USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1914 > Part 15
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ANNUAL REPORTS.
have looked forward to these events with pleasant antici- pation. This council has also taken upon itself the func- tion of an advertising committee, and informs the public through the press of the activities of the school. It is im- possible to estimate the value to the school and to the pu- pils of this phase of our school life. The qualities which are emphasized and developed, good management, loyalty, manliness and womanliness, self dependence, a recognition of authority, and withal a kindly spirit toward all, cannot fail to be valuable assets in the lives of our men and women of to-morrow ..
Athletics. In this activity the school has maintained a creditable showing. The baseball team earned the envi- able distinction of securing the championship of the Subur- ban League, with but one defeat out of sixteen games played. In cross country running, two members of the school finished respectively first and second in the Worces- ter meet. Gymnastics for the girls has been put on a stable basis,-several hundred girls meeting twice a week for exercise in the Y. M. C. A. gymnasium, under the direc- tion of seniors from the Sargent School.
Loss to the School. The school and the city suffered a severe loss in the death of Charles T. Murray. A valued member of the High School faculty since 1887, Mr. Murray left behind him a host of warm friends and a body of teachers who sincerely appreciated his devotion to his work, his excellence as instructor and administrator, his widespread influence among pupils and graduates, and his cordial and friendly co-operation. Any school can ill af- ford to lose a teacher of such virility and high standards.
With sincere appreciation of the assistance and valued advice of the Superintendent and School Board, I remain, Sincerely yours,
JOHN A. AVERY,
Head Master.
REPORT OF THE SOMERVILLE VOCATIONAL SCHOOL FOR BOYS
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir: I take pleasure in submitting to you my first report as Director of the Boys' Vocational School. The fol- lowing changes and additions have been adopted since the opening of school in September: A new division of time has been made; four days in the shop, and two days in the class room devoted to related and non-related subjects. This time allotment has proved very satisfactory and meets the needs of the shop and the classroom much better than the former half and half arrangement. The woodworking department has been divided into two divisions, that of cabinet work and house carpentry.
Two additional teachers have been appointed, one in carpentry and one in machine work. The size of classes in the shops has been decreased to the standard approved by the State Board of Education. This change gave opportunity to increase the membership of the school from forty-eight to over sixty. Sixty-six boys are now accommodated and the school has reached the limit of its capacity. All available space is occupied and used to the fullest extent.
A somewhat detailed investigation of the success of past graduates shows that from the standpoint of the manufacturer and the graduate, a more complete course is needed. An additional year or a four years' course, would provide such a training.
The aim of the school is to give boys of fourteen years of age such training in machine shop work, cabinet work, and carpentry, as will enable them to find employment as appren- tices in the lines for which they have trained. To do this cfficiently and in accordance with the present industrial re- quirements, a longer training is necessary than is provided at present.
That the general public may have a clearer understanding of the school's activities I submit an outline of the work with recent changes and additions.
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ANNUAL REPORTS.
General Outline of Work
SHOP PRACTICE
Trade English Trade Literature Trade Materials
Trade Dept. Industrial Education
Technical Trade
Trade Hygiene Trade Science
¿Shop Lectures
70%
Trade Mathematics Shop Management 1
Shop Drawing
General Related
Applied English Applied Mathematics Applied Mechanics
8 %
General
Vocational
Subjects
General English General Drawing
Department of General Subjects General Education
Civics Ethics
General Non- Vocational
General Hygiene
General Mathematics
Subjects
Physical Training
Outdoor Sports
15 %
Cultural English
I submit the following statistics regarding the productiv- ity of the shops :-
Cash receipts of shops :- Machine work Wood work
$105 14 87 65
$192 79
Cash value of work done for the school :-
Machine work
$168 55
Wood work
97 27
$265 82
Cash value of work done for other muni- cipal departments or personal use :-
Machine work
$147 75
Wood work
$384 40
$532 15
Total
$990 76
Respectfully submitted, HARRY L. JONES,
Director,
Subjects
Industrial History Industrial Geography Social Science
7 %
Exercises and
.
