USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1911 > Part 14
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English and arithmetic are adapted to the trade instruction
CLASS IN MILLINERY Somerville Industrial School for Girls
183
SCHOOL DEPARTMENT.
given. The problems of the trade class are worked out with the individual in the business class.
All the girls have cooking, and are encouraged to bring recipes from home to try in class, to estimate the cost of these, plan simple menus, arrange a simple luncheon or dinner, while all the white work is laundered by the girls under supervision.
1 In the talks on hygiene the girls learn the importance of good health to the wage-earner, the rules necessary to preserve good health, and the labor laws affecting the same. These talks are presented in a simple, practical way in the class, and by ad- vice and suggestions to the individual.
It is proposed to have a summer school of six weeks to give the students the opportunity of additional training, without loss of time: All high school girls and grammar school girls over fourteen are eligible if they can meet the necessary re- quirements.
It is also proposed to open an evening school next Octo- ber, offering advanced work in millinery and dressmaking for those already in the trade, costume designing and the making of paper and crinoline models for a special class. There will also be classes in dressmaking, millinery, and cooking for those whose home duties prevent their attendance during the day, and for the young girl wishing to advance by further training in cutting and draping.
-
184
ANNUAL REPORTS.
REPORT OF THE PRINCIPAL OF THE SOMERVILLE INDUS- TRIAL SCHOOL FOR BOYS.
Mr. Charles S. Clark, Superintendent of Schools, Somerville :-
Dear Sir: The following report is intended to embody a statement of facts showing that the aim of the school is being realized :-
As the school will not have been in operation for two years until June, 1912, we have no graduates to whom we may point as examples of our product. But that the school has had no disqualifying effect is shown by the fact that of the eleven boys who did not return in September to complete their course, all but one left to go to work, and seven of them are working at skilled trades either as apprentices or under instruction.
Several boys for whom we found work during the summer vacation at the trades taught in the school gave good satisfac- tion, and their employers, as a result, are glad to take on all the boys we recommend. Superintendents made special men- tion of their attention to their work, of their avoidance of fresh- ness, and readiness to do as they were told.
A comparison of the records of one year ago with those of to-day shows a marked contrast, notwithstanding the school was at that time naturally more attractive as a novelty :-
The average attendance, September to December, 1910, was 31.9; and from September to December, 1911, was 35.7.
The average membership, September to December, 1910, was 34.6; and from September to December, 1911, was 40.2.
The membership for the calendar year 1910 was 45, while that of 1911 was 71.
The school is now standing entirely on its merits.
One boy who attended the latter half of last year entered a technical school this fall, and was able to take up the mechani- cal work at a point somewhat in advance of students entering from other schools.
It is also worthy of note that the boys who come to us from higher grades are more appreciative of their opportuni- ties and more devoted to their work than those who come from the lower grades.
The same is also true of those who receive the encourage- ment and attention of wide-awake parents.
With the exception of two or three who were compelled to go to work, these more fortunate boys have all come back to complete their course. It naturally follows that the member- ship this year is made up of a better class of boys. We regard these facts as evidence justifying the courses offered by the school.
On the one hand, the boys are not being exploited by the city or any private interest for gain, and they are not wasting
AT WORK ON THE MILLER Squaring an Arbor for Practical Use, Somerville Industrial School for Boys
185
SCHOOL DEPARTMENT.
their time in the shop or at study, either in play or in doing un- practical things.
On the other hand, the boys are continually confronted with mechanical, economic, social, and political problems, prob- lems growing out of things to be made for real purposes inside and outside the school; problems growing out of the question of best methods of production; problems growing out of the natural clamor for equal privileges and opportunities; prob- lems concerning the right use of property and privileges.
And the boys are assuming the rational attitude toward these problems. Frank presentation and discussion of every phase of industrial activity and citizenship puts the boys in an attitude of responsiveness.
The affairs of the school, owing to its genuine industrial character, call for the consideration and handling of questions as varied and numerous, and relatively as important as those attendant upon the operation of a regular enterprise. 1
These matters as far as desirable are brought up in gen- eral assembly, in accordance with parliamentary order, and laid open for discussion. Many erroneous impressions are thus re- moved, occasion for the most convincing and impressive refer- ence to civil affairs, methods, and practices is afforded, a whole- some mental perspective is developed, and the foundation for self-discipline is laid, which is the secret not only of successful government in school, but in city and state as well.
