USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1921 > Part 7
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I am enclosing a list of ten applicants who have recently been seen and in the event of your deciding to open a class, we will send an additional list. I am enclosing a booklet on Sight Saving Classes and will be glad to work with you to the best of my ability.
Respectfully,
IDA E. RIDGEWAY, Supervisor of Work for Children.
This letter was referred to the Committee on Textbooks and Courses of Study with a request that a report be made at the next meeting. At the meeting of the School Committee on December 5, 1921, the Committee on Textbooks and Courses of Study reported in favor of opening a sight saving class and recommended that the Superintendent be authorized to submit a plan for such action. The School Committee adopted this recommendation. The following statement was prepared by the Superintendent for the use of the Committee in considering this matter :-
112
ANNUAL REPORTS.
Statement Concerning the Organizing of a Sight Saving Class in Co-operation with the Division of the Blind, State Department of Education.
I. Sight Saving Classes: Sight saving classes are con- ducted in several Massachusetts cities in conjunction with the Department of Education. At the present time such classes are maintained in the following cities :
Seven classes in Boston, one about to be opened.
Two classes in New Bedford.
Two classes in Worcester.
One each in Brockton, Fall River, Lynn, Cambridge; Salem, Lowell and Chelsea.
Pupils for such classes are selected on the basis of care- ful diagnosis of optical defects and include only those whose attendance in regular schoolroom is of little benefit to them- selves. Ten to fifteen pupils constitute a class.
II. Somerville Needs: The Department of Education, Division of the Blind, reports the list of ten names of pupils living in Somerville who should be cared for in such a class. Additional names are in the possession of the Department and will be furnished later.
III. Pupils: Pupils Eligible for such a class are scatter- ed over the city. It follows that some must travel a long distance to reach the schoolhouse where the sight saving class is conducted. This makes it desirable that the session of the school should vary from the usual school-day in such way that the pupils need travel only once daily to the school.
IV. Location: A suitable location for such a class then would be in any building where a vacant room could be provid- ed for such purpose.
V. Equipment: Equipment for such a class is simple, consisting of furniture capable of proper adjustment and books and other teaching material printed in special type.
VI. Teacher: A teacher trained in regular school methods and willing to specialize on the methods approved for teaching sight saving classes should be selected. The salary should be equal to that paid teachers of atypical classes.
VII. Co-operation of the Department of Education: The Division of the Blind co-operates with the community in the expense of this undertaking in the following way: It will give $100-$150 towards the purchase of furniture, and three sets of textbooks. In addition it will contribute $500 annually towards the maintenance of the class. It is estimated that $100-$150 more would be required for the first outlay on teach- ing material.
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SCHOOL DEPARTMENT.
VIII. Location for Class : A suitable room for such a class is available in the Highland School. This school is con- venient to several lines of street cars and in that way is accessible to pupils coming from different parts of the city.
IX. Time for Starting the Class: Pupils eligible for such a class are already known and as the equipment required is easily procurable, such a class could be established without delay.
Americanization Classes.
This work has been thoroughly organized during the present school year. There is now a director with two assist- ants who act as organizers, supervisors, and teachers. Day and evening classes, factory, citizenship, and English classes are being conducted at the present time. A good response is being made by adults of foreign birth to these opportunities .. On Columbus Day a Citizenship Day celebration was held in the High School Hall, under the direction of the School Com- mittee. Pupils in Americanization classes were in attendance- and a great deal of enthusiasm was manifested. Speakers on. this occasion were His Excellency, Channing H. Cox, Governor- of Massachusetts, His Honor, Charles W. Eldridge, Mayor of Somerville, and John J. Mahoney, State Supervisor of Amer- icanization. As now organized, this department is able to- provide instruction for all adults of foreign birth who are will- ing to receive it.
Morning Luncheon.
