USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1914 > Part 16
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8. (a) Have you decided by what line of work you in- tend to earn your living? Yes, 208; no, 130.
8. (b) What is it? Follow out commercial' lines, 1; stenographer, 74, bookkeeper and stenographer, 3; librarian, 4; civil service, 5; teacher, 36; United States mail or cus- toms house, 1; commercial work, 3; billing clerk, 1; auditor, 2; typist, 2; dentist, 3; business man, 1; kindergarten teacher, 4; teacher or actor, 1; editor, 2; accountant, 1; doc- tor, 3; private secretary, 8; cartoonist, 3; drawing teacher, 1; bookkeeper, 77; physical director, 2; head milliner, 1; elec- trical engineer, 9; civil engineer, 20; music teacher, 4; mil- liner, 2; lawyer, 4; agriculturist, 4; printer, 1; professor, 1; chauffeur, 1; nurse, 1; violinist, 1; domestic science teacher, 1; banker, 1; chemist, 1; scientist, 1; dramatic stage work,
213
SCHOOL DEPARTMENT.
1; office work or superintendent of gang of men, 1. If I stay for two years I want to be a typist; if I stay for four year, I want to be a stenographer or bookkeeper.
8. (c) If you have not decided, when do you expect to do so? Before leaving high school ; when I realize what I am best fitted for. It was interesting to find that even as early as the first year in High School many of the pupils had defi- nitely decided the line of work they intended to follow after the completion of their High School course. The va- riety of choice shows that many of the pupils know the par- ticular branch of work they intend to do and the answers are not too broad or indefinite.
9. What do you understand to be the requirements of this particular line of work? General education, 1; college education, 4; penmanship, 2; accuracy, 18; household man- agement, 1; surveying, 1; mathematics and chemistry, 1; stenography and typewriting, 11; industrial trade, 1; his- tory, 1; bookkeeping, 3; science, 1; ambition, 2; honesty, 4; The answers to this question and to question seven, seem to dovetail for evidently the pupils believe that what applies to school work and to actual life are practically the same, which is, in many cases, true.
10. How have you ascertained these requirements? Ob- servation, 12; by catalogue, 1; by study, 3; from friends, 10; inquiry of parents, 6; business college, 1; by degrees, 2. Comparatively few really knew the requirements of the par- ticular line of work they intended to follow up.
11. Is this the work which you really desire to do? Yes, 154; no, 7. The majority of the pupils are following out the line of work they really desire to do.
12. What have your parents advised ? Advised the same, 143; advised nothing, 52.
13. (a) Have you been influenced by financial benefits alone? Yes, 38; no, 145. Mercenary benefits alone have not influenced a large number of pupils although some were influenced by financial gain solely.
13. (b) If not, what other considerations have influenced your choice ? Like it, 56 ; advice of parents, 6 adaptability and congeniality of temperament for this work. I enjoy the work and besides it is very profitable. A strong desire to do something worth while in the world. Liking for out- door work. There is a good chance for working up. Be- cause I think it is best adapted to me. Desire to go to work and meet people. Because I am preparing for it. Marks are higher than in other commercial work. Interested in business life and can do what is required of me. Don't find it hard. Can do it better than anything else. Ability for this line of work. Interested in the work. Because I want to. Good
214
ANNUAL REPORTS.
chance to learn bookkeeping. Like typewriting very much. Have not decided whether I shall teach bookkeeping and commercial geography or go to theatricals. My mother had offered to send me either to Salem Normal School or the Colonial Building Theatrical School. Line of work best adapted for. Physical culture teacher. Like work very much, but parents want me to become a business woman. Talented to go to art school. I like the work and might make a success of it. Like work and parents advise it. Line of work I can do best. Father wishes me to be one. If I try hard I will be fitted for that line of work. Many of the answers to this question showed much careful thought on the part of the pupils.
14. If this is not the work which you really desire to do, why are you not following your personal choice? "Don't know." .The only answer received was a very commonplace one.
