USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1909 > Part 13
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173
SCHOOL DEPARTMENT.
gives prominence to a presentation which is characteristic of the interest affected. Manufacturers demand greater efficiency in the graduates of the schools. Organized labor demands an education for industrial efficiency. Education is concerned in developing in each individual his highest possibilities, in leading him from the bondage of ignorance to the liberty of conscious power, which is life. Educating the individual and giving him industrial training are not two unrelated processes, separate, distinct, and mutually suspicious. Industrial education is a part of a whole, which is the education of the individual himself. But although these views are differently expressed and present different reasons for their demands, a common ground among them can be found in the claim that education in industrial knowledge and skill is needed for many as a preparation for earning a living, which, of necessity, is their most imperative activity. Over the question whether education may properly have as one of its aims preparation for earning a livelihood, there is now little need of lingering. The multiplied demands of society and the vocational courses already established as parts of the system of public education make such a discussion of little more than academic interest. Therefore, the demands that a training for industrial efficiency should be provided for those whose lives shall be spent in productive pursuits are logi- cal and founded upon sound educational and economic policy. It is sound educational doctrine to fit a child for life and its en- vironment. It is sound economic policy to increase the value of a youth to society by fitting him to render his maximum ser- vice to society. At present there is provided for all good in- struction in the intellectual arts, essential alike as the founda- tion of professional, business, and industrial pursuits, but suffi- cient training of eye and hand is not given by the school or by the home life of most city children to prepare them to enter any of the industrial occupations with a prospect of success. Manual training is a beginning for such training, but as gener- ally conducted is void of vocational motive, and consequently not a method for securing a vocational end. Other agencies, then, must be provided if this purpose is to be realized. What - those agencies should be is determined by the character of the community and the number and the needs of pupils for whom provision is to be made.
It has already been pointed out that pupils for whom such provision is demanded are of two classes,-those in the ele- mentary schools who leave school as soon as they are fourteen, and those who continue into the high school only to take courses for which they are unfitted. For our schools the num- ber of the former can be ascertained, but that of the latter is somewhat conjectural. During the year 1909 age and school- ing certificates were issued from the office of the Superintend- ent of Schools permitting 179 boys and 178 girls to go to work.
174
ANNUAL REPORTS.
The places into which they went are shown in the following table :-
Boys.
Girls.
Confectionery
3
52
Jewelry
4
16
Soap Works
4
Rubber
11
18
Box
1
4
Union Glass Co.
6
Machine
8
Crackers
1
5
Library Bureau.
2
Shoes
1
2
Publishing house.
1
Preserve
10
Printing
4
Derby Desk.
3
Electric Co.
3
Miscellaneous
10
7
Grocery
15
3
Department
19
37
Drug
2
Fruit
3
Miscellaneous -
18
3
Postal Telegraph Cable Co.
6
Teaming
2
Squire's and North's.
13
1
Lunch
1
1
Barber
1
Wood and coal.
3
Millinery
1
Laundry
1
Unknown
37
14
Total
.179
178
.
.
.
·
.
.
.
.
From this statement it will be seen that many sought em- ployment outside of Somerville, and most of them in occupa- tions requiring little skill and offering but small opportunities for life employment. The children have chosen to go to work in places yielding small immediate rewards, with no prospect of advancement and with no value as means for providing life careers. They have chosen to leave school for a contest with the problems of life, and have begun their struggle poorly pre- pared. To keep such children in school until they shall be bet- ter prepared for beginning to earn a living is important to them and to the community.
The number of pupils now attending the Somerville High School who would be better suited by courses leading to indus-
Manufac- turing Estab- lishments
¢
.
.
·
.
Stores
Miscel- laneous
175
SCHOOL · DEPARTMENT.
trial occupations is unknown, but is susceptible of some ap- proximate ascertainment. It is a matter of great importance, both in its bearing upon the question of what should be done to provide new opportunities for our youth and upon the prob- lem of the development of the high schools. The development of these schools along the lines of their present activities is ar- rested by the limitations set by buildings now greatly over- crowded.