The boys are receiving individual attention and instruction in shop and study department. A boy is given time to catch his stride before he is followed up very closely. When his in- dividuality of interest begins to appear he receives direction and encouragement.
No text-books are used. Lessons are issued on separate sheets, and no effort is made to keep the boys together in progress. -
Class demonstrations are given when practicable, in order to save time, but private help is found invariably preferable, and each boy is encouraged to bring his troubles to the in- structor rather than remain baffled at any point. Individual environment is carefully considered where it is evidently an im- portant factor in the boy's life. Outside employment, early and late hours of work, lack of parental attention are among the fruitful causes of indifferent progress.
No little part of the preliminary labor of instruction in in- dustrial work is the overcoming of initial prejudices and mis- conceptions antagonistic to voluntary and self-governed appli- cation.
In the industrial school little time can be nor should be given to enforcing attention or supervising conduct. The single incentive to application, accuracy, and rapidity of produc-
186
ANNUAL REPORTS.
tion is the desire of the student to succeed as an employee. The endless importance of this success is brought to the atten- tion of the school and to particular boys in private interviews, as occasion arises. Success as an employee is shown to be the assurance of success in life, not only industrially, but socially, and these ideas are given their familiar and appealing applica- tion to the boy's personal affairs.
This motive of the shop is also the motive of the class- room. In fact, the subjects of study must be shown to be of practical value in substance and method of approach, or the in- terest necessary to "application, accuracy, and rapidity" of prosecution cannot be inspired.
Deportment is also determined by the grasp of this motive of industrial success on the part of each member of the school. Compulsion is effective only as a means of readjusting a boy's frame of mind to his circumstances and prospects, and cannot be depended upon in any degree as a direct method of control.
In short, the school stands upon a utilitarian basis that must be evident to pupils and parents, or it fails. And each aspect of its daily activity and routine must pass the same criti- cism with the same alternative.
The more closely a school of training adjusts and claims to adjust its instruction to the requirements of life, the more its activities must partake of life. A school of industrial trades must be continuously and completely adjusted to living require- ments because the trades and the tradesmen of industry are modifying, discarding, and adopting usages and methods, view points and policies every day.
Of necessity such a school must avoid an elaborate and unwieldy system that would oppose itself to facile readaptation. The "machinery" of production of skilled workmen must suffer the constant alterations and additions, rejections and discard- ments to which the machinery of skilled labor itself and the systems of factory operation are subject.
The eager sounds of intelligent and animated progress toward commercially valuable proficiency can be sustained in school only as the self-respecting intelligence of youth so en- gaged is conscious of a continual and increasing echo of the activities of successful men.
To be convincing the school of industry must set aside the pabulum, dug from text-books and prescribed by theory, and establish itself as a clearing house of current industrial, eco- nomic, social, and political thought, as a bureau of current ap- plicable and practicable information. This thought and this information the school must present and impart to the boy through the practice which it gives to him in real, appropriate, and current industrial processes.
However elaborate, visionary, and unpractical these things
VISE WORK ON THE DRILL PRESS Countersinking Drilled Holes for Screws, Somerville Industrial School for Boys
18%
SCHOOL DEPARTMENT.
may appear on paper, they constitute the simple detailed sig- nificance of the common workman's daily life. The danger lies, not in falling short of ideals, but in overstepping the mark by too highly-wrought plans and methods. To see and inter- pret these things in simple processes and relations is to open the eyes of the youthful mind to the proper steps toward suc- cess.
Much attention has often been given to well-displayed fur- nishings and systems, and people have learned to judge success by the superficial observation of pretty refinements in system, equipment, and theory. But these are not life, they are the attenuated fragrance extracted from life.
These things are to be found in the Somerville Industrial School wrapped up in living activities. We invite no cursory inspection. We want the sympathetic investigation of citizens, officials, parents, and all others. We want them to know what we are doing, and what they think about it. We want their co- , operation in an enterprise which we believe to be of the great- est significance at the present time to the youth of our city.
Respectfully submitted,
E. MINOR MORSE, Principal.
December 20, 1911.
188
ANNUAL REPORTS.
STATEMENT CONCERNING THE CONDUCT OF SUMMER PLAY- GROUNDS, SEASON OF 1911.
