USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1897 > Part 18
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42
The regular teachers were selected originally on the basis of one teacher to twenty-five pupils. Although there has been an increase of three in the corps, the basis at the present time is one teacher to twenty-seven pupils. This is too large a proportion. Some classes have from thirty to thirty-six in them,-a division entirely too large for advantageous work. The tendency of modern education is to reduce the membership in classes, and some writers and educators of repute even demand that individual teaching should be inaugurated in our schools. Certain it is, the size of classes should decrease, rather than increase, if any change is made.
Little conception is entertained, perhaps, by the average citizen regarding the amount of work planned and accomplished in one week in the English High School. The twenty-two regu- lar and two student teachers are conducting, or have charge of, 600 exercises a week. Five hundred and fifteen of them are actual periods of instruction, recitation, lecture, and laboratory work; fifty-two represent the periods employed by teachers in charge of study rooms and library and in laboratory preparation ; and thirty-three to office, clerical work, and supervision. Each
359
SCHOOL DEPARTMENT.
regular instructor teaches at the rate of twenty-two and one-half recitations each week, and devotes the rest of the time, two and one-half periods, to control of classrooms and library and to laboratory preparation.
In addition to this work, every teacher regularly devotes a portion of an afternoon each week to extra work with his pupils. Monday afternoon is regularly employed in a teachers' meeting from 3 to 4.30.
More free periods should be provided for each teacher for the careful examination of papers, for consultations with pupils, for proper preparation of laboratory exercises, and for the many duties incident to school work. The admittance of student teachers into the school has furnished much assistance to the regu- lar instructors. Without their aid the services of at least one more regular teacher would be required. It gives me pleasure to testify to the faithful, willing, and earnest service performed by these teachers, and to the excellent results they have accom- plished. The policy of admitting a limited number of earnest students is a wise one, and it is confidently believed that school and trainer can be mutually helpful.
VISITORS.
From its proximity to Boston, its unsurpassed location, its noble building, its newness, its liberal course, its modern methods of study, the good name it was privileged to inherit from the excel- lent reputation and character of Somerville schools, explanation can be given for the large and constantly increasing number of visitors which the school receives. Superintendents, principals, department teachers, general assistants, members of School Boards, building committees, and interested parents and citizens are every day witnesses of the work of the school and inspectors of its excellent equipment and facilities. Among these are found neighbors and strangers, school men from New Eng- land and New York, Pennsylvania and the West. Many visitors have come in the nature of letters of inquiry. While there are times when the teacher prefers to meet his class alone, and when it
360
ANNUAL REPORTS.
is well for him to do so, still it may be said that pupils and teachers have gained, rather than lost, by the presence of the critical, yet well-disposed, visitor.
The writer has not forgotten the privileges and courtesies granted him in other schools in the spring of 1895, while formulat- ing plans for the organization of this school, nor the positive and valued aid received. If right methods can be introduced, if burdens can be lightened, if error can be removed, if inspiration and enthusiasm can be aroused by experienced teachers in a fav- ored institution, it might with propriety be considered a duty, as well as a privilege, to open the doors to the kindly, inquiring visitor.
COURSE OF STUDY.
The course of study adopted in 1895, although in conformity with the soundest ideas of modern educators, was somewhat radi- cal in its nature. As the elective element is a prominent feature of the course, its operation has been carefully watched in its adaptation to the needs of the school and in the development of any weaknesses or strength.
Tables were given in the report of 1895 to show the tendency towards wise selections and the soundness of an elective system in conjunction with a certain proportion of required studies. Tables are likewise appended below, gathered from the exercise of choice during two additional years. It will be remembered that the English language and literature and the comprehensive study of the history and achievements of the human race were made the basic principle of the course. Mathematics, consisting of ele- mentary algebra and plain geometry, was also required the first two years. In addition to this prescribed work, the pupil, with the consent of his parent, was required to select a certain amount of work sufficient to amount to fifteen prepared recitations a week, or three a day. Five general exercises were provided in addition to the above, making a total of twenty periods of prepared and unprepared recitations each week.
361
SCHOOL DEPARTMENT.
