USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1905 > Part 12
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160
ANNUAL REPORTS.
teaching force to thirteen, inclusive of the principal. Two in- experienced student teachers have been employed since the begin- ning of the school year who have given some class instruction. While this may tide over an exigency, the relief afforded is in- adequate. The numbers in the school and the work to be done imperatively demand two, if not three, additional teachers. The possibility of getting along without them should not be enter- tained for a moment. Many of the classes are altogether too large for thorough instruction. Some of the teachers are over- burdened, and it is only by the most strenuous effort that the standard of the school is maintained. Just as soon as rooms are provided, these additional teachers, who should be experienced and perfectly competent women, should be employed. Neglect to do this will jeopard the interests of the school. What the ac- commodations of the school will be in September, or, at least, what they ought to be, has been set forth at some length else- where in this report.
The following shows the numbers pursuing each branch of study at date :-
English
444
French
111
History
232
German
185
Mathematics
444
Greek
121
Physics
68
Drawing
6
Latin
438
Chemistry 12
A general complaint in all high schools is that students enter without a definite purpose and without counting the cóst. En- countering unforeseen difficulties and somewhat harder work than they have been familar with, they drop out after longer or shorter periods. This is not as true of schools whose business is distinctively to fit for college. In such schools plans are pretty well formed, and there is ahead a definite purpose to be accom- plished. This is true of the Latin school. Nevertheless, during the last six years, one-third of those who have entered have fallen by the wayside, leaving only two-thirds to graduate. In contrast with this, it may be remarked that during the same period, of those entering the English school, only forty-five in every hun- dred have remained to graduate. The following table will afford an interesting study :-
161
SCHOOL DEPARTMENT.
TABLE SHOWING LOSSES OF CLASSES IN LATIN HIGH SCHOOL EACH YEAR SINCE 1897.
MEMBERSHIP.
Class of 1900.
Class of 1901.
Class of 1902.
Class of 1903.
Class of 1904.
Class of 1905.
Class of 1906.
Class of 1907.
Class of 1908.
Class of 1909.
December 15, 1st year
79
89
77
64
103 93
111
125 106
121 112
136
139
2nd
67
80
73
47
3rd
6
57
64 65
6- 62 56
49 60 46
88 84 73
95 81
93 93
92
Graduates
48
56
Loss per cent. 1st year
15.2 15.0
10.1 20.0
5.2 12.3 3.1 9.7 27.3
26.5 4.3* 22.4* 23.3* 28.1
9.7 5.4 45 13.1 29.1
12.6 2.1 14.7 6.1 31.5
. ..
..
Total
39.2
...
. .
..
*Gain.
In September next the Latin school should enter upon a new career. It should be provided with every facility to accom- plish its work,-rooms, teachers, and appliances. Provision should be made to render wholly unnecessary the Friday after- noon session, in which the extra time and labor of two teachers and of one of the classes have been required. With increased accommodations, under the wise leadership of Dr. Baxter, who for more than a generation has successfully conducted its affairs, and seconded by an enlarged corps of tried helpers, the school should continue to hold its place in the very front rank.
The number of graduates from this school in June last was seventy-six. Of these, forty-six entered college and two the state normal schools.
English High School. A year ago, the number of students regularly attending this school was 811. This year there are 917, an increase of 106. This number is divided among the classes as follows :---
1904.
1905. 14
-4
Senior
148
140
-8
Junior
158
189
+31
Sophomore
220
224
+4
Freshman
267
350
+83
·
6
2nd
66
3rd
66
7.0
..
66
4th
6
10.4
... 13.8 37.0
120
...
4th
53
76
15.2 14.0 0.0
7.4 17.9
11.8
Change.
Post-graduate
18
Exclusive of principal and secretary, there are thirty-three teachers employed, each having an average of 27.8 pupils under instruction. There have been two changes in the teaching corps of the school during the year. Miss Harding resigned for ser- vice in one of the New York high schools. Her place was taken by Miss Ruth Tousey, Tufts, '03. Miss H. Adelaide Hamlin re- tires from teaching, her place having been only temporarily filled.
Notwithstanding the exceptional increase in numbers and the crowded condition of all departments, no extra teaching ser- vice has been called into requisition. While the teachers have labored with customary enthusiasm and ability, several of them
...
.
.
97
162
ANNUAL REPORTS.
have been overburdened with their tasks. Two or three addi- tional teachers must be employed in September, whatever may be done earlier.
