USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1910 > Part 10
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38
SCHOOL CONDITIONS.
School Attendance. The state census for 1905 gave 69,272 as the population of Somerville. The United States census for 1910 gives 77,236, an increase in the last five years of 7,964. The average membership of the public schools for 1905 was 11,543; that for the school year 1910 is 12,131, an increase for the five years of 588. This comparison apparently shows a more rapid growth in the population than in school attendance, but this conclusion is made invalid by the fact that the school membership during a part of the present fiscal year has been lowered by the exclusion of five-year-old children from the first grade since the opening of schools in September. The entire enrollment for the year is 14,481, a loss over last year of 882. In December of this year there were enrolled in the public schools 12,059, 848 less than last year. On the same date there were 826 pupils in the first grade, 769 less than last year. Sub- tracting the loss of the first grade from the loss for all the schools, there is a loss of 79 to be distributed among the grades other than the first. The enrollment in December in the high schools is 1,726, 43 less than last year; in the elementary schools, 10,084, 847 less than last year; in the kindergarten, 200, 7 less than last year; in the industrial school, 33; in the atypical school, 16. Three hundred and forty teachers are now employed. Last year there were 350.
The reduction in the number of pupils in attendance has given relief from the crowded condition which was noted in the last report. There are fewer places of overcrowding. It has been possible to do away with large classes requiring an assist- ant teacher in most places where such have been necessary for the last few years, and consequently to give better accommo- dations to pupils. In the Lincoln and Hodgkins Schools in Ward Seven, and in the Bingham School in Ward Five there are crowded classes, but in other parts of the city conditions have been improved. One of the important effects of the
137
SCHOOL DEPARTMENT.
change was the distribution which it made possible of the pupils of the Davis School building among the nearby schools, affording opportunity to use that schoolhouse as the location for an industrial school for boys. Several schoolrooms were vacated in various parts of the city and became available for other uses. A room in the Bell School was taken for an atypical class, and there are several rooms not now in use.
Schoolhouses. The usual repairs were made during the summer, and in the main the school buildings were in good condition when the schools opened in September. The fault of insufficient lighting which has been reported several times in the past has not been changed, but it is gratifying to be able to note at this time that money has recently been appropriated by the Board of Aldermen to provide all the additional window space needed to make the lighting sufficient in all of the build- ings where more is needed. When this is done a most impor- tant step in the improvement of our school buildings will have been taken.
In accordance with the recommendation made in my first annual report, bubble fountains have been installed in all of the school buildings in the city. When schools opened in Septem- ber provisions of hygienic fountains in sufficient number had been made in all of the buildings to meet the requirement of the law forbidding the use of the common drinking cup. In this way the schools of our city were found prepared for a change which would otherwise have caused great inconvenience to the pupils and some difficulty for the school authorities.
Another improvement both for the present and the future welfare of the schools has been the enlargement of the grounds around several of the buildings by the purchase of additional land. The additions are as follows : Brown School, 6,640 square feet ; Hodgkins School, 27,412 square feet; Hanscom School, 4,011 square feet; Carr School, 8,850 square feet; and negotiations are being carried on to secure additional land at the Bennett and Burns Schools. In addition to these pur- chases, another step in the solution of the crowded condition in Ward Seven has been taken by the purchase of a large lot of land on Clarendon Hill to be used as a site for a grammar schoolhouse. This land is situated on Powder House boule- vard, extending through to Raymond avenue, consisting of 53,729 square feet, sufficient to afford opportunity for a large grammar schoolhouse, with plenty of play space around it. While no appropriation has yet been made for building on this site, it is good policy to take this land for school purposes, as it is the only eligible piece of property large enough for this purpose which remains unimproved in this rapidly-growing region.
138
ANNUAL REPORTS.
Shortening the Elementary Curriculum. In September the new rule went into effect restricting admission to the first grade to children of six years, and to the kindergarten to children of five years. In another place the decrease in attendance due to this fact has been noted. It is necessary to say here only that the change seemed to meet public approval and was made with little remonstrance on the part of parents of school children and without confusion in the administration of the schools. No teacher was displaced because of this change, but a few were transferred to new positions. It is too early yet to com- ment upon the effect of the change upon first-grade school work, but it may be fairly stated that first-grade teachers are pleased with the new conditions, and that they look forward to being able to do better work with their classes, with less strain to themselves and to their pupils.
No steps have yet been taken to carry into effect the elimination of the ninth grade, but with the adoption of the plan of semi-annual promotion it will be possible to do this by a gradual change extending over a period of a little more than two years. When this shall have been accomplished, the ele- mentary school curriculum will be established on an eight-year basis, with six years as the age of admission to the first grade.
