USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1925 > Part 11
USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1925 > Part 11
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185
SCHOOL DEPARTMENT
Turning now to an examination of the cost of the schools of Somerville, we find that the total cost for the mainten- ance of schools for year ending June 30, 1925 was $964,261.00. This is $30,489.27 more than was spent for the same purpose in 1924. This sum includes the amounts spent for the care of school buildings, including janitors' services, fuel, light, school telephones, and the salaries of officers, the amount spent for school supplies, and the sum paid for salaries of teachers. The first step in discovering whether this large sum is a disproportionate expenditure for education is to find out what part of the city's revenue is devoted to that pur- pose. The City Auditor has made a functional division of each dollar of expenditure from revenue for 1924 which shows that 26.4% has been expended for education. Of this amount, 21.8% was controlled by the School Committee. In addition to the 26.4% expended for education, the City Auditor reports that 5% of the revenue has been expended for debt and in- terest upon loans for school building construction, making a total of 31.4% of the dollar of revenue expended upon edu- cation.
While it is evident that this is the largest fractional part of the dollar of expenditure from revenue devoted to any one purpose, it is equally evident that the business of the schools is the largest single enterprise in which the city is engaged. It is not, therefore, a significant statement to say that education takes the largest fraction in which this dollar is divided. The real question is: "Is the fraction of each dollar of expenditure from revenue devoted to educa- tion too large?" Some help in the answering of this question can be gained from a comparison with the corresponding facts taken from the experience of other cities. The best evidence available on this matter is found in "Financial Statistics of Cities", published by the United States Depart- ment of Commerce in the year 1923. On page 40 is a com- parative summary of percent distribution in departmental expenses of 146 cities, giving the average expenditure in each department for a period of years to 1923. This table gives 37.8% as the average for expenditures for schools for 1923. In this average for schools, however, are not included two items which are included in the Somerville table and which increase, therefore, the Somerville percentage. These items are Debt and Interest. While, therefore, it is not possible to make a comparison between exactly identical facts for Somerville and the average of the 146 cities quoted in Fi- nancial Statistics of Cities, there is usefulness in the com- parison of the two tables as they stand. It is evident that the average proportion of expenditure for education in the
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ANNUAL REPORTS
146 cities quoted in this report is considerably larger than the proportion devoted to the schools of Somerville. Such is the answer to the question "Is too large a part of the rev- enue of the city given to education ?" But the question arises "Is this expenditure too large for the number of pupils edu- cated?" The way to find the answer to this question is by comparing the pupil cost of education in Somerville with that in other cities. The report of the Massachusetts Department of Education furnishes a basis for such comparison with the other communities of the State. According to this report, the per capita cost of the schools of our city for the school year ending June 30, 1925 was $65.71, one cent less than last vear. Of the 39 cities in Massachusetts 34 had a higher per capita, the highest being $121.20. Only four of the cities of Massachusetts had a lower per capita expenditure than Somerville. From this examination of the facts taken from local, State, and National authoritative financial statistics, the answer to the questions already propounded is that the fractional part of each dollar of expenditure from revenue in 1924 devoted to the schools of Somerville is smaller than the average of 146 cities of the country and that the per capita cost of the schools of Somerville for the school year ending June 30, 1925, was lower than that expended in 34 of the 39 cities of the State.
