USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1924 > Part 11
USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1924 > Part 11
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In order to gain evidence as to the extent Continuation Schools have contributed to supply education which brought certain types of results, a canvass has been made of our first class, those who attended our school during 1920-1921.
From 72 replies the following is revealed :
32% had been able to secure a higher grade of employment and consequently higher wages through their Continuation School work.
25% had secured higher earning capacity without a change to higher grade employment.
26.4% admitted changed interests in life and
16.6% had been influenced to make better use of their leisure time.
The shifting in industry so noticeable before the age of 16 seems to become more stable after 16. as evidenced by the following :
19.2% have worked on the same job since becoming 16.
49.0% have made one change
16.
23.4% have made two changes ..
46
16. 4.3% have made three changes 46
16. Only 1 has made four changes 16. Only 1 has made five changes 4
16.
All of the 1920-21 group reached were heartily in favor of the Continuation school and its work, and hoped that the required four hours a week attendance can soon be increased.
AMERICANIZATION CLASSES
Heretofore the work in Americanization has been mere- ly scratching the surface of the problem because we believed, and rightly, that the first step in the process of American- izing must be in the direction of providing a common tongue. Our classes are designed eventually to solve the great problem of moulding the foreign born element into capable citizens of our great Republic.
Learning the language of our country and becoming naturalized does not necessarily make true Americans. As we know, many a fine American citizen whose heart beats true to the ideals of America, speaks broken English, while many an enemy of all that America stands for speaks our language fluently.
8
ANNUAL REPORTS.
Our task then is much broader than mere education and naturalization, important as they are. Our duty will not be done until we have Americanized their play, their work and their surroundings.
Franklin K. Lane has said
"We want to interpret America in terms of fair play ; in terms of the square deal. We want in the end to interpret America in healthier babies that have enough milk to drink. We want to interpret America in boys and girls and men and women that can read and write. We want to interpret America in better housing conditions and decent wages, in hours that will allow a father to know his own family. That is Americanization in the concrete-reduced to practical terms. That is the spirit of the Declaration of Independence put into terms that are social and economic."
Due to the Immigration Laws which have recently be- come operative. the number of foreign born people coming to Somerville is decreasing proportionately to the decrease in the quotas from the respective foreign countries.
Consequently the number of so-called Beginners in our schools is becoming so small that at the present time there is not a single class of real Beginners. It is necessary to place these people in what we term mixed classes. This situation, however, allows us to take another step nearer our ultimate goal. Our teachers, realizing this, are advancing on the broader task of Americanizing the play, work, and surround- ings of the new Americans.
Table 15C of the School Report gives statistics for the school season 1923-24.
In conclusion, I wish to express appreciation of the loyal- ty and co-operation of all my assistants.
Respectfully submitted,
EVERETT W. IRELAND,
Director.
189
SCHOOL DEPARTMENT.
REPORT OF THE ATTENDANCE OFFICER
December 31. 1924
Mr. Charles S. Clark Superintendent of Schools
Somerville, Mass.
Dear Sir :
Various statistical tables have served for many years to show what work has been done by the School Attendance Officer but figures cannot show the actual work accomplished. The public, in general, does not know what an officer is re- quired to do.
All children between the ages of seven and fourteen are compelled to attend school unless advantage is taken of the exceptions that are enumerated in the law. A child between the ages of fourteen and sixteen must be in school or at work. Illiterate minors between the ages of sixteen and twenty-one come under the Attendance Officer's jurisdiction and are fol- lowed up when specific cases come to his attention. Those most troublesome, in the main, are the truants and the absen- tees, and occasionally the school offenders. In addition, the Attendance Officer has the power to search for neglected chil- dren and see that they have proper care through the court. Finally he has the care of children engaged in the street trades, and may visit factories and stores in search of minors illegally employed.
The Attendance Department is obliged to keep a file re- lating to the registration of minors, or as it is called in some states, "The Child Accounting Bureau."
Registration of Minors
"Child Accounting"
This file would be of great value if the machinery worked smoothly. It requires a card for each child between the ages of five and sixteen and illiterates to the age of twenty-one. From the information sent in by the schools, we are enabled to have a cross file by streets as well. The person having charge of this work is hampered because census and transfer cards are not sent in promptly, thus causing a great deal of extra labor in locating children or forwarding cards of those who have left our City. As no penalty is provided for not
190
ANNUAL REPORTS.
sending in cards from private schools, we have no pressure but moral suasion that we can use in this case. The church schools are very willing to co-operate but the small speciali- zing schools never seem to have heard of this law.