High Schools. The crowded condition of the high schools has been for a number of years a source of great anxiety to all who are interested in their welfare. . The bad effects of this overcrowding have been stated in the annual reports for several years past. As relief from these conditions had not been given by additional accommodations, it was wisely determined by the Board to get it through a change in the way in which the build- ings were used. Consequently, beginning with the first of Sep- tember, an afternoon session was put into operation in the Eng- lish School, and a lengthened session was established in the Latin School. The purpose of these changes was to reduce the number of pupils in attendance at one time. In the English School the morning session was devoted to the three upper classes and the afternoon session to the lowest. In the Latin School a portion of the pupils reported at the opening of school to remain four periods, while another portion reported at the opening of the third period to remain until the close of the school day. In the English School, where the overcrowding heretofore has been the most manifest and the cause of the greatest inconvenience, desks were removed from a number of the schoolrooms, and several of the laboratories and recitation rooms were rearranged and refurnished. The effect of these changes has been to give to the pupils better accommodations, more hygienic conditions, and a better opportunity to do their school work unhampered by overcrowding. While these changes create a condition much better for the pupils, they also
139
SCHOOL DEPARTMENT.
produce a plan of organization of the high schools which is not in keeping with the commonly-accepted view of the best organi- zation of a high school. Whether or not this plan has not more in its favor than is commonly conceded remains to be seen. The head masters and teachers and pupils are giving their best efforts to make a success of present conditions. Judging from the present experience, there seems no reason to doubt that for us it is a wise policy to continue this experiment another year and to let the matter of additional accommoda- tions remain in abeyance in the meantime.
THE WORK OF THE SCHOOLS.
The Aim in Education. It is well in any kind of business to stop once in a while to ask, What is this for? What is being accomplished? What is the lesson for the future? These questions may very well be asked by school officials in order that the work of the schools may be tested and improved. The general answer to the first question would be that the public schools are an agency created to work the will of society re- garding the education of the young. While the meaning of this statement is plain, there are two, at least, of its terms which will bear examination for the sake of finding out what they signify. These are the terms "education" and "the will of society." The term education is defined in various ways. A recent writer has affirmed that it is the aim of education to en- able the individual to realize the ideal values of life. Ex- pressed in less poetic language, this definition means that the aim of education is to enable the individual to make the most of his opportunities, to develop his best powers, and to fit him to live in the environment in which he is placed. The will of society is that the youth shall be trained so as to realize these aims, but if it is an aim of education to fit the individual to live in the environment in which he is placed, changes in that- en- vironment will render necessary changes in the preparation for that environment. The conditions of society to-day are the environment for which the young are now to be trained. Are the conditions of society to-day like those existing a genera- tion ago? Have conditions of living changed? These ques- tions must be answered by those who are charged with the re- sponsibility of providing a scheme of education for the youth of to-day. Of course, even to a casual observer of affairs, it is plain that there has been a great change in the last few years in all of the conditions of life. Business and industries have taken on a new character; cities have become more densely populated; home life has undergone a change. All this is vividly set forth in the following passage, which I quote from "Growth and Education," by Professor Tyler, of Am- herst College :-
140
-
ANNUAL REPORTS.
"The life of the old New England farm was probably by far the best education for this epoch. 'The child grew and waxed strong.' He was busied, but not over-taxed. He found plenty of daily tasks suited to his strength and intelligence, which tested his ingenuity, and trained him to take the initia- tive. He grew up largely out of doors, surrounded by natural objects which continually stirred his curiosity. Even the monotony of life trained him to form habits of patience, in- dustry, care, and of accepting responsibility as he could bear it. No modern system of education can hope or should be ex- pected to accomplish all the good things which under such training seemed to come as a matter of course. We must make good these losses as far as we can, and be grateful for the compensations of modern life.
"The child is better off at school than at home. But he needs a peculiar school, courses of study, and methods of train- ing and instruction. Let us not forget that in assigning work our question should always be, What and how much will best promote growth? not, How much can he endure? We wish to find the kind and amount of work which will furnish the best and most profitable exercise for those centres in the brain which most crave and need it."
As a result of this new condition, children are reared with- out some of the advantages which fell naturally to the children of former days. Deprived of these advantages, they will grow up less prepared than were their predecessors to take their places in life unless some provision is made in their behalf to meet the lack. It is apparent that in this emergency society is looking to the public schools to supply these needs. This adds not alone to the burden which the schools already have to bear, but to their responsibility for the way in which they meet it. The schools are called upon to deal adequately with spiritual, social, and physical values, to promote strongly knowing, willing, and doing. The aim of the public schools, then, should be to educate each individual to fit the conditions of society to-day by developing his physical nature in strength and symmetry, by expanding his spiritual nature, and by culti- vating his social instincts; to teach him to know, to do, and to be willing to do.
