USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1904 > Part 11
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Cost of original lot. $1,880.64
Cost of original building 13,224.36
Total cost.
$15,105.00
·Cost of the first enlargement.
14,916.87
Cost of additional land, 1903-1904 $4,994.73
Cost of building 31,415.82
Total cost of second enlargement. 36,410.55
Total cost of the building as it now stands. $66,432.42
In accordance with the recommendation of the board for the relief of the schools in ward six, the construction of an eight-room building on Hudson street, in the rear of the armory, was begun October 1. It will be completed and ready for occu - pancy in September, 1905.
Length of School Year. By an amendment to the rules, the time of opening schools in September and of closing them in June may vary from year to year, as determined by vote of the board at its February meeting. In 1904, the time of closing the schools for the summer vacation was fixed at noon of Friday, June 24, and the fall term began Wednesday, September 7. This made the length of the school year in 1904 theoretically 385 school sessions, or thirty-eight and one-half weeks. Deducting five legal holidays, four and one-half days lost on account of weather, and one and one-half days at the Thanksgiving recess, the actual number of school sessions is reduced to 363, 36.3 weeks. In other words, the schools have been in session this year 1814 days. When it is remembered that the schools have been in session on less than one-half of the full number of days in the year, that the school day is but four and three-quarters hours long, that there are two holidays every week, and three vacations of a week each, aside from the long vacation, dis- tributed throughout the year, it must be conceded that the nor- mal strain imposed upon children by their school life is not suffi- cient to occasion any alarm. In view of the necessary shortness of the school year, it is important that interruptions of every sort be reduced to the minimum, and that there should be the utmost economy of time on the part of every teacher.
The year has been unusually free from interruptions. The only loss of time that might possibly have been avoided has been occasioned by the dismissals of classes on account of cold rooms. There have been sixty-five class dismissals during the year for this reason. Besides, twelve class sessions have been lost through the use of schoolrooms as voting booths.
The statutes require that the high school year shall be forty weeks in length. It is difficult, if not impossible, to continue the
153
SCHOOL DEPARTMENT.
high school sessions beyond those of the elementary schools. This could only be done by omitting one week of vacation be- tween January and July, and prolonging the high school term to the very last day of June. This, however, would produce an undesirable lack of uniformity, and would be a very unpopular measure. Nothing remains except to make the thirty-eight- week year equivalent to one of forty weeks by an intensive use of its opportunities. The table below shows the
Length of School Year.
Four weeks ending
Possible Sessions
Actual Sessions
Omitted Sessions.
January 29
40
34
Excessive cold, 4; storm, 2
February 26
40
37
Storm, 1; Washington's Birthday, 2
April 1
40
40
April 29
40
37
Storm, 1; Patriots' Day, 2
June 3
40
38
Memorial Day, 2
June 24*
29
27
Bunker Hill Day, 2
September 30
36
35
Storm, 1
October 28
40
40
November 25
40
35
Thanksgiving recess, 5
December 23
40
40
385
363
*3 weeks.
School Population. There are two ways of ascertaining the number of children of school age in the city. The first is by the school census, authorized by statute to be taken between the first of September and the fifteenth of November of each year. The second way is by counting the children actually in school, and adding to this number the children found by census takers to be out of school for one reason or another.
We have this year a conspicuous illustration of the in- accuracy of census returns. Although, with one exception, the same enumerators were employed this year as last, the returns, as shown in the following table, indicate a decrease of 114 in the number of school children between five and fifteen years of age on the first of October, 1904. At that time there were actually in public and private schools 11,941 children, or 314 more than were present on the corresponding date in 1903 :-
1904.
1903.
Change.
Ward
1
1,866
1,780
+86
2
2,546
2,533
+-13
3
975
947
+-28
4
926
1,006
-80
5
1,869
1,881
-12
6
1,710
1,875
-165
66
7
1,416
1,400
+-16
Total
11,308
11,422
-114
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ANNUAL REPORTS.