Trade History 7
1
REPORT OF THE SUPERVISOR OF MANUAL ARTS.
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir: The work in Manual Arts is conducted along lines formulated three years ago. After a successful trying out in the past two years the work shows marked improve- ment. This is evidenced by the pupil's awakened interest and the teacher's increased efforts. The many schoolroom exhibits held during the Christmas season testify the impor- tance of drawing and handwork in relation to school and home life.
I believe the work in Manual Arts should continue with our present aim in view and as stated in my last report. The reasons are :-
I. The public schools are undergoing changes, and the work in drawing and handwork is at a point where in ad- dition to the cultural value, we are laying the foundation for any industrial work that the school system may undertake in the future.
II. Recent personal study and investigation in the middle West strengthens my belief in a great number of important phases of our local work.
III. The United States Bureau of Education has issued an exhaustive report on the "Present Status of Drawing and Art in the Elementary and Secondary Schools of the United States." A few quotations show conclusively what may be standardized in the teaching of Manual Arts in the public schools.
"Two broad aims have come to be universally recognized in public school work, the professional or industrial, and the cultural. In general there are two broad classes into which modern civilization may roughly be divided. They are the con- sumer and the producer. All people may be classed under the first but comparatively few come under the second, and so far as the arts are concerned those few require natural endow- ments not allotted to the average. It were folly, therefore, to educate all pupils in drawing of art purely from the stand- point of the profession; the training of producers. For the average child then, the cultural aim is most suited. . . . The ob- ject is not to get perfect results on paper, but to train the senses, mind and hand to work together."
"The drawing and manual training should be made of practical use throughout the child's school life, that it may as- sert its educational value a's a common means of expression. It should be utilized as a help in other studies." "Drawing is a general, not a special subject."
The following general aims should be kept in mind by all who have the work at heart :-.
For the Primary Grades :
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ANNUAL REPORTS.
To develop the child's mental strength, to give power to invent, to develop imagination, to train in color discrimin- ation, and to develop a sense of orderly arrangement and good proportion.
For the Grammar Grades:
To cultivate self-expression, keen and accurate observa- tion and the sense of initiative; to teach the pupil to think for himself and to express his ideas to others; to influence indus- trial work through the teaching of design and the use of materials ; to gain an appreciation and expression of good taste in dress and home surroundings, and to assist the pupil to find himself. The work in the Manual Training Centers is satisfactory. The model work is retained and the aim is to emphasize tool processes, general dexterity and skill in handling special material and tools. There is a good oppor- tunity here for real correlation between class room and work shop.
For the High School:
To perfect the pupil's appreciative faculties ; to study and develop technique and accuracy; to cultivate good taste as applied to dress and the home; to understand the relation of the arts to modern civilization; and to provide opportunity for specialization in the several courses. The work has be- come more and more industrial in character. The recent additions and extensions of the course offer opportunity for a large and valuable amount of practical work. If constructed by hired labor the work would cost the city many hundreds of dollars.
The equipment is still incomplete since the third year is but partially provided for and the fourth year is wholly in the future.
Respectfully yours, HARRY L. JONES. 1 ..
December 31, 1914.
REPORT OF THE VOCATIONAL SCHOOL FOR GIRLS.
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir : The function of the Vocational School for Girls has changed, and has become more sharply defined; whereas the school started with the trade aim it has now become a home-making school. The home-making school stands in a class by itself in that it trains specifically for home mak- ers; offering such subjects as will fit a girl to take charge of her own home in a skillful and efficient manner. This means an expansion of the course of study, all the students receiving instruction in cooking, dressmaking, and millinery instead of instruction in one of these subjects as in a trade school. We are, nevertheless, maintaining a trade stand- ard in the different subjects, and placing the girls in the trades wherever it seems expedient in the individual cases. There are various industries that can be carried on in the home and some of these are taught, such as candy making, fancy rolls and bread making, mending and seamstress work.
Seventeen girls graduated last June, all of whom had shop experience in their chosen occupations previous to graduation, their success in this being a condition of gradu- ation.
