USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1897 > Part 17
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342
ANNUAL REPORTS.
progressive, and animated by high moral purpose ; the authorities are vigilant, active, judicious ; the press and public opinion are on the right side ; all the varied forces of the community are heartily co-operating with a common purpose and towards a common end. It would be strange, indeed, if, under all these favoring cir- cumstances, our schools were not harmonious and efficient.
But let us beware of that spirit of contentment that precludes an earnest outreach for better things. Let us be on the watch, not for the new alone, but for the best that the modern revival of learning may offer ; let there be a constant raising of standards ; let the requirements of the schools be freely discussed in the light of the demands of business, of practical life, and of the higher edu- cation ; let the qualifications, and methods, and management of teachers receive kindly criticism ; let all that modern science can do be supplied to promote the health and comfort of children; let the home and the school come into closer union; let public sentiment and legal authority remove from the path of the young temptation to evil courses ; and let those on whom the future de- pends be brought in every possible way under the influence of whatever refines, and elevates, and enriches character. So shall our schools keep pace with the ever-increasing and changeful exactions of modern life, and our youth be fitted to bear the bur- dens and responsibilities of citizenship with intelligence, skill, and honor.
With grateful acknowledgments to the Board for their cour- tesy and forbearance, and to supervisors, principals, and teachers. for their loyalty and co-operation during a year of pleasant service, this report is respectfully submitted.
G. A. SOUTHWORTH.
Somerville, December 27th, 1897.
REPORT OF THE DRAWING SUPERVISOR.
TO THE SUPERINTENDENT AND SCHOOL BOARD :
The aims of art instruction in our schools might be stated concisely in the words of the educator, who said, "The last eman- cipation of the race will be the emancipation from the slavery of ugliness," and in Ruskin's thought, that "Great art is nothing else than the type of strong and noble life."
To teach the child to see beauty, and to let that beauty be- come a part of his own life, are the ends which we seek, and the result is best seen in the schoolroom, where enthusiasm and earnest endeavor are found.
This interest has been much increased by the introduction of water colors into the course. The brush allows a freedom of movement and charm of effect which cannot be obtained other- wise, and the direct interpretation, in color, of the natural speci- men has given pupils a keener insight into its true beauty than any theoretical training could do. .
This was proved in the impromptu exhibition of the color work which was held in the Latin High School one day this fall. The specimens were selected from the work of the fall term, and expressed such intelligent thought on the pupils' part, that it was most satisfactory to all who saw it.
But by no means has the brush superseded the pencil with us; and in order that our course may be comprehensive, it includes not only decorative drawing, but also structural design, which involves accurate knowledge of form and the power to construct it, and pictorial drawing, which requires familiarity with the elements of perspective.
Another phase of art instruction which ought to have more emphasis in our schools is the study of noted pictures.
Reproductions of famous paintings should be studied by
344
ANNUAL REPORTS.
pupils for two reasons-to illustrate the principles of pictorial composition and to give them knowledge and appreciation of the highest art. If it is true that a bad picture is worse than a bad book, then surely a child should be guided to know the best.
Dr. William T. Harris states that an aesthetic lesson on the composition of a master-painting, the attempt "to describe, in words, the idea of the whole, that gives the work its organic unity, and the devices adopted by the artist to reflect this idea in the details," is of great value.
"The aesthetic taste of teacher and pupil can be cultivated by such exercise, and, once set on the road of development, this taste may improve through life."
If this impetus be given to the child, will not his life possess that beauty which the poet calls "the best thing God invents"?
MARY L. PATRICK, Supervisor of Drawing.
Somerville, December 21, 1897.
ENGLISH HIGH SCHOOL, SOMERVILLE, MASS. DECEMBER 15, 1897.
REPORT OF HEAD MASTER.
347
SCHOOL DEPARTMENT.
REPORT OF THE HEAD MASTER OF THE ENGLISH HIGH SCHOOL.
