USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1913 > Part 14
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2. Why have you chosen this school?
3. What are its requirements?
NOTE :- Please answer questions in full where space is given ; otherwise, as briefly as possible. The purpose of this inquiry is to help in the conduct of the school rather than to be inquisi- tive concerning the personal affairs of the pupils. Please an- swer frankly. Replies will be considered confidential.
January, 1913.
BESSIE D. DAVIS.
A printed copy of this questionnaire was, without warning, given each pupil of the upper three classes one morning last February. One period, about forty-five minutes, was allowed for the answering of the questions. No attempt was made to have absent pupils answer them later. The same plan was fol- lowed a week or so later in an afternoon session with first year pupils.
The present report is based on only 1,226 of these papers. It has been impossible to complete it; some 528 yet remain. These 1,226 include, however, every year and every course, and are, therefore, enough from which to draw conclusions. No attempt has been made to reduce all the answers to tables and schedules. The writer prefers to give summaries or actual quotations which give real insight into the pupil's mind and heart.
For the first two questions, however, a table seems most illuminating :-
QUESTION No. 1.
Years
No of Pupils
Average Age
Yes
No
?
1913.
188
18.27
184
0
2
1914. .
240
17.29
233
1
5
1915-A-B
394
16.55
361
16
5
1916-A-B
230
15.36
187
32
7
1917-A.
174
14.72
137
29
6
.-
1,226
1,102
78
25
190
ANNUAL REPORTS.
QUESTION No. 2.
Years -1
1 yr. 1 -- 2
2
2-3
3
5
?
1913
3
3
1914 ..
2
5
1
1915-A-B
1
1
11
3
1
1
1916-A-B
2
3
23
3
1
4
1917-A
1
3
3
20
1
1
6
7
54
7
6
6
9
It is evident that there is less certainty in the minds of first and second year pupils regarding the length of stay in the school. The large number of two year statements is doubtless due to the fact that most of these pupils belong to the two year Commercial Class. The reasons given for less than four years stay fall under the respective headings as follows :-
Other
a b c d Reasons
1913.
1914.
1 1 2 2 4-to prepare at Exeter Academy.
1915-A-B 1
2 4
1 4-3 other schools; 1 moved away.
1916-A-B 9
3 8 1 6-5 other schools or business.
1917-A. 10 0 9 2
5-4 other schools; 1 "account of knowledge."
.21
6 23 6 19
Financial conditions and desire to go to work are evidently the chief reasons.
Of the 1,226 pupils 154 are in the General Course; 489 in the College Preparatory, which includes Normal and Scientific pupils also; 29 in the Manual Arts Course, which is new and not well understood; 480 in the Commercial Course; 56 in the two year Commercial, and 1 special student. In the Senior and the Junior classes more are in the College divisions ; in the Sophomore and the Freshman classes, the Commercial Course predominates.
It is in the reasons for choice of these courses that special interest lies ; and in the changes of course. Of the latter 11 were mentioned. Several of these are worth mentioning :--
1. Started in B. Changed to A-due to poor marks and death of father.
2. Changed to A because he had not definite plan at first.
3. Changed from A to B at the beginning of the fourth year, etc. That they and others needed guidance is shown by such reasons for choice as these :---
1. "Chosen at random."
2. (D) "Mostly because there was nothing I really wanted, and I had to take something.
191
SCHOOL DEPARTMENT.
3. (A) "Did not intend to go to college or take business course.
4. (D) "Didn't know what else to take."
In view of these answers, one is not surprised to find that of 1,157 answers to question six, only 426 indicate knowledge of the work of the four years; 145 of three years ; 272 of two years ; and 275 of the first year. The first and the second year pupils know little about the years ahead ; no wonder they make serious errors in choice.
Their ideas of their qualifications for the course taken range from "None" or "I'm sure I don't know" to statements of personal factors, special abilities or interests, etc. Among the most interesting are these :-
"Ability to do mathematics better than many girls."
"A brain and ability to study until I get what I want."
"Willingness to work hard."
"Ambition, honesty, commonsense, good health, etc."
The occupations to be followed later cover much ground. I have divided them into four groups for comparison :
1. Commercial, including Bookkeeping, Stenography, etc.
2. Future study, including College, Normal School, etc .; Professional and Semi-Professional work, including Medicine, Law, Music, Art, etc., and Trades. Of the 1,226 only 11 indi- cated desire to engage in the work of trades. Many already know what profession they purpose to engage in, and many plan to go into Commercial life; 172 as stenographers ; 36 ás bookkeepers ; and 56 in office work.