I. Opening and Equipment. The playground season for 1911 opened Wednesday, July 5. Nine grounds were opened, as follows: Boys' grounds, Lincoln Park, City Field, Glen Street ; girls' grounds, Perry School, Boys' Club, Davis School, Hodgkins School, Morse School, Broadway Park. The Perry School yard took the place of the girls' corner in Lincoln Park. Kent Street, South Street, and Fellsway East were discontinued, and Glen Street and the Davis School were substituted. At the opening of the season there was one in- structor on each of the boys' grounds and two women instruc- tors were employed on the girls' grounds.
A great effort was made to have the grounds equipped for all the activities on the very first day, and this was accom- plished in a good degree. Every ground had something to do with, so that there was no delay in starting. When the grounds were fully equipped, each girls' yard had basket ball goals, a tennis net and posts, a tether ball, sand boxes which were filled and ready for use, a basket ball, playground ball and bat, ring toss, tennis balls, and hand material. At the Perry and Hodgkins Schools a nine-swing and six-teeter iron frame and a canvas shelter over the sand boxes were new features. Later in the season five baby swings, placed under the Perry School shelter, showed the value of such equipment. The same outfit of swings and teeters added late in the season on City Field and Lincoln Park was a means of providing for a large number of the smaller boys on those grounds.
A new feature was supplying each ground with a good hose by means of which the grounds were kept free from dust and the sand in condition for moulding. In addition, this hose gave large numbers of children a drink in a very short time, and on hot days provided an excellent shower bath for those in bathing suits. At Lincoln Park a large hose loaned by the fire department provided on hot days a wading place for hun- dreds of children. The boys in bathing suits or old clothes were able to get a bath which was inferior only to a swim in the Mystic.
The boys' grounds were all supplied with a soccer football, which satisfied their desire to kick something, and helped to preserve the other material. In addition, they had baseballs and bats, basket balls, iron quoits, cricket, and volley ball.
II. Policy. Early in the season it became a problem whether the older boys, who came in numbers sufficient to demand spe- cial attention as a class by themselves, should be accommo- dated at the grounds which had been advertised as being for
189
SCHOOL DEPARTMENT.
girls and young children. It became .evident that if they were allowed to remain on these grounds it would be impossible, under existing conditions, to make them places where girls and young children could play freely and mothers could come with their babies for rest and recreation in the open. Accordingly, the Perry, Morse, Davis, and Boys' Club yards were restricted to girls and young children. The number of girls, young chil- dren, and babies increased right away, and at the Perry the mothers came freely. Mothers came to other yards, but in no such numbers as there.
At Hodgkins and Broadway the boys were all allowed to remain, and such attention as was possible was given them. The larger boys from the other grounds were for the most part taken care of at Lincoln Park and City Field.
III. Activities. A. Girls' Grounds. The following general daily programme was given the instructors in each girls' yard: 9-11, active gymnastic games; use of swings, teeters, and sand boxes. 11-11.30, stories and hygiene talks. 2-3.45, hand work; swings, teeters, sand boxes, athletics, and games for those not engaged in hand work. 3.45-4.30, folk dancing, games, and flag salute.
Pilgrimages were made by groups from different grounds to Central and Powder House Parks and to Tufts' campus and museum by special permission. Picnics at City Point, Lexing- ton Park, and Spot Pond were largely attended. Library books were furnished each yard for use by the playground children either in the yard or at home.
A closing festival was held on August 23 at Central Hill Park. A grand rainbow march was given, with about 400 children in line. Each playground gave at the same time a programme of dances and games. At 4.30 the bugle gave the signal, the lines formed again and marched to the monument, where they saluted the flag and sang "The Star-Spangled Ban- ner" and "America."
An attractive exhibition of hand work was exhibited in a booth arranged under the trees.