Truants and Absentees
The truant is dealt with by calling at the home. thus no- tifying the parent that the child is not at school. and also by talking with the child when possible.
The absentee presents a different problem. As a rule he is the child who, if he has left school for work, is either not stable, mentally retarded, the round peg in a square hole, or merely indifferent. The child of this sort, if still in the regular school, could be followed up much more closely if we had a suitable form for the teacher's use before the Attend- ance Officer was called into the case. The teacher might well visit the home. but in cases where she could not find time to do so the form might be mailed either to the home or to the father's business address.
In some cities teachers who are known as teacher visitors are employed to visit the homes. In my opinion. a visit by the teacher would bring about this result.
In one school in this City there is this motto: "The Home With The School. The School With The Home. Team Work Will Win." What better way could be found than a visit by the teacher to bring about this team work.
As a last resort, after an appeal has been made to the home, the boy, and any social agency that may have an in- terest in the case, court action is taken. If, after a period of probation, conditions do not improve, the child is taken to the County Training School where he has an entirely different environment, good food and regular hours of sleep. In many cases, as parents and the boys themselves have told me, the training the children receive here has been the making of them.
Having summarized the duties of an Attendance Officer, I now take this opportunity to thank Mr. Clark and others who have assisted me during this past school year.
Respectfully submitted, BENJAMIN R. JONES,
Attendance Officer.
191
SCHOOL DEPARTMENT.
HISTORY OF THE SOMERVILLE HIGH SCHOOL FROM 1852 TO 1924-By John A. Avery, Present Head Master
In attempting to write even a brief history of our school I am impressed with the magnitude of the task. Seven- ty-two years ago its doors were first opened and sixty-three pupils were admitted; today over two thousand are making a like demand for more and higher learning; in the years between, thousands and tens of thousands have crossed its portals. Each individual passing under its influence has car- ried out something for good to the community. Who can esti- mate the sum total of knowledge, of better living, of higher ideals, of awakened ambitions which it has developed among the endless procession of its members and graduates ?
May 3, 1852, the first session was held in the Somerville Free High School (now the City Hall) with two teachers. Reading, writing, arithmetic, grammar, and geography were continued from the grammar school; history, mathematics, natural philosophy, drawing, Latin and French were added as strictly high school subjects. Compare such a curriculum with that of today with its fifty subjects of advanced grade, and one can realize the wonderful development of secondary education, at least from a standpoint of the richness of the course.
The first principal was Robert Bickford. He served for two years and was followed in rapid succession by three men, Leonard Walker '54-56, Samuel J. Pike '56-58, and Isaac N. Beals "58-59. In 1859 Henry H. Babcock was elected, who served till 1867. In 1867 began the long term of George L. Baxter, who, as principal of the Somerville High School to 1895 and of the Somerville Latin School from 1895 to 1911, rounded out a term of service, which for length, for wonder- ful achievement, and for vital imprint on the community, has few, if any, equals among educators of the country. In 1872 the school, having out-grown its first building, moved into the second, known later as the Latin School (now the front section of the East building.) There were now six teachers and 181 pupils. To the course of study had been added phys- ics, chemistry, geology, astronomy, botany, physiology, civil government, and bookkeeping.
The Somerville High School in these days had for its primary aim preparation for college. Comparatively few of
192
ANNUAL REPORTS.
the grammar school graduates entered high school unless they intended to study even further. This condition continued in a large way till 1895, although the English and Regular courses became more and more popular. In 1879 for instance. 119 pupils were in the Regular Course, 64 in the Classical Course, and 49 in the English Course. It must be noted, how- ever, that there was very little difference between the Regular and the Classical Courses,-the chief being the substitution of a science for Greek ..
About 1888, the High School numbering 350 had already over-reached the capacity of the building and the School Com- mittee began to discuss the need of another school. English High Schools were coming to the front in various parts of the country and a school of this type was recommended. This recommendation was made year after year and finally culmi- nated in 1895 in the dedication of the Somerville English High School (now the West building, front section.) The year before. 691 were enrolled in the High School. In 1895. 267 were enrolled in the Latin High School, 508 in the Eng- lish High School.
No greater proof could be produced of the increasing popularity of High School education than is evidenced by the increasing enrollment. For instance, in 1867 5.5 out of every 100 in the Somerville public schools attended the High School: in 1895 10.17: in 1914 (at the beginning of the war) 18.18.