ORGANIZATION
After considering the cost of the educational program of the City, it is to the point to examine the organization of the school enterprise to see in what way this affects the answers to the questions about cost. Our schools have 12 grades divided on the 6-3-3-plan, 6 grades of elementary schools, 3 grades of junior high schools, and 3 grades of senior high school. There are 9 kindergarten classes. There is a Vocational School for Boys and a Continuation School. The special enterprises of the schools are classes for retarded children, a Sight Saving Class, and a Dental Dispensary. In the evening organization there is a high school, two elemen- tary schools, practical and household arts classes for women, and Americanization classes. The organization of the day schools is in accordance with the advanced and growing tend- ency of the time. The special undertakings are limited in number and are of the general nature fostered or compelled by state legislation. Adequate provision for the needs of the pupils will necessitate additional special classes. In admin- istering the program of studies, the cost of such an educational program is in part determined by the number of teachers and
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SCHOOL DEPARTMENT
supervising officers, the salaries paid to them, and the amount spent for supplies and equipment. Comparison between ex- penditures of Somerville and the expenditures of the other cities of the State shows that we are extremely economical in these particulars, there being only four cities of the State with a lower per capita expenditure for the maintenance of schools for the last school year. The conclusion is, there- fore, that while the cost of education in Somerville does take one third of the revenue of the city, this expenditure is within five of being the smallest per capita expenditure among the cities of the State.
Some changes in the organization and in the provision of classes were made at the opening of schools in September. A new kindergarten was opened in the Perry School and an- other in the Highland School, while owing to a change in the plan of conducting kindergartens additional classes were formed in six other kindergartens. In pursuance of a general plan to relieve overcrowding in certain classes, it was decided to use additional rooms in the Edgerly and Forster School buildings. Consequently the atypical class at the Knapp School was tranferred to the Edgerly School and the room so vacated was used for an elementary class. Two new classes were opened in the Forster School, thereby giving relief to certain grades in the eastern part of the city.
TEACHERS
Thirty-two teachers have dropped out of the service during the present year, about 7% of the total number. Of this loss two were by death, four by retirement, and the rest by resignation. Of the resignations, eight women teachers resigned to be married and four for professional advance- ment. During the same time thirty-four persons were elected to positions as teachers. Of this number seventeen were train- ed in the schools of Somerville and seventeen were drawn from other places. Nine of these newly elected teachers were college graduates, 19 were graduates of State Normal Schools, and three of private schools. Thirteen had only one year's teaching experience while twelve had more than five. All of the thirteen elected after only one year's teaching experi- ence, were Somerville girls. The training that the latter have received during the one year since their graduation from college or normal schools has been obtained in our schools under the supervision of masters, principals, and other supervisory officers. These young teachers necessarily lack some of the qualities of older teachers. They are, however, first-rate material out of which to make sucessful teachers.
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ANNUAL REPORTS
It is the problem of the School organization to afford them such assistance and supervision as will insure their growth in professional understanding and in teaching skill.
PROFESSIONAL IMPROVEMENT
In the last report a full explanation was given of the plan adopted by the School Committee to encourage the pro- fessional improvement of teachers in service by giving ad- ditional pay to teachers who will pursue approved courses of study. It is pertinent to report how that plan has carried on during the present year. Of the 449 teachers, 354 are now pursuing some course of professional study approved by the Superintendent of Schools or have taken such a course during the present calendar year. Only 95 teachers have taken no part in this plan since its inception. At this time last year there were 124 teachers who had taken no courses. The range of studies pursued by the teachers has been wide and the means of instruction have been varied. Again this year the School Committee established several courses to be given in Somerville. Among these are the following:
Voice Placement and Reading, 2 classes (Pts. I and II), Harriet M. Bell, teacher in the Somerville High School.
Health Education, Mabel C. Bragg, Assistant Super- intendent of Schools, Newton.
Classroom Teachers' Problems of Administration, 2 classes, James A. Crowley, Master, John Winthrop District, Boston.
Educational Psychology, 2 classes, Francis A. Ryan, Supervising Principal, Knapp, Baxter, and Perry Schools, Somerville.
The total amount paid to teachers this year as increases earned under this Plan is $10,524.37. The number of teachers receiving from $50 to $300 as a result of this plan is 248; 46 of these have received two increments.