MR. G. A. SOUTHWORTH, SUPERINTENDENT OF SCHOOLS : -
Dear Sir: In response to your request for a statement of the working of the plans and the course of study as outlined two years ago in the Report of the English High School, together with specific information regarding the methods employed, and some reference to the future needs and growth of the school, I have the honor to submit the following :-
Referring to the report presented to you in December, 1895, which contained a record of the preliminary work of organization from May to September, and of the actual experiences and results of the first term's work, I find this paragraph at its conclusion :-
"The building has been reared by the public-spirited gener- osity of the people, pupils have entered its portals in goodly num- bers in search of its treasures, and the opportunity to teach in the favored institution has come like an inspiration to the chosen instructors. Its future, surely, can no longer be a problem. The conditions must bring a measure of success."
Less than four months of actual school life had been experi- enced, yet the pride and enthusiasm early revealed, the cordial relations happily established between pupils and teachers, the splendid morale pervading the entire school, and the gratifying results witnessed in classroom and laboratory, even in that limited period, justified a firm belief in success, and a bold prediction of it.
The record of the two years which have passed since that time supports and confirms the opinion then expressed. In a word, it gives me pleasure to report the establishment on a sound basis of an industrious, progressive, and well-ordered High School, happy in its spirit, successful in its work, and beloved by its pupils and its instructors.
A discussion of various topics relating to the work of the school, together with suggestions and recommendations, is given below.
348
ANNUAL REPORTS.
THE GROWTH OF THE SCHOOL.
The whole number of different pupils who have been enrolled in the school and have shared its privileges since the opening day in September, 1895, is 1,057, about sixty-two per cent. of whom (653) are girls, and thirty-eight per cent. (404) are boys ; 307 came originally from the present Latin School, twenty- one have been transferred at different times since, 601 have entered from the grammar schools of this city, and 128 have come from schools in other towns and cities, and from private institutions. The membership of the school December 15, 1895, was 475; December 15, 1897, it was 595, a gain of 120, or 25 26-100 per cent. in two years.
ATTENDANCE STATISTICS, DECEMBER 15, 1895, 1896, AND 1897.
Year.
Rooms used.
En- rolled.
Mem- bers.
Av. att.
Per ct. att.
Tardy.
Dis- miss.
Att. in Jan.
Att. in Dec.
Av. to a teacher.
1895
14
25
478.0
464.0
96.9
55
57
None
475
25.0
1896
15
520
491.0
471.0
95.9
85
110
469
572
27.2
1897
15
610
543.8
519.5
95.5
83
80
560
595
27.0
MEMBERSHIP STATISTICS BY GRADES, December 1895, 1896, and 1897.
1895
1896
1897
First year class
192
228
211
Second year class
ยท
120
149
163
Junior class
84
98
121
Senior class
69
80
Graduates
.
10
21
20
475
572
595
349
SCHOOL DEPARTMENT.
MEMBERSHIP STATISTICS BY CLASSES, December, 1895, 1896, and 1897.
Class of
1896
1897
1898
1899
1900
1901
First year
192
228
211
Second year
-
120
149
163
Junior year
84
98
121
Senior year
69
76
80
-
-
-
In September, 1896, it became necessary to use the biolog- ical laboratory for permanent seats to accommodate the large number who entered. The number of seats available in regular classrooms at that time was 545, and by adding to this number twenty-four temporary seats in the biological laboratory a total number of 569 was obtained. It was clearly seen that greater facilities must be furnished for September, 1897. In furtherance of this idea, the various rooms in the Superintendent's office and an adjoining recitation room were remodeled, thus providing an extra classroom with a seating capacity of fifty-five. Four seats more were obtained in another room by a rearrangement of the desks. The total seating capacity for permanent study, there- fore, at the present time is 604. During several weeks in Octo- ber and November nearly every seat was occupied in the build- ing by undergraduates. No permanent seats in regular class- rooms are assigned to the few graduates who are enrolled as members of the school.
From the above statement it will be seen that some provision must be made in the near future for larger accommodations. On the 24th day of September, 1897, there was a membership of 588 undergraduates. An increase of three per cent. in September, 1898, over the membership of this year would furnish a larger number than could be seated in regular classrooms.
Considering the fact that the average per cent. of increase each year has been more than 121/2 per cent., and even allowing, for sake of argument, that the increase for the coming year may not exceed one-fourth of that annual average of increase, the seat- ing capacity even then becomes insufficient. An addition of three
350
ANNUAL REPORTS.
per cent. to 588, the September membership referred to above, would exceed the total number of permanent seats in the building.