Before referring to the English High School I want to pay my tribute to Mr. Baxter who for 44 years served the city so faithfully. A gentleman in the true sense of the word, a scholar, a conscientious servant to his calling, he worked assiduously to train pupils for college or for whatever walk in life they might be called to follow. Loved by his pupils, revered by his teachers, and respected by the community, he has established an enviable record of leadership and faithful service.
In 1895 Mr. Baxter continued in the old school the college preparatory course under the name of the Somerville Latin School. Mr. Charles T. C. Whitcomb was elected head- master of the new English High School. The course of study for this school was based upon two important principles :- "the necessity of a broad training for all pupils, and the recognition of individual claims for development in the direc- tion of aptitudes and desires." The elective system was in- stituted and about half of each year's work was left to the choice of the pupils. Manual training, mechanical drawing. zoology, botany, commercial arithmetic, stenography, type- writing, commercial law. and solid geometry were added to
193
SCHOOL DEPARTMENT.
the list of subjects offered. The preparation of boys for the Massachusetts Institute of Technology and of girls for the Normal Schools was transferred to this school.
Mr. Whitcomb, a man of culture, of unusnal executive ability, and of excellent training, soon placed the new school on a high plane among schools of its type. The school grew in popularity and in members and in a few years was seriously crowded. An addition to the Latin School in 1906, part of which was used by the English High School, partially relieved the congestion in both schools. Mr. Whitcomb resigned in 1906, and I was promoted from sub-master to take his place. In 1911 Mr. Baxter resigned and the two schools were united under my charge under the old name of the Somerville High. School.
This reorganization was along the lines of the develop- ment of secondary education throughout the country and in- deed the various stages through which our school has passed, i.e. the general high school with cultural subjects emphasized (1852-1895), specialized high schools (1895-1911) and now the comprehensive high school with specialized courses (1911-24) were all in accord with the best educational thinking of the times.
By this union of two schools it was felt that duplication and overlapping in preparatory work could be avoided, that small classes of like character in two schools could be com- bined, that the ease of change from one course to another could be facilitated, and that much duplication of organiza- tion and administrative detail could be prevented.
The plan was successful. Teachers and pupils worked in harmony and the various departments of the school made satisfactory progress. The school the following year, 1912, registered 2,023 pupils, the building was very much over- crowded and could only accommodate (even then inadequate- ly) its pupils by a two-session plan. Partial relief was se- cured in 1913 by the addition of 30 rooms to the West build- ing. An auditorium seating 1400 was also added, meeting an outstanding need in the development of school unity and so- cial activities.
The fourth and last stage in the history of the school was started in 1915 by the establishment throughout the city of hmior High Schools. By this plan the High School was changed to a three year school and its name changed to the Somerville Senior High School.
This plan worked well educationally and also served as a means of relief, at least temporarily, in caring for the min- ber of pupils attending the Senior High School.
194
ANNUAL REPORTS.
That the relief was only temporary, however, is shown by the fact that the membership for this year, 1924, is 2,100 -several hundred beyond the normal capacity of the build- ings. It is clear that some plan for a larger High School building must shortly be adopted if the school is to continue to function efficiently and to meet the needs of our growing city.
In summing up this brief history of our honored school I want to mention several outstanding points of interest.
(1) Its influence in the community through its mem- bership and graduates.
In seventy-two years. 21.876 pupils have attended the school and 8.189 have graduated. Of these many have occu- pied prominent positions in the affairs of the nation, state, and city. A position in the President's cabinet, the lieuten- ant governorship of Massachusetts, national, state, and city legislative positions have all been filled by graduates of our school. as well as many prominent business and professional positions. Wherever one may turn may be found traces of the influence, the teachings, and the character building of our great institution.
(2) Its wonderful record in preparation for college.
Practically every higher school of learning in New Eng- land and many others throughout the country (and even abroad) have received our graduates. Preparation for col- lege in the old days was conspicuously successful and honors came frequently to our boys and girls. These successes, how- ever, did not cease with "the good old days" for even as late as 1922 our school received the Dartmouth College plaque for sending there a group of boys receiving the highest scholastic grade, and at Radcliffe College in the last five years three of our girls had the honor of outranking all other applicants for admission. Members of last year's class may be found en- rolled in 24 colleges and other higher institutions of learn- iing.
(3) Its excellent record in preparation for business and other lines of endeavor.