Knowing. A large part of our effort at present is given to teaching the pupils to know. The expansion of human knowl- edge has kept pace with the increase of industries and of busi- ness, so that to-day the acquisition of knowledge as recorded in books must be an arduous task for the pupil. All of the so- called school arts are included under the general term of knowledge. Hence the schools cannot lessen at all their efforts to teach reading, writing, and arithmetic, and all of the various phases of information which grow therefrom, This
141
SCHOOL DEPARTMENT.
constitutes the largest and most time-consuming part of the activities of the schools, but if the view of education which is herein expressed is correct, knowing is not the whole of the business of education. There remains the important function of training the individual in doing and in willing to do.
Willing. The will is the mainspring of human activities. It is the power which propels the human volitions. Variations in the strength and quality of the human will cause differences in the character which distinguish one individual from another. Strength of will is the source of spiritual and moral and social virtues; an evil will is the source of actions which offend the spiritual, moral, and social virtues. From this generalization it is apparent that the training of the will should be a primary aim of education. To ignore this aim, or to treat it with scant consideration, is to leave uncultivated the broad fields of spiritual and social values which contribute to the making of good citizenship. Adequate cultivation of the will during the period of education should promote honesty, uprightness, obedience, regard for social and civic observances ; should give power to initiate, to carry on, and to. consummate the undertakings of life, and should make the individual self- dependent and self-reliant. Within this field are to be found the studies commonly grouped under the titles of ethics, civics, good citizenship, and thrift. So important are these qualities, it cannot be doubted that throughout the course of a child's education there should be such consistent training of the will as to ensure the making of the best character possible for each in- dividual.
.
Doing. The will manifests itself mainly through acts. To know and to will does not constitute the round sum of de- velopment. The ability to act is equally important. To knowing and the willingness to do right must be added the power to act and to do right. Hence opportunity should be given throughout the education of a child for the exercise of the motor activities. Whatever may be the possessions of knowledge at one's command, however strong may be his will, unless he has training in the application of these possessions and qualities, to the doing of specific tasks, efficiency will not be accomplished nor success attained. Hence it is necessary to provide exercise which will supply the opportunity for this kind of training. Included in this list are all manual exercises, such as penmanship, drawing, sewing, cooking, basketry, wood working and metal working, physical training and games, and vocational training, whether commercial, professional, or industrial. The old adage of "A sound mind in a sound body" will be realized by the youth fortunate enough to have training in these three lines of effort.
142
ANNUAL REPORTS.
Application of Test. Applying this test to the work of our schools, it can be stated that adequate instruction is given in the school arts. From the primary school through the high school knowledge is being diligently imparted and earnestly sought. Teachers realize the importance of reading, writing, and arithmetic, and all of the arts which grow therefrom, and are striving with great energy to give such instruction as will secure to the pupils the advantages to be derived from knowing some things thoroughly. Our children read well, spell well, and are well trained in arithmetic. In the higher branches of knowledge full opportunity is given to every pupil to learn all . that he is capable of acquiring and is willing to acquire. By far the largest portion of the school time is given to acquiring knowledge.
Concerning training the will it must be said that the effort of the school is less well organized. That the influence of the school is beneficial in forming habits of honesty and industry, of respect for the rights of others and for the laws of society, cannot be doubted, but sufficient time is not given in our school curriculum for the orderly and consecutive treatment of the group of subjects which are to be found in this division of an adequate education. I think that it is desirable to treat with more systematic attention such subjects as thrift, ethics, and civics, and to attach a greater value than at present to develop- ing power of initiative and of self-reliance.
More has been done in the way of developing motor activi- ties. All through the school course the children are trained to use the hand in writing and in drawing. In grades five, six, seven, and eight sewing is taught to the girls, and from the sixth grade on through the first two years of the high school manual training is taught to the boys. In addition to this, an industrial school for boys has been established, and one for girls is soon to be opened. Throughout the course there are many forms of related motor occupations. These all afford a basis for an adequate development of the power of putting into action the knowledge and the will of the pupils. Further de- velopment along these lines will be easy and should be at- tempted.
Health. In one respect, however, more should be done. At this time, when health is being conserved with wonderful care, when the complexities of civilization place upon the indi- vidual nervous and physical strain of unwonted character, it is of first importance that a sound body should be built up to withstand the strain. School life presents conditions which in themselves are hostile to the physical development of the child. Five hours daily of indoor confinement, with very little moving about, is an unnatural condition for the child. In order that it may not be an injurious condition, its disadvantages should
-
143
SCHOOL DEPARTMENT.
be offset by systematic and well-devised physical relaxation and exercises. Some improvement has been made in this matter this year by the requirement of an outdoor recess in all the grades in the morning and in the primary grades in the after- noon. This matter, however, should be put upon a better basis than this. The physical development of our children should be considered of such importance as to receive the care- ful guidance of a person sufficiently well trained to know what the requirements of a growing child really are. I hope that it will be possible to expand the subject of personal hygiene, and to have suitable exercises for all grades of school children under the care of a competent expert. I know of no other single need of our schools more important than this.