MEMBERSHIP OF THE SCHOOL.
It is instructive, as well as interesting, to examine the mem- bership record of the first two classes entering this school directly from the grammar schools.
Tables are given below, with separate columns for boys and girls, and per cent. of loss in membership between each grade.
STATISTICS OF CLASS OF 1899 IN DECEMBER, 1895, 1896, AND 1897.
Boys.
GIRLS.
TOTAL.
Year.
No.
Per cent. of class.
Per cent. loss in mem. 1 year.
No.
Per cent. of class.
Per cent. loss in mem 1 year.
No.
Total per cent. loss 1 year.
1895
90
46.9
....
102
53.1
...
192
....
1896
59
39.6
34.4
90
60.4
11.7
149
22.4
1897
47
38.8
20.3
74
61.2
17.7
121
18.7
Boys' loss from 1895 to 1897, 47.7 per cent. Girls' loss from 1895 to 1897, 27.4 per cent. Total loss of class from 1895 to 1897, 36.9 per cent.
STATISTICS OF CLASS OF 1900 IN DECEMBER, 1896 AND 1897.
BOYS.
GIRLS.
TOTAL.
Year.
No.
Per cent. of class.
Per cent. loss in mem. 1 year.
No.
Per cent. of class.
Per cent. loss in mem. 1 year.
No.
Total per cent. loss 1 year.
1896
92
40.3
...
136
59.7
....
228
1897
75
46
18.4
88
54
35.3
163
24.1
Total loss of class from 1896 to 1897, 28.5 per cent.
351
SCHOOL DEPARTMENT.
It will be seen that the loss in the membership of boys in the class of 1899 is much larger than that of the girls. The phe- nomenally large number of boys that entered in 1895-nearly a half of the class-has been reduced to a little over one-third in 1897. It will be seen also that in the two years in which the class of 1900 have been enrolled as members of the school, that a result, almost the reverse of the record of the previous class, has been recorded. Thirty-five and three-tenths per cent. of the girls of one year ago are no longer in the school, while a loss of only 18.4 per cent. has occurred among the boys. The above facts are cited to show that no general rule can be formulated regarding the loss in membership from grade to grade. Classes will vary widely in this matter. The personal equation enters largely into the ques- tion. The idea, sometimes entertained, that boys leave the High School in large proportions, while girls remain, is inaccurate, as will be seen from the above.
It would require an individual report from each pupil to ex- plain all the reasons which have caused pupils to withdraw from school.
A small number leave because of illness, and, in some instances, return the following year. The circumstances in the home will not permit others to enjoy the privileges, which in such cases, as a rule, have been appreciated and relinquished with regret. Every year some of the most promising students sever their connection with the school because their efforts are needed in the direct support of the home.
A certain percentage become disinterested in school and leave because they have failed in their work. They have not heeded the advice of teachers upon entering the school, have totally misconceived the idea of a one-session school, have spent very little time in home work, and, as a result, have come to learn that an extraordinary effort must be made to regain lost ground, or that they must retire to the next grade below. Lack of ambition and determination in securing the former and the costly loss of the year in accepting the latter course close .the doors of school life to many.
352
ANNUAL REPORTS.
There is some defection from a change in residence, but the loss of the small number is more than offset by additions from other cities and towns. Some decide to begin their technical or professional career early, without the training of academic or college courses; hence, they enter commercial, trade, music, dental, and art schools after a year or two of high school life.
It is quite evident that the age of a pupil has a direct influence upon the extension of his course in the High School. The average age of each of the four classes in the school on December 15th was as follows :-
.
FIRST-YEAR CLASS.
SECOND-YEAR CLASS.
JUNIOR CLASS.
SENIOR CLASS.
Years. Mos.
Years. Mos.
15
9
16 8
Y ears. Mos. 17 5
Years. Mos. 18 5
It will be seen that the average age of the first year class is four months greater than that of the junior and senior classes, and one month greater than the second year class, when the pupils now composing these classes were in the first year grade. It is evident that the older pupils leave the classes as they advance, grade by grade, and that the younger pupils, either because they have no discouragements, or because of their age, remain. Why so great a diversity exists in the ages of pupils when they enter the High School cannot be discussed here, but it is a serious ques- tion for pupils and parents to consider, if it has a decided nega- tive influence regarding the enjoyment of the full High School course.