During the first and second years of the course one subject only was allowed for selection to make the required number of periods; in the Junior and Senior years two or more subjects could be selected, as fewer prescribed periods were required by the school in consequence of discontinuing mathematics. Five op- tions were furnished during the first year,-three foreign lan- guages, Latin, French, and German, one science course,-botany and zoology,-and manual training and mechanical drawing. These same options were continued for four years, making in reality four courses in each foreign language, in science, and in manual training and in mechanical drawing. Physics, chemistry, and geology and astronomy took the place of botany and zoology the second, third, and fourth years in the science course.
During the third and fourth years a large number of electives were offered in commercial branches,-bookkeeping, commercial arithmetic, commercial law, penmanship, stenography, and type- writing; in mathematics,-advanced algebra; solid geometry, analytical geometry, and trigonometry; in advanced science work in botany, zoology, physics and chemistry, and in art.
Papers are inserted below giving the exact number and per- centages of first year electives of the three classes which have en- tered from the grammar schools. Likewise, tables are given showing the electives of the classes of 1899 and 1900 during sub- sequent years. It will be seen that the choices of the first year classes vary only a little from year to year. A goodly number still select Latin,-nearly as many as select French and German together. Manual training and mechanical drawing have gained a substantial increase since the first year. About one-third of the first year class are enrolled in that course. Several young ladies from upper classes are also taking it.
The tendency has been towards equal numbers in the various courses, rather than otherwise. A smaller number choose biology during the first year, undoubtedly from the fact that it is least understood. The words "biology" and "zoology" probably mean less to pupils than any other sciences ; in fact, it has been observed that sciences as a rule never attract at first as easily as the well- established languages. The interest and enthusiasm aroused
362
ANNUAL REPORTS.
among those that select zoology and botany are sure to make up for any smallness in numbers by adherents in later years. 1
The decided preference for French over German may be ex- plained by the comparatively recent introduction of the latter subject into school curricula, by the superior position the former subject has for centuries held as the language of politics and com- merce, and by the prevailing belief that the former is the easier study. There is a steady growth in favor of German, however, and this is seen distinctly in the upper classes.
In subsequent years it will be seen that many - in several cases over fifty per cent .- have continued to select the same elec- tive. In no sense can it be proved that the elective system leads to smattering, and thus weaker, courses than the set courses of the past. The experience of the school has proved beyond question the wisdom of allowing the pupil considerable freedom in the se- lection of his course. Any misgivings that may have been enter- tained at the beginning, regarding the wise use of freedom by stu- dents below the college age, have entirely disappeared, in view of the excellent results obtained from an actual trial of the system in this school.
The elective system, in removing compulsion, has opened the door for increased interest and zeal of the pupil, for closer rela- tions between pupils and teachers through the recognition of the wants and aptitudes and responsibilities of the individual. The elective idea has won its way into college and university, and can never be dislodged. Sharp controversy over its merits and fal- lacies no longer occupies prominent pages in the educational press .. In like manner, the elective system, in part, at least, may be wisely substituted for the arbitrary programme of the secondary school.
It may, perhaps, he stated that the school course now in use has been examined and heartily endorsed by many prominent and progressive educators, and inquiries are constantly being received regarding it.
1
363
SCHOOL DEPARTMENT.
ELECTIVES OF FIRST YEAR CLASSES.
REPORT BY NUMBER OF PUPILS.
Latin.
French.
German.
Biology.
M. Dr and M. Tr.
Number in class.
Class of 1899
85
19
10
30
55
199
Class of 1900
67
61
9
31
73
222
Class of 1901
66
62
9
26
73
225
ELECTIVES OF FIRST YEAR CLASSES. REPORT BY PERCENTAGES.
Latin.
French.
German.
Biology.
M. Dr and M Tr.
Per cent.
Class of 1899 . .
42.7
9.6
5 4
15.1
27.6
100
Class of 1900
27.8
25.4
3.8
12.7
30 3
100
Class of 1901
27.9
26.3
3.8
11 1
30.9
100
ELECTIVES OF CLASS OF 1900. NUMBER OF PUPILS IN CLASSES.
I Lat.
II Lat.
I Fr.
II Fr.
I Ger.
II Ger.
Phys.
Biol.
I M. Tr. and M. Dr
II M. Tr. and M. Dr.
No. in Class.
First Year
67
..
. .
..
31
73
..
199
Second Year . .