15. What service do you intend to render others by your life career? Honesty, 3; earn own living, 1; punctuality, 1; usefulness, 1; helpfulness, 16; much as possible, 6; kindness, 3; success to others, 3; earn money, 1; civil engineer, 1; saving time, 1; faithfulness, 5; education, 3; teaching, 10; as much as possible. Helping others to gain a little knowl- edge. To teach others as I have been taught. I will strive to be as useful and as faithful as I can. Hope to set ex- ample for others and do my share in world's progress. Re- turn what others have done for me. Make people feel the joy of the best things in life and through this work reach the hearts of many and leave there an impression that will strengthen their highest ideals. Help parents. By being as faithful as I can. I shall endeavor to make myself useful in as many ways as possible to the best of my ability. By drawing cartoons to benefit others. No mother, may sup- port father. „Do what I can for others. I intend to help others by my life career. A better mental, moral, and physi- cal life. To teach boys and girls who come to me, some of the things they should know to be good men and women. All the service possible. Natural benefits derived from a higher education. Save time for my employers. To make and earn a good living. Service to others seemed a new thought to many pupils, and some were selfish enough to believe they did not want to help others, while some thought that by caring well for themselves they would render a service to their community and we know that community service of the best kind begins at home.
Extra : For College Preparatory Pupils.
1. For what college are you preparing? Harvard,
215
SCHOOL DEPARTMENT.
15; Massachusetts Institute of Technology, 15; Wellesley, 12; Tufts, 11; Radcliffe, 7; Boston, 5; Boston University, 5; Jackson, 4; Dartmouth, 2; Yale, 2; Massachusetts Agri- cultural, 1; Annapolis, 1; Simmons, 1; Trinity, 1; Went- worth, 1; Amherst, 1; Wisconsin, 1; Holyoke, 1.
2. Why have you chosen this college? Consider it best, 14; convenience, 7; advice of parents, 4; efficiency, 2; best suited, 1; high standard, 1; obliged to go there, 1; good preparation, 1. Variety of course and study. Regards Bos- ton University as best for this work. Because of its moral as well as its classical education.
3. What are its requirements? Algebra, Latin, history, geometry, English, German, and other languages; science 14; don't know, 12; High School diploma, 4; test, 2.
Extra : For Scientific, Normal School, Normal Art School, etc., Preparatory Pupils :-
1. For what are you preparing? Salem Normal, 8; Normal, 2; Fitchburg Normal, 2; Normal Art, 1; Springfield Training School, 1.
2. Why have you chosen this school? Reasons same as for college preparatory.
3. What are its requirements? No one answered this question.
Recommendations.
These recommendations bear directly on the recom- mendations of last year, and practically embody the "best system of vocational guidance in connection with any high school."
A
1. That in the High School one or two especially pre- pared teachers be officially designated vocational counsellors with time allowed for vocational guidance among the pupils. If possible one of these counsellors should be a man.
2. That a committee of five or more teachers be ap- pointed to work with these counsellors in such ways as the latter may find necessary and advisable.
3. That the old advisory system be revived and re- vised in the High School and each teacher work with the vocational counsellors.
4. That a group of citizens, men and women, of re- cognized character, experience, and standing in profession, business, and trade, be invited to co-operate with counsel- lors and committee by allowing themselves to be inter- viewed by such boys and girls as the aforesaid counsellors may deem it necessary to send to them for information or ad- vice.
5. That by means of talks, books read, compositions,
216
ANNUAL REPORTS.
etc., all pupils be given at least a general idea of occupations and their requirements. This might be given in connection with English work or through lectures given by successful men in the different vocations in ethics periods.
6. That teachers 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.
7. 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.
8. That if possible information be obtained and given pupils, especially those of the third and fourth year, con- cerning scholarships, loans, etc., offered by the state, clubs, societies, colleges, etc., to first year students in colleges and kindred institutions.
9. 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.
10. That through meetings or personal conferences (possibly through the formation of a parents' association) greater co-operation be brought about between High School teachers and parents, and High School teachers and gram- mar school masters and teachers.
11. That in ethics, in conferences with advisers, in classwork, or through some other means, greater emphasis may be placed on personal service as the ultimate goal to be sought, whatever the life work chosen and the return due for the education received.