Nineteen of the schools reported in June that they were. serving milk to their pupils either during the morning or at the noon recess. The schools embrace all grades from the kindergarten to the high school. Milk is served to pupils in some instances by the glass, and in others in bottles with straws. Pupils pay for their milk but arrangements are made to furnish milk to needy children free of charge. The schools report in some instances a sale of as high as one-third of the membership of the school. Along with this provision there has been instruction in the schools upon the value of milk as a food. There is a growing interest in this undertaking which was started by the principals of the buildings upon their own initiative and which has been conducted by the principals on their own responsibility. The subject of morning luncheon for young children is one now much discussed and the policy of our principals in carrying on this milk sale affords an in- teresting opportunity to determine by experience the values of such a provision. So far, the evidence is all in favor of the
114
ANNUAL REPORTS.
undertaking. Several principals have followed this plan for more than a year and are confirmed in their opinion of its worth. In several schools where the Health Crusade was carried on last year records of the development of pupils were kept and improvement in weight was shown in many cases.
Conclusion.
While there have been no unusual occurrences in the work of the School Committee or of the schools to stand out prom- inently, there has been a steady progress in the work of both. Co-operation and good feeling have tended to produce the best results. As superintendent I want to express my thanks to the School Committee and to the principals and teachers for their share in the work which, continued through the year, has made these happy conditions possible.
Respectfully submitted, CHARLES S. CLARK, Superintendent of Schools.
REPORT OF THE HEAD MASTER OF THE HIGH SCHOOL.
"Mr. Charles S. Clark,
Superintendent of Schools,
Somerville, Mass.
Dear Mr. Clark :-
I take pleasure in presenting for your attention the fol- lowing matters of moment and interest in connection with the Somerville High School during the year 1921.
Attendance.
A very serious handicap to our schools is in the poor attendance of the pupils. Our schools are in session to give children an education. This can only be done providing our children are regular in their attendance at school. Figures in Somerville show, however, a decrease of over three per cent in our annual percentage of attendance since ten years ago. In other words there are now three more absences each day per one hundred pupils than there were in 1911. In the High School this makes sixty more absences a day or approximately 12,000 more a year; in the entire city, 84,000 more absences per year than there were ten years ago for the same school en- rollment. The chief blame for this lies in the home and with the pupils who attach so little importance to the necessity
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SCHOOL DEPARTMENT.
of being on the job every minute. The hardship comes now on the teacher but what about the handicap to the next genera- tion ? Some method must be devised to "follow up" attendance more closely and to impress on parents and pupils the im- portance of strict attention to regular attendance.
Physical Training.
Our school is lamentably lacking in facilities for proper development of the body. For years the need of a gymnasium has been urged, yet we remain practically alone, among the large high schools, without means for the physical training of our boys and girls. We are doing our best in a simple way, that is, by giving the pupils daily setting-up drills in the schoolrooms. We should have instead two large gymnasiums where these setting-up drills could be carried on under proper conditions and where also systematic gymnastics, corrective gymnastics, games and indoor sports could be conducted under the guidance of competent instructors.
Standardized Marks.
1
In a high school having as many teachers as ours, it is. inevitable that in grading pupils' work and scholarship, there should be a great diversity of standards. Unless there is some common standard used by all, each teacher is a law unto himself in marking the pupils' work. One teacher might give "A," another "C," for the same work.
Furthermore, the record of the work of each pupil, kept at the school, according to which certificates are given to higher institutions, diplomas are granted and promotions are made, is based on the supposition that each mark has a uniform and a definite meaning.
Then, too, if reports of the pupils' work, which are sent home are to be really helpful to his parents, each mark should have a uniform and definite meaning known to the parent.
The following plan adopted by the teachers during the past year is an attempt to meet the above situation.
Scale of Qualities of Work
A.
1. Knowledge of Subject Matter.
1. Memory and thought questions answered intelligently and fully.
a. No guessing.
b. No help from teacher.
.
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ANNUAL REPORTS.
2. Topical recitation.
a. Assigned work given clearly and thoroughly.
b. Outside information and volunteering expected.
3. Written work.
a. Statements briefly and clearly given, fully cover- ing the assignment.
b. Careful wording, form, thought, penmanship, spelling, punctuation, neatness.
Il. Preparation.
1. Constant daily preparation, and regularity in at- tendance.
2. Preparation done rapidly and thoughtfully.
3. Written work done on time.
4. Directions of the assignment followed as an outline.
III. Attitude.
1. Attitude in recitation.
a. Good position standing and sitting.
b. Alert and attentive.
