USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1922 > Part 24
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Conclusion
I want to acknowledge again the courtesy and consider- ation shown to me by all members of the School Committee and to express my appreciation of the loyalty and coopera- tive spirit of our teachers and principals. These have been the means of a year of success and progress. The end crowns the work.
Respectfully submitted, CHARLES S. CLARK,
Superintendent of Schools.
346
ANNUAL REPORTS.
REPORT OF THE PRINCIPAL OF THE VOCATIONAL SCHOOL FOR BOYS
Mr. Charles S. Clark Superintendent of Schools Somerville, Mass.
Dear Sir:
I submit the following report for the Department of Manual Arts and for the Vocational Work for the year 1922.
The free-hand drawing of the six grades continues as in past years with instruction by the room teachers under the direct supervision of Miss Gale. This method is the most satisfactory one yet devised and is in vogue throughout the country.
The free-hand drawing in the Junior High Schools is now in charge of a special teacher in each school as in the Senior High School. There is great need of special and additional equipment for the free-hand drawing work in the Junior High Schools, as these schools now seem to be able to accomplish more intensive work than was formerly attained by pupils from the 7th, Sth and 9th grades.
The drawing of the boys of the Junior High Schools covers more ground than heretofore and is more closely re- lated to the hand work. A special room would be of great advantage and would enable us to achieve better results in this work.
The shops of the Junior High Schools need to be more fully equipped in order to provide adequate facilities for the work. Educators are still debating the question as to the advisability of providing a varied number of activities for Junior High Schools. However, our present activities are of a basic nature and therefore are the most important ones for any school to have. In my opinion, if one or two activ- ities are provided, these should be fully and adequately equip- ped in order to obtain good results.
The Rehabilitation of the Ex-Service men, which was maintained for three years, has been discontinued and the Boys' Vocational School is now devoting its whole effort to
347
SCHOOL DEPARTMENT.
the training of boys in Wood Work, Machine and Auto Me- chanics.
The school has been unable to accept all applicants be- cause of lack of room. If the school were enlarged to pro- vide instruction in other trades such as Printing, Electrical Work, and possibly sheet metal and laboratory work in con- nection with the auto department, much more could be ac- complished in trade lines.
The State Report on Productivity for the past year pre- sents the following audited report :
-
Value of all products $5,834 79
Cash received and turned back to City
and School
1,568 83
Value of products for School and City Departments
1,374 35
Value of products increasing value of
school plant 1,549 01
Value of material furnished by custom-
ers
1,172 45
Financial Statement, 1921-1922
Gross maintenance
$27,265 87
Income from
Smith-Hughes Fund
1,699 46
Non-resident tuition
3,576 16
Veterans' Bureau
9,885 58
Cash from products
2,219 24
Credits
Total
17,380 44
Net maintenance cost
9,885 43
Net cost per capita .
$83.213
State Reimbursement
4,942 72
Net cost to City
4,942 71
Net cost per capita to City
41.61
Labor and value of products on work for School and City Departments for which no charge was made .
930 67
Net Cost to City
4,012 04
Net Cost per Capita to City .
33.77
Respectfully submitted,
HARRY L. JONES.
January, 1323.
348
ANNUAL REPORTS.
REPORT OF THE DIRECTOR OF THE CONTINUATION SCHOOLS AND AMERICANIZATION WORK
January 1, 1923.
Mr. Charles S. Clark Superintendent of Schools Somerville, Massachusetts
Dear Mr. Clark :
I herewith submit a report of the Continuation Schools and Americanization classes for the year 1922.
Continuation Schools
The Continuation Schools, opened in September 1920, have completed their second full year and have begun the third with the same organization, equipment and accommo- dations with which they started. In small schools like ours, which are organized in two general departments, academic and practical, it is a considerable problem to offer a desir- able variety of practical activities for the students. In Sep- tember 1920 the schools offered Household Arts for the girls and Woodworking for the boys. During the past year an in- tensive course of twelve lessons in Home Nursing was given for all the girls. Arrangements were made with the Som- erville Hospital for the use of the instruction room of that institution and the lessons were given by the instructor of Training Nurses.
Some new equipment has been purchased and soon the activities for the boys will include sheet metal work and electric wiring. No increase in the cost of instruction, how- ever, will accrue for the woodworking instructor will carry on this proposed new work.
In woodworking new and more advanced projects have been added to the already large list, without in the least reducing the high standard of workmanship. By this and other means interest and attendance of the youth is held in the various departments.