12. That a bureau of graduate information be estab- lished in the High School and a careful scheme of follow-up work begun.
B
1. That the Superintendent make a request, equivalent to a 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.
2. 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
217
SCHOOL DEPARTMENT.
and course of study or occupation, using all possible effort to prevent their choice of work for which they are plainly not fitted.
3. That 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 of those in charge of the various courses in High School and vocational schools.
C
1. 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.
2. That pupils be required, if possible, as in Boston, to give teacher or vocational counsellor one week's notice of intention to leave.
3. That through conference between parent and teacher, and pupils and teacher, effort be made to keep the pupil in school when it is to the pupil's advantage to remain in school.
4. That pupils be sent for employment certificate only after careful investigation of the merits and the needs of their respective cases.
5. That if these recommendations are beneficial to the pupils of the Somerville High School, they be adopted in whole or in part at once.
Respectfully submitted
ILENE C. RITCHIE.
218
ANNUAL REPORTS.
SOMERVILLE PLAYROUNDS ASSOCIATION.
The playground season for 1914 opened on July 6 with paid supervision on the following grounds :-
BOYS' GROUNDS. GIRLS' GROUNDS
Broadway
Broadway
City Field
Hodgkins
Joy Street
Kent
Kent Street
Perry
Lincoln Park
Bennett
Bingliam
Bell
As in former years the work was conducted under the joint control of the Playgrounds Association and the School Committee. The closing events were a track meet for boys, held on Monday, August 17, and a play festival on Central Hill, held on Tuesday, August 18.
Following is a comparative statement of receipts and expenditures for the seasons of 1913 and 1914.
SOMERVILLE PLAYGROUNDS ASSOCIATION.
Comparative Financial Statement for 1913 and 1914
Receipts :-
1913
1914
Balance from previous ac-
count
$117 51
$46 71
Donations and subscriptions
1,326 22
430 71
Interest on deposit in banks 2 79
$1,446 52
$577 42
Expenditures :----
Instructors
$708 40
$293 90
Supplies
341 32
Printing
47 50
14 00
Rent of land for gardens
15 42
18 46
Band
70 40
Labor
68 67
Janitors' services
75 00
Policeman's services
45 00
Baths
1 98
Expressage
2 10
Teaming
20 00
Postage
4 00
Annie E. McCarty
House
50 00
Tuition of Teachers
50 00
$1,399 79
$426 36
Balance
46 73
51 06
$1,446 52
$477 42
219
SCHOOL DEPARTMENT. -
SUMMER PLAYGROUNDS.
Comparative Statement of Receipts and Expenditures for 1913-1914
1913
1914
Amount appropriated by City Govern- ment
$2,500 00
$2,000 00
Paid for salaries of supervisors and in- structors
1,689 00
1,598 00
Paid for equipment :-
Swings, teeters, giant strides, etc.
422 00
Trees
15 48
Hose
14 35
Labor and teaming
76 52
2 70
Athletic supplies :-
Basebails, bats, basketballs, · etc.
218 50
107 27
Medals, etc
6 00
13 75
Miscellaneous supplies and disbursements :-
Printing
24 50
6 25
Labor
37 88
10 50
Teaming
21 50
9 50
Sand
5 00
10 75
Band
61 60
Handwork supplies
44 84
Various
14 10
61 00
Baths :-
Salary of attendant
204 00
35 00
Supplies, including laundry
140 86
15 25
School Gardens :-
Supplies
13 00
17 67
Labor
15 50
6 05
Total amount
expended
$2,918 84
$2,000 00
Expended by
Somerville £ Playgrounds
Association
1,446 52
426 36
Grand total of all money expended for playgrounds
$4,365 36
$2,426 36
220
ANNUAL REPORTS.
r
REPORT OF THE SCHOOL SAVINGS BANKS. January 1, 1914, to December 31, 1914.
Balance Jan. 1, 1914.
Amount
Amount
Amount
Balance
Deposited. Withdrawn. Transferred. Dec. 31, 1914.