KINDERGARTENS
For a number of years our kindergarten classes have been conducted on the plan of a session in the morning and only one class in a room. These classes have accommodated 50 pupils under the care of a teacher and an assistant. On June last there were 7 classes having a membership of 314 pupils. For a number of years there have been requests for additional kindergartens in various parts of the city. Lack of vacant rooms available for this purpose has prevented
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SCHOOL DEPARTMENT
the establishment of such classes in certain localities. To extend more widely the benefits of the kindergarten without greatly increasing the cost, the School Committee at its April meeting voted to change the plan of conducting kin- dergartens and set forth the details of the change in the fol- lowing order :
That the kindergartens of the school system be reor- ganized beginning September 1, 1925, upon the following plan :-
1. That kindergarten teachers be put on a full-day teaching program of two sessions.
2. That the kindergarten classes shall continue in a halfday program, but that the number of children taught during the day by a kindergarten teacher, without an assis- tant, shall not exceed 50, the limitation that is at present put upon the size of the first grade classes.
3. That kindergarten classes be conducted on either of two plans, (a) a group not exceeding 25 in charge of a kindergarten teacher without an assistant; or (b) a group not less than 30, nor more than 50, in charge of a kindergarten teacher with an assistant.
4. That a group of kindergarten children, not exceed- ing 25, shall be taught by a person with the rank of teacher, and having the salary rating of kindergarten teacher.
5. That the salary rating of a kindergarten teacher be the same as that of an elementary school teacher, with a maximum of $1,500; that kindergarten teachers be placed in this salary schedule beginning September 1, 1925, in ac- cordance with their years of service, and that the maximum pay of assistants working a two session day be increased $100.
6. That elected kindergarten teachers and assistants now teaching in the kindergartens of the city be employed next September in accordance with this plan and that new classes for kindergarten instruction be organized to the extent of the resources made available by the adoption of this plan.
The outstanding points of this change are the following: Kindergarten teachers, like teachers of other grades, now teach a whole day and are paid on the same basis as elemen- tary teachers. Kindergarten rooms are used in the morning and in the afternoon, a different set of pupils attending each session. A larger number of children secure the advantages of kindergarten training from the same resources. Under the present arrangement where two classes occupy one room,
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ANNUAL REPORTS
one half of the pupils attend in the morning from 9 to 12 and the other half attend in the afternoon from 1:30 to 3:30. This arrangement will continue until midyear when the classes will change sessions.
VOCATIONAL SCHOOL FOR BOYS
The attendance at the Vocational School for Boys has been somewhat larger than a year ago. As the year closes the membership of the school is over 100. During the fall the master of the school has urged the establishment of a class in electricity and one in carpentry, having a number of boys in the school now who want such courses and being convinced that others would come into the school were such classes established. Meanwhile there is a request pending from the Master Painters' Association for the opening of a class in Attention should be given to The Department of Education
house and interior painting. these proposals very soon. which shares with the School Board the direction and expense of this school favors starting the class in electricity and in general favors the building up of the school by the addition of new classes whenever possible. The school, though small, is efficient in the departments which it maintains. It is well equipped for the work now being done but any extension of that work will require additional equipment. The school operates as far as possible upon a commercial basis, getting real work to do and covering the cost of the materials used through the returns from the jobs done. This fact applies to a larger extent to the automobile department than to any other. In November 1924, the Superintendent addressed to 60 patrons of the school the following note printed upon a postcard with a return card for reply :
CITY OF SOMERVILLE, MASSACHUSETTS
School Committee
November 6, 1924
Dear Sir :
Knowing that you had work done last year in the Automobile Department of the Boys' Vocational School, I am writing to you to get your opinion of the service given you. This inquiry is made in an effort to check up on our work in the interest of
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SCHOOL DEPARTMENT
conducting it in such a way as to give satisfaction to our patrons. Will you, therefore, please fill out the attached card and return it to me at your early convenience.
Very truly yours,
Charles S. Clark
Superintendent of Schools.
REPLY CARD
November 1924 Reply of. to inquiry concerning work done for him in the Automobile Department of the Boys' Vocational School.