The placing of girls in a trade is not a primary purpose of the school nor are all the girls so placed. Recognizing that the average girl is in the trade seven years, and be- comes a home maker thereafter, it seems wiser to give the broader training that will function in her life work rather than that which will function alone in the temporary in- dustry.
Some of those sent to the school lack sufficient ability to hold their own in any skilled trade. Trade education can be of little use to them, but training in a vocational school may serve to make them more intelligent homemakers. However, it would be well to recognize the fact that even a vocational school can not make a skilled home worker out of the student who is lacking in native ability or the one who is far below normal grade in academic work. This school can do little for the pupil of fourteen or fifteen who has failed to get beyond the sixth grade in the regular schools. Such failure usually means slowness of percep- tion. The idea of skilled wage earning is hopeless. Good housekeeping requires as much intelligence as skill in a trade. The only hope that can be held out in such cases, is that the girl may be trained to do a few simple manual tasks fairly well.
206
ANNUAL REPORTS.
The plan of the home-making school is for the close correlation of subjects. These subjects carried into the home in the form of project work form the nucleus of the home making idea. School credit is given for tasks done at home under the direction of the teacher and as suggested by previous school work. Thus a girl who does all her mother's preserving is given credit for the time lost from school, provided the mother makes a satisfactory report of the work, and the teacher tests the product for the correct standard. Many of the girls are cooking all the meals and some of them looking after the house, and when this is correctly done. credit is given.
The close correlation of subjects is shown when a prob- lem in dressmaking involves not simply the cutting and making. but the analysis of materials, and the study of de- signs suited to the individual; also the working out in arith- metic of the costs involved and ways of handling money, and for English the clear and concise statement of the way the dress is to be made, together with any letters that may be written in connection with the buying and the making.
In the dressmaking department the pupils are taught to work for each other as well as for themselves. Class work covers the cutting and fitting of garments, the altera- tion of bought patterns, and the modelling of paper ones from a design; the making of cotton, cloth, and silk dresses, together with all kinds of ornaments.
In the cooking department, in addition to the prepara- tion of meals, the girls are taught the principles of a balanced menu, the nutritive value of foods, the apportion- ment of an income, the care of a house and of household furnishings, laundry work and sanitation. Some interest- ing experiments were worked out in the laundry class when soap was made and the cost estimated. It was found soap could be made at home for $.16, while to buy an equal amount would cost from $.44 to $.58. Blueing was made in class and for fifteen cents the same amount could be made and of a better quality than a standard make that would cost $1.65 for the same amount.
A splendid test of the homemaking training has been shown when the second year pupils cook and serve lunch in the new kitchen and lunch room at the High School. This has afforded another opening for training and placing in skilled lunch and tea room work for those with inclina- tions that way.
In the design course the girls are studying the prin- ciples of design that contribute most directly to the mak- ing of underwear, dresses, and the embroidery that would
207
SCHOOL DEPARTMENT.
be used on dresses, some illustrative sketching of hats and gowns, and a course which runs throughout the year, in the appreciation of beauty and simplicity of home furnish- ings. This course includes the choice of color schemes for different rooms, choice in arrangement of furniture, of wall and floor coverings and of draperies, the selection and ar- rangement of small furnishings such as pictures and bric-a- brac. The instruction is given by means of talks, and is applied immediately by the student in diagramatic forms · and later carried out in the home as far as is practical.
Realizing the lack of opportunities for a girl earning a fair living in the millinery trade, the millinery course is given to the girls who are likely to make their own hats, ' instead of a preparation for wage earning. However, should any desire to take up this trade, the training has been of the standard to enable them to take good positions.
A practical and valuable course has been developed in
textiles. The analysis of materials under the microscope has been invaluable to the girls in selecting durable fabrics for their own use. Different kinds of materials and weaves are tested as to their composition and the amount of adulteration used. The different staples are studied, to- gether with their growth and manufacture. The aim of this course is first, to develop a critical judgment in select- ing material, and second to cultivate a wide acquaintance with different kinds of fabrics.