Should plans for providing industrial training and for giv- ing relief from overcrowded conditions in the high schools coincide?
It has been shown that provision for industrial training may be made in city schools under three different forms, namely, evening industrial schools, schools or courses parallel to existing high schools in which intensive work in trade in- struction may be given, and by courses for the upper grades of the elementary schools intended to lead directly to the sec- ondary school.
In our evening high school a good beginning has al- ready been made. Very few additional courses would be re- quired to make it in name as well as in fact an evening indus- trial school. For the intermediate and elementary industrial schools we have no provision. For them courses of study, equipment, accommodations, and maintenance are required. The law of organizing these courses of work should be devel- opment from small beginnings through experiment and experi- ence to the full measure of need.
To summarize, the following statements are made :-
1. Provision for industrial education as a part of the school system is desirable.
2. Such provision should be made by courses in evening industrial classes (schools), intermediate classes, and elementary classes.
3. Boys and girls should be included in plans for indus- trial education.
4. While the extension or Cincinnati University plan should be used so far as practicable, suitable accommodations in addition to those now available are indispensable to the ac- complishment of this work.
5. Such courses should be given for specialized work in the intermediate school as would meet the most widespread need. Such need should be determined by reference to the present and prospective industries of Somerville, and to the oc- cupations in neighboring cities which furnish employment to our youth.
6. In the evening industrial and in the intermediate school "literary" instruction should be combined with practice in trades, or shop work.
176
ANNUAL REPORTS.
7. In the elementary industrial school a larger part of the time should be given to manual work, and the "literary" work should be stimulated by interest in industrial geography, his- tory, etc.
Manual Training. Two advanced steps have been taken in this subject this year, the first in the appointment of a super- visor, and the second in providing knife work in wood for boys of the sixth and seventh grades.
The importance of the first step lies in the fact that an ex- pert in manual training is provided to supervise the work as a whole in the grade and high schools. In organizing the work, in planning courses for the several grades, in assisting and ad- vising teachers, he will exert a stimulating and helpful influence upon all those engaged in this department. It may be con- fidently expected that, under his direction, with the able assist- ance of the teachers, this work will develop in interest, plan, and results. To the position of supervisor the School Board elected Frederick O. Smith, the head of the department of manual training in the English High School.
Knife work was introduced in the sixth and seventh grades as manual occupation for boys during the period when the girls of those classes were to be engaged in sewing. A graded course of simple models was prepared for each grade, and wood and certain tools were provided. Knives the boys are expected to furnish. Working drawings and simple directions are furnished for each model, and the grade teacher is given charge of the work. Some anxiety was shown by the teachers when they first approached the new subject, caused by their fear that they might not be able to do the work well. But
under the helpful guidance of the supervisor they have mas- tered the initial difficulties, and are working bravely and with increasing confidence. They report that the boys like to do the whittling, and are greatly interested in it. Moreover, some say that they have gotten a fresh and better hold upon a num- ber of boys by means of this exercise. It is desired that teachers assume as little directive control over the boys' work as is compatible with its progress. One of the aims of this work is to give a boy a chance to do something himself, to de- pend upon himself, even to learn through failures how to do better. As the work is not formal, is not to be made a basis of marking anybody, either boy or teacher, it is hoped that an op- portunity will be provided for individuality to assert itself, some independent power to be displayed, and for teachers and boys to acquire a new social relation. The courses for this work appear in the appendix.