8
28
34
21
22
13
16
7
7
19
163
ELECTIVES OF CLASS OF 1900.
PER CENT. IN CLASSES.
I Lat.
II Lat.
I Fr.
II Fr.
I Ger.
II Ger.
Phys. Biol.
I M. Tr. and M. Dr.
IL M. Tr. and M. Dr.
Per cent.
First Year . .
27.8 4.6
..
25.4
·
3.8
..
. .
12.7
30.3
...
100
Second Year . .
16
19.4
12
12.6
7.5
9
4.0
4.0
10.9
100
.
61
9
364
CLASS OF 1899 .- NUMBER OF PUPILS IN CLASSES.
Latin.
French.
German.
M. Tr.
M. Dr.
Rev.
Math.
Phys.
Chem.
Biology.
B .- K.
Sten.
Com.
Arith.
Type-
writing.
No. Pupils.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
1.
2.
1.
1.
2.
3.
1.
1.
1.
1.
First Year .
85
19
.
..
.
.
. .
.
. .
..
. .
.
.
. .
·
.
Second Year .
.
Third Year
1
6
13
19
.13
1
8
4
12
2
2
1
6
4
12
15
4
21
.
.
3
29
60
15
41
125
CLASS OF 1899 .- PER CENT. IN CLASSES.
Latin.
French.
German.
M. Tr.
M. Dr.
Rev.
Math.
Phys.
Chem.
Biology.
B .- K.
Sten.
Com.
Arith.
Type-
writing.
Per cent.
1.
2.
3.
1.
2.
3.
1
2.
3.
1.
2.
3.
1.
2.
3.
3.
1.
2.
1.
1.
42.
3.
3.
1.
1.
1.
First Year
42.7
..
.
..
. .
.
..
..
..
..
..
. .
..
. .
.
.
.
.
.
.
100
Second Year .
·
9.2 25.4
..
18.3
6.6
..
3.8
1.1
..
2.7|13.0
3.8
9.7
..
..
..
..
..
.
:
.
. .
1.0 10.0 20.5 5.1 14.4
100
Third Year .
0.4
2.2
4.4
6.5 7.8
0.4
2.7
1.3
0.7
0.7 0.7 0.4 2.1 1.3
4.1|
0.5
1.3
7.2
..
. .
.
19
34
12
.
. .
5
24
. .
-1
18
..
·
·
.
.
. .
. .
.
.
·
156
13
4
30
. .
10
55
55
. .
199
11
ANNUAL REPORTS.
-
15.1
9.6
5.0
27.6
100
..
7.1
..
..
Total
365
SCHOOL DEPARTMENT
LABORATORY AND LIBRARY METHODS.
The school has firmly believed in the laboratory and library idea in its methods of teaching from the first. Not only in science, manual training, and art, but in English, history, mathematics, and language has this idea been constantly applied.
Power to observe and ability to reason have been sought in the methods of the school. The laboratory-a place to labor- is the cornerstone of the new education. Secretary F. A. Hill, of the State Board of Education, in a recent report, has said, that the most conspicuous improvement that has been made in modern education has been made through laboratory methods of pro- cedure. A pupil knows because he has investigated and has seen for himself. He has learned how to do by doing. Such power trains for the battle of life. Facts and opinions have been tested by reading and comparing authorities. The employment of judg- ment and self-control are being constantly tested. Such training broadly educates for the responsible duties of life.
These three methods are applied to every form of teaching in the school. Personal experimentation and investigation, appa- ratus-making, object-study, sight-reading, daily theme-writing, wood-working, clay-modeling, art-work, nature study, inventional mathematical work, original designs, actual business practice, vocal music, intensive historical study, unheralded tests, library research, voice culture, will-training,-all are forms of the labora- tory and library method, which make for more practical, more effi- cient, and more intellectual citizenship. The whole building is one great laboratory where opportunities are offered for the en- richment of life, where noble interests and ambitions are awakened and fed, where lofty human ideals are found and followed, and where power is given to body, intellect, and will to fill one's true place in the world about him, and to carry its civilization to a higher plane.
EQUIPMENT.