B. Boys' Grounds. On the boys' grounds this year the aim has been to get as much activity centred in every play- ground as possible, and at the same time to provide plenty of inter-playground competition. This has been fairly well ac- complished by keeping accurate account of all games and ath- letic meets and by comparing the different grounds as to their number of badge winners, or record holders, or baseball teams. The Athletic Badge Competition gained the interest of the boys and gave them a basis on which to work for their physical de- velopment, and also something to look forward to from year to year. The same is true in baseball, where the cups will serve
190
ANNUAL REPORTS.
as suitable trophies for some time. By keeping the records of athletics the performances of future years can be compared and a sentiment built up about each ground which will make it more than just a place on which to play ball for a few weeks in the summer. The boys are trying more and more to keep up the reputation of their respective grounds, and this bids fair to continue. It is noticeable that many of the boys who are now on the older teams were the little fellows during the first play- ground seasons. As they have grown they have in a way been graduated from the third team to the second and first. This is surely a good sign, and it is by these boys that the work should be judged, rather than by those who made up the older teams during the first year and were only influenced for a short time. The boys who have come up through this system of playground advancement are truly fine, manly little fellows who have a good idea of clean sport. Baseball has been the popular game of the boys' grounds, and consequently has been given the greatest attention, but athletics have taken a greater hold on the boys than ever before.
Swimming was not developed this summer to any extent except during the very hot time at the opening of the season. The fact that some of the supervisors could not swim and the necessity of leaving the grounds unsupervised when the in- structor went away made it seem advisable not to emphasize this work. It is, however, a very important part of summer work and should be developed. Every instructor should be able to swim, and with two on every ground, one could leave without closing the ground. There are, however, many boys at the Somerville bathing beach who do not frequent any play- ground, and it would be an excellent move on the part of the playgrounds to place a swimming instructor at that beach, as the bathhouse employees are not hired and do not have' the time to teach swimming. It seems that this should be taken up by the playgrounds.
On the boys' grounds this year an effort was made to get the name, age, and address of every boy who came to the play- ground. It was impossible to obtain the names of transients who just drifted in for a few times, but the information was re- corded for all the boys who regularly attended the several grounds. These lists show that 250 boys regularly came to City Field, 240 to Lincoln Park, and 119 to Glen Park.
C. Attendance. The total attendance for July and August was 74,037; the daily average for the season was 2,103. This means that there was a daily average attendance of 232 chil- dren on each of nine grounds, an average of 116 children each half-day on each of the nine grounds.
191
SCHOOL DEPARTMENT.
IV. Expenditures
-
Amount appropriated
$1,600.00
Paid for salaries of supervisors and instructors and for services of janitors in collecting and storing movable apparatus each night. $528.80
Paid for equipment :-
Pipe and supplies,-swings, teeters,
awnings, frames, etc., and basket ball goals
$237.26
Lumber,-used in making slides, basket ball standards, jumping standards, teeter boards, etc., made at the in- dustrial school for boys ......
89.38
Labor, -- making slides, basket bal
standards, jumping standards, etc., and putting together and installing swings, teeters, awning frames, etc ... Teaming,-distributing apparatus and
273.08
heavy supplies to various play- grounds, and collecting and storing supplies at the end of the season ..... Awnings, hammocks,-purchase of ham- mocks, material for and making awn- ings provided for Perry School grounds
41.43
Hose,-750 feet furnished various
grounds in fifty-foot lengths for lay- ing the dust and wetting sand boxes ..
86.35
762.60
Athletic supplies :-
Base balls, bats, basket balls, volley balls, indoor base balls, croquet sets, quoits, etc.
$164.83
Cups, medals, and badges
60.92
225.75
Miscellaneous supplies and disbursements.
80.82
Balance unexpended
2.03
$1,600.00
$1,600.00
Somerville Playgrounds Association :-
Amount raised
1,201.93
Paid for salaries of supervisors and instructors.
958.83
Paid for supplies.
77.95
Miscellaneous disbursements
46.75
Balance unexpended
118.40
$1,201.93
Grand total, whole amount raised,
$2,801.98
35.10
192
ANNUAL REPORTS.
STATEMENT CONCERNING THE SUBSTITUTION OF SCHOOL SAVINGS BANKS FOR THE STAMP SAVINGS SYSTEM, INCLUDE ING A REPORT FOR THE YEAR 1910-1911.
The first of May, 1911, marked the close of the ninth and last year of the practical teaching of thrift in the public schools of Somerville by means of the stamp savings system, which the Associated Charities, with the co-operation of the teachers in the lower-grade schools, has conducted as one of the important possible measures of forestalling poverty.
At the close of the term there was no thought of the stamp savings system being superseded by a better one, but unfore- seen circumstances have since opened the way for the Asso- ciated Charities to withdraw its volunteer forces thus engaged and, at the same time, have the gratifying assurance that a bet- ter method of encouraging thrift will be conducted by the school authorities and the Somerville Institution for Savings.