Prescott
$249 20
$786 60
$110 20
$607 90
$317 70
Hanscom
140 09
673 31
68 92
407 96
336 52
Bennett
52 46
197 26
92 05
94 75
62 92
Knapp
101 72
473 44
86 60
334 25
154 31
Perry .
31 65
206 05
28 95
50 80
157 95
Baxter
87 15
421 72
60 73
196 50
251 64
Cummings
60 36
158 00
128 80
89 56
Pope .
103 45
448 60
129 60
235 00
187 45
Bell
83 09
386 80
100 27
158 00
211 62
Edgerly
226 08
1,003 08
134 22
715 31
379 63
Glines
118 40
664 00
41 65
628 15
112 60
Forster
589 67
1,405 19
82 38
1,441 00
471 48
Bingham
211 42
1,204 68
114 61
827 75
473 74
Carr
691 S5
91 12
450 71
150 02
Morse
68 22
656 90
33 44
496 17
195 51
Durell
23 14
Proctor
69 20
474 54
61 59
258 10
224 05
Brown
231 51
727 52
27 86
545 00
386 17
Highland
119 67
1.148 15
72 60
1,048 20
147 02
Hodgkins
259 22
964 98
146 50
867 55
210 15
Lowe
144 30
744 10
63 10
565 55
259 75
Cutler
104 55
709 73
47 91
379 19
387 18
Girls' Vocational
14 95
20 45
7 55
27 20
65
High
367 47
71 10
141 41
154 96
Burns
180 73
419 22
61 98
279 70
258 27
17 15
5 99
$3,270 23 $14,953 64 $1,880 88 $10,762 14 $5,580 85
REPORT OF SCHOOL NURSE, SEPTEMBER, 1913, TO JUNE, 1914
The work of the School Nurse this past year has been along the following general lines. She has visited the homes of children out of school on account of physical ailments and the homes of children reported to her by the school medical inspector. In the school building she has given treatment in cases of minor cuts and wounds. She has reported to the Society for the Prevention of Cruelty to Children ten cases for further investigation and has also reported cases to the Somerville Associated Charities for aid and advice. The table given below shows her work in outline :-
PUPILS ESCORTED TO CLINICS
Oper- ations
*Contagion found in
Home Visits
Hygiene Talks
No. of Pupils
Inspections for
Eye
Ear
Nose and Throat
*Medical Surgical
Skin
Dental
DATE
Visits to School or Hospital
New
01 d
Ped.
Uncl.
New
Old
New
Old
Old
Old
New
Old
New
Old
New
Old
Corrected Vision
Corrected Hearing
Tonsils
Adenoids
School
Home
New Old
School
Home
Special Work
Social Work
1913
2 Ringworm
September
Schools
70
198
14
3
42
20
...
..
October .
Schools
78
40
24
10
55
25
..
..
+ [ .. ..
...
November
Schools
73
43
37
15
53
17
1
3
3
Schools
66
38
+
52
39
30
+
+
2
Variscella
39
40
January .
Schools
68
114
112
50
69
25
2
1
1
1
4
2
Whooping Co. 8 2
38
39
Took height, weight and chest measure of 35 pupils
February.
Schools
49
36
128
4
3
2
3
4
4
Hospital
3
Schools
75
127
174
50
87
26
1
2
1
2
....
..
1
1
1
1
4
38
52
April .
Schools
36
112+
78+
27
38
5
1
1
1
. .
1
1
1
1
7
15
29
May
Schools
109
187
50
48
19
2
15
2
1
2
2
10
1
1
1
3+
3
33
38
Hospital
12
Schools
62
110
154
24
35
6
2
4
3
1
1
....
...
....
. .
Hospital
10
Schools 635
Hospital 135
1147
819
319
595
177
11
22
3
10
5
5
6
3
3+ +
+ +
28
16
12
12
19+
25-1
404
388
. .
....
..
. .
. .
...
.
1
+
6 Scabies
...
. . .
Ass. Drs. in Med. Insp.
57
42
..
1
2
2 Scarlet Fever
6
2 Mumps
61
33
Hospital
2
3
3
..