High School Accommodations. The passing of another year has brought no improvement in the conditions which have been the cause of complaint at the high schools. In- creased attendance has made more difficult than ever the task of providing a seat for every pupil. That this task has been
SCHOOL DEPARTMENT.
performed is in itself a deceptive accomplishment. If every pupil has a seat, why is there not room enough? may be asked with some degree of plausibility. The answer is, of course, that to provide a seat for every pupil is by no means to pro- vide all that a modern high school ought to give to its students. An additional answer is that a seat for every pupil has been furnished only by using for study rooms many places that were not intended for that purpose, and which are not fit to be put to that use. Pupils are occupying rooms which have been con- demned by the medical inspectors as deficient in ventilation and air supply. Bad as this condition is, there is much more to say. The deprivations which are a consequence of this over-crowd- ing include some of the most vital and characteristic features of a high school. Assembly hall, gymnasium, and adequate recitation rooms, to say nothing about space in which to de- velop any new line of work, all these are missing. While the assembly hall in the Latin School answers many purposes and is used as much as possible, it does not meet the requirements of either school. As these facts are well known to the Com- mittee, and have been set forth for the information of the pub- lic in minute detail in previous reports, it does not appear necessary or desirable to repeat the details here. But it is necessary strongly to re-affirm the statement that the high school problem awaits settlement, and that it is a question of prime importance. That the development of the high schools is intimately associated with that other large measure discussed in this report, industrial education, seems apparent. Whatever policy shall be adopted in the establishment of schools for in- dustrial education, it cannot be inaugurated without reference to high school needs. Both problems should be included in the survey, and their inter-relations ascertained. Action should comprehend and provide for both needs. As the case stands now, it is probable that it will be necessary to consider the possibility of extended sessions for the high schools next year, in order to get relief from some of the unsatisfactory con- ditions which attend the present arrangements and to provide room for more pupils.
In order that the School Committee may know what would be the effect upon the membership of the high schools of estab- lishing an industrial school, I recommend that an inquiry be made among ninth-grade and high school pupils to find out how many would be likely to enter an industrial school. In the meantime it seems desirable to suspend for the present urg- ing an enlargement of the present high school plants. The need of relief there is clearly defined, and there is no danger that it will be lost to sight because for the present the School Board is willing to move carefully in advocating expenditure of public money.
The Length of the Elementary Course. It is a well-known fact that there is a difference in the practice of communities in
178
ANNUAL REPORTS.
prescribing the limits of their courses for primary and gram- mar schools. In some places, as in our city, children are al- lowed to enter the first grade at the age of five, and have before them a course of nine years below the high school. In others the course is eight years, the age of beginners being five years in some cases, in others being six years.
Outside of the New England states, the eight-years' course, with six years as the age for beginners, is generally the custom. That the course of nine years, with an entrance age of five years, is of merit superior to that of the course of eight years, with an entrance age of six years, no competent authority asserts. There is now a movement in Massachusetts cities towards the shorter course. As the experience of many school systems gives evidence of the sufficiency of the eight- years' course, it would seem that the nine-years' course must be justified by some purpose or practice which it makes pos- sible and which the shorter course would not. For instance, if it is thought best to admit to the first grade all children five years old, and to determine the length of the course to fit that condition, there is strong argument for the longer course. So it would be, also, if it were desired by the longer course to give more time for the work, without much thought of other consid- erations, or to introduce unusual studies or occupations into the curriculum. Such treatment of the matter would afford some justification of the nine-years' course as against one of eight years. But when money, school accommodations, and the length of time children can spend in school must be taken into account, it is a fair question whether there is sufficient jus- tification for the longer course to warrant its continuance.
As has been pointed out already, many of our buildings are over-crowded, and in some we are forced to use rooms which we would gladly abandon. An urgent plea for more room has been made without success, and we are confronted with a condition which calls for remedial action. A change from the nine-year course to one of eight years, and from an entrance age of five years to one of six years, would so reduce the number of pupils to be accommodated as to give all the relief that is required in most cases. Such a change is justifi- able, if not demanded, by educational reasons, and as a mat- ter of economy it deserves our consideration at the present time. The School Committee cannot provide school buildings to suit its needs, but it can determine the wisdom of maintain- ing the longer course of instruction, which gives more pupils to care for at one time than its school buildings will accom- modate.