There is perhaps little need of adding to what has already been said concerning the condition and needs of the English school. For years the capacity of the building has been over- taxed, and one device after another has been employed, until at last the absolute limit has been reached. As has been shown, the relief afforded by the Latin school annex will be only partial. Eight hundred pupils will still remain to be accommodated in a building designed for 600. I cannot too urgently present the necessity of the addition of a wing to the rear of the westerly end of the building, planned as to size and internal arrangements to meet at least the present needs of the school. Certainly the work done in this school demands that all needful facilities should be provided. We have always supplied the needs of the elementary schools generously and with commendable promptness, and in this respect stand well in comparison with other municipalities. When it comes, however, to provision for high school needs, a comparison shows that we stand far below other communities. Even when our best has been done, our general high school plant will not be all that can be desired. Justice to the school, to its teachers, and to the reputation of the city requires that im- mediate steps should be taken for the enlargement of the building.
In June the school graduated 135, three of whom entered college, six technical schools, and one a normal school. The curriculum of the school covers twenty-two different subjects of study, all but four of which are elective. These subjects and the number of students pursuing each are shown in the following table :---
--
English
923
Mechanical drawing. 276
History
808
Freehand drawing. 468
Mathematics
672
Commercial :-
Chemistry
102
Astronomy
17
Physics
35
Elocution 922
Physiology
295
Manual training 234
Latin
127
Penmanship 195
French
329
Commercial arithmetic. 114
German
97
Typewriting 180
19
Music 923
Physical geography.
Law 23
Bookkeeping 112
Biology
57
Stenography 174
As has been remarked, this school suffers from the dropping out of pupils before the completion of the course. Undoubtedly the plethoric condition of the school has contributed largely to this loss during the last few years. Indeed, it speaks volumes for the attractions which the school presents to find that the losses are no greater. Students have submitted to many incon- veniences rather than relinquish the advantages of the school. Especial efforts have been made by the management of the
103
SCHOOL DEPARTMENT.
school this year to overcome the discouragements and obstacles incident to the first year in a student's life in a high school by rendering especial assistance to individual pupils. The entire time of a competent teacher could be advantageously spent in this line of work. The loss of pupils that the school has sus- tained for a series of years is shown in the following table :-
TABLE SHOWING LOSSES OF CLASSES IN ENGLISH HIGH SCHOOL EACH YEAR SINCE 1897.
MEMBERSHIP.
Class of 1900.
Class of 1901.
Class of 1902.
Class of 1903.
Class of 1904.
Class of 1905.
Class of 1906.
Class of 1907.
Class of. 1908.
Class of 1909.
December 15, 1st year
228
211
217
299
246
261
250 190
252
267
350
2nd “
163
153
162
221
178
214
220
224
...
"
3rd “
119
125
135
178
147
180
158
187
...
...
Graduates
83
. 108 9€
108
151 135
106
135
. .
...
...
Loss per cent.
1st year
24.1
27.5 18.0
25.3
26.0 19.5
27.2 17.4 23.8 5.4 56.9
18.0 15.9
24.0 16.8
12.7 15.0
16.1
.. .
"
3rd
66
18.5
13.6
11.1
15.2
17.8 8.7 48.3
...
...
...
...
Grammar and Primary Schools. A year ago there were in' these schools 10,357 pupils. To-day there are 10,562, an in- crease of 205. They are distributed among the nine grades as follows :-
Grade
1
1,581
1,586
-5
‹‹
2
1,456
1,424
+32
6
4
1,274
1,267
+7
66
5
1,189
1,203
-14
66
6
1,152
1,114
+38
7
967
1,003.
-36
66
8
917
851
+66
690
630
+60
Total
10,562
10,357
205
.
.
.
97
120
112
148
140
. .
. .
. . .
. . .
66
4th
14.4
11.1
10.0
...
. ..
Total
.
63.6
54.5
50.2
10.6 54.8
1,336
1,279
+57
.
.
.
.
.
.
.
In 1905 the grammar schools graduated '606, ninety-four more than the previous year. Of these, 463 entered the high schools, 124 going to the Latin school and 339 to the English. Past experience has led us to expect that about one-half of the pupils found at any time in the fourth grade will drop out of school before the time of graduation arrives. Tracing the numerical history of the class that graduated from the grammar schools this year, we find no change in the rule. This class started with 1,141 pupils, and lost forty-seven per cent. of this number before graduation. The losses in the various grades are. here shown :-
1905.
