pleasure and profit the works of such authors as Dickens, Scott, Thackeray, and Shakespeare.
Lack of time has prevented in some degree from making the most of the privilege afforded by the Trustees of the Library, but I believe the majority afforded by the Trustees of the Library, but greatly. benefited by the bringing of the Library into such close touch with the schools. Teachers are now able to supervise care- fully the reading of the children, and to inspire them with a love for what is good.
No better plan, it seems to me, could be adopted than the one now in use to make the Library supplement the work of the schools. I would make only one suggestion, that a pupils' cata- logue be provided at an early date.
Respectfully, ARTHUR L. DOE.
Jacob T. Glines School, January 6, 1898.
My dear Mr. Southworth :-
In reply to your questions regarding the effect of the ad- vantages afforded the schools by the Public Library, I would say, that while the Glines has not enjoyed these privileges as long as some of the older schools, still we have had them long enough to learn to prize them highly, and to know that they are of great benefit to the pupils.
The boys and girls of the eighth and ninth grades who en- joy the privilege of the box are more careful as to the kind of books they select, knowing they are liable to come under the
324
ANNUAL REPORTS.
teacher's eye. Teachers suggest to pupils certain reference books needed at the time, and these are taken out, thus giving a wider range of subject matter.
By the use of our "Teacher's Card," allowing us to take six books at one time, we are enabled to get a variety of good books, and lend to the pupils books which they would probably never select for themselves. The hundred books lent to us by the Library were carefully selected by the teachers, and we try to keep them in constant circulation. They embrace works of travel, biography, history, and fiction adapted to the different grades, and are so interesting that the children cannot help liking them.
In all these ways we hope we are doing a good work in lead- ing the children to know and to enjoy good literature.
Is that not the very best lesson we can teach them for their growth in after life? I know of no place where the schools and the Public Library are brought into such close touch as in Somerville, and I am pleased to add my word of appreciation of the liberal policy pursued by the Librarian and Trustees of our excellent Library.
Very truly yours, MARY E. NORTHUP.
Davis School, November 15th, 1897.
Dear Mr. Southworth :---
I am deeply grateful to the Trustees of the Public Library for the opportunity they have afforded to help form the taste of the children for good reading.
I have forty-two pupils, and each child is given a Library book Friday, the same to be returned Thursday. The children are de- lighted when the day arrives to carry home a new book. Occa- sionally we have a child tell us about his book, and thus the interest in that book is increased.
I find that twenty-three children come from homes where there are no books for children to read. Only eight come from
325
SCHOOL DEPARTMENT.
homes where books are taken from the Public Library. Within the last two weeks several have intimated that an elder sister or brother intends taking books from the Library.
Four children have been very careful in selecting books, and on inquiry I found that the fathers also read them, and desired books on travel or history.
Several mothers read "Among the Meadow People" and other books on nature, and sent me word that they liked the stories and had never read any such books before.
Twenty children report that they read aloud while the mother sews or does other housework. I find that these have improved in ability to read understandingly from their school readers, and show a marked improvement in expressing the same.
One sister, aged eighteen, reads and enjoys the books which one pupil takes home. Several of the children read or tell the story to their younger brothers or sisters.
Seventeen children are now taking books from a Sunday School Library. Ten report there is no library in Sunday schools they attend.
Again expressing my gratitude, I am,
Sincerely,
FRANCES W. MELDRUM.
In connection with this subject we cannot refrain from quoting these forceful words from President Eliot :-
"From the total training during childhood there should re- sult in the child a taste for interesting and improving reading, which should direct and inspire its subsequent intellectual life. That schooling which results in this taste for good reading, how- ever unsystematic or eccentric the schooling may have been, has achieved a main end of elementary education; and that schooling which does not result in implanting this permanent taste has failed. Guided and animated by this impulse to ac- quire knowledge and exercise his imagination through reading,
326
ANNUAL REPORTS.
the individual will continue to educate himself all through life. Without that deep-rooted impulsion, he will soon cease to draw on the accumulated wisdom of the past and the new resources of the present ; and, as he grows older, he will live in a mental atmos- phere which is always growing thinner and emptier. Do we not all know many people who seem to live in a mental vacuum -to whom, indeed, we have great difficulty in attributing im- mortality, because they apparently have so little life, except that of the body? Fifteen minutes a day of good reading would have given anyone of this multitude a really human life. The uplift- ing of the democratic masses depends on this implanting at school of the taste for good reading."