Our productivity returns to the State Department of Education for the year to June 1922 show a market value of products made in the school of $745.34. Material accom-
349
SCHOOL DEPARTMENT.
plishment, however, does not show the whole or real value of the school. That is shown by the inspiration and strength given most of the students to see and follow the path of duty as it comes to them in future years. Pupils are guided to positions of better remuneration and opportunity when- ever possible, thirteen having been thus aided during the year. An attempt is made to teach them how and why to conduct themselves that they may become better citizens of our city, state and country. We realize that these youths will, some in five and some in seven years, be voters and di- rectors of the policies and actions of this great country of ours. Is it any wonder then, that we are vitally interested in these fourteen to sixteen year old minors, and do what we can to show them the path toward a better and more success- ful citizenship? Various cases might be cited to show that the teachers, who teach boys and girls rather than subjects, and guide the progress of the employed adolescent youth, are getting at least within sight of the road toward success.
It is important that the students realize that, although they have left the regular schools, their education is not complete, and that they must cultivate the habit of learning and earning at the same time. To accomplish our aims we must do more than simply teach a subject in a classroom, and we solicit and (with few exceptions) receive the hearty cooperation of parents and employers through the medium of follow-up visits to the homes and places of employment. The teacher, sympathetic and desirous of helping the stu- dent, becomes a friend and advisor with the result that at- tendance is improved, interest increased, and discipline made easier. The employer sees that the school can be an asset to him inasmuch as it provides that which will make the work- er a more industrious and competent citizen.
The country-wide depression in business, which followed the apparent closing of the World War has made itself felt to a considerable degree in the matter of enrollment in these schools. Minors under sixteen must remain in the regular schools unless they are fourteen, have completed the sixth grade and have a written promise of employment. The scarci- ty of jobs makes it impossible for many of the under-six- teen group to leave the regular schools and fill the places in the Continuation Schools vacated by those who become six- teen and automatically leave our jurisdiction. The number of eligible students, therefore, steadily decreased, reaching its low limit about September 1922. Since that time, how- ever, the employed groups have been very slowly increasing in size, but it has been found that employers are refusing
350
ANNUAL REPORTS.
to employ minors under sixteen because they can now find mi- nors over sixteen who are permitted by law to work nine hours a day, and who will work for the same wages as would be paid to those under sixteen. As business improves, the over-sixteen group will find better opportunities, thus leaving jobs open for those now in the regular schools, which will tend to normalize the enrolment in the Continuation Schools. The enrolment will undoubtedly be substantially increased in case legislation, now pending, concerning the compulsory school and Continuation School ages, and an amendment to the Con- tinuation School tuition bill, is passed.
The following tabular statement of the educational ac- complishment of the fourteen to sixteen year old residents in Somerville, employed here or elsewhere, will, without doubt, show the need for a longer compulsory school attend- ance period for the youth who will in from five to seven years be called on as intelligent citizens to consider the problems of this democracy.
Table Showing Distribution of 14-16 Year Old Holders of Employment Certificates by Grade Completed in Regular Schools
Grade
Below
Completed
4
4
5
6
7
8
9
10
11
Total
Girls
2
12
39
69
55
28
6
4
267
Boys
6
4
26
128
90
82
46
10
2
394
Total
8
6
38
217
159
137
74
16
6
661
Some Pertinent Facts Shown by the Table:
39.3% of the employed girls )
41.7% of the employed boys ) 40.7% of both )
60.7% of the employed girls )
58.3% of the employed boys ) 59.3% of both )
33.3% of all employed girls ) 32.5% of all employed boys )
25.8% of all employed girls ) 22.8% of all employed boys )
Complete Grade VI or less
Complete Grade VII or better
Complete Grade VI
Complete Grade VII
Americanization
Four years after the Legislature of Massachusetts dis- covered the need for teaching the English language to adult foreigners, the term "Americanization" is still rather elastic and has been stretched to cover all sorts of movements and
351
SCHOOL DEPARTMENT.
activities. It still means, however, making good American citizens of both native and foreign-born. It also means ser- vice, equal opportunity and the awakening of loyalty of the foreign-born.
Desirous of leading normal lives, they must overcome certain obstacles, the greatest of which are ignorance of our language and ignorance of our laws.
Many people still consider the work of Americanization a war activity, since such an enormous problem of illiteracy was brought to light by the operation of the draft legisla- tion. Such is not the case, for our State for thirty years has compelled the attendance of illiterate minors in Evening Schools for the purpose of learning English, and voluntary classes for illiterate adults have been carried on for over twenty years.