According to enumerators, wards four, five, and six showed a decrease of 257 children. It is apparent to every one conversant with those wards that such cannot possibly be the case. Indeed, the numbers in the schools show the incorrectness of the returns.
The state census is not worth to the city the money it costs. . It discloses the children that are out of school, now and then discovers one at work who ought to be in school, and reveals a few illiterate minors, who, under the law, are forced to attend the evening schools. Regarding the class of illiterate minors, how- ever, it may be said that most of them are fourteen years of age or upwards, and are employed in manufacturing establishments. A thorough canvass is made in the month of September of all establishments employing illiterate minors, their names taken, and attendance upon the evening schools enforced. .
Additional Accommodations. In view of the long-continued discussion regarding high school needs, it may be wondered that the subject should be mentioned in this report. The exigencies, however, are so great and the need of some immediate action so urgent that it is well that the facts should be put afresh before the public.
There are at the present time in the Latin school 422 pupils to occupy its 437 seats. Something, however, besides a requisite number of seats is demanded to make an efficient school. There must be as inany suitable rooms as there ought to be instructors in the teaching corps. There are thirteen teachers in the school. This number is determined by the fact that there are only thir- teen rooms in which instruction can be given. Two of these are unsuitable makeshifts, used only under the strain of necessity. This limitation in the number of teachers places an average of thirty-two pupils under the instruction of one teacher. This number is exceptionally large. In most schools, and in all the best schools, twenty-five is considered a suitable class unit. Taking this number as a standard, the Latin school should have sixteen teachers besides its principal, and sixteen suitable rooms for them to use. If these rooms were provided, much would be done to increase the efficiency of the school, but by no means would all the requirements of the case be met. What more is needed will be considered farther on.
In the English school there are now registered 811 pupils. Originally constructed for the accommodation of 600, it is only by utilizing every available foot of space that seating accommo- dations have been provided for such a large number. During the vacation one room was partitioned, thus providing an extra classroom. Many of the seats in the classrooms were taken up and placed end to end, reducing the number of aisles in the ratio of three to two. Desks were put into every available corner, and these seats, with those in the lecture hall, the physical labora- tory, and the biological laboratory, have enabled us to find seat-
155
SCHOOL DEPARTMENT.
ing room for nearly all the pupils in attendance. At the opening of the year an overflow of a dozen pupils, more or less, were seated at the tables in the library. But, as has been already said, the number of seats in a high school building is no measure of its capacity. Provision must be made for suitable recitation rooms, as well as classrooms. With this in mind, the congested con- ditions become apparent. There are thirty-three teachers in the English High school corps. Including the laboratories, lecture room, and manual training rooms in the basement, twenty-six teachers are provided with rooms in which to instruct classes. To provide room for other teachers, three ends of corridors have been curtained off, three narrow dressing-rooms have been fur- nished with chairs, and two small, unventilated storerooms have been converted into so-called recitation rooms. Under such unfavorable conditions, it is impossible for the school to work either efficiently or economically. Larger classes, and conse- quently fewer of them, might be formed if these improvised reci- tation rooms could be replaced by suitable ones.
In the discussion of plans for the relief of our crowded high schools there should be a clear understanding not only of present conditions, but of prospective requirements. The development of high schools and the increase in their attendance is the educa- tional marvel of the last decade. Our own high schools have practically doubled within this time.
When the high school was divided in 1895, the example of other cities was followed. Under the name of Latin and English schools, the specific work of each division was carefully assigned. By vote of the school board, the Latin school was made dis- tinctively the preparatory school for college. Its course of study was determined by college requirements. The English school was made a general high school, to which were assigned students preparing for technical or normal schools, together with all those whose school life was to end upon graduation from the high school. Since then, however, the requirements for admission to college have materially changed. Greek is no longer insisted upon. French, German, mathematics, science, music, etc., may be substituted instead. This change in college requirements is gradually obliterating the distinction between classical and so- called English schools. Both are fitting for college. The dis- tinction between them will soon become effaced. There is nothing to prevent our English High school from fitting its stu- dents to enter any college with its present teaching force, and without materially changing its curriculum.