THE PRESENT CONDITION OF OUR SCHOOLS.
As to Buildings .- The majority of our schoolhouses are in good repair, and demand but little expenditure another year. The complete renovation of the Latin schoolhouse, the first it has received since its construction, twenty-five years ago, makes the building worthy the school that occupies it. There is a subtle but potent influence exerted upon a school by its sur- roundings and location. What high school pupil can fail to develop the spirit of patriotism and loyalty by a four years' daily pilgrimage to a hilltop full of glorious memories of the heroic past? So, too, a schoolroom, clean, bright, attractive, with har- moniously tinted walls, hung with works of art that speak not only in memory of former graduates, but also of the noble and beautiful in history and art, brings, unconsciously perhaps, but no less really, a repose, a refinement, an enrichment of life that help to mould and to elevate character.
In the English building, as the result of efforts of pupils, to the gifts made by classes, many other works of art-pictures, busts, casts-have been added. In so large a building, how- ever, there is room for many more, which the devotion of pupils and the generosity of our art-loving citizens will doubtless gradually supply. The dingy white walls repel, rather than in- vite, gifts of this nature. They should be tinted at an early day,
327
SCHOOL DEPARTMENT.
that the school and its environment may be in harmony. Other needs of this building have been elsewhere presented.
Of the buildings in the East Somerville district, all but the Prescott are in good condition. The heating and ventilating system has been for six years in a half-finished condition. It is inadequate for the purpose, and its completion, according to the original plan, would supply the requisite amount of properly- heated fresh air to 500 human beings, and thus place this school on an equality with others.
The Pope building needs to have the dust hue of its walls changed to an inviting tint. There is also need of provision for an additional supply of heat to the corridors and teachers' rooms.
The change in the appearance of the Knapp schoolyard, made by the curbing and the cultivation of a grassy lawn at its front, has occasioned much comment. It has increased the self- respect and the pride in his school of every child in the vicinity, and not a citizen has passed the building during the year with- out experiencing a sense of satisfaction at the improvement. Here, too, some of the walls need tinting.
The surroundings of the Prospect Hill School are destructive of every aesthetic feeling. Let the fence be taken down, replace it with an appropriate curbing, grass over the stony expanse of yard, provide a concrete walk, paint the building, and the civic pride of every passer-by will be awakened, and the school itself will render thanks in a new freshness of life and vigor.
In the Winter Hill district the old Forster building is grad- ually renewing its youth, but more remains to be done. The well- worn floors need to be replaced, and the walls of some rooms should be painted. The sanitation of the building is satisfactory, with the exception of the boys' department, where some modifica- tions are needed.
In other cities no school building is considered complete, nor leaves the charge of its construction committee, until the walls are colored to harmonize with the finish. The Glines school- house, however, has passed through the hands of two architects and two building committees within seven years, and its walls are still of a smoky-plaster hue. We ask for something different,
328
ANNUAL REPORTS.
solely on educational grounds. The influence of such things for good has been demonstrated over and over again. Indeed, the formation of societies for the promotion of schoolhouse decora- tion in all parts of the country shows that the demand is grounded in something besides idle fancy. We make the same request for the Hodgkins School, whose patrons are beginning a movement to provide decorations for its walls. No one can inspect the new Hanscom School, after a visit to one of the others named, without the conviction that our requests are justifiable. The removal of the fence around the Highland and Burns schoolhouses is a step in the right direction, provided it is followed by a granite curb- ing, the rearrangement of concrete, and the cultivation of lawns.