Business in all its various branches has had an open door for our commercial and general course pupils. Many of these boys and girls hold or have held prominent positions and have brought great credit to the school. Our graduates are in constant demand and practically none who pass through these courses fail to secure excellent positions.
(4) Its unusual corps of teachers, many of long serv- ice in the city.
To give a history of the 281 teachers who through their self-sacrifice. learning. and love for their work have left an
195
SCHOOL DEPARTMENT.
undying imprint on the lives of their pupils would be an al- most impossible task. I must mention a few, however, who have been conspicuous because of their long service. George L. Baxter for 44 years, Frank M. Hawes, Eudora Morey and Frances W. Kaan for 39 years each, Lena Gilbert for 29 years, A. Marion Merrill for 28 years, Charles T. Murray for 27 years, and Sarah W. Fox and Clara A. Johnson for 26 years each, gave of their strength and power to the training of our youth. To them all honor is due. In addition to these, twelve others now in the school have given to the school over twenty years of service. The traditions and good name of the school owe much to the devotion and worthy labor of these faith- ful teachers.
(5) Its continued progress in spite of hardships and overcrowding.
In all these years, the demand for higher education has been in excess of the ability of the city to furnish accommo- dation. Crowded quarters and inadequate facilities with all the consequent discomforts and hardships have presented seri- ous obstacles. In spite of these obstacles the school has gone on reaching forward for higher ideals and loftier standards of attainment.
In all these years of struggle, of hard work, of successes and failure, those of us who either as pupils or teachers have been permitted to work together within its walls should be justly proud of its achievements. May it continue to serve the community, to bring joy, serious purpose and inspiration to the lives of our youth, and to stand forth as a living monu- ment to its motto "Honor and Progress."
196
ANNUAL REPORTS.
SOMERVILLE HIGH SCHOOL
Students Entering Higher Institutions in September 1924
Acadia University
2
Mt. St. Mary's College
1
Antioch College
1 Mass. Normal Art School
4
Boston College
3 Northeastern University 5
Boston University, C. B. A
10 College of Pharmacy
1
Boston University, C. L. A.
9 Radcliffe College
7
Boston University, P. A. L ..
S Rollins College
1
Bridgewater Normal
1 Salem Normal
12
Brown University
2 Sargent School Phy. Educa-
2
Framingham Normal
1 Tufts College
10
Harvard University
10
2 Tufts, Pre-Medical
3
Jackson College
8
Wheaton College
2
Lowell Textile School
1
Wheelock Kgn. Training
1
Mass. Institute Technology ...
8
University of Maine
1
Mount Allison College
1 University of New Hamp-
Mt. Holyoke College
2
shire
2
Total 134
Entering College
100
Entering Scientific schools. 9
Entering Normal schools ...
25
Statement Showing Distribution of High School Pupils
By Subjects, December, 1924
English
2097
History
1475
Elocution
1066
Greek
23
Latin .
515
French
924
German
41
Spanish
454
Chemistry
480
Physics ...
311
Biology
212
Astronomy and Geology
60
Physiology
28
Trigonometry
46
Algebra
341
Geometry
444
Mathematics,
Review
439
Bookkeeping
334
Penmanship
832
Typewriting .
641
Stenography
622
4
Georgetown University
Tufts, Pre-Dental
3
Hyannis Normal
Wesleyan University
1
Laselle Seminary
1 School
University of Chicago
1 tion
3 Simmons College
197
SCHOOL DEPARTMENT.
Salesmanship
.
131
Commercial Arithmetic
74
Commerce and Industry
470
Commercial Law
44
Woodworking
139
Cooking
175
Sewing
201
Home Economics
121
Freehand Drawing
988
Mechanical Drawing
329
Physical Training
2097
Music
2097
Problems of Citizenship
32
Membership of High School Activities December, 1924
Girls' Debating Society . 25
Boys' Debating Society . 36
School Orchestra (2)
80
School Band and Drum Corps
102
Girls' Glee Club (2)
155
Boys' Glee Club
52
Mandolin Club .
22
Girls' Athletic Association
50
High School Athletic Association
330
Players' Club
60
Chess Club
15
Students' Council
18
Spanish Club
25
English Club
60
SOMERVILLE TEACHERS' ASSOCIATION
1924-1925
President, Edith L. Laycock
William W. Obear
Vice-Presidents, Grace E. Allen
Secretary-Treasurer, Sadie M. Lyle
Executive Committee
Charles S. Clark, Ex-Officio
Inez Atwater, High Eleanor Campbell, Southern Jr.