In the development of high schools throughout the country to meet the demands of the public, three types of school are being evolved. There is first what may be called the literary high school, in which preparation for college or education along purely literary or linguistic lines may be furnished. There is, secondly, the manual training or technical high school, in which
156
ANNUAL REPORTS.
training for scientific or industrial pursuits is given. The third type is the commercial high school, in which training for all forms of business is furnished. These three types of school have come to stay. Manual training as applied in schools long since passed the experimental stage. It is now considered an integral part of every well-ordered school system. So, too, in every large city, at least, the commercial side of high school education is be- coming more and more emphasized, in order to meet the new de- mands for thoroughly trained young men and young women in all kinds of business.
Already several cities have established separate schools inde- pendently housed for these three lines of work. It will not be many years before their example will be generally followed. In our own city one of our high schools is distinctively a literary school. The English school, however, combines all the three types of school here outlined. It is an industrial or technical school, a commercial or business school, and a literary or "finish- ing" school.
These three kinds of school have many things in common. A number of subjects must of necessity be taught in each school. The graduates of each of them must be trained in English, in his - tory, to some extent in mathematics, in modern languages, in science. A certain degree of attainment and intelligence in all these subjects is demanded in the commercial and industrial world, as well as elsewhere.
Here, then, is the problem before the school board and the city government of Somerville. How shall we best utilize the two small high school buildings in providing accommodations for three distinct schools or departments of unequal numbers, but aggregating at least 1,600 pupils ?
Before any decision is reached regarding additional high school accommodations, the whole situation should be thor- oughly canvassed, and the needs of the future, as well as the present, be determined and provided for as nearly as possible. Among the things to be avoided are the following :-
(1) Three separate schools with different administrative heads, for unity of structure and administration secures the mini- mum of outlay and the maximum of efficiency.
(2) There should be no unnecessary duplication of depart- ments,-one chemical laboratory, a single physical laboratory, one biological laboratory, one reference library, one gymnasium for boys and one for girls, with their expensive equipments, will be amply sufficient.
On the positive side: (1) Strenuous efforts should be made to retain the present central location, for to each department of the school will come students from all parts of the city.
(2) New rooms for the manual training department are ab- solutely necessary. The present English building was erected at about the time when manual training in high schools was made
157
SCHOOL DEPARTMENT.
. obligatory. In planning the building, no reference was had to this department. The basement rooms were utilized for lack of anything better. They have never been and never will be satis- factory, particularly at some seasons of the year. More commo- dious rooms above ground, and an additional room for extensions of the work should be provided.
(3) Provision should be made for the comfortable housing of at least 1,600 students, with every convenience for physical as well as scholastic training.
The general plan of enlargement that has met with most favor, and which is known as "Comprehensive Plan No. 3," can be made to secure all that is desirable. Another building to the east of the Latin school to match the English building may be connected with the latter by a large central structure. Here, ac- cessible to both of the wing buildings, can be placed all labora- tories, libraries, lecture halls, and assembly rooms that are to be used in common by all departments. In the central -structure, also, can be placed rooms for the manual training department and gymnasiums, and whatever other rooms may be needed. Ulti- mately the present Latin building would be removed. As finally completed, the new plan would be harmonious in its architecture, admirably located, an honor to the city, and an inspiration to its youth. Built for the future as well as for the present, there is no reason why a portion of the expenditure should not fall upon our successors. There may be difference of opinion as to where the work of enlargement should begin. It seems natural, however, to relieve the most urgent needs at the outset.