1904.
Change.
2nd
27.0
16.6
...
...
11.4
...
..
....
...
4th "
3
.
.
.
9
164
ANNUAL REPORTS.
Loss. Per Cent.
December, 1899, fourth grade
1,141
December, 1900, fifth grade.
1,111
30
2.7
December, 1901, sixth grade.
1,038
73
6.4
December, 1902, seventh grade
932
106
9.3
December, 1903, eighth grade
751
181
15.9
December, 1904, ninth grade.
630
121
10.6
June, 1905, graduates.
606
24
2.1
September, 1905, entering high school ..
463
143
23.6
The 329 employment certificates issued have been granted to the children who have left the various grades as follows :-
Grade 3.
1 Grade 7. 67
Grade 11 2
4 11
8
64
12. 1
5 23
9
43
Unclassified . .. 45
6 62
10 10
The unclassified certificates have been granted mainly to illiterate minors.
Half-time conditions prevail now in only three buildings,- the Prescott, Glines, and Hodgkins. The experience of last year is corroborative of the fact that when children attend on half-time between six and seven per cent. more are left behind to repeat the work than in full-time classes. The chief argument for full- time sessions rather than half-time comes from parents, the ma- jority of whom are anxious that their children should attend school all day. Educators are divided in their opinions. There are many who claim that three hours or four hours daily are enough for first-grade children to be in school. During the rest of the day they should be where free muscular activity in the open air is possible. In one of our nearby cities, the first grades by choice attend only in the forenoon, from nine o'clock until twelve. In the afternoon the teachers of these grades spend their time in assisting in the higher grades. It is claimed that the general average results are favorable. Any loss that may be sustained in the first grade by the shortened session is more than made up by the service rendered by teachers in the other classes in the afternoon. In New York city 70,000 children are com- pelled, through lack of sufficient accommodations, to attend for a shortened day. There are those that argue that these children suffer little loss, from an educational point of view. When out of school, however, they spend their time under conditions that neutralize much of the good that they have received from the schools. For all such children of the poorer class, the school affords a retreat and a protection from injurious influences, and the longer time spent therein the better.
In connection with this subject, it is pertinent to consider the question whether we may not raise the age at which children enter the first grade from five years to six, and reduce the ele- mentary school period in this way from nine years to eight years. It is well known that a nine-year course is the exception and an eight-year course the rule, taking the country over. Outside of Massachusetts or New England, it is very rarely that the ele-
1
165
SCHOOL DEPARTMENT.
mentary course covers more than eight years. Exclusive of the kindergarten, the entering age is six years. Several prominent New England cities have recently adopted this age limit. Wher- ever the experiment has been tried of thus saving an elementary school year, the results have been satisfactory. Pupils graduate from the grammar school at about the same age and enter the high school in similar numbers under both systems, having ac- complished the same amount of work. The work done in the first grade with children that are only five years of age can be done with children a year older in a much shorter time, and, as many claim, more consistently with the natural development of their mental and physical powers. During the three primary years, whatever is lost by the omission of the present first year is fully made up, so that pupils enter upon the higher years of the course with attainments differing very little from the present.
The advantages of a radical change of this kind are appa- rent. It would throw out of our schools about 800 five-year-old children, reducing the number of teachers by fifteen or twenty, and lessening the annual expenditures from ten to fifteen thou- sand dollars. It might also save us, for two or three years at least, the construction of additional school buildings or enlarge- ments. The plan may not be advisable, but it certainly demands discussion. Ultimately nine-year elementary courses will prob- ably be found to be the rare exception.
Kindergartens. At the beginning of the fiscal year a move- ment was made in the school board toward the abolition of the kindergartens in the interests of retrenchment. This brought to the surface a very strong sentiment in favor of kindergartens, and called out many protests against any attempt to discontinue or restrict them. Not only was this feeling manifested among the patrons of existing kindergartens, but among residents of less- favored portions of the city, who are hoping that one day circum- stances will be such that kindergartens may be established in all sections of the city. In deference to this strong public sentiment, to say nothing of the conviction of the committee themselves, a report was made that it is inexpedient to make any changes in this direction. I do not now recall any instances of the abolition of kindergartens in any community where they have once been established. Wherever introduced, they are patronized and ap- preciated, and if retrenchment is necessary the kindergartens are the last to feel its effects. They have become an integral part of progressive school systems, and the necessity for their establishment and maintenance should be recognized as essential to any system of schools that lays claim to the highest excellence. The four kindergartens in wards one, two, and four have been in successful operation all the year. The entire expense for instruction incurred is $3,909.49. The enrollment has been 412, and the average membership, 195. The cost per pupil is about $8.00 more than in a primary school. If by any possibility an
166
ANNUAL REPORTS.