2. Attitude toward preparation of lesson.
a. Ability to work alone.
b. Good judgment and self-control in use of time. Attitude toward teamwork.
3.
a. Shows leadership as well as respect for the rights, privileges, and opinions of others.
b. Co-operates with the teacher and other members of the class in a socialized recitation.
B.
Good work, deserving commendation, and adequate to meet college entrance requirements.
1. Knowledge of Subject Matter.
1. Answers to questions well-directed in thought and showing a grasp of essential points.
2. Topical recitation.
a. Completes assigned topic.
b. Frequent volunteering expected.
3. Writtten work.
a. Statements brief and clear, covering assignments in substance.
b. Careful wording, form, thought, penmanship, spelling, punctuation, and neatness.
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SCHOOL DEPARTMENT.
Il. Preparation.
1. Constant daily preparation and regularity in attend- ance.
2. Preparation done thoughtfully.
3. £ Written work done on time.
4. Directions of the assignment followed as an outline.
III. Attitude.
1. Attitude in recitation.
a. Good position, standing and sitting.
b. Alert and attentive.
2. Attitude toward preparation of lesson.
a. Ability to work without assistance. b. Good judgment and self-control in use of time.
3. Attitude toward team work good.
C.
Fair work not wholly satisfactory, indicated by letter "C."
1. Knowledge of Subject Matter.
1. Irregular answers, not well-directed in thought.
2. Topical recitation.
a. One-half of recitation topical.
b. Questions from teacher necessary to complete recitation.
c. Some volunteering.
3. Written work.
a. Should contain three-fourths of the important facts in the assignment.
b. Some carelessness in wording, form, thought, penmanship, spelling, punctuation and neatness.
11. Preparation.
1. Daily preparation, constant but insufficient.
2. Not enough time spent in preparation.
111. Attitude.
1. Attitude in recitation.
a. Attention poor.
b. Needs frequent reminding about correct position standing and sitting.
2. Attitude toward preparation.
a. Requires frequent assistance and urging to effort.
b. Lack of ability to visualize problems and clothe the language of the textbook with reality.
c. Wastes time from lack of concentration and well- directed effort.
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ANNUAL REPORTS.
d. Poor team work due to lack of spirited co-opera- tion and ability to function effectively at right moment in team play as applied to classroom activities.
e. Makes up deficiencies due to absence or failure in preparation.
C .-
Poor work, passing but with low standing, is indicated by letter "C-"
I. Knowledge of Subject Matter.
1. Very irregular answers, thoughtful answers infre- quent.
2. Topical recitation.
a. Topical recitation seldom made.
b. Detailed questions necessary.
3. Written work.
a. Written work contains one-half the important facts.
b. Serious lack in wording, form, thought, pen- manship, spelling, punctuation and neatness.
II. Preparation.
1. Preparation not uniform.
2. Preparation covers only three-fourths of assignment.
III. Attitude.
1. Attitude in recitation.
a. A poor position, twisting about.
b. Inattentive, distracting the attention of others from the class exercise.
2. Attitude toward preparation.
a. Unable to accomplish much without tutoring and some compulsion to give attention to work.
b. Marked lack of ability to visualize problems and clothe the language of the textbook with reality.
c. Cannot be depended upon for team work.
d. Makes effort to make up work lost through absence or failure in preparation.
D.
Failure to pass or to receive credit for a course is indicat- ed by the letter "D". These should receive very serious atten- tion in connection with remedial measures. The following are typical :
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SCHOOL DEPARTMENT.
1. Little apparent effort to respond, no volunteering.
. 2. Only one-half or less of the assignment attempted.
3. Failure to hand in written work on time, if at all.
4. Guessing answers to questions.
5. Written work poor in form and content.
6. . No effort to make up work lost through absence or lack of preparation.
E. Work less than "D" is indicated by the letter "E".
Student Co-operation in the Administration of the School.