Knowledge of the requirements of these occupations is limited. Personal factors are named in much the same way as in answer to question seven. Business factors : ability to work; appreciate the value of time ; willingness to do what is required, and more if necessary are mentioned. Special demands are spoken of in very few instances ; viz : apprenticeship or special training. Is it any wonder that lacking information concerning employments, one says later, "There is nothing to take to be a nurse"; and another, that he made a mistake in taking the wrong course and cannot, therefore, prepare for the vocation he desires?
Information has been gained from many sources: people, reading, inquiry, experience, observation, and thought. One suggested examining and checking off subjects already taken. And one, bewildered, asked for advice. His case was followed up with care.
In the majority of cases pupils are doing the work they really wish to do. Answers to question 14 show that
192
ANNUAL REPORTS.
financial conditions and family objections are the chief obstacles. But I also find as reasons :-
"I made a mistake in taking the wrong course."
"I couldn't change my course."
"I do not want to carry out the course."
"No personal ability for any line of work."
These are the people likely to become discouraged and leave school.
That parents know too little about the school, and play too small a part in the child's choice of work there, is indicated by the next group of answers :--
General
Agree.
Disagree.
Nothing. Own Choice. Advice.
1913
127
10
7
16
6
1914.
145
25
13
24
1
1915-A-B.
287
27
8
17
1916-A-B
130
18
7
5
3
1917-A
111
15
4
5
12
800
95
39
67
22
Unfortunately too many of the first group may be like the case of one pupil, who said parental advice was, "Think and de- cide ; then let me know to approve or disapprove." One has reason to believe that such is often the case, because so many say that they made their own choice. As one puts it, "They have given a good deal of advice, but let me be guided by my own wishes." Another says: "Nothing. I chose this work of my own accord. I am putting myself through school." Still another says, "No advice to give." And a boy whose longing for ornithology has not yet been met by information or help, wrote concerning parents' advice. "Nothing. Absolutely noth- ing." His mother died only a few years ago.
Financial benefits have much to do with choices. 283 say frankly that it did. One says that he has a brother going to college. Another, "Must support parents." "Family need support ; father is not living." "College graduates obtain better paying positions." "Want to earn money for a musical career." "Most money in it for me." "I shall have to work my way if I go to college." "If I really knew what I should like to become, I should go to college : but I think that it would be a waste of time to do something that I do not know anything about." Can any- one with sympathetic spirit and understanding heart fail to respond to the appeal in this statement? The opening is there ; one needs only to follow up the boy, and he is appreciative and grateful.
Service to the community was to many a new idea. Twenty admitted that they had no thought about it, and fifty-eight did not know what they could do. Some cared little for others.
193
SCHOOL DEPARTMENT.
One said, "None. I am going to look after myself first." "None. I expect to be a peaceful citizen," answered another.
Many, however, showed much thought and understanding of what service might mean. I grouped the answers under the headings : through work, social help, as a citizen, through character, all possible. Some were, like the last, mentioned vaguely. Others were very specific. Here are several typical replies :-
"Hope to be instrumental in alleviating suffering caused by cancer."
"Aid city government."
"Be a credit to S -. " (Somerville.)
"The better I am educated, the more I can do for the com- munity."
"To better conditions where I live."
"To lay out better cities."
"Design public buildings so that they will last."
"Defend innocent men and women who are accused of crime."
"Help unfortunate people."
And with unintentional humor, and perhaps. sad comment on what he has heard and read. "Justify wrong." To awaken the minds of all pupils to the idea of "Noblesse Oblige" is surely the duty of any school.
Of these pupils many are going to colleges and other higher institutions. Harvard, Tufts, and Massachusetts Institute of Technology attract the larger number of boys; Radcliffe, Wellesley, Simmons, Salem Normal School, and Boston Normal Art School, of the girls.
Answers with regard to choosing college, etc .. and require- ments, were fewer in number. Only 357 answered the former, and 282 the latter. Location, standard of scholarship and in- struction courses offered, time required, reputation, experience and recommendations of others. type of graduates, cost of tuition, etc., all are mentioned in some way or other. It is. however, plain that information is general and limited. Knowl- edge of requirements seems to be still less. Perhaps many, like one, "leave it to the principal" or keep "a book of requirements at home," etc. Apparently they little realize that requirements differ as do colleges.
