USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1907 > Part 13
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Manual Training. In the Grades. In 1898 the Legislature passed a law making instruction in manual training compulsory in all cities having a population of at least 30,000.
Since that time every School Report has urged the intro- duction of this subject into the grammar school curriculum, and reasons have been given therefor. In expression of a settled conviction on the part of the School Board, three separate re- quests have been unanimously made to the City Government dur- ing the last eight years for the equipment of manual training rooms in various parts of the city. These requests have been without avail. At the beginning of this year the opinion of the City Solicitor was obtained to the effect that authority to open and equip such rooms was vested in the School Committee. After due investigation and consideration, the School Board voted in April last to establish two manual training centres, and authorized the Committee on Industrial Education to employ two instructors at a salary not exceeding $1,200 each.
In pursuance of this vote, a room in the Glines School and one in the Carr have been fully equipped with twenty-five benches each, and tools in conformity with the recommendation of Gustav Larsson, of Boston, the father of sloyd work in New England. The entire expense of equipping these two rooms was $1.302.20.
Two men, each of whom had had thorough training and long experience in this line of work, were employed at a salary of $1,100 each. A modified sloyd course of work was adopted
CARR MANUAL TRAINING ROOM.
GLINES MANUAL TRAINING ROOM.
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SCHOOL, DEPARTMENT.
similar to that used in kindred schools throughout the country. Four hundred and nineteen boys belonging in the eighth grades in thirteen schools during the girls' sewing and drawing time have received a weekly two-hour lesson since the beginning of the school year. The boys have been intensely interested in the work, only one having been found without a relish for it.
There has been no perceptible falling off in the work accom- plished in other branches. One hour of the eighth-grade boy's time has heretofore been spent in miscellaneous pursuits, while the girls have been sewing. This hour is now taken for manual training.
In the work in the shop the boy first prepares a working drawing of the object he is to make. This is drawn to scale. He then fills out a lumber order, giving the dimensions required, and estimates the cost. After general class instruction, he proceeds to fashion the piece of work in hand. When finished, he makes a record of what he has done, accompanied by self-criticism. Forms used will be found below.
LUMBER ORDER.
For coat hanger.
Kind and thickness of wood, soft pine, 7/8.
Finished dimensions. 151/2 inches x 34 inches x 21/2 inches.
Rough dimensions, 1534 inches x 7/8 inches x 234 inches.
Approximate cost, $0.03.
Name, George Marshall.
Note .- If model consists of more than one part, state for which the wood is to be used.
State length, width, and thickness.
SLOYD RECORD.
(Pupils are requested to carefully note and fill out this blank, to hand in with each completed model.) Bench 10.
Name, George Marshall.
Age, 15. School, Pope.
Model, coat hanger.
Kind of wood, soft pine.
Tool used, plane, spoke-shave, saw, circular saw, knife, ruler, pencil, square, marking gauge.
Time spent in making the model, 2 hours.
Standard measurements, 21/2 inches x 34 inches x 151/2 inches.
Measurements obtained, 21/2 inches x 3/4 inches x 151/2 inches.
Workmanship, with reason, good, because I took good care to do my work well.
What are you going to do with your model? Give it to the Junior Auxiliary of the Fathers' and Mothers' Club.
Teacher's remarks on above: Did very well.
Note .- Measurements: State the greatest length, width, thickness.
Workmanship: Excellent, Good, Fair. Plus (+) and minus (-) may be used to indicate a little better or a little less than the mark.
Evidence of the value of manual training both in elementary and high schools is overwhelming. The general trend of school work is away from the purely academic and towards the voca- tional and practical. The call is not so much for boys and young
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ANNUAL REPORTS.
172
men who know things as it is for those who can do things. Knowledge and power that can be applied in commercial or in- dustrial business are demanded. More and more the schools are called upon to equip their graduates, in some degree, to be sure, for further study, but in the majority of cases with training that will make them efficient and self-supporting. This enlargement of the function of the schools is demanded by modern conditions, and must be recognized by those in authority. This manual training work so auspiciously begun must be extended to other elementary school grades. Indeed, in all grades some form of handwork, which can be provided in great variety and abundance, should have a place.