Great care has been taken in equipping the school in its vari- ous departments. Financial consideration, as well as sound com- mon sense, forbade haste in this matter. Time has been taken
366
ANNUAL REPORTS.
carefully to investigate with regard to expense and usefulness in every book and piece of apparatus. A large part of the permanent equipment has been already purchased, and yet more must be obtained for library and laboratories before the most fav- orable conditions are provided for the most successful work along the lines referred to above.
The library is a fountain of daily supply to every one of the 600 and more pupils and teachers. At least two or three thou- sand select volumes are needed as a good working library for so large a number. At the present time there are only 744. Many of these books should have duplicates, that no time may be lost by pupils in obtaining the necessary working tools in the few study periods of the week's programme. Emphasis is placed upon the practical working side of the library. It should be a real literary laboratory. For this purpose tables, chairs, book shelves, card catalogues, cabinets, and other furnishings should be provided with ample accommodations for all.
The department of physics still needs a generous appropria- tion for its work. Many of its most necessary pieces of apparatus, unfortunately, are very expensive. The subject of electricity alone will require as great expenditure as an entire department of some other subject. The drawing department, which con- stantly demands the time of two instructors, needs considerable outlay in casts, models, and diagrams of various kinds. Equip- ment for lecture work in nearly every branch of the school course, by aid of the stereopticon, should be furnished at the earliest moment. Literature, history, science, and art can be taught at times by this means as in no other way.
With the exception of a few charts, the school has never been supplied with maps and globes. An appropriation covering the above items will not require a large sum, but it must ever be re- membered that modern pedagogical principles and methods, which discard in a great measure single text-book equipment and demand individual apparatus and material for study, will always be costly when compared with schools not governed by these prin- ciples ; "But this," says President Eliot, "is a direction of cost in education which easily commends itself to the American trustee,
367
SCHOOL DEPARTMENT.
committeeman, and benefactor." The extra expense is dwarfed, however, when results from the old and the new are compared.
ENLARGEMENT OF THE BUILDING.
Reference has already been made to the need of greater ac- commodations in the building. Not only will seating capacity be needed, but an enlargement in laboratory space and recitation rooms will be required.
The manual training department should be provided with rooms as commodious, well-heated, well-lighted, and well-venti- lated as other departments. The basement was never intended as a study or recitation room, is unfit for the purpose, and is occupied at present, as is generally understood, temporarily. Even if the carpentry, wood-turning, clay-modeling, moulding, and mechani- cal drawing departments could be located in the basement perma- nently, extra provision must be made for the last two years in iron work. A laboratory for domestic science-a subject at present in the curriculum-is required. Manual training should be pro- vided for girls as well as boys. Up to the present time no oppor- tunity has been given to make provision for this study.
There were three recitation rooms in the building originally, but, in consequence of the growth of the school, all three have been utilized for other purposes. One is used for the typewriting department, another has become a part of the library, and a third was taken in connection with the Superintendent's offices, which were remodeled into an extra classroom. Several recitation rooms, therefore, are needed in furtherance of the regular work of the school, even with its present membership.
The art room is not large enough for the purposes for which it was designed. Suggestions have already been made whereby ample accommodations can be obtained with little expense and not much difficulty.
Two other ideas should be considered when plans are being made for the enlargement of the building. If other new high school buildings which have been erected recently in several cities of New England may be cited as examples of modern high school
368
ANNUAL REPORTS.
architecture, and if a full development of the pupils' physical and ethical being is sought, two most important rooms should be pro- vided. I refer to some kind of room for physical education, and a hall with a seating capacity sufficient to accommodate at least every member and teacher of the school. To say that physical education has never received the attention in the secondary schools its importance demands and will receive in the future, and to claim that facilities for proper instruction therein should be pro- vided in every modern school building, requires no argument. Nothing can be more valuable, nay, more vital, to the pupil than bodily health. Education goes for naught if this element is lack- ing. Regular and systematic instruction in the subject under proper conditions can hardly be overestimated in its importance.