It is rather encouraging to find some opposition on the part of the parents, which must arouse the pupil. Some parents urge the choice of definite instead of indefinite or drifting atti-
194
ANNUAL REPORTS.
tude ; some have such radically different choices as music, not stenography, or private school instead of office work. Even parents disagree, and we find father wanting his boy to be a surveyor, and mother choosing for him a business course.
Not, however, until grammar school masters and teachers work more closely with high school masters and teachers, and both groups work with pupils and parents, can the needs indi- cated in these papers be met. Every master of a grammar school should visit the high schools of his city, study their work, and be ready with co-operation of the high school teachers to give such information as will help pupils to choose carefully courses which will look far ahead. Then in the high school there should be flexibility enough to permit of re-adjustments. There is no reason why those in the wrong course by mistake miist stay there. Finally, the high school must give to the pupils, whether they ask it or not, definite, clear, simple information regarding the work they may do in the world. Not until all this is adequately done will the gap between high school and gram- mar school on the one hand, and high school and after-life on the other be bridged.
RECOMMENDATIONS. A.
I. That in the High School one or two teachers be offi- cially designated Vocational Counsellors with time allowed for Vocational Guidance among the pupils. If possible one of these Counsellors should be a man.
II. That a committee of five or more teachers be appointed to work with these Counsellors in such ways as the latter may find necessary and advisable.
III. That a group of citizens, men and women of recog- nized character, experience, and standing in profession, busi- ness, and trade, be invited to co-operate with Counsellors and committee by allowing themselves to be interviewed by such boys and girls as the aforesaid Counsellors may deem it neces- sary to send to them for information or advice.
IV. That by means of talks, books read, compositions, etc., all pupils be given at least a general idea of occupations and their requirements.
V. That the questionnaire papers of last year be at once used in "follow up" work among the pupils. Special attention should be given papers marked or starred.
VI. That advisors endeavor at once to make sure that pupils have read the entire course of study, understand what is offered throughout the four years, and have reasonable basis for choice of course.
195
SCHOOL DEPARTMENT.
VII. That effort be made to have pupils going to higher institutions obtain and read carefully the catalogue, etc., of the school or the college which they plan to enter, find out as much as possible about the requirements and the life of that and other schools and colleges, and choose with some thought and reason.
VIII. That if possible information be obtained and given pupils, especially those of third or fourth year, concerning scholarships, loans, etc., offered by state, clubs, societies, col- leges, etc., to first year students in colleges and kindred insti- tutions.
IX, That pupils obviously unfitted for the work of any course be transferred as soon as possible to the course to which they may be found by teachers and Counsellors to be adapted.
X. That through meetings or personal conferences (pos- sibly through the formation of a Parents' Association) greater co-operation be brought about between High School teachers and parents, and High School teachers and Grammar School masters and teachers.
XI. That in Ethics, in conferences with advisors, in class- work, or through some other means, greater emphasis be placed on personal service as the ultimate goal to be sought, whatever the lifework chosen and the return due for the education re- ceived.
B.
I. That the Superintendent make a request, equivalent to demand, that every Grammar School master visit, while it is in session, the High School, and acquaint himself or herself with the course of study and the requirements of the school.
II. That the Grammar School masters and assistants be required early in the year to study their pupils, find out what they plan to do at the end of their Grammar School course, and seek to help them choose carefully and wisely school and course of study or occupation, using all possible effort to prevent their choice of work for which they are plainly not fitted.
III. That, as the Superintendent suggested last year, meetings of parents and graduating classes of Grammar Schools be held at intervals during the year in the respective schools, such meetings to be addressed by heads of departments or those in charge of the various courses in High School and Vocational Schools.
C.
I. That in all schools effort be made to find out when and why pupils leave school, and to keep in touch with them after they have left.
196
ANNUAL REPORTS.
II. That pupils be required if possible, as in Boston, to give teacher or Vocational.Counsellor one week's notice of in- tention to leave.
III. That through conference between parent and teacher, and pupil and teacher, effort be made to keep the pupil in school if possible.
IV. That pupils be sent for employment certificates only after careful investigation of the merits and the needs of their respective cases.
197
SCHOOL DEPARTMENT.
Somerville Playgrounds Association.
The playground season for 1913 opened on July 7 with paid supervision on the following grounds :-
BOYS' GROUNDS.
GIRLS' GROUNDS.
Broadway
Bingham
City Field
Broadway
Glen Street
Central
Tufts Street
Davis
Joy Street
Hodgkins
Kent Street
Kent
Lincoln Park
Perry
Bennett
As in former years the work was conducted under the joint control of the Playgrounds Association and the School Com- mittee. The closing events were an athletic meet for boys, held on Monday, August 18, and a play festival on Central Hill held on Tuesday, August 19.