I therefore recommend that at least two additional rooms be provided and instructors employed so that another grade, either the seventh or ninth, may share in the advantages of this work. If for financial reasons this cannot be done, the session of the manual training schools can be extended from five hours to six and one-half, by beginning at 8.30 and closing at 4 o'clock. This will shorten the length of lessons from two hours to one and one-half hours, but it will enable instruction to be given to the boys of the eighth grade and to those of the ninth as well. Some addition would need to be made to the salary of instructors in this case.
Besides this, I recommend that, under the direction of the teacher of drawing, some simple and inexpensive form of hand- work that can be carried on at the pupils' desks be introduced.
Manual training work in the high school is somewhat differ- ent, and, as might be expected, is more advanced in its character. It will be better understood from the brief outline prepared by the head of the department in the English High School, and found in Appendix I.
Sewing. Sewing was introduced into our schools nineteen years ago. There were then two sewing teachers. The growth of the schools compelled the employment of a third teacher in 1900. The continuance of this growth has compelled the gradual reduction of the time given, so that instead of the sewing period being one hour in length, it now averages about three-quarters of an hour. Instruction is given in four grades,-the fifth, sixth, seventh, and eighth. The demands of the situation can be met in two ways,-first, by the employment of a fourth teacher of sewing ; secondly, by dropping sewing out of one of the grades. The recent decisive vote of the School Board shows the first plan to be unattainable. The second plan, therefore, is the only one available. It is the opinion of the majority of the sewing teachers that the work now done in the eighth grade may be omitted with the least loss. Three years of instruction in sewing is as much as most cities and towns give. It covers all the fundamental essen- tials of the work that the girl needs to know. What is given in
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SCHOOL DEPARTMENT.
the eighth grade is not new, but rather an extension or applica- tion of the work of previous grades. This modification of the course would enable the three sewing teachers now employed to give practically a lesson an hour long to all classes.
I recommend that this be done.
Medical Inspection. By the concurrent action of the Board of Health and the School Board made effective by a generous appropriation on the part of the Board of Aldermen, a systematic plan of medical inspection of the public schools was established on the first of January, 1907. The schools were divided into eight districts, the parochial schools constituting one of them. Eight physicians were employed at an annual salary of $200, each having a district in charge. Each school has been visited regu- larly on every school day, generally at an appointed hour. A bell signal indicates to teachers the arrival of the physician. Each teacher has previously made an examination of the mem- bers of her class, and sends all pupils that appear to be in need of medical attention to the principal's office. The physician ex- amines each child, and makes such disposition of the case as he deems necessary, placing this one in quarantine, sending that one to his home with a blank advising parents to consult a physician, and sending another back to his schoolroom. There is now very little interruption to the ordinary work of the school. The chief trouble has been found in the failure of parents to return children to their schools promptly in case of quarantine. This results generally from a misunderstanding of the conditions. Parents are becoming familiar with the system, and are co-operating heartily with the medical inspectors.
The year has been marked by an unusually small number of cases of contagious disease. Whether this may be attributed in whole or in part to the work of the school inspectors, it is difficult to say. It is obvious, however, that the general health of school children has been unusually good during the year, and absence from sickness has been less conspicuous.
The following summary of the work of the medical inspec- tors is interesting as showing what has been accomplished. The general result of the plan has certainly justified its establishment and the expenditure which it has entailed.
The number of sick or defective children reported to date is 4,840. Number of children sent home, 2,062.
The cases are divided as follows :-
Specific infectious
81
Nose and throat.
1,359
Eye
346
Ear
109
Skin (including pediculosis)
2,423
General
. .. 522
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ANNUAL REPORTS.