eight-year elementary course were adopted in the city, as sug- gested elsewhere, there would undoubtedly be an emphatic call for the extension of the kindergarten to include the entire city and to accommodate children five, if not four years of age. If this were generally done, the reduction from nine years to eight would be merely nominal, and instead of being in the interests of economy it would entail a larger annual outlay. The following table shows the facts regarding kindergartens in detail :-
Hanscom.
Bennett.
Baxter.
Glines.
Total.
Enrollment
104
112
93
103
412
Average membership
48
50
4
49
195
Average attendance
44
42
45
43
174
Per cent. attendance
91.7
85.2
4.1
88.9
89.2
Age
4-9
4-6
4-5
-4-7
4-7
.
Evening Schools. At least fifty persons having petitioned and pledged attendance, in accordance with legal requirements, the first evening high school in Somerville was opened in Octo- ber, 1904. The academic department of the school continued for seventy-nine evenings. The drawing school, which was transferred from the Latin building to the English and made a department of the school, was in session thirty-nine evenings. In all departments, 762 different students were registered. While the school was in session four evenings of the week, the students were divided into two sets, one attending on Mon- day and Thursday, and the other on Tuesday and Friday even- ings. Some students attended four evenings. Including all de- partments of the school, there were present on the average each evening 224. In the academic department the average attend- ance dwindled from 291 in October to ninety-two in February, and the drawing department from ninety-six in October to sixty- two in February. Many registered at the outset who were at- tracted by the novelty of an evening high school and were with- out any well-considered purpose. They attended but few even- ings, But are included in the whole number registered. As far as regularity and continuity of attendance are concerned, our experience in the evening high school is similar to that in the elementary schools. Numbers are comparatively large at the opening. They decrease steadily until at the close about a third of the original members are in attendance. These short-time at- tendants receive practically no benefit from the school, but re- quire teachers and swell the expense. The commercial depart-
16%
SCHOOL DEPARTMENT.
ments were much more fully patronized than any others. Stenography, bookkeeping, typewriting, penmanship, commer- cial arithmetic, English, French, German, Latin, chemistry, physics were the subjects pursued. Some of the classes were discontinued early in the year, owing to loss of members. The organization and management of the school were in the hands of the head master of the English school, and his eighteen as- sistants were equal in ability to those employed in our day schools. Everything possible was done to make the school a success, and an opportunity was offered to the young people of Somerville which should have been better appreciated.
The expenses of the school were $0.404 for each pupil for each evening ; that is, relatively, four times as much as we pay in the high school for the same length of time. The equipment of the school with books and material required an unusual expendi- tuie. The cost of the school is as follows :-
Paid for instruction
$4,243
Paid for janitor service 153
Paid for supplies 1,257
Paid for light
1,046
Total
$6,699
This year the school opened in October with a much smaller registration, but with an average attendance of about 200 each evening. The school is being successfully managed and run as economically as possible, teachers being dropped as the pupils fall out.
Elementary Evening Schools. The conditions in the ele- mentary schools during the season of 1904-1905 were much the same as in previous years. The Prescott, Bell, and Forster schools were open seventy-nine evenings each, and the Highland, sixty-three. The enrollment was considerably smaller, but the number in attendance was about the same as last year, 312. Thirty-two teachers were employed, and the entire cost of the schools was $6,088, an average of $0.247 per pupil per evening, which is relatively five times the cost of the elementary day schools.
The statute formerly required that evening schools should be kept at least fifty evenings during the year. Recent changes in the law, however, make the length of the evening school term optional with the committee. For the last few years the schools have been open until the first of April. It was thought best, however, by the committee this year to close the schools on the first of March. The reason for this was purely a financial one, the evening school committee being desirous of co-operating with the city government in an attempt to reduce expenditures in all directions. It is an open question whether attempts to economize by shortening the terms of the evening schools are wise or not. The students that persist in their attendance belong
168
ANNUAL REPORTS.
largely to two classes. The smaller class is composed of illit- erates, whose attendance is compulsory and who are glad of the shortened term. Much the larger class is made up of young men and women who appreciate the opportunities the school offers, and attend regularly and maintain their zeal and interest and ap- plication to the end. These students were much disappointed at the early closing of the schools. The loss of the last month was a distinct disadvantage to them. Table 15 in the Appendix gives the details of evening school expenditures, etc.