Our city and state are jointly providing means to over- come the obstacles confronting the foreign-born, who readily grasp the opportunity and appreciate the value of the under- taking to themselves as well as to our country.
As evidence of this joint undertaking on the part of the city and state may be cited the twenty-three classes we are now conducting. The membership of 356 includes Italians, Greeks, Swedes, Danes, Portuguese, Germans, Hebrews, Poles, Armenians, Chinese, and others. The ages of the attendants on these classes range from sixteen to sixty years, and the periods of residence in this country vary at date of enrol- ment from two days to thirty years. Some are well educated in their native tongue while a large majority are illiterate in any language. The locations and numbers of the various racial groups have not changed to any material degree dur- ing the year.
The organization, as last year, consists of a Director, two full-time organizers (who also supervise and teach) and twelve teachers. The supervisors, who rank very high among the teachers of the State, have done excellent work in or- ganization and instruction. In addition to the time spent in teaching and supervisory work in their respective districts, many hours during mornings and between classes are used in making visitations to the students in their homes, for the purpose of following up absentees and assisting in solving household and other problems. Confidential problems of all kinds, and entanglements of various sorts concerning Natural- ization papers, insurance, money exchange, et cetera are solved by them. An exceptional personality is a necessary requisite in obtaining such excellent results and attaining
352
ANNUAL REPORTS.
the respect, appreciation and affection of the non-English speaking people.
Each year, the Anne Adams Tufts Chapter, D. A. R. of- fers a $50 scholarship to the International College at Spring- field for a deserving, reliable, and ambitious student of our classes. The ladies of this organization have been greatly interested and have assisted materially in our work. Through their efforts, girls in the Social Service Course of Jackson College have given freely of their services in caring for the children who must accompany the mothers to the afternoon classes. Other cities find it necessary to hire persons for the care of such children.
The appended table shows the scope of Americanization work in operation when the schools were closed for the Christ- mas recess.
The results of the work in Americanization and the Con- tinuation Schools during the year have been gratifying to me and I wish to express my appreciation to all who have shown interest and have aided in making the work success- ful.
Very truly yours, EVERETT W. IRELAND, Director.
Table Showing Location of Centers, Types of Classes, and Time Elements of Americanization Classes
TYPE OF CLASS
TIME
LOCATION OF CENTER
No. of Classes
Beginners
mediates
Mixed
Citizen-
ship
Afternoon Mothers'
Factory
Days
Hours P. M.
per week Sessions
Length of
Ses. in hrs.
Hours
per Week
Glines* School
3
1
1
M.W.Th.
- 7.30-9.30|
3 2
6
Harriet F. Ward
M. W.
2.00-3.30
2 | 112
-.
3
Mrs. Etta D. Ellsworth
Morse School
4 |1 -
-
M.W.Th.
7.30-9.30
3 | 2 -
6
Alice M. Hayes
M.W.Th.
7.30-9.30
3 |2 |
6
Edith Laycock
1
-
M.
7.30-9.30 | 1 | 2
2 | 11/2 | 3 |
Mary A. Whitney
Knapp School
2
1
-
-
|M.W.Th.
7.30-9.30
3 | 2
6
Eleanor Nolan
Bennett School
-
3 |1 |
-
M.Tu.Th.
7.30-9.30
3 | 2
-
6 |
Carrie Frost
|M.Tu.Th.
7.30-9.30|
3 | 2
-
6
Minnie Holden
W.F.
2.00-3.30| 2 | 11%
-
3
Mrs. Etta D. Ellsworth
Bell School
- 2
1 | -
--
|M.Tu.Th.F.
7.30-9.30| 4 | 2
1 8
Sara S. Coyne
1
1
|M.Tu.Th.F.
7.30-9.30|
4 | 2
- 8
Mary A. Macklin
W. J. H. S.
| 2
1 |
-
-
--
1 -
M.F.
2.00-4.00 | 2 | 2 .
4 |
Mary A. Whitney
Bingham School
- 2
-
-
1
M.W.Th.
7.30-9.30| 3 | 2
2 | 11/2 | 3
Mrs. Etta D. Ellsworth
Carr School
1 |
-
-
| 1 !
-
2.00-4.00| 1 | 2
- 2
Mary A. Whitney
Hinckley Rendering Co.
1|
-
-
| 1 |Tu.Th.