Additional Accommodations, Elementary Schools. In what may be said on this subject, it must be understood that wards are men- tioned simply as a convenient way of designating certain portions of the city. The schools of no ward can be considered independ- ently of those of other wards. School buildings have been lo- cated without reference to ward lines, and in considering school interests, these lines should be obliterated, and the welfare of the schools and the convenience of the public chiefly considered. All our schools are city schools, not ward schools. Provision for their needs is made without discrimination, and they are under the rules and the management of the school board except in so far as that body sees fit to delegate its authority to others.
I. The interests of wards one and four in the easterly sec- tion of the city must be considered together. Here are four schools so interrelated that they cannot be separately considered. Two are primary schools, which are alike feeders of the two large grammar schools, the Prescott and the Edgerly. Ever since their establishment, there has been an interchanging of pupils among these schools whenever the numbers or the necessities of classification rendered it desirable. In the report of last year, it was recommended that the needs of this section would be best met by the addition of two rooms to the Hanscom school. There
158
ANNUAL REPORTS.
has been no change of conditions to render this recommendation . unwise. One hundred and fifty pupils are on half time in the Prescott and Edgerly schools. They would be accommodated without inconvenience in the proposed enlargement. When the Hanscom school was planned, it was distinctly understood that when necessary, it was to be enlarged by the addition of two' rooms on the southeasterly corner. This change could be made with comparatively little expense.
There are other considerations, however, that affect this question. There are some primary pupils all over the city that are obliged to travel unduly long distances to reach their schools. This is notably true of some children in the Glines school. This building was located to accommodate what at the time appeared to be a rapidly-growing section of the city lying northeast of Broadway. The district, however, has not been developed as ex- pected. Children have been sent to this school from the extreme northwestern portion of ward five, more than half a mile away. So, too, some children living near the intersection of Walnut and Pearl streets have been obliged to travel a half-mile to reach their school. This distance in the case of grammar school pupils is not worth mentioning, but for children of the three lowest grades at certain seasons of the year it should be avoided, if possible. For the accommodation of this latter class, in two of my reports, the recommendation was made that a primary schoolhouse be built on Walnut street, near the corner of Veazie. I have also twice recommended the construction of a primary schoolhouse to accommodate pupils in the vicinity of Moreland street. In the straitened condition of city finances, however, it is too much to expect that new schoolhouses will be built, when there is room in existing buildings to accommodate pupils, even though they are subjected to considerable inconvenience to reach them. Hence we have continued to send children to the Glines school. The crowded condition of the Edgerly school in September con- pelled the transfer of more primary children from this district to the Glines school. This change furnished the basis for a petition recently presented to the school board, remonstrating against this action, and asking that a schoolhouse be built near the cor- ner of Walnut and Pearl streets for the accommodation of pri- mary children in the immediate vicinity. This request is a reasonable one, and the question of granting it is largely one of finance. The enlargement of the Hanscom school would relieve crowded conditions at the Edgerly, and enable us to send most of the pupils in the not-well-accommodated district to that school. By this plan, however, the distance that some pupils would have to travel would not be materially lessened. A careful analysis of the situation shows that a four-room building containing the low- est four grades, and located as suggested, could be filled by tak- ing all pupils living within the territory bounded by Cross, Pearl, Dana, Bonair, Walter, Marshall streets and the Boston & Maine
159
SCHOOL DEPARTMENT.
railroad. To do this, sixty pupils would be taken from the Ed- gerly, fifty from the Glines, thirty-five from the Hanscom, twenty from the Davis, and seven from the Bell school. The pupils taken from the Glines could not be replaced, and one room would probably be vacated in that building. It is probable, however, that the loss thus caused in the Edgerly and Hanscom schools could be made good by transfers from the Prescott. The Davis and Bell schools would not be materially affected by the change. A new building in this locality would, of course, be a substitute for the enlargement of the Hanscom school. The question seems to be one of public convenience versus the financial inter- ests of the city.