English and arithmetic are taught at first, as correl- lated subjects, as indicated in the dressmaking and cook- ing courses. Later the girls are encouraged to read and discuss good books. Special attention is given to the arith- metic connected with the expenditure of the home income, this being an essential part of the training of the home- maker.
The school is in a large measure self supporting. It takes in money from custom work, in dressmaking and millinery, and from the sale of food products. This income is sufficient to pay for material used in our product and for the necessary material used in practice work, so that the expense of the school to the City of Somerville is practi- cally only that of the ordinary maintenance of the school building, and the salaries of teachers. This maintenance cost is borne to the extent of one-half by the State, and could be much lessened per capita by a larger building which would make it possible to accommodate a greater number of pupils without increasing the teaching force. At the present time there are many requests for admission
208
ANNUAL REPORTS.
1
which have to be denied because of lack of accommodation which argues well for the beginning of the fourth year of the school's existence.
Respectfully submitted MARY HENLEIGH BROWN.
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REPORT OF THE ATYPICAL CLASS AT THE HODGKINS SCHOOL, 1913-1914.
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir: The Atypical Class in the Hodgkins School has had its full membership-fifteen-all this year, with a waiting list most of the time.
In several cases the parents have asked admission for their children and in one case the family moved into the dis- trict so that the child might be within walking distance of the school.
The attendance throughout the year has been good, al- though many children come long distances. Tardiness and truancy are very rare.
During the year two children have been able. to re- turn to the grades and one boy has been accepted in the Vo- cational School. The academic work is necessarily slow. In some cases there has been wonderful improvement showing the value of individual work which is possible in a small school.
The physical work has been very satisfactory. The chil- dren are trained in rhythmic exercises and folk dances which are made more enjoyable by the use of the Victrola. Even the big boys seem perfectly willing to go into these dances and apparently get much pleasure.
They are enthusiastic over the yard games and have a good idea of co-operation and team work.
All games of competition are popular and give a splendid opportunity to develop the art of being a good loser and a courteous winner.
The second half of the year the room was equipped with three work benches and a complete set of tools. The boys have begun regular manual training work and also are en- couraged to work out ideas of their own.
Chair caning has become quite an industry. At present there are seven boys in the class and six chairs in process. Toward the end of the year the children became so skillful that we ventured to take in work from outside. The people in that part of the city have been kind enough to give us their chairs and pay a fair price. In fact the orders have come in faster than we are able to fill them.
The children who wish, may have their own work, paving simply the cost of material. We have sold baskets and fancy articles, and with the money from the chairs have made about twenty dollars.
This has been spent for extra tools, cane, reed and other equipment.
Respectfully submitted,
BERTHA MARTINDALE.
January 7, 1915.
REPORT OF THE ATYPICAL CLASS AT THE BELL SCHOOL, 1913-1914
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir: In the Atypical Class of the Bell School during the past year twenty-one pupils have been enrolled, ranging in age from eight to sixteen years. The two who reached the latter age were discharged, and replaced by younger chil- diren. Two proved upon trial not to be of the type for which the class is designed, and were accordingly removed. A fifth is now in the Girls' Vocational School.
The fifteen remaining pupils vary as much in aptitude and ability as in age. In arithmetic they range from the child who has done well when he has correctly written the figures from one to seven, up to the one who is doing, readily, multi- plication of fractions. Yet this child, whose number sense is normal cannot, after more than four years of effort, read well in the primer. Few of the children progress evenly, but they all progress, each up to the measure of his ability.
Much time is given to hand work, which must be as varied as possible, not only to hold interest, but also to keep each child progressing. Just as soon as any kind of work has been mastered its value as mental training ceases. For the girls almost endless variations may be made in weaving, sewing, knitting, crocheting and basketry, while the boys like weaving, basketry, wood work and chair-caning. The boys have caned twelve chairs during the year. One boy, whom the others call the "boss caner," can do a chair without any help, and without a single mistake.