It is gratifying to observe that boys in larger numbers are entering the High School and are continuing through its respec- tive grades. The ratio between the percentage of boys and girls is growing smaller and smaller. This fact may be corroborated
353
SCHOOL DEPARTMENT.
by examining the percentages of boys and girls for the past six years,-in the High School from 1892 to 1894 and in the English High School from 1895 to 1897.
1892.
1893.
1894.
1895.
1896.
1897.
Boys .
34.1
35.6
37.6
38.3
38.8
39.3
Gradual increase.
Girls.
65.9
64.4
62.4
61.7
61.2
60.7
Gradual decrease.
1
From 1892 to the present time the percentage of boys is. constantly increasing, while that of the girls is decreasing. They are nearer an equality of membership by over ten per cent. in. 1897 than they were in 1892.
Likewise, an examination of the membership of the different grade's will show that pupils are being kept in school more suc- cessfully than formerly. The percentages of membership in the different grades are approaching an equality.
PERCENTAGES OF EACH GRADE OF THE TOTAL MEMBERSHIP OF THE SCHOOL.
GRADE.
1895.
1896.
1897
Fourth
15
13.7
13.9
Third
18.1
17.8
21.1 .
Second
25.5
27.1
28.3
First
41.4
41.4
36.7
Other facts of interest might be presented, which could be . gathered by a study of the membership and attendance record of the school in its short history. An ideal condition of things,- when every child in the city enters the kindergarten, passes through the various grades of our public school system, and receives a diploma, for commendable attainment and satisfactory conduct, from the hand of the chief magistrate of the city,-a condition potent for good to the individual and to the com-
354
ANNUAL REPORTS.
munity,-can never be expected. Every legitimate means, how- ever, should be used to encourage the pupil to master the difficul- ties of the earlier years, to convince him that school training at this important period of life is of greater value than money, and to help him to finish his course in the highest school provided at public expense.
Hundreds of young people, also, are to-day in office and factory who would be in the High School, not alone by the hearty consent and firm determination of their parents, but through the eagerness and yearnings of their own will and ambi- tion, if they for a moment could comprehend the wealth and power which the State has imperatively declared must be pro- vided for them. The English High School aims to convince its pupils that to remain and gather every means of enjoyment and serviceableness in life, from the training of its four years' course, is not merely their privilege and their right, but their interest and their duty. From the data of the past two years, there surely is an indication that the classes are being held in larger and more. equal proportions, and that girls and boys in goodly numbers are partaking of its benefits.
EVENTS OF THE PAST TWO YEARS.
The record of the school during the two years and more of its existence is one of faithful performance of duty, and com- mendable attainment of progress. The days, weeks, and months have been busy ones.
The complete organization and equipment of, so large and important a school could not be effected in a term, or even a year. Much was accomplished from September to December in 1895, but perfection of details in administration, adoption, and develop- ment of plans and methods of instruction along the most progres- sive lines of modern thought, and creation of true and lasting school ideals and spirits require months and years of con- stant and persistent endeavor, and faithful and loyal service.
The spirit of the pupils has been most favorable for the accomplishment of desired results. They have been enthusiastic
355
SCHOOL DEPARTMENT.
and receptive, proud of their school, and grateful for their privi- leges. The efforts of instructors have been limited by no set bounds of school programme or calendar, or by the minimum re- quirements or traditions of normal and reasonable service. Time, toil, and thought without stint have been voluntarily and cheer- fully contributed to one supreme end,-the unqualified success of the Somerville English High School.
It is a great pleasure to record that the conditions for the accomplishment of this desired end have been auspicious. No school authorities could be more helpful, more appreciative, or more sympathetic than those under whose guidance the school has been privileged to begin its life. Intelligent advice, wise supervision, kindly and timely suggestions, and loyal support on the part of the School Board and the Superintendent have been important factors in whatever progress and success the school has attained.
The current of school life has flowed along very smoothly since organization. School has been made the real business of the pupils', as well as of the teachers', life. Other desirable ends have been subordinated to this to a degree unusual in a public school.
ATTENDANCE.