Following is a statement of receipts and expenditures for the season :-
Receipts :-
Balance from previous account .
$117 51
Donations and subscriptions
1,326 22
Interest on deposit in bank 2 79
$1,446 52
Expenditures :-
Instructors
$708 40
Supplies
311 32
Printing
47 50
Band for Festival .
70 40
Rent of Fiske Avenue land for school garden
15 42
Labor
68 67
Services of janitors
75 00
Services of policeman . Baths
1 98
Teaming, expressing
and
postage
26 10
$1,399 79
Balance on hand
46 73
$1,446 52
$1.446 52
1
.
45 00
198
ANNUAL REPORTS.
PLAYGROUNDS. Receipts and Expenditures, 1913.
Amount appropriated by City Government . $2,500 00
Revenue from baths
37 57
Bills paid from Contingent Fund Account .
·
.
.
Paid for salaries of supervisors and 111- structors
$1,689 00
Paid for equipment :-
Swings, teeters, giant
strides, siides, etc., (in-
cluding material used for installing) .
$422 00
Trees
15 48
Hose
14 35
Labor and teaming
76 52
528 35
Athletic supplies :-
Baseballs, bats, basket balls,
etc.
$218 50
Medals
6 00
Miscellaneous supplies and
disbursements :--
Printing
$24 50
Labor
37 88
Teaming
21 50
Sand
5 00
Various
14 10
Baths :---
Salaries of attendants .
$204 00
Supplies, including laundry
140 86
344 86
School Gardens :-
Supplies
$13 00
Labor
15 50
28 50
Balance unexpended
65
$2,918 84
$2,918 84
1,446 52
Expended by Somerville Playgrounds Association Grand total of all money expended for playgrounds . $4,365 36
.
.
224 50
.
.
.
102 98
.
381 27
199
SCHOOL DEPARTMENT.
REPORT OF THE SCHOOL SAVINGS BANKS. January 1, 1913, to December 31, 1913.
Balance Jau. 1, 1913.
Amount Deposited.
Amount Withdrawn.
Amount
Balance Transferred. Dec. 31, 1913.
Prescott
$276 15
$26 95
$249 20
Hanscom
$25 15
329 62
97 70
$116 98
140 09
Bennett
33 50
139 96
72 15
48 85
52 46
Knapp
126 21
308 96
84 60
248 85
101 72
Perry .
45 45
177 85
77 65
114 00
31 65
Baxter
99 15
218 75
78 75
152 00
87 15
Cummings
56 52
131 48
127 64
60 36
Pope
.
124 95
253 25
101 75
173 00
103 45
Bell
136 56
163 26
120 73
96 00
83 09
Edgerly
126 25
700 77
125 39
475 55
226 08
Glines
90 35
470 16
26 10
416 01
118 40
Forster
132 70
1,361 17
54 42
849 78
589 67
Bingham
244 19
860 80
101 42
792 15
211 42
Morse
54 07
167 68
35 63
118 80
68 22
Burns
147 18
275 50
43 60
198 35
180 73
Durell
64 50
102 15
101 81
42 00
23 14
Proctor
104 96
137 75
33 66
139 85
69 20
Brown
138 15
423 81
48 45
282 0:0
231 51
Highland
185 27
411 15
104 75
405 00
119 67
Hodgkins
305 12
619 30
319 30
315 90
259 22
LowC .
141 65
116 85
63 05
351 15
144 30
Cutler
104 55
104 55
Girls' Vocational
18 35
3 40
14 95
$2,382 78
$3,102 57
$1,845 50 $5,369 62
$3,270 23
200
ANNUAL REPORTS.
REPORT OF THE DENTAL DISPENSARY FROM DECEMBER 4, 1912, TO JUNE 25, 1913.
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir: The dispensary opened in December, with a large number of patients on hand. We soon found it necessary to have a stated number of patients assigned for cach day's work.
Minor extraction, cleaning and relief of toothache col .- stituted most of the work for a short time.
It was soon apparent, however, if each patient was to have a completed treatment more time must be given the individual. Parents were thus interested through the work of the dis- pensary to have a more extended treatment of their children, and many local dentists were patronized in consequence.
The work was finally systematized as follows: A different school was assigned for each day and sent five of its most needy patients. The selection was at first left to the principals and teachers. Later the medical examiners were requested to make charts of the decayed teeth.