December 1914
Hospital
1
. .
..
....
....
. .
1
6
253-
38+
27
43
March
Hospital
5
Hospital
2
58
6
7
2
2
3
10
46
June .
*Treated by family physician or dentist,
Treatments in School
86
26
+
+
Optician
New
New
....
....
....
2
1
SCHOOL DEPARTMENT.
221
REPORT OF THE SCHOOL DENTIST. For the School Year Ending June 27, 1914.
DATE.
MONTH.
No. Children Treated.
No. First Appointment.
No. Re-appointment.
No. Teeth Extracted.
No. Treatments.
No. Teeth Filled.
No. Cleansings.
No. Having Brush.
No. Not Having Brush.
Amount of Fees Collected.
September
94
63
29
9
33
53
34
.
$ 7.00
October
153
96
47
31
74
48
39
10.75
November
148
74
74
27
74
68
17
-
10.40
December
121
49
71
35
55
34
30
8.65
January
113
44
69
32
64
46
18
64
17
8.35
February
106
70
36
23
67
35
14
90
16
7.90
March
158
89
76
40
104
45
21
152
6
20.58
April .
93
49
45
17
63
30
13
93
0
10.85
May .
128
68
60
38
60
46
22
115
13
16.00
June .
126
73
56
46
56
43
16
121
5
14.60
Totals
1240 675
563
29S
650
448
224
633
75
$115.08
Financial Statement.
Cash on hand September 1, 1913
$22 21
Received :-
From
fees
115 08
From sale of tooth brushes and powder
106 19
Paid :-
For supplies
$230 70
Cash on hand September 1, 1914
12 78
·
$243 48
$243 48
-
.
·
.
222
ANNUAL REPORTS.
SOMERVILLE TEACHERS' ASSOCIATION. Officers, 1914. ,
President, Walter I. Chapman. Vice-President, John M. Jaynes.
Secretary-Treasurer, May E. Small. Executive Committee :-
Superintendent Charles S. Clark, ex-officio.
Jennie H. Luce, Prescott. Helen C. French, Girls' Vocational.
Elizabeth M. Collins, Hanscom. Edna F. Scott, Forster.
Mrs. Nettie L. Fay, Bennett.
Harry F. Hathaway, Bingham.
Maria D. McLeod, Baxter. Katherine A. Pike, Carr
Minnie Alice Perry, Knapp.
Blanche E. Thompson, Morse.
Mary A. Mullin, Perry. Abbie A. Gurney, Proctor.
Edith L. French, Pope.
Alice M. Dicker, Durell.
Eva R. Barton, Bell.
Ardelle Abbott, Burns.
Elizabeth L. Hersey, Cummings.
George I. Bowden, Brown.
Edith M. Snell, Edgerly. Elizabeth S. Smith, Highland.
Isabelle M. Brunton, Hodgkins.
Isabél J. Tifft, Glines. Elizabeth R. Henderson, Cutler.
The meetings held under the auspices of this associa- tion in the year 1914 were as follows :-
January 7-Edmund S. Cogswell. Subject : "Explanation of Teachers' Retirement Law."
February 13-Prof. George Drayton Strayer of Columbia Univer- sity. Subject: "Social Phases of School Work."
November 18-Arthur Lee. Subject: "A Tramp Through Belgium and the War Zone."
:
-
223
SCHOOL DEPARTMENT.
SOMERVILLE TEACHERS' CLUB.
Officers, 1914-1915
President, Miss Grace Gatchell.
Vice-Presidents,
Miss Charlotte Holmes. Miss Louise B. Hoyle.
Recording Secretary. Miss Rena S. Hezelton.
Corresponding Secretary, Miss Martha A. Jencks.
Treasurer, Miss Elizabeth J. Baker.
Auditor, Miss Elizabeth Hersey.
Object.
The object shall be to secure a close union among the women teachers in Somerville; to promote the spirit of mutual helpfulness; to advance professional interests; to create a deeper sense of the dignity of the profession; to unite the interests of the home and school.