Therefore I recommend that the School Committee con- sider whether the efforts of the city to provide the best educa- tion for its children and to make a careful use of its money would not be helped by a change to the eight-year elementary course. As a closing remark upon this topic, I quote from the
179
SCHOOL DEPARTMENT.
Annual Report of the Massachusetts Board of Education, 1907- 1908: "If the division line between the grammar school and high school remains as it is, an eight-year primary and gram- mar course, beginning with children six years of age, seems fair and reasonable."
School Efficiency. An animated discussion has taken place among educational writers during the last year as to what constitutes school efficiency and how it is to be determined. Most interesting tables have been compiled from the statistics of school reports to show what is being accomplished in various cities. Some rather startling deficiencies in school statistics have been exposed. It has been attempted to measure school efficiency in terms of the number of beginners in the first grade who persist to the final grade; of the number who progress without repeating a grade, etc. An exhaustive study of this subject, made by Leonard P. Ayres, as a publication of the Russell Sage Foundation, has attracted wide attention. This work includes the schools of Somerville among the number examined and used in its classifications. On page 5 occurs this sentence: "The computations show that in the schools of Somerville a little more than six per cent. of the children are repeaters. From this figure the records of the cities range upwards until we reach Camden, N. J., with thirty per cent. of the children in the repeating class." On page 96 is a table showing the number and cost of repeaters in fifty-five cities. Somerville heads the list with the lowest percentage of re- peaters. In other places our city has honorable mention. But a careful study of this book would fail of reaching the chief value which it ought to bestow if only a feeling of complacency were its result. Just the contrary should be its effect, a deter- mined scrutiny of conditions to ascertain wherein the effi- ciency of the schools can be increased. In the appendix are given some interesting tables prepared with this purpose in mind.
Before the end of this school year I propose to make a study of the problem of retardation in all grades of our schools, and to present the results thereof to the School Board soon after the summer vacation.
Conclusion. I would be glad to speak at length of the work of the schools and of the services of the teachers, did time and space permit. But I must commend, though briefly, the loyal devotion of the rank and file of the teachers and of all the officers to their work and to the interest of the schools. From them all I have received unfailing support. To the School Committee I give expression of hearty appreciation of their personal encouragement, and of the many hours of care and thought they have given in many unheralded ways.
Respectfully submitted,
CHARLES S. CLARK.
December 31, 1909.
180
ANNUAL REPORTS.
By vote of the Board at the meeting held May 24, 1909, the following was ordered spread upon the minutes :-
Mrs. Henrietta B. H. Attwood, a member of the School Board, passed from this life on the twenty-first day of May, after an illness of thirty-six hours. On Wednesday evening she attended a meeting of the Committee on Text-Books and Courses of Study in City Hall Annex. The first member to arrive, she was apparently in the best of health. As the members assembled, she conversed brightly with one and another, and her flashes of wit and genial repartee contributed much pleasantry to the meeting. Her interest in the proceedings of the meeting was keen and unremitted. Upon several occasions she spoke, commanding the closest attention by the value of her informa- tion and the weight of her opinions. After adjournment she lingered, still conversing cheerfully. Several members had already departed, when, in attempting to rise from her chair, Mrs. Attwood was stricken with the illness from which she was never to rally. She was borne to . her home, and soon lapsed into unconsciousness, and passed away on Friday morning.
Her last work was performed in behalf of the schools, her last ex- pression of thought was made in the rooms of the School Committee. Her last words were concerning her husband, whose coming she was awaiting when the fatal illness fell upon her.
Mrs. Attwood was born in Maine, where in early life she was a teacher. In 1876, with her husband, she came to Somerville to live. Elected to the School Board in 1898, she has served continuously as a member of that body, and was at her death the oldest in point of service. She was active and influential, and was devoted to the inter- ests of the schools, being thoroughly acquainted with those of her dis- trict. She was chairman of the Music Committee, and member of the Committee on Industrial Education, on Text-Books and Courses of Study, and on Vacation Schools.