As neither method was accurate enough it was found ad- visable for the school dentist to make a careful examination at each school, leaving a list of the needy children with the principal. As stated five patients were sent to the dispensary cach day and then reappointments were given them if necessary to complete their work. One day a week was set aside for this purpose, which was soon taken up more than a month in ad- vance, showing not only the great necessity of the work but also the interest of a large per cent. of the patients treated in extending their work beyond immediate necessity.
This dispensary had proven to be a success previous to this year's work and the dentists that so willingly gave their time to help start this new form of relief and educational work are deserving of much credit.
From December 1, 1910, to December 1, 1911, there were 225 children treated. This was with voluntary service. From December 4, 1912, to June 25, 1913, there were 506 cases treated. Not only were the number of cases more than doubled in much less time, but more work to the individual was accomplished. With very few exceptions this work was done for children who would not have had it done otherwise. The result would have been the ultimate loss of the infected teeth, preceded by much suffering and ill health.
One of the many special cases we had was that of a boy whose throat and nasal passages were badly obstructed. Through the aid of the dispensary this case received the neces- sary treatment. We are in hopes the coming year to increase to a large extent the interest of parents and public generally in
.
201
SCHOOL DEPARTMENT.
the importance of a clean mouth as a most valuable asset in a child's education.
Children suffering from many ills consequent to decayed teeth are badly handicapped in their efforts for an education.
This report is designed to give an outline of the work and importance of the Somerville School Dental Dispensary.
We are always glad to receive visitors and explain the work. The dispensary has been able with the small fees charged to purchase all supplies.
DR. R. H. NORTON, School Dentist.
202
ANNUAL REPORTS.
REPORT UPON THE WORK OF THE SCHOOL NURSE.
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir : In the annual appropriation of the Health de- partment for the year 1913, the Board of Aldermen made pro- vision for a School Nurse. After conference between the Board of Health and the School Committee, it was decided that the School Nurse should be under the direction of the Superintendent of Schools, and that her work should be defined by him. It was decided that her field of operation should in- clude all of the elementary schools and an itinerary of visits was planned which would give a visit to every school building each week. It was decided to be advisable for the nurse to deal first with the diseases which produced the greatest amount of absence from school, with a view of reducing the amount of such absence. Visits to the homes of pupils who were ex- cluded from school by medical inspectors on account of minor diseases was decided to be an important part of the work which the School Nurse should perform. It was decided also to be an important part of the work of the School Nurse to try to induce parents to act upon reports sent to them from the schools concerning physical defects of their children. Specifi- cally this work aims to secure treatment for such children in hospitals, and to secure for them glasses in cases of defective vision.
On September 4, 1913, the Board of Health appointed Miss Ella B. Hornbrook school nurse and she entered upon the duties of her office with the opening of the schools in Septem- ber. While her work for the first few months of her term of office was largely experimental and intended to find the facts in her field of action and to provide the best way for dealing with them, the following report will show some of the principal features of the work during the last four months of the year :-
Two hundred eighty-six visits to the schools; 378 visits to the homes, 394 pupils examined (eighty of these were treated in the schools), eighty-nine for pediculosis, ninety-two for un- cleanness. Pupils taken to clinics for treatment: One eyes, three ears, three nose and throat, one medical, two skin dis- eases, eight tonsils and adenoids (operations performed). Cases of contagious disease discovered: Two ring worm, two scarlet fever, six scabies, two mumps, varicella, whooping cough. Other diseases discovered: Mal-nutrition, impetigo.
Respectfully submitted, ELLA B. HORNBROOK,
School Nurse.
203
SCHOOL DEPARTMENT.
REQUIEM BY GIUSEPPE VERDI
Presented by pupils of the Somerville High School at Sym-
phony Hall, Boston, April 21, 1913.
Mme. Wilhelmina Wright Calvert. Soprano
Miss Adelaide Griggs. Contralto
Mr. Harold S. Tripp. . Tenor
Mr. Willard Flint. Basso
Chorus of Six Hundred Voices.
Sixty Players from the Symphony Orchestra.
Mr. Jacques Hoffman Principal
Mr. Joshua Phippen. . Organist
S. Henry Hadley, Conductor.
This performance of Verdi's Requiem is the sixth of a series of concerts presented by the pupils of the Somerville High Schools under the direction of Mr. Hadley. The five preced- ing concerts were Gaul's "Holy City" in 1896; Gaul's "Joan of Arc" in 1899 ; Haydn's "Creation" in 1903; Haydn's "Seasons" in 1906 ; Mendelssohn's "Elijah" in 1910.
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