Programme
January 13-Guest night. "An Irish Story-Telling,"
Seumas Macmanus
February 10-Violin Recital. Hildegard Brandegee
March 10-"Neighborhood Work,"
Mrs. Eva W. White of the Elizabeth Peabody House, Boston April 4-A Kipling Reading. F. Spencer Baldwin May 12-Annual Meeting.
October 13-Reading, "Daphne," by Margaret Sherwood, Mrs. Helen Weil November 10-Chafing Dish Supper.
December 8-Illustrated Lecture, "Bright Eyes and Wild Hearts of Our Northern Woods". Rev. Chauncey J. Hawkins
224
ANNUAL REPORTS.
At a meeting of the School Board held on June 24, 1914, for the special committee on resolutions in memory of Henry H. Folsom, Mr. Kelley submitted the following: Death, on the twentieth of June, nineteen hundred and fourteen, took from us our beloved and honored Chairman, Henry H. Folsom, and left, as a heritage for future generations to ponder upon and follow, a noble example of forty-three years of well-rounded manhood,-most of which was spent in the garden of life's activities, giving forth the fiowers of love, labor, and wisdom for the benefit of mankind.
Henry H. Folsom was born in Portsmouth, New Hamp, shire, on August 28, 1871. He was the son of Channing Fol- som, former State Superintendent of the Schools of New Hampshire. His early education was obtained in the schools of Dover, New Hampshire, and in 1892 he graduated from Dartmouth College. He was a leader in his class and a mem- ber of the 'Varsity foot-ball team. After graduating he took up the labor of teaching and was for a time principal of the High School of Gardner, Mass. In 1903 he was elected head master of the Evening High School in East Boston.
While acting as head master of the East Boston Evening High School he studied law in the office of W. H. Powers and in a few years was admitted to the Massachusetts Bar. He then re-entered the office in which he had studied,-this time as a member of the firm,-now known as the firm of Powers. Folsom & Powers, Attorneys.
In 1902 he took up his residence in Somerville and in 1905 was elected a member of the School Committee,-to which board he was elected for five consecutive terms, con- sisting of two years each, and for five years of this time he has been its honored chairman.
By his death the City of Somerville has lost one of its noblest citizens; the schools an able leader; the teachers a staunch friend; and the children a true and loving guide. To his energy, integrity, and constant care for the interests of the schools this Committee gives testimony; to his broad, liberal and fair treatment as Chairman it pays a tribute of respect and to the friend and associate of many years it bids an eternal farewell.
Be it resolved that a copy of these resolutions be kept among the records of this School Committee and likewise that a copy be sent the bereaved parents of our deceased member, Henry H. Folsom.
225
SCHOOL DEPARTMENT.
At the meeting of the School Board held on May 25, 1914, for the special committee on resolutions in memory of Charles T. Murray, who died on April 2, Mr. Whitaker offered the following :-
Mr. Charles T. Murray was elected a teacher in the Somerville Latin School in 1887 and for more than twenty- five years gave of his strength and fidelity to his work of training the young people of his adopted city.
So much does the success of any school system de- pend on the personality of its teaching force that that city is indeedi fortunate that can point to its high school mas- ters as men of 'kindness, fidelity and courage.' Such Mr. Murray was characterized by his fellow members of the faculty and his students are proud to so remember him.
Mr. Murray never counted the hours of his labor when the stimulating influence of his presence was needed. Whether it was in the regular sessions of the school, the extra work of the afternoon classes or the painstaking tasks of the evening school, he brought to all an inspira- tion that gave many a young man and woman a new and higher conception of education and a larger determination to fill a useful place in the affairs of the world.
With a high conception of the place and influence of a teacher and with a lofty ideal of the true application of the spiritual to the daily affairs of life, he so lived that very, very many will remember him as one to whose guid- ance in early high school days is due much of the success of their later achievements.
We may not live long in person, but those who, like Mr. Murray, affect for their permanent betterment, the young lives entrusted to their care, will perpetuate their influence to the unending future.
The School Committee take pleasure in thus recogniz- ing the long and faithful service of Charles T. Murray and in expressing their regret that he could not have given yet more of his years to his chosen work."
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