To her energy, integrity, and constant care for the interests of the schools this Committee bears testimony; to her high character, strong sense of personal duty and personal responsibility, to her many womanly interests, it gives tribute of respect; to the friend and asso- ciate of many years it bids the long farewell.
181
SCHOOL DEPARTMENT.
The Somerville Teachers' Association spreads on its rec- ords this expression of its loss in the death of Miss Charlotte F. Mott, for years a teacher in the Lincoln School :-
She was a woman of sweet Christian character and high ideals, a rare soul who will live in the memory of her pupils and her friends.
182
ANNUAL REPORTS.
ORGANIZATION OF SOMERVILLE SCHOOLS.
Information concerning our schools is frequently sought by citizens or by educators in other localities. Following are the principal facts concerning them :-
Kindergartens. The city supports four kindergartens, in the Hanscom, Bennett, Baxter, and Glines Schools. Vac- cinated children between four and five years of age are ad- mitted to the kindergarten nearest their residence during the months of September and April, and may remain until the July following their fifth birthday. Sessions from 9 to 11.45.
Head kindergartners receive $600. One trained assistant is allowed when the number exceeds thirty, at a salary of $?75, $350, or $425, according to experience. Kindergarten teachers give five hours daily to their work, the afternoon being em- ployed in visitation, preparation, mothers' meetings, and the like.
Primary Schools. Our elementary school course covers nine years, the first three of which are spent in primary schools. We have one exclusively primary school building, the ninety- three primary classes being distributed among twenty-three schoolhouses.
Vaccinated children five years of age, or who will reach that age on or before the first day of October, are admitted during the month of September only, provided they have never attended school before. Children able to enter existing classes will be admitted at any time. Applications for admission should be made to the principal of the school.
Only trained or experienced teachers are employed, the salaries being $300, $375, $450. $525, $600, $650, or $700, ac- cording to length of service. Normal training is equivalent to a year's experience, and experience in other places may be counted in determining salary.
Teachers of any grade, with classes numbering fifty, are allowed an assistant at the option of District Committees, who is paid $200, $275, $350, or $425, according to years of service.
Grammar Schools. The grammar grades are found chiefly in twelve large buildings, of twelve or more rooms each. The course covers six years, and includes only those studies which the statute requires, with the addition of music, sewing, elemen- tary science, and sloyd manual training in the four upper grades.
The salaries of grammar school teachers are the same as those of primary teachers. Masters are paid $1,900, and their assistants $775. Other ninth-grade teachers are paid $725. Principals of smaller schools receive $775, $825, $900, $950, or $1,000,
183
SCHOOL DEPARTMENT.
Promotions. Promotions in all grades, from the first to the thirteenth, are made in June by the regular teacher and the principal, with the approval of the Superintendent and District Committee. They are based on the estimate of the pupil's daily work made by the teacher and recorded bi-monthly. An occasional brief, unannounced, written test is a factor in this estimate.
Where there is reasonable doubt of a student's fitness, he may be promoted on a trial of three months. In such cases the parent is notified and kept informed of his child's progress. At the end of this probationary period he may be returned to his former grade, provided it seems for his interests. In 1909 ten per cent. of those promoted on trial fell back.
Children capable of more rapid advancement may be pro- moted one or more grades at any time. Twenty-seven were thus promoted in 1909.
Fitness for graduation or for admission to the high schools is determined in precisely the same way. Diplomas are given in grammar and high schools to those who have satisfactorily completed full courses.
Latin High School. In September, 1895, in the forty-third year of its existence, the Somerville High School was divided, the classical, or college preparatory, departments remaining in the old building, erected in 1872, and the English departments occupying a new building, erected in 1894-'95.
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