Report of the city of Somerville 1914, Part 16

Author: Somerville (Mass.)
Publication date: 1914
Publisher: Somerville, Mass.
Number of Pages: 596


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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