Mary C. Fox, Northeastern Jr. Eleanor V. Nemser, Western Jr. Harry L. Jones, Boys' Vocational Kells S. Boland, Continuation
Sarah E. Murphy, Perry
Stella M. Hadley, Cummings M. Abbie Tarbett, Pope
Louise S. Weare, Prescott
Harriet F. Ward, Glines
Lillian G. Wells, Forster
198
ANNUAL REPORTS.
Edith C. Polechio, Prescott
Martha L. Littlefield. Hanscom
Sarah L. Wolfe, Bennett
Maria D. McLeod, Baxter
Helen F. Gallagher, Knapp
Nettie L. Fay, Proctor
Mary T. Ford. Brown
Carrie E. Crockett, Highland
M. Gertrude McCarthy, Bingham Frances E. Welch, Carr
Sarah K. Lake, Morse
Mary Winslow. Durell
Ardelle Abbott, Burns
May E. Small, Lowe
Eugenia Carver, Cutler Lillian M. Wentworth, Lincoln
The meetings held under the auspices of this associa- tion in the year 1924 were as follows :
February 6, 1924-Roy W. Hatch, "Abraham Lincoln and Training in Citizenship." May 28, 1924-Clayton L. Lent, Secretary of the Massachusetts Teach- ers' Retirement Board, "The Proposed Amend- ment to the Teachers' Retirement System."
November 13. 1924-Donald MacMillan, explorer. "The Arctic Regions."
SOMERVILLE TEACHERS' CLUB
Officers 1924-1925
President. Miss Annie C. Woodward
( Miss Dorothy E. Harvey Vice-Presidents. ( Mrs. Nettie L. Fay Recording Secretary, Mrs. Myrtle 1. Martin Corresponding Secretary, Miss Emma J. Kennedy Treasurer. Miss E. Bella Weisman
Auditor, Miss Elizabeth Campbell
Object
The object shall be to secure a close union among the women teachers in Somerville: to promote the spirit of mu- tual 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.
Program
January 9-Schubert Singing Club. Sixty Voices. January 14-"The Status of Women," Mrs. Jennie Loitman Barron. February 11-Lecture, Mr. Angelo Patri. February 13-"The World of Today," Mrs. Jennie Loitman Barron. March 10-"Woman as a Civic Force," Mrs. Jennie Loitman Barron. March 11-"Salvaging the Youth of the Nation," Miss Olive Jones, Pres. N. E. A.
199
SCHOOL DEPARTMENT.
March 12-Dramatic Reading. "Mister Antonio." Mr. Leo Leonard. May 13-Annual Meeting, Musical Recital and Readings. Myrtle Jor- dan, Flutist; Elizabeth Whiting, Reader; Hazel Clark Leonard, Violinist.
October 8-Reception. Social Evening. Entertainment. Travel Ex- periences. Mrs. Laura Littlefield, Soprano.
November 6-Current Events, Mrs. Grace Morrison Poole.
November 12-Entertainment, "The Bonnie Briar Bush." The Scot- tish Musical Comedy Company.
December 17-Yuletide Party. Refreshments and Social Hour.
SOMERVILLE HIGH SCHOOL ATHLETIC ASSOCIATION
Annual Report of the Treasurer January 1, 1925 Receipts
Balance on hand January 1, 1924 .
$2.176 87
Baseball games
$2,440 81
Football games
4.396 08
Minor sports
7 01
Membership Fees
82 50
Interest
46 36
Miscellaneous
33 10
7,245 86
9,422 78
Expenditures
Athletic supplies
2,405 85
Medical supplies
85 94
Paid to visiting teams
1,541 18
Officials
398 00
Police
498 00
Assistance at games
144 00
Postage .
12 30
Printing
131 73
Telephone
44 97
Transportation
395 00
Coaching
1,275 00
Physician's salary
200 00
Treasurer's salary
400 00
Dues to athletic association
22 00
Special expenses .
602 22
Miscellaneous expenses
150 96
8,307 15
Balance on hand January 1, 1925
$1,115 58
GEORGE E. PEARSON.
Treasurer.
200
ANNUAL REPORTS
In Memoriam
KATIE L. HARMON Cutler School Died December 7, 1924
STATEMENT OF WORK OF SCHOOL DENTAL DISPENSARY. For the School Year Ending June, 1924
MONTH.
No. Children Treated.
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