The control of the modern school has materially changed from the old plan of arbitrary authority and unquestioned obedience. Although there must still be a court of final appeal, as in all forms of government, yet the opinion of the student is more and more consulted and his co-operation sought. In the Somerville High School the Students' Council is a strong medium for pupil self-determination, as well as for assistance in school administration.
Organization:
The plan of organization of the Students' Council is based on the democratic form of representation. The four officers of each class, - namely the President, Vice-President, Secretary, and Treasurer, - are ex-official members of the council. In addition, there are six other members known as Floor Proctors. These are chosen by the proctors of the individual home rooms on each floor, there being six floors in the two buildings of the High School. This plan provides a means of conveying messages and information to the room proctors of their respective floors.
The president of the Senior Class is, by the constitution, President of the Students' Council. Two members of the faculty are assigned by the Head Master as advisers. Regular meetings are held once every week, special meetings being called when necessary.
Object:
The body is known as the Students' Council of the Somerville High School.
The object of this Council is to promote the interests of the Somerville High School, to voice the opinion of the stu- dents, and to effect a closer relation between the faculty and pupils of the school.
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ANNUAL REPORTS.
Activities:
Among the matters which it has discussed are the methods of filing to and from recitations ; campaigns for cleanliness in class rooms, corridors, lunch rooms, and school grounds ; procuring posters and mottoes for school activities ; assisting in securing better car service and reduced fares for the pupils of the school; conducting school assemblies for the promotion of school spirit, or for some particular school undertaking; assisting in campaigns and "Drives" for the benefit of the school paper, the debating societies and like activities; con- ducting occasionally school affairs; acting as a reception com- mittee at public functions, such as Parents' Night. The most recent form of assistance rendered by the Council has been its effort to eliminate infractions of the school regulations. On a few occasions, when in the opinion of the Council the reputation of the school has suffered because of some serious breach of conduct, it has suggested to the Head Master a form of punishment for the misdemeanor, and has taken steps to impress upon the pupils at large its displeasure at such occurrences. In general, the Council, because of its value as a co-operating committee between the faculty and the pupils, has proved to be a great assistance to the Somerville High School.
Record of the Preparatory Department for 1921.
The Preparatory Department during the past year has had an enviable record. Under the able leadership of the head of the course and with the hearty and unstinted efforts of excellent teachers, many pupils were prepared for higher in- stitutions, with practically no failure.
In September, graduates from our school entered the following institutions :
Amherst
1 Radcliffe College
3
Boston College
3 R. I. State College
2
Boston University
10
Sargent School 5
Dartmouth College
4
Simmons College
3
Harvard University
10 St. Xavier's College, N. S. 1
Jackson College
1
Tufts College
12
Lowell Textile School
1
University of Vermont
1
Mass. Inst. of Technology
7
Wheaton College
1
Northeastern College
4
Normal Schools
22 Total 91
.
Our record at Harvard this past year was an unusual one, - in fact one of the best (if not the best) that the school has ever had. In June, 1921, 11 boys took the Harvard exam- inations by the new plan, each boy taking four examinations.
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SCHOOL DEPARTMENT.
.All boys passed.
Eight boys received honors.
Two boys received honors in three subjects each.
Three boys received honors in two subjects each.
Three boys received honors in one subject each.
15 honors were received in all.
These honors were distributed as follows :
Seven honors in Mathematics.
Three honors in French.
Two honors in Latin.
Two honors in Chemistry.
One honor in Physics.
Of the public schools fitting for Harvard, Somerville High School tied with the Springfield Central High School in the number of boys entering Harvard, September 1921.
This placed Somerville High School in the fourth place among the public schools of the country in the number of stu- dents entering Harvard.
Last year (1920-1921) Somerville High School boys at Harvard all stood well.
Two received High Distinction for the year.
Two received Distinction for the year.
Three received High Pass for the year.
From Dartmouth College our school received the school plaque because the Freshman delegation representing it secur- ed the highest scholastic standing.
All honor to our graduates who are doing such excellent work at college, thereby reflecting great credit on their school and its excellent teachers.
Commercial Department.