Vacation Schools. The same reason that led to the early closing of evening schools actuated the vacation school com- mittee in deciding not to open vacation schools during the sum- mer. While there are distinct advantages accruing from vacation schools, if there must be retrenchment anywhere in the school department it may better be made along this line. It is, how- ever, very doubtful whether a larger dividend can be secured than by spending five or six hundred dollars for the benefit of the class of children for whom the vacation schools are designed.
Cost of the Schools. The total amount spent for the main- tenance of the schools of Somerville in 1905 is $321,676. This does not include the sums spent on schoolhouse repairs and for new buildings. It does cover the amount paid for the care of school buildings, for janitors' services, fuel, light, and tele- phones. With this expenditure the school board has nothing to do, it being wholly in charge of the city government.
The amount paid for janitors is $21,949.25
The cost of fuel is.
15,166.43
The cost of light is (for nineteen months). 4,344.95
Telephones
482.26
A total of. $41,942.89
The cost per capita. 3.63
The second important expenditure is wholly under the con- trol of the board, and is covered by what is known as the "School Contingent" appropriation. The following are the chief items :-
Officers' salaries.
$4,900.00
Books
$7,088.21
Stationery
4,385.57
Laboratory and manual training supplies ..
2,353.08
Printing
983.47
Graduation exercises
555.40
Drawing supplies
1,084.77
Truant officer's horse
218.80
Board of truants
260.34
School census
153.81
Telephones
69.56
Kindergartens
1,312.08
Miscellaneous
Total for school supplies, etc.
$20,136.82
.
.
322.14
Bookbinding
240.00
Express and postage.
1,109.59
169
SCHOOL DEPARTMENT.
Total outlay on school contingent account. $25,036.82
Appropriation
23,500.00
Deficiency $1,536.82
Received for damage to school property. $65.84
Tuition state wards and non-residents 206.16
272.00
Net deficiency $1,264.82
The third, and by far the largest, element of the cost of schools is the sum spent for the salaries of teachers. The fol- lowing shows the monthly payments :-
January
$26,424.61
February
25,961.55
March
24,625.50
April
24,574.87
May
24,463.00
June
24,382.30
September
24,717.67
October
26,557.62
November
26,643.39
December
26,346.61
Total
$254,697.12
Amount of appropriation.
260,000.00
Balance to the credit of account ..
$5,302.88
Deficiency on school contingent account. 1,264.82
Balance (Credit) on school department account .. $4,038.06
This surplus is largely due to the early closing of the even- ing schools, the omission of the vacation schools, the discharge of assistants, and the employment of lower-priced teachers.
The total outlay for all purposes in 1905 is as follows :-
Teachers' salaries.
$254,697.12
Administration
4,900.00
Care of schoolhouses
41,942.89
School supplies.
20,136.82
Total for school maintenance
$321,676.83
Paid for repairs.
8,305.48
Paid for new buildings
51,987.40
Total for all school purposes $381,969.71
Each dollar of the sum spent for the support of schools has been divided in the following proportion :-
1901.
1902.
1903.
1904.
1905.
Teachers' salaries.
$0.790
$0.800
$0.781
$0.793
$0.792
Administration.
0.017
0.017
0.013
0.016
0.013
Janitors' salaries
0.071
0.073
0.070
0.070
0.070
Heat and light
0.055
0.042
0.067
0.053
0.061
School supplies.
0.067
0.068
0.069
0.068
0.064
Total. $1.000
$1.000
$1.000
$1.000
$1.000
Per Capita Cost. The proper way to compare the cost of schools one year with another is by considering the amount spent
170
ANNUAL REPORTS.
for each pupil in the average membership. In this computation we exclude the cost of evening schools because the sum is now so large as to be misleading. It is difficult to include the mem- bership of the evening schools with that of the day schools. The following shows the
PER CAPITA COST OF DAY SCHOOLS FOR 1904 AND 1905.
High Schools.
Grammar and Primary Schools.
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