12.00-1.00
2 | 1
2 |
Mrs. Etta D. Ellsworth
H. M. Hillson Co.
- 1
1 |M.W.
5.00-6.30|
2 | 11/2 |
3
Mrs. Etta D. Ellsworth
M. W. Carr Co.
2
-
--
--
1 |M.W.F.
12.00-1.00| 3 | 1
1
3
! Mary A. Whitney
|1 |Tu.Th.
12.00-1.00| 2 | 1
1 2
Mary A. Whitney
| 23| 5 | 5 | 2 | 1 | 6 | 4 |
1
3 |
2
6 |
Monira Gregory
-
1
Tu.Th.
2.00-3.30|
M.W.Th.
7.30-9.30
3 | 2 --
6 |
Etta Holden
-
1
--
--
-
1 |
|M.Tu.Th.F.
7.30-9.30|
4 | 2 |
8
--
1 6
Elisabeth S. Webster
-
1
|Tu.Th.
2.00-3.30|
W.
-
-
-
353
SCHOOL DEPARTMENT.
60 | 401/2 | 108
2
Mary A. Whitney
-
-
1
1
M.W.Th.
7.30-9.30
TEACHERS
-
..
-
Myrtle I. Martin
| 1
Inter-
354
ANNUAL REPORTS.
REPORT OF THE PRINCIPAL OF THE EVENING HIGH SCHOOL
Mr. Charles S. Clark Superintendent of Schools
Somerville, Massachusetts
Dear Mr. Clark :
The Evening High School has registered seven hundred and sixteen pupils during the fall term of 1922. They vary in age from fourteen to fifty-eight years, the average being twenty years. They range in previous school training from non-graduates of elementary schools to graduates of colleges. They may be grouped as follows :
From elementary schools
212
From junior high schools
.
138
From senior high schools
.
347
From colleges
. 19
716
Attendance in the school is voluntary. All subjects, in- cluding English, are elective. The following table gives the number of pupils electing each subject:
Typewriting
259
Shorthand
230
Business English
115
General Course
110
Salesmanship
84
Bookkeeping
69
Mechanical Drawing
51
Algebra
37
Freehand Drawing and Arts and Crafts 34 .
Geometry
32
Chemistry
.
28
-
A brief outline of the courses offered is given below. Shorthand and Typewriting. Pupils are graded into begin- ning, intermediate, advanced and speed classes. Necessary instruction is given in English grammar, spelling, and punctu- ation. The speed classes, composed largely of professional stenographers, aim for the highest degree of business effici- ency.
Business English. This course provides opportunity for a study of spoken and written English as needed in business communications, in advertising and in salesmanship. It cor- relates closely with the stenography and the salesmanship courses.
General Course. English, arithmetic, and penmanship are
.
355
SCHOOL DEPARTMENT.
the principal subjects. In addition, each pupil has a choice of civics, United States history, or debating. Preparation is given in this course for civil service examinations. The classes include many persons of mature age who see the need for review or further study of the fundamentals of education. Salesmanship. A study of the general principles and ethics of selling goods. Class discussions and practice sales tend to develop self-confidence. Talks by practical salesmen and the free use of books and magazine articles on commercial subjects are features of the course.
Bookkeeping. Arithmetic and penmanship are studied with the bookkeeping. Pupils are fitted for office positions and clerical work and prepared for the further study of accoun- tancy in other institutions.
Mechanical Drawing. The beginning class is taught the use of instruments, geometry, projection, inking and blue print- ing. In the advanced class instruction is given in machine and architectural drawing and in special work as desired by pupils.
Freehand Drawing. This subject includes work in fine and practical arts. Individual instruction is given in designing for fabrics, costumes, posters, and wall papers and in craft work in metal, leather, and basketry.
Chemistry. This is a practical course for prospective drug- gists and nurses and for persons interested in industries such as the manufacture of soap, rubber goods, drugs and paper. It teaches the composition of substances, their com- binations and reactions.
A questionnaire recently submitted to the pupils required an- swers to the following two questions :
What benefit, financial or otherwise, do you expect 1 to obtain from attending the Somerville Evening High School?
II. If your attendance here has already been of value to you, state in what way.
A summary of replies received may be of interest.
First question, benefits expected
Better positions. Factory and bundle girls wish to become clerks and typists. Saies and filing clerks want general office or shorthand positions. One boy writes, "I am an office boy and was offered a higher position if I learned bookkeep- ing."