Following the passage by the legislature of an act to authorize savings banks to receive deposits from school chil- dren, which will be found in Chapter 211, Acts of 1911, it be- came evident that the time had arrived when the Associated Charities could properly transfer the burden of conducting the work of teaching thrift to pupils of the public schools to the school organization itself. Accordingly, conferences were held between representatives of the Associated Charities and the Superintendent of Schools, with the result that a proposition to establish school savings banks in the schools of Somerville was_submitted to the School Board and by that body approved September 29, 1911. The Somerville Institution for Savings was invited to co-operate with the school department in estab- lishing the new system, and as the year drew to a close it was practically certain that it would undertake this work. In the meantime the masters of the grammar schools, thirteen in number, had voted unanimously to establish the school banks in their respective buildings as soon as the Institution for Sav- ings should be ready to begin the work and to supply the neces- sary blanks. Below is printed a copy of the ninth report of the Stamp Savings System, furnished by its secretary, Miss Emma S. Keyes, May 18, 1911 :-
193
SCHOOL DEPARTMENT,
NINTH REPORT OF THE STAMP SAVINGS SYSTEM.
1909-10
1910-11
School.
Rooms.
Cards Sold.
Collec- tions.
Banked.
Nine Years Cashed. Collections
$388.20 Bingham
16
365
$603.79
$206.06
$352.56
$3,426.86
443.54 Prescott
12
354
565.50
297.33
219.77
4,878.55
627.67 Carr
17
280
493.80
245.75
294.72
5,448.42
507.57 Edgerly
12
301
492.21
372.22
178.85
5,903.81
467.18 Glines
13
230
486.91
385.83
121.24
5,521.28
440.00 Morse
12
300
432.00
128.91
308.93
4,933.74
427.23 Forster
18
263
425.66
206.33
185.63
5,993.55
504.22 Bennett
11
312
388.27
92.44
340.30
4,246.71
310.74 Hodgkins
14
178
387.81
174.84
185.47
3,566.94
583.42 Knapp
13
246
311.30
88.66
258.89
3,732.23
249.93 Hanscom
10
288
302.09
85.29
144.19
1.906.84
277.07 Burns
8
151
289.38
201.44
68.53
3,486.35
218.84 Lincoln
4
133
268.39
168.58
73.66
1,715.14
281.83 Bell
12
183
264.06
105.80
149.24
3,323.61
292.23 Brown
10
112
250.86
202.44
80.30
2,411.80
175.78 Cummings
4
135
239.02
113.67
83.70
2,162.41
237.42 Baxter
6
165
230.36
77.23
134.94
1,615.86
264.71 Highland
12
100
227.40
144.64
139.70
2,984.98
172.95 Proctor (1905)
9 Not settled 184.99
130.91
75.57
1,492.58
243.51 Lowe (1903)
8
165
177.37
101.59
101.72
2,160.09
231.28 Pope
12
172
156.75
64.25
102.10
2,514.11
177.90 Durell
4
100
156.45
51.30
99.79
1,590.03
184.16 Perry
6
135
150.49
53.28
128.76
1,240.57
107.44 Davis
30.90
31.30
1,524.95
Boys' Club
23.63
No schools given
15.41
Discrepancies
11.57
$7,814.82
$7,484.86
$3,729.69
$3,886.84 $77,805.04
Losses not made good
4.71
Banked
42,656.87
Cashed
29,720.82
.194
ANNUAL REPORTS.
CONTENTS OF APPENDIX.
SUMMARY OF STATISTICS
Population and school census
School buildings
Teachers
Attendance for year
Attendance in December
Cost of school maintenance
Teachers' salaries
Results of eye and ear tests
MISCELLANEOUS TABLES
CONCERNING FINANCE
No. of Table
1. Schedule of school property
2. Cost of maintaining schools, 1911
3. Cost per capita of maintaining schools, 1911
4. Cost of maintaining schools for a series of years
5. Cost per capita for maintaining schools for a series of years
6. Amount spent annually for new school buildings and for re- pairs for a series of years
CONCERNING PUPILS
7. Population and school census
8. Attendance, etc., of the schools for 1911
9. Statistics of the high schools, for school year 1910-1911
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