The children have been working busily and happily ever since September on Christmas presents, and were justly proud of their gifts when they took them home. The articles in- cluded sofa pillows, bags, work baskets, breakfast caps, pin cushions, mats, holders, worsted balls, reins, guest towels, dolls' quilts, dolls' knitted sweaters, napkin rings, blotters, pen wipers, letter openers, calendars, wrist bags, order boards, waste baskets, fruit baskets, stools and bookcases.
Respectfully submitted, MARY ABBOT HOLT. i
REPORT UPON QUESTIONNAIRE. High School, Somerville, Mass.
Mr. Charles S. Clark,
Superintendent of Schools.
Dear Sir : During the last school year inquiry was made to secure from the pupils of the school information concerning their relation to the activities of the school. The results of this undertaking were shown in a report made by the teachers in charge of the inquiry and printed in the annual report of the School Committee for 1915. During the present year a second questionnaire was submitted to members of the Freshman class and the answers were examined and classified and formed the basis of a second report. This report is printed as a continuation of the study begun last year.
In March, 1914, a copy of this questionnaire was given to each pupil in the first year class of the Som- erville High School. The pupils were asked to take ques- tionnaires home in order that they might have their par- ents' assistance in answering questions which they might not understand. Practically one-third of questionnaires sent out were not returned or were worthless.
This tabulation, however, consists of answers from all the courses, so that the results are general and are not con- fined to one or two courses : Number sent out, 650; number returned, 432; average age, fifteen years, one month. 1. Do you expect to complete a course of four years in the High School? Yes, 370; no, 62. The questions 1 and 2 were answered by all who returned questionnaire and it shows that even in the first year, pupils have decided as to the length of time they hope to remain in the High School.
2. If not, how many years do you expect to stay? One year, 10; two years, 50; three years, 2. The large number of two-year statements is due to the fact that the majority of these pupils are taking the two-year commercial course.
3. If you do not expect to remain for four years, what is the reason? (A) Financial conditions, 14; (B) loss of in- terest, 6; (C) desire to go to work, 30; (D) lack of success in school work, 5; wishes to go to business college, 1. The answers to the third question are self-explanatory.
4. Please underline the course you are taking. General. 29; college, 102; scientific, 58; normal, 22; manual arts 17; commercial, 146; commercial two year, 54. The Commer- cial course claims the greater number of pupils although the College Preparatory is a close second.
5. What led you to choose this course? (A) Advice of parents, 324; (B) advice of teachers, 78; (C) advice of friends, 69; (D) success of others, 60; (E) belief in your own personal qualifications and ability for the work of this
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ANNUAL REPORTS.
course, 102. It is satisfying to find that so many pupils have relied upon the advice of their parents in the selection of their course of study.
6. Do you know what studies are included in this course? In the first year, yes, 406; no, 5; in the second year, yes, 345; no, 100; in the third year, yes, 156; no, 183; in the fourth year, yes, 126; no, 187. It is lamentable to learn that only a fraction of the pupils in the first year class know what studies are included in the succeeding years of their course.
7. What qualifications do you think you have for the work of this particular course? Like it, 23; ability, 13; ambition, 11; patience, 4; love of children, 5; accuracy, 3; promptness, 2; honesty, 1. An interest in electrical ma- chinery (electrical engineer).
I like to study languages and I know I will succeed. Adaptability to all conditions, knowledge of filing methods, etc., ability to pick out types of people and to suit them with books. A desire for the best training I can get from the High School. Being ac- curate and systematic. When in grammar school I was a good writer and a good mathematician. I have worked in an office. Like work, have good memory, write well, and am good at figuring. A desire to learn higher mathe- matics and instruction in other subjects required. Believe past school records will assure you that I am adapted to this line of work. I am a good scholar, I like to teach, and I intend to be educated enough when I get through school to teach well. Ability to adapt myself to conditions and love of books. A natural aptitude for figures. Persistency. Ambition and a desire to get a college education. The majority of answers to this question were practically use- less, for evidently the pupils had never considered their adaptability for the work of any particular course.
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