1. Was the work satisfactory to you ?
2. Do you consider the price charged fair?
3. Remarks
26 cards were returned. Of these replies all expressed satisfaction with the work which had been done for them in the school. In these days when fault is so easily found with everything rendered by way of service for pay and when the dissatisfaction of patrons with automobile repairs is so com- mon as to be almost proverbial, it is rather surprising to find such unanimity of approval for the work which this school has done for its patrons. The fact is so outstanding as to deserve statement in this place to give the school publicly the credit which is its due.
DIRECTOR OF THRIFT
One of the distinguishing features of the record of this year is the recognition given to thrift instruction as a part of the work of the schools by the appointment of an official whose sole duty will be to promote the work of thrift. In June the School Committee created this position and appointed a di- rector to exercise its functions. Since September this official has been engaged in making plans for a more general and energetic carrying on of this work. These plans include
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ANNUAL REPORTS
establishing the School Savings Bank on a more efficient basis, increasing the ways and means for training pupils of all grades from the kindergarten through the Senior High School in conserving their resources and in saving their money, and lessening the work of record-keeping so that teachers shall not be burdened with that feature of the undertaking but may give their time to the more vital part of the work to be found in training pupils to a proper understanding of the value of making a right use of their resources.
The School Savings Bank system was set up in our schools under the authority of the School Board in March, 1912. In nearly every school in Somerville there is now a School Savings Bank. Since that time the work has pro- gressed creditably with the result that total deposits have shown an increase from year to year. This growth is shown by a comparison between the work of the School Savings Bank in 1912 and that of 1924. In the former year, there were 1,963 depositors. In the latter, there were 5,116 depositors. In 1912 the number of deposits was 7,388. In 1924, there were 88,553. This increase in the number of deposits is in greater ratio than is the increase in the number of depositors and would seem to indicate a development in the habit of saving greater than the increase in the number of those who were depositing. Again there is even greater increase in the a- mount deposited. In 1912, the sum was. $3,917.16. In 1924, it was $58,688.74. The ratio of the amount deposited in 1924 as compared with the amount deposited in 1912 is far greater than the ratio of growth either in the number of depositors or in the number of deposits. The amount deposited during the first four months of the present year is $20,283.91. Dur- ing the same months last year the amount was $15,913.53, an excess for the present year under the new plan of $4,370.38.
There is, therefore, a good foundation for the larger effort now to be made. The real objective of this matter is the improvement of the attitude of individual pupils of the schools in respect to habits of thrift; this is one element of character building. As such, it needs to be understood and valued by all teachers. Character is not formed by fiats ; it is formed mainly by repetition of volitions of the individual and acts proceeding thererrom ; it is a slow growth. To continue the development of a right habit requires unremitting perse- verance. In order for the teaching of thrift to reach a worth while objective, children once started on the way to the form- ing of a proper habit of thrift must be kept going along that path throughout the whole school course. It will amount to little to start the children in a habit of depositing in the School Savings Bank in the lower grades unless equal or
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SCHOOL DEPARTMENT
greater efforts to continue the practice are made in the upper grades. The full result of such instruction, therefore, should be manifested in the High School, the last stage of a child's training in the public schools before he goes out to stand or fall upon the training that he has received and upon the char- acter which he has formed.
The following report from the Director of Thrift gives interesting details of the plans already put into effect as well as some of the results :
December 24, 1925
Mr. Charles S. Clark Superintendent of Schools Somerville, Massachusetts
Dear Mr. Clark :
I herewith submit a report of the work in Thrift Instruc- tion carried on in the schools since the beginning of the school year.
Since the thrift work in the city had not been organized prior to this year, it was necessary to find some direct means for stimulating interest, as well as to facilitate the distribu- tion of such information, materials, and suggestions as would help in carrying out a thrift program. To gain these ends, a teacher thrift representative was appointed in each build- ing to serve as a center through whom other teachers might be reached and receive instructions.