The efficiency of this work would be greatly increased by the employment of one or two school nurses in certain sections of the city who would follow up cases of children who are either quar- antined or need special attention in their homes. The hygienic conditions there would be greatly improved and information given to parents that would be valuable, to say nothing of the amelioration of the conditions of the children. Twenty-four such nurses have been employed in Boston to supplement the work of the medical inspectors, and the success that has attended their labors has been such as to justify the appointment of an addi- tional number.
I recommend that two such nurses be employed.
In this connection allow me once more to call attention to the subject of physical training. It is directly connected with the health of school children. Prevention of disease is better than its cure. A wider range and more time should be given to our in- struction in physiology and hygiene, and statutory requirements more nearly fulfilled. Three-quarters of the modicum of time now allowed by schedule must be used in purely anti-tobacco and temperance teaching. There is much beside concerning the laws of health and its preservation that should be taught in the schools. Some knowledge should be given of the more important facts of physiology, that an intelligent idea may be had of the functions of various bodily organs. In addition to all this, there should be scientific physical exercise and training. This requires technical instruction that not all teachers are qualified to give. Hence the need, for a while, at least, of a general director of physical train- ing. There is especial need along this line in the high schools for reasons that have been set forth in full in previous reports. It is possible for a director of high school athletics to take charge of the physical training in those schools. Mr. Cuddy, who managed our high school athletics so satisfactorily for many years, is now doing this combined work in Malden.
This important matter is recommended to your considera- tion.
Eye and Ear Tests. By act of the Legislature of 1906, every teacher in the state is required to test the sight and hearing of each one of her pupils once a year. For this purpose test cards are furnished by the State Board of Education, accompa- nied by full directions for the teacher and blank notices to be sent parents in cases where professional treatment is deemed necessary. On blanks provided for the purpose the name of each child and the result of the examination of each eye and of each ear are recorded. Under this enactment two tests of the sight and hearing of Somerville public school children have been made, one between September, 1906, and February, 190%, and the other from September, 1907, to December, 1907.
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SCHOOL DEPARTMENT.
The results are tabulated below :-
EYES.
1906.
1907.
Change.
Tested
11,270
11,255
-- 15
Defective
2,884
2,434*
- -450
Per cent. defective.
25.6
21.6
4%
Notices sent to parents.
2,083
1,171
Professionally treated.
527
168
*Wearing glasses, 880.
EARS.
1906.
1907.
Change.
Tested
11,527
11,786
+259
Defective
869
622
-247
Per cent. defective.
7.5
5.3
-2.2%
Notices sent to parents.
581
350
Professionally treated.
122
44
With regard to the second test it should be said that in some classes notices are yet to be sent to parents, and it is too early to report the number professionally treated.
A study of the results of these tests is interesting. In 1906 25.6 per cent. of the eyes examined were found defective. . In the second test 21.6 per cent. were found defective. This dif- ference of four per cent. in the two tests must lead to one of two conclusions,-(1) there has been a marked improvement in the vision of children during the part of the year intervening be- tween the two examinations, or (2) the tests are inaccurate. I am of the opinion that the second conclusion is correct. The tests have been made by different teachers and under different conditions. It is no easy matter to make an accurate examina- tion of the eyes of fifty children. They must be tested indi- vidually and in a room by themselves, and the directions must be explicitly and uniformly followed. Much of this work must be done out of school hours. Most teachers are the merest amateurs in such business, and while in many cases their inaccu- rate work may be greatly to the advantage of pupils, it should by no means be deemed final. Aside from the immense amount of labor involved on the part of teachers, it seems to me that to be sufficiently effective the examination of all eyes and ears should be made by a single expert and under ideal conditions. The value, however, of this rough examination has been illus- trated over and over again in the discovery of defects that were not suspected and by the application of remedies that have been of marked advantage. At least 600 cases have been profession- ally treated, and parents as a rule have gladly co-operated with teachers. There have been numerous instances, however, in which parents have been unable or unwilling to incur the ex- pense attending examination and relief.