RETARDATION.
Reference to Table 19 in the Appendix will disclose the facts concerning the promotion of pupils at the close of school in June. From this it will be seen that, out of 10,477 pupils, 8,133 got unconditional promotion, nearly one-half of the re- mainder, or 1,053, were left behind, 1,219 were promoted on trial, and 72 were promoted more than one grade. Expressed in percentages, 77.6% were unconditionally promoted, 11.6% were promoted on trial, 10.1% were left behind, and .7% were promoted more than one grade. Out of every hundred pupils in the enrollment at the end of June, 10 were left behind. Judged by the standard of promotion, 10.1% of the pupils on the rolls in June were failures. If to. this 10.1% there is added the 0.4% of promoted children who were dropped back, the percentage of repeaters is 10.5%. The percentage of children left behind at the end of June was a little larger than that of the preceding year, but on the other hand a few more were pro- moted more than one grade this year than last year. These figures are of sufficient importance to invite careful considera- tion.
It has been laid down in the beginning of this report that the public schools are an agency of society to educate the youth of a community so that they may realize the best ideals of so- ciety. The schools are established expressly to meet the needs of the youth. Can it be safely concluded that the needs of the youth are being satisfactorily served when the statistics of the schools show ten per cent. of failure? If an affirmative answer cannot be given to this inquiry, then it is the duty of those in control of the schools to search carefully for the causes of such failure, and if possible to remove them. Retardation has been denounced in vigorous language as an evil laying additional ex- pense upon the already heavy burden which the maintenance of the public schools creates. It has been urged that the cost of a single repeater is equal to the cost of educating the same
144
ANNUAL REPORTS.
child the same length of time in a year of advanced work. While this is undoubtedly a just conclusion, and supports the contention that retardation is a costly condition, yet the ele- ment of cost is the smallest part of the evil of training youth to failure. To contemplate failure with complacency is an un- avoidable sequence of training youth to the habit of failing. The reaction of this habit of failing upon the activities of the school is also unfavorable. Long acceptance of the idea that a large proportion of the youth are destined to fail has rendered less happy and inspiriting the processes of education in the schools. If by diligent search a remedy for this condition can be found in part or in whole, is it not most important that that search should be made? In his very thorough discussion of this subject published about a year ago under the title, "Lag- gards in Our Schools," Leonard P. Ayres ascribes retardation to this cause :-
"The first is that our courses are not fitted for the average child. They are so devised that they may be followed by the unusually bright pupil substantially as mapped out. The really exceptional child may even advance faster than the scheduled rate, but the average child cannot keep up with the work as planned, and the slow child has an even smaller chance of doing so."
Discussing the same matter last August, Dr. Luther H. Gulick adds another statement of the evil in the following words :-
"At present our courses of study are not fitted to the abili- ties of the average pupil, but to those of the unusually bright one. . . . It is probably a most conservative statement to say that in the average city there are at least ten times as many children making slow progress as there are making rapid progress. I know that the difficulty in making up a grade we have lost lies not mainly in the course of study, but in our lack of school machinery adapted to help the pupils to regain a lost grade or to gain a grade, but the large number who lose grades shows that the courses of study or the promotion conditions must be changed. The essential and the only essential condi- tion for promotion should be the attainment of such knowledge and skill as will permit of the next grade being understood."
The effect of these statements published a year apart is cumulative, and leads to the conclusion that much of the cause of the prevailing retardation of pupils is to be found neither in defects inherent in pupils nor in the inefficiency of teachers, but is to be attributed rather to faults in the courses of study and to the use of wrong methods for evaluating the attainments and progress of children. Dr. Gulick lays strong emphasis upon the statement that the measure of promotion is the ability of the child to do the work of the succeeding grade.
145
SCHOOL DEPARTMENT.
Dr. Ayres lays emphasis upon the proposition that the work required of pupils should be of such a character that a child of average ability can do it successfully. If these propositions are tenable, then the conclusion follows that existing courses of study contain too much matter, matter that is too difficult, and that the method of promoting chiefly upon ranking based upon attainment of knowledge is a wrong method. These conten- tions are borne out somewhat in our own case by a careful scrutiny of the figures. It is noticeable that more pupils are retarded in the first three grades than in any succeeding group of three grades, that the greatest number in any single grade is to be found in the first grade. Teachers are finding the exactions of formal instruction in these grades to be too severe. They meet them by causing the child who has not been able in one year to respond to the requirements of the first grade to take another year to do so. This is not the fault of the teach- ers nor the fault of the pupils, but is plainly due to exactions too severe.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.