Advancement in present positions. Pupils hope to increase their economic efficiency through a more confident use of Eng- iish, through greater speed and accuracy in mathematics and through a better knowledge of the theory and underlying prin- ciples of their work.
356
ANNUAL REPORTS.
Improvement in general education. One writes, "I know that any knowledge will help me wherever I may be." Another writes, "I expect broadening of mind."
Assistance in preparation for higher institutions, as Tiffs College, Northeastern College. Lowell Institute.
Preparation for Civil Service Examinations, federal, state, and municipal.
Second question, benefits already obtained
Advancement and new positions. One young woman states that she secured her present position at the State House through her training at the Somerville Evening High School. Wage increases and more desirable employment are mentioned by others.
Increased working ability. Pupils write of making daily use of their evening school training in their occupations. They claim a better understanding of their duties. One writes, "I have been taught to take an interest in my work."
General Education extended. "I have proved to myself that I can get an education and training for business at the same time." "It (the school) has given me a higher standing among people." "I have learned to talk when I have an idea so that I can be easily understood." "I think my attendance here is time well spent; it brightens up my English and my pronunciation." A desire for knowledge has been developed. One class has studied the history and civil government of Somerville and shown great interest in these subjects.
Graduation and Diplomas
The commercial value of a diploma is recognized by the pupils. There is also a sentimental value which appeals par- ticularly to those who were obliged to leave the day high school before graduation. Members of the evening school senior class find pleasure and social profit in their class activities. About sixty pupils will graduate in March, 1923.
Membership and Attendance
Many who register drop from membership after a few days or weeks. The reasons so far as they are known include late working hours, fatigue, ill health, and the pressure of social engagements. Doubtless, also there is the faint heart, the lack of determination to follow the undertaking through. On the other hand, it is encouraging to note that of seven hundred and sixteen registrants about four hundred and fifty earnest pupils are now enrolled and, if we may believe the
357
SCHOOL DEPARTMENT.
evidence of the questionnaire, are making substantial prog- ress in their work.
The Teachers
Many factors contribute to the making of the successful evening school teacher. There should be the professional training of the day school teacher. There should be also the personality, the tact, the interest in the individual pupil suf- ficient to insure his continued voluntary attendance. On the teachers rests in a large degree the responsibility for main- taining the membership and interest of their respective groups of pupils, and to them should be given the credit for success. The principal desires here to record his apprecia- tion of the good results due to the ability, experience, and faithful service of the teachers in the Evening High School.
Respectfully submitted, EVERETT W. TUTTLE, Principal.
January, 1923.
REPORT OF THE DIRECTOR OF HOUSEHOLD ARTS
Mr. Charles S. Clark Superintendent of Schools Somerville, Mass.
Dear Sir :
Following is a summary of the development of House- pold Arts instruction, showing its growth since it was in- augurated ten years ago.
Household Arts in the High School
THE 50-50 PLAN OF ORGANIZATION AUTHORIZED by the STATE BOARD FOR VOCATIONAL EDUCATION
This course offers sufficient variety of subject matter to make a wide choice. The number electing this course has grown steadily since it was established three years ago; twice as many enrolled this year as last, and with definite ideas as to what training to select after graduation.
358
ANNUAL REPORTS.
The course of study is so planned that half of the school day is given to the regular subjects required each year in the general high school course, and the other half to house- hold arts and the related studies. The major subjects are cooking. household management, nursing, dressmaking, and millinery.
A part of this household arts education is the close corre- lation made between the school and the home in the form of projects. These projects are planned after visits to the homes, and conferences with the mothers as to what each girl needs to gain initiative and responsibility in caring for her home. Most of the problems are definitely related to the individual. In one case the mother works in town and the daughter does all the housework and cooking, so projects of planning meals, buying supplies, and the care of the house, were given this girl for a certain time until a satisfactory report should be made by the mother. In another case the mother is an invalid and much of the care falls upon the daughter, so projects in the care of a sick person are given as well as projects in the preparation of meals. When inter- est in mending needs to. be encouraged projects are given i. that for a limited time. In all cases reports are made by the mother to the director by means of report cards and home visits.
This project work covers approximately 200 hours a year, and as there are no home studies it is the equivalent of the time used by students in other courses for home study, and is - credited to each girl, who must complete each year 1400 hours of school and project time. Until a visit is made to the home, there are certain projects that are general for all girls. They include the preparation of foods, the care of household linens, the repair of clothing, the care of house equipment, the making of dresses or hats for some member of the family, the making of underwear, personal expense accounts, and pre- serving.
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