The value of a general assembly room for morning devotions, for lectures, for literary and musical exercises, and for the many and frequent occasions incident to school life is self-evident. Were it possible to present in this report photographic reproduc- tions of the appearance of the lecture room on the Greenhalge Memorial Day and on the day set apart for memorial exercises last May, when His Honor Mayor Perry on the former occasion, and ex-Mayor Hodgkins on the latter, addressed the school, very little discussion would be necessary to show the need of an as- sembly hall. On those two occasions half of the pupils occupied the seats, a quarter of them sat on the floor and on the steps of the platform, while the rest, packed closely together, stood in the aisles and corridors. With the probable increase in membership in the future, it will be impossible to assemble the whole school, even under the conditions just described. But the inconvenience, and even the elimination of special occasions, impressive and valu- able though they are, cannot be compared, perhaps, with the loss in power, in influence, in lessons of patriotism, and in character- building from inability on the part of pupils and teachers to meet for morning devotions and for occasional conferences.
Permit me to state in conclusion that I consider the building in its general plan, in its simplicity, and in its adaptation to the demands of the school a most excellent one, with the two excep- tions noted above. The law obliging the establishment of manual
369
SCHOOL DEPARTMENT.
training and the rapid growth of the school have presented needs not considered when the original plans of the building were for- mulated. If the above suggestions could be embodied in future plans for alteration or enlargement, surely no school in the Com- monwealth could surpass our own in suitableness for the purposes. for which it was erected.
ORNAMENTATION OF THE BUILDING.
A few months after the opening of the school, the pupils,- under the leadership of their enthusiastic music director, Mr .. Hadley, decided to present Gaul's cantata, "The Holy City," for the purpose of raising funds to purchase art decorations for the building. A decided musical and financial success was achieved,. and from $300 and over, which were obtained as net proceeds,. thirty-one pictures, casts, and busts were obtained, and have been placed upon the walls of the corridors and lecture room.
The class of 1896, at the close of their course, presented the school with a cast of "The Choir Boys," by Della Robbia, and the class of 1897 left a fine photograph of Guido Reni's "Aurora," in token of their loyalty to the school.
In connection with the subject of decoration it may be ap- propriate to mention the Ivy Exercises which both Senior classes have held in honor of their school on the eve of graduation. The exercises have occurred during the regular session in front of the schoolhouse, and the chief ceremony of interest has been the plant- ing of an ivy near the wall of the building. It is hoped that every class will continue the beautiful custom now begun, and that, in future years, the outer walls of brick will be covered with a mag- nificent robe of green, which will not alone ornament the building, but will symbolize the loyalty of her sons and daughters.
ATHLETICS.
The subject of athletics is one that touches the school at the present day on so many sides, and so vitally that no teacher can afford to ignore its presence or its influence.
370
ANNUAL REPORTS.
The spirit of athletics pervades college and school as never before. There is much to condemn and much to commend. Every teacher and every pupil should endeavor to eliminate the evil and preserve the good. The teachers of this school, governed by that idea, have exerted their influence towards promoting a manly and sportsmanlike conduct, in advising careful use of money, in discouraging an excess of physical exercise, in prevent- ing a lowering of scholarship standards, and in arousing a proper spirit of loyalty among the pupils.
During the five football and baseball seasons since the organi- zation of the school, the athletic teams have been remarkably suc- cessful, having won four championships in interscholastic leagues. Much credit is due these athletes, not alone for the victories they have won, but for the gentlemanly spirit they have uniformly shown in their games.
Recently the student body of the two schools have formed an athletic association for the better management and support of ath- letic interests, and the former organizations of the different teams have heartily joined the association. It is confidently expected that the united efforts of pupils, graduates, and teachers will avail in reducing the evils of school sports to the minimum, and of awakening a true and healthful athletic spirit throughout the schools.
Physical exercise in some form, outside of school, should be regularly engaged in by all pupils. Only a few can be selected to play as school representatives on a nine or an eleven, and only a certain number are physically able to take part in such rigorous sport, but all, both boys and girls, can and should take systematic out-door exercise each day. The permanent development of ath- letic spirit so commendable would be more important, even, than many championships.
A ten-minute physical exercise, designed mainly for a few breathing exercises and for a restful change of position, is required each day in school. No in-door exercise, however, can take the place of fresh air in the sunshine, and the student body are con- stantly urged to use the recess and a portion of the afternoon out of doors.
-
371
SCHOOL DEPARTMENT.
THE SCHOOL AND THE LIBRARY.
The following words are quoted from a letter sent by the writer to Mr. John S. Hayes, the city librarian, expressing appreciation and gratitude for the many privileges which have been granted the teachers and pupils of the English High School during the past year :-
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.