Although the reputation of a general high school is apt to stand or fall on the success or failure of its college prepar- atory department, yet an equally important department, con- 'cerning which we hear much less, is the Commercitl Depart- ment. This department is, as a rule, the largest in the school ·and is accordingly deserving of much more recognition than it usually gets.
Pupils in this course must major in either stenography or bookkeeping. By far the greater number select stenography and it is this group that I wish particularly to bring to your attention at this time. The training of a stenographer in a public school is a much longer process than in a business school. This is due to the fact that in order to receive a high school diploma, the pupil must receive instruction along many lines in addition to stenography and typewriting. English
.
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ANNUAL REPORTS.
literature, English grammar, history, foreign languages and sciences are added to the course in order that the graduate. may have a greater breadth of vision and a higher degree of prepara- tion for any position he may secure. It is generally conceded that this result obtains and the fact that our graduates from this department are in constant demand and that we often cannot supply the demand is sufficient evidence. In June, 1921, 44 pupils completed the course in stenography and graduated from the school.
The following information has been obtained regarding. these pupils :
Four are continuing their studies at the Chandler Short- hand School, presumably to prepare for teaching.
Two are at the Sargent School of Physical Training:
Two are employed at the office of the Superintendent of Schools.
One is employed at the Boston State House.
One is employed at the Somerville City Hall.
Two are studying at the School of Business Administra- tion, Boston University.
Twenty-eight have good positions in Boston, Cambridge. or Somerville.
Two are at present not at work.
Of those at work, from whom we have obtained reports,. the lowest salary received is $12.00 per week, the highest $22.50. The average salary is about $16.00 per week.
These pupils before graduation received varied experience. Each pupil spent a week in the office of the Superintendent of Schools or the principal of this school. They also wrote many business letters for the heads of courses, prepared reports, out- lines of work, examinations, etc., for teachers. They had drill in preparaing attendance bulletins, lists of many kinds, notices. and reports. In fact, wherever the services of a stenographer. or typewriter were required, these pupils were called and did' excellent work.
It is a matter of considerable pride that the teachers in both the departments of stenography and bookkeeping are of broad training and vision who have succeeded in imbuing their pupils with a keen sense of the dignity of the work and' of the higher qualities which make of their labor a profession rather than a mere job.
Respectfully submitted,
JOHN A. AVERY,
Head Master ..
January, 1922.
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SCHOOL DEPARTMENT.
REPORT OF THE PRINCIPAL OF THE VOCATIONAL SCHOOL FOR BOYS.
Mr. Charles S. Clark, Superintendent of Schools, Somerville, Mass.
Dear Mr. Clark :-
The enrollment of the Vocational School for Boys is the largest in the history of the school and there has been an in- creased number of applications for admission to all depart- ments which has necessitated carrying a waiting list.
While a financial statement or productivity record does. not give a satisfactory record of efficient training in a school, yet such a record furnishes some idea of the work the school has accomplished in the last year.
The following figures are from the State Report on Productivity for the year 1920-1921.
Value of all products
$11,204 93:
Cash received and turned back to City and School 1,726 23
Value of products for school and city departments 2,401 56.
Value of products increasing the value of school plant 2,268 12
Value of material furnished by customers 2,735 62
The work of rehabilitation under the Veterans' Bureau continues. The men are becoming more skilled in their trades- and valuable results accrue from their efforts. Not only are the ex-service men receiving very good training but the school equipment is being continually increased in value through re- pairs, new construction, and tool equipment, - all work produced by these ex-service men.
The number of ex-service men who have received training since April, 1920 is 111. A large proportion have been rehabil- itated or sent to higher institutions, placement training, or into permanent jobs in industry. As soon as the present industrial situation clears up, a very large proportion of the present enrollment will be permanently placed and fully rehabilitated.
The school was open through the summer months, the Federal Board paying the entire cost of training for the addi- tional period.
The present departments of the school are fairly com- plete, but new departments are needed to provide further- opportunities in industry.
The following is the financial statement of the school for. 1920-1921 :
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ANNUAL REPORTS.
Financial Statement, 1920-1921.
Maintenance 10 months
Maintenance Summer session
$26,887 35 3,972 73
Gross maintenance Income:
$30,860 08
Smith-Hughes Fund
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