What has been said with regard to the eye test applies with nearly equal force to the test of hearing. While 7.5 per cent. of
176
ANNUAL REPORTS. :
defectives were found in 1906, but 5.3 per cent. were disclosed in 1907, an apparent improvement of 2.2 per cent. This appa- rent improvement may be accounted for in two ways,-first, the inaccuracy of the test, and secondly, many pupils have been treated by the school physician for adenoids and other throat dis- eases that have interfered with hearing. In many cases partial deafness has been wholly relieved. It still remains, however, to be said that the hearing test is much more difficult and more liable to inaccuracy than the eye test, for not only must there be the isolation of the pupil during the examination, but it must be done under conditions of absolute silence. The method pre- scribed requires more time in the case of an examination for hearing than for sight.
The "Instructions to Teachers" recommend that all pupils in a building should be tested for hearing by the same person. Some attempts have been made to do this by the principal or his assistant, but in general it is impracticable.
These tests are found by teachers to be a serious addition to their labors and an interruption to their regular work. Some of them are conscious, too, that this work, under the conditions under which it is done, is necessarily unsatisfactory.
The question naturally arises whether an annual examina- tion of all children is needful. May not the test be limited in some way so that it shall be less burdensome?
Grammar Masters. I have heretofore urged that the princi- pals of the larger schools be given increased supervisory duties by placing in their charge the smaller schools which are tributary to their own. In doing this we should be following the custom adopted by many other cities, and one which, judging from its continuance, works satisfactorily. These principals occupy positions which, if we should adopt the standard set up by our sister cities, are worth at least $2,000 a year. They are men and women of long experience, with professional training and an equipment that should qualify them for all branches of school work. The time they now spend in clerical duties, in distribut- ing supplies, in looking after books, in testing eyes and ears. in managing the stamp savings business, in aiding the medical in- spector, in teaching music, in receiving and escorting visitors may well be used in more important work, and these miscella- neous duties be turned over to assistants employed in part for such service.
One leading criticism of our schools made by the Mosely Commission was that we have altogether too little instruction by men. The most skilful instructors should certainly use their skill to the greatest extent possible. The more important sub- jects should be taught by them in the upper grades. The super- vision of the work of other teachers in their buildings is now in- cumbent on them under the Rules. Into their schools come
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SCHOOL DEPARTMENT.
pupils from outside buildings. They should readily assimilate. Their attainments should be uniform. The methods followed should be identical. Moreover the advantages enjoyed by teachers in the large buildings with masters at their head should be shared by other teachers, who welcome suggestions and need the stimulus of helpful daily visits from enthusiastic experts. Believing that this arrangement would in most, if not in all, cases be of decided advantage to the schools, I renew my recommen- dation that the work of masters be thus extended.
In this connection I wish to call attention to the need of an assistant in all buildings of eight rooms or more, who shall give her entire time to one building. The principal needs more free- dom for helpful supervisory work, and an assistant besides teach- ing can care for the miscellaneous business of the office and have time to spend with backward children who greatly need special attention.
Teachers' Salaries. As the result of an active, though per- fectly courteous and legitimate, campaign conducted by the women teachers employed in the elementary schools, an increase of $50 per year in salaries has been voted by the School Board to take effect at the beginning of the next fiscal year. This is but part of a movement that has extended throughout the country. Salaries have everywhere been increased. It is prob- able that the most prominent factor in this movement has been economic in character. The actual financial needs of teachers have been largely influential. The discussion has, however, ac- complished more for the schools probably than it has for the teachers. The work of the teacher, the demands made upon her for professional training, upon her time, her nervous energy, as well as the general standard and attainment demanded by the twentieth century school, have been discussed by the public as never before. A clearer understanding of some educational matters has been reached. People are coming to realize more fully than ever before the value of the public schools and the de- pendence upon them of city and state for the promotion of civic welfare. The belief that larger expenditures and a broader ex- tension of the work are required has been developed. The sala- ries of teachers have by no means reached their limit. If high standards are to be maintained, if men and women especially fitted by nature and education are to be attracted towards the teaching profession, the financial inducements must be increased. Somerville has been generous in the past and in its recent action, and is sure to reap the benefit that comes from increased effi- ciency and a more contented and enthusiastic service on the part of its teachers. We must be prepared, however, for larger ex- penditures. I know that it hardly seems possible to those who have charge of city finances that any larger proportion of the fund available for the maintenance of city institutions should be
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ANNUAL REPORTS.