To confirm what has been said about the necessity of dis- regarding ward lines in the assignment of pupils, it may be said that there are now 1,700 children in the city attending schools outside of the wards in which they reside. To give a specific illustration: There are 202 pupils living in ward four who now attend schools in wards one, three, or five. There are besides 104 ward-one children in the Edgerly, and 248 ward-five chil- dren in the Glines school.
Wards two and three seem to be amply supplied with school accommodations at present.
In ward fire there will probably need to be transfers in Sep- tember from the Bingham to the Forster school, and possibly a resort to the renewed use of the basement rooms in the latter building. At the Bingham school one room is emptied and two are filled each year. Naturally some pupils will be crowded out.
The immediate needs of ward six will be met by the com- pletion of the Hudson-street schoolhouse. This building will be filled in September by the transfer of two classes from the Burns, three from the Morse, and one each from the Brown, Carr, and Forster. This will involve the reassignment of nearly 400 pupils, and will change the classification in several of the schools.
While this is being done, I recommend that the Burns school be made a ninth-grade grammar school, under the charge of a master. This school is midway between the Morse and the Highland. There are numbers of seventh, eighth, and ninth grade pupils that are now sent past the Burns school to the latter. It will be a great convenience to them to be housed nearer their homes. Moreover, the schools of this district con- tain more than twice as many pupils as several of the other dis- tricts. In order to secure to them the same advantages afforded other parts of the city, there should be at least three masters em- ployed. Some masters in the city have but thirty-five pupils in the ninth grade, while others have from fifty to a hundred. Without entering into any discussion as to the relative value of instruction by men as compared with that given by women, it will be readily admitted that those persons to whom we pay nearly three times as much as women engaged in the elementary
160
ANNUAL REPORTS.
schools receive, are capable of giving the very best instruction. It is not possible probably to give all pupils an equal amount of this expert teaching, but an attempt should be made to equalize the privileges of our ninth-grade pupils as far as feasible.
The recommendation that four rooms be added to the Brown school is renewed. This school is located in the centre of a sec- . tion of the city that is being rapidly filled, the children of which have no other school accommodations.
The schools of ward seven are all full at the present time. One of them, indeed, is crowded in such a way as seriously to interfere with the interests of the pupils. A plan of relief readily available has not yet been adopted. There must be additional schoolrooms furnished in this ward at an early day. The sec- tion in the vicinity of Clarendon Hill is being rapidly developed. The Lincoln school is centrally located, and if its capacity could be doubled, it would afford the relief needed. This is a wooden building, however, and its enlargement on that account is objec- tionable. £ In the Hodgkins school there is a class of part-time pupils. Room should be made in this building for primary pupils that now crowd the Lowe school. Moreover, it must be the grammar school centre for all of that part of the city lying west of College avenue for years to come. I recommend that this building be enlarged by the addition of six rooms. This can be readily done, so the architect who superintended its con- struction informs me, by raising the present structure. This en- largement can be made for $5,000 less than the expense involved in erecting a separate schoolhouse of six rooms. It will much improve the appearance of the present building architecturally, and will provide for present and prospective needs. Should this addition seem inexpedient, a new six-room building should be erected very near the Hodgkins school. In any event, the lot on which that building stands should be enlarged by the purchase of as much land as the city can afford, now available at the north of the building. Indeed, if all the open land to Broadway could be utilized as a park and playground, it would be a valuable ime provement.
School Attendance. During 1904, 13,804 different pupils have been enrolled in the city. Not all of these pupils have been connected with the schools at one time. According to the rules of the State Department of Education, a pupil's membership is terminated (1) by death; (2) by removal; (3) by withdrawal with no intention of returning ; and (4) by ten consecutive days' absence, from whatever cause. Excluding from the enrollment lists names dropped either permanently or temporarily for any of these reasons, we reach the average membership of the schools, which for 1904 is 11,094, an increase for the year of 375. This average membership is important because it furnishes the basis for estimating the per capita cost.
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