While the percentage of daily attendance has not been as high as might be desired, an examination into the causes of absence shows in general that it has been quite satisfactory. The elements which make up the membership of a general high school, whose purpose is to fit for citizenship, undoubtedly will always register a lower percentage in attendance than the preparatory school. The very fact that pupils do not undertake collegiate or university training is due in many instances to conditions which seriously and unavoidably interfere with the regularity of these pupils, and affect the attendance of the institution with which they are connected.
356
ANNUAL REPORTS.
In addition to the large quota of promising students who actually prefer to end school life with the secondary school, and who, therefore, choose with a purpose the rich courses of litera- ture, history, science, mathematics, and art in the English School, the membership also contains a certain number of pupils who, for the same reason that they do not take a college course,-ill- health, indifference, or adverse circumstances,-are obliged or permitted to remain away from school. In general, however, the value of regular attendance and the loss from absence is understood, and rightly valued by parents and pupils.
The record regarding punctuality is satisfactory, when one considers the long distances pupils are obliged to cover in coming to school, and the uncertainty of street cars upon which many are forced to depend. The school has had about 2 1-3 tardinesses each week on an average since it opened ; as the membership of the school is between five and six hundred, it is equivalent to saying that two hundred and fifty pupils are responsible for one tardiness each week. Twice one tardiness only has been recorded during the month ; frequently three or five is the maximum num- ber reported; and the poorest record during any month is nineteen.
An excellent report can be made likewise in the matter of dismissals at the request of parents. They average 2} each week for the entire length of time. The above figures express better than words the spirit of the pupils' conception of duty in their relations with the school.
DISCIPLINE.
Speaking comparatively, a case of discipline is an uncommon thing, and a serious case is a rare thing in the school. Honor, pride, self-respect, courtesy, kindliness, a desire to please, an intelligent comprehension of the ordinary proprie- ties required between individuals, and a prompt and willing obedience are characteristics of a large majority of the pupils.
357
SCHOOL DEPARTMENT.
In the few cases of discipline which demand the attention of the head master the aim has always been to lead the pupil to see the injustice of his act, to desire to make proper amends for it, and to endeavor to avoid similar acts or occurrences in the future. The punitive element in discipline is reduced as far as possible to these conditions, -- a consciousness on the part of the pupil of the committal of a wrong, and the consequent regret which usually comes to one of ordinary sensibility and character. There is no hesitation. however, in dealing with promptness and firmness befitting the case, when leniency to an offender is an injury to the school. The pupils enrolled in our public schools are greater admirers of justice and keener critics of its execution than most of us realize. Equal rights for all pupils, sympathy with boy and girl nature, an uncompromising attitude towards every form of wrongdoing, from whatever source, and a heart big enough to forgive and forget at proper times, command the respect and allegiance of boys and girls to-day in the American schoolroom, and make for noble citizenship.
CORPS OF TEACHERS.
It has been a fortunate thing for the school that few changes have taken place in the original corps of teachers who effected its organization. The enthusiastic loyalty with which they began their work has been its characteristic ever since. The few teachers that either have taken the place of others, or have been added to the force in consequence of increased membership, have readily found places for themselves, and have quickly discerned the spirit of the school and the purpose of its directors.
The wise policy of employing a reasonable quota of male teachers was evident two years ago, when the school opened, but the reasons for the adoption of that policy were never more sound than to-day. One potent cause, at least, of the strength and growth of the school can be traced directly to this wise provision of a reasonable ratio of men and women as teachers. It is firmly
358
ANNUAL REPORTS.
hoped and confidently believed that no financial consideration will cause the modification of a policy which experience has proved to be founded upon wisdom, and which modern educational thought has stamped with approval. It is also earnestly hoped that the enthusiastic teachers of 1895, who have become the loyal and experienced teachers of 1897, and who understand the school from their close and unusual relations to its existence, as few others ever can, may render their best service in the years to come.
At the present time there are twenty-two regular teachers,- eight men and fourteen women. There were nineteen teachers at the time the school was organized,-seven men and twelve women. Two student teachers, a recent graduate of Harvard College and a graduate of our own school, have been admitted by the Board for the study of the school methods and organiza- tion, and for the experience they may gain in direct teaching. They serve without pay.
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