The thrift program, as a whole, resolved itself into the following objectives :- to develop a thrift sense among the pupils through' right habit training; to afford the pupils the benefit of the practice work contained in the operation of school banking through pupil participation; to relieve the teachers of a burden of work with respect to record keeping in the banking; to create an interest and desire for thrift through motivation, and in general not only to put before the pupils thrift principles but rather to offer them the opportu- nity to practice the principles so that these may become habits of living to guide them in their course of action during their school term and in later life.
Upon the suggestion of a committee of five masters repre- senting the Senior High, Junior High, and Elementary schools, it was decided that efforts to bring about these objectives be concentrated in one school in order to perfect plans which could be introduced throughout the system as found prac- tical. Many experiments have, therefore, been carried on at
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ANNUAL REPORTS
the Bingham School, especially with reference to the school banking. The following has proved the most expedient and successful. The collection of the money for the banking with the necessary data accompanying it is taken care of entirely by sixth grade pupils within the school under the supervision of a Senior High School pupil. The actual recording and bookkeeping, however, is conducted at the High School with a view to incorporating the work as part of a regular course in business training. The interest in bank- ing has been promoted by personal talks to the classes on the value of thrift, by the formation of a council from pupil representatives of the rooms, and also by the excellent work of the teachers in correlating the regular school work with banking and thrift principles in general. Rivalry created between the rooms in various ways has resulted in a healthy competition and consequent growth. Under this system, the pupils have been afforded the opportunity to benefit from participation in the banking process, while the teachers have not been burdened with detailed work incident to school bank- ing. It is significant to note the results on the banking this year as compared with those of the previous year. The total amount of deposits to date this year at the school are $1909.23, while in the same period last year they were $1377.87. Dur- ing this time, the number of deposits in 1925 were 3,832 while in 1924, they were 2,466.
In the Western Junior High School, there has been con- centration of another order in the development of the thrift idea. Pupil representatives were appointed from among the bank depositors to form a Directors' Board which formulates thrift plans for the school. Through frequent bulletins, the tabulation of statistics, thrift news in the school paper, per- sonal efforts by directors in the individual rooms, and various other ways, they have succeeded in making their influence felt and the results of the awakening of a thrift sense has been apparent. The qualities of leadership, initiative, responsi- bility, brought to the fore in this way, are important factors in the education of our future citizens.
While the Grammar and Junior High School pupils have been developing thrift in their respective schools, the Senior High School has not been idle. Aside from the work being carried on through the Bookkeeping Department, in connection with the record keeping of the lower schools, the Students' Council has undertaken the project of advancing interest in thrift as part of their program for the year. At present they are planning an intensive campaign to enroll the students as depositors in the school bank. Their efforts
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SCHOOL DEPARTMENT
are to be directed throughout the year in emphasizing the various phases of thrift.
In addition to the concentrated work in the individual schools, there have been distributed throughout all the schools a series of slogans together with a series of posters in an en- deavor to center the pupils' attention upon such thoughts and ideals as will lead to the cultivation of good and thrifty hab- its. In many instances, the teachers have furthered the work by interesting their pupils through thrift songs, poems, poster work, dramatizing stories, all of which help to build up for the pupils concrete ideas on thrift. With a view to extending the sphere of influence of the thrift work by reach- ing the pupils through all possible contacts, a thrift shelf has been established at the public library. The cooperation of the Women's Clubs of the city has been secured and they have manifested their active support by offering two prizes to the schools for thrift work.
By the inculcation of thrift principles, the pupils are being trained to discriminate values which shall lead to a proper evaluation of all the resources at their command. In this way, the wise use of time, the proper regard for health, the conservation of energy, and the careful use of material resources, including money, must all receive attention. To be able to use wisely, and to expend carefully, one's resources is a matter of long training and practice. The whole school course should aim to further this training. A beginning to es- tablish it in the curriculum has already been made. Plans to enlarge the scope of the work are being formulated. The value which can come to the pupils and the results which may be attained from this work are in direct proportion to the cooperation and intensity of purpose with which the teachers approach the subjects in their relation with the pupils through their classroom work.
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