The general hygienic condition of our school buildings is satisfactory, except in two respects. First, several of the older . ones, notably the Prescott, Bell, and Forster, are not well lighted. Only on sunshiny days are the rooms light enough to prevent injury to the eyes. Reference has been made to this subject before, but the constantly increasing number of school children with disorders of the eye may be attributable in part to this cause. To remedy this defect, by providing more light space, would be expensive, but probably wise. A partial remedy may be found in changing the furniture so that all light will come from the left and rear.
A second hygienic desideratum is the change of old furniture for that of an adjustable pattern that may be readily adapted to the size of the occupants. All the physical exercises of the child's school life, however regular and scientific, cannot counteract the tendencies promoted or engendered in many cases by the cramped and unnatural attitudes of his school hours.
The Superintendent wishes to bear witness to the fidelity and efficiency of the great majority of our janitors. Their part in the somewhat complex machinery of the schools is an important one. The comfort, cleanliness, and order of schoolrooms are dependent upon them. On several occasions we have suffered from interruptions and discomfort caused by cold rooms, but in general we have little cause for complaint. A cheerful janitor,
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SCHOOL DEPARTMENT.
willing to accommodate, not afraid of a little extra work, with a high standard of cleanliness and order, prompt, courteous, and trustworthy, is a valuable adjunct to any school, and merits recognition and respect.
As to Appliances .- Our schools are provided at public ex- pense with books and material of every sort, so that no child is called upon to expend a single cent in this direction from one year's end to another. There are now in our twenty-five build- ings 89,129 books, all the property of the city. The life of a schoolbook is from two to ten years, dependent upon binding and constancy of use. Our books are well cared for in the main, although teachers have continually to combat the idea, that seems prevalent in young as well as old, that public property is with- out an owner, and hence may be treated as one pleases. There has been collected for books and other city property lost or damaged during the year $98.59. There is constant need of replacing worn-out books, or books that have become so soiled as to be replusive. Probably false economy keeps some books in use too long. In 1897, 1,204 volumes have been rebound, at a cost of $247.03. Frequent changes in text-books are to be depre- cated, but it must be borne in mind that educational progress has been as marked during the last decade in the preparation of text- books as in other directions, and that it is well to take advantage of circumstances to replace poor by better, when it can be done without increase of expense. This is especially true of reading books, a line in which publishers have recently been striving to ·outdo one another to meet the demands for a variety and profu- sion of classic literature. No writing or drawing books are fur- nished at present, unbound paper being deemed both cheaper and better. Manilla paper has superseded slates almost entirely, and even the lead pencil is giving way to the pen. A special need exists for physical wall-maps for geographical teaching, which should be supplied at an early day.
Supplies for the manual training shops have cost $701.62, and $956.73 has been spent for supplies and equipments for the laboratories in the English High School.
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ANNUAL REPORTS.
As to Work Required .- We have five kindergartens in operation at the present time. The attendance during the year is as follows :-
Hanscom.
Jackson.
Prospect
Hill.
Glines.
Hodgkins.
Total.
Enrollment .
50
105
87
98
100
440
Average Membership .
*15
43
35
40
44
177
Average Attendance .
*13
34
31
34
37
149
6.
Per cent. Attendance
90.5
80.9
88.4
84.4
82.6
84.2
Age
.
4-3
4-5
4-2
4-5
4-7
4y.4} mo.
*In operation four months only.
They have cost the city $3,718.50 for instruction and $216.21 for supplies. Of the 1,034 children admitted to the first grade during the year, only 134 had had the advantage of kindergarten training. It is conceded on every hand that the proper introduc- tion to school life is through the kindergarten. Such being the case, it would seem that every child in the city ought to share its advantages. Parents and teachers unite in saying that chil- dren who have had this training are more easily taught and make more rapid advancement. It is the constant effort of kinder- garten teachers to secure, by frequent visitation and by mothers' meetings, the sympathy and co-operation of the home. To this end, and to promote the general interests of the kindergarten, an association of teachers engaged in this work in our city has been formed, and under its auspices several interesting public meetings have been held during the fall.
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