spent for the schools. Good schools, however, are the leading factor in promoting the city's prosperity. It has been said re- peatedly that people move to Somerville in order to give their children the educational advantages which the city furnishes. If this is true, they should be willing to pay for them. The value of every foot of real estate and every dwelling house is increased by the character of our schools and by every improvement made therein. This fact should be and probably is recognized by the assessors.
Why should schools cost more than they do now? First, be- cause they are to grow better and broader in their scope. They are to meet the demands of new industrial, commercial, and so- cial conditions. They will retain their pupils longer. The com- pulsory age of school attendance will be raised and child labor laws be modified.
Secondly, schools will cost more in the not distant future because fewer pupils will be assigned to a teacher. Mass in- struction must be replaced by more individual teaching. The backward and abnormal child will receive greater attention. No teacher can do justice in these days to fifty pupils. In recog- nition of this fact classes are being gradually reduced to a teach- able number. A reduction from fifty-six to forty-four is being made in Boston. The day is not far off when forty pupils will form a large class, and thirty-five or thirty be considered a good maximum. The average number given a teacher in Malden is thirty-four; Newton, thirty-one; Melrose, thirty-three and one- half; Brookline, thirty-four; and Springfield, thirty-five. Diminishing the size of classes twenty per cent. means an in- crease of twenty per cent. in the teaching corps. This will re- quire six teachers where five are now employed.
The third reason for the future increased cost of schools will be found in the necessity of still further raising the pay of teach- . ers. All cities that desire the best must pay the market price. and the market price will continue to rise so long as the demand exceeds the supply. Moreover, the great body of professional teachers, whatever may be said of those temporarily in the ranks, will never be contented with a salary that affords a bare personal maintenance. Nearly one-half of all teachers have others de- pendent upon them for support (53.3 per cent. is the actual ratio in Somerville), and this is a factor in the problem.
The chief factor, however, is connected with the provision for the teacher's support after the period of her efficient teaching closes. Either a teacher's salary must be such as to enable her to provide by her annual savings for comfortable maintenance during the inevitable period of retirement, or the promise of a public pension must relieve her of all anxiety in this respect. In either event there must be an increase in public school expendi- ture.
179
SCHOOL DEPARTMENT.
The Merit Plan of Salary Increase. This plan is being sub- stituted in many cities for the one so long in use,-increase of salary based on length of service. It does away, in the first place, with the appointment of teachers based on political or per- sonal consideration, for under it teachers are selected from a carefully-prepared merit list based on Civil Service principles. In the second place, it demands constant professional growth and increased efficiency while the teacher is rising by gradual steps from the minimum to the maximum salary. These objects are not only worthy, but essential to the best interests of the school. To what extent is the plan applicable or desirable in Somerville?
For years our teachers have been selected mainly by visit- ing them in their schools in other cities or towns and choosing only those of evident excellence. During my experience as superintendent, among the 436 teachers employed, I can now recall but ten instances where any other question than that of absolute fitness for the position has affected the appointment. There have been perhaps a half-dozen cases of misjudgment and failure on the part of the appointee to fulfill expectations. If we were sure that this method of choosing teachers would continue, no change would be desirable, but as the city grows, untoward influences and objectionable methods are likely to appear, and it may be well to safeguard the schools by the adoption of some plan that will render impossible appointment on any other ground than that of merit.
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