USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1926 > Part 7
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MUSIC
There has been a steady development in the music work of the schools during the present year. In keeping with what appears to be the spirit of the times, this expansion has been as much in the playing of musical instruments as in vocal music. While instruction in vocal music is a part of the regular curriculum of all the schools, instruction and practice in instrumental music is being encouraged in all schools as an extra-curriculum activity. In the high school there are two orchestras, first and second, a uniformed band of more than 50 pieces, a bugle and drum corps for girls, a fife and drum corps for boys, and a mandolin club. In two of the junior high schools are orchestras and bands. One of these schools has a uniformed band and in addition a fife, drum and bugle corps. The third junior high school has an orchestra. There are ukelele clubs in all of the junior high schools. All of these musical organizations practice under the instruction of a teacher in the school but the actual leadership of the or- ganization is in the hands of a pupil. This latter idea is in accord with the policy of the schools to encourage leadership among the pupils. In several elementary schools there are groups of children playing in miniature orchestras.
Under the encouragement of the School Committee, op- portunity is now furnished children to secure group instruc- tion, under private teachers of high standing, on musical in- struments at a nominal sum. By reason of its low cost, many children gratify their desire to learn to play a musical in-
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strument, who otherwise would never be able to do so. Such groups have been formed, or are forming, to study the piano, violin, and other orchestral instruments. Over 125 children are now studying instrumental music in these classes. In a few instances, band instruments have been loaned to pupils who could not afford to buy them but who have the inclina- tion and aptitude for becoming competent players. These are chiefly the unusual instruments required for ensemble work and which would not ordinarily be owned by other than a professional musician. In addition to these stimulating pro- visions, graduation credits of two points are allowed during the high school course for the study of instrumental music under outside instruction. For the school year ending June 1926, about 60 pupils received these credits for the outside study of music. The School Committee has also authorized instruction in the high school in theory and harmony, and classes in these subjects will probably be started in the next school year. The cultural and social value of the training and opportunity open in these ways to pupils in our schools is great and lasting as this kind of study tends to establish habits of a lifelong nature.
THRIFT
In the development of instruction and practice of thrift in the schools, two special undertakings have been prominent throughout the year. The first of these had to do with the presentation of the subject matter of thrift in ways suitable to pupils of all ages and all parts of the school system. The effort has been made to do this work in such a way as to make theory and practice of thrift combine to form a permanent habit in the pupil. Various kinds of instruction have been used but most of all, the effort has been to keep the thought of thrift constantly recurring. The growth in the number of depositors has been gratifying and is an evidence of the effect of instruction, but growth in the number of depositors is not the most important phase of the problem. That is found in the permanency of the impression which thrift instruction produces upon the minds of the pupils. The beginning of a lifelong habit is the purpose of this work. If children in the primary grades begin to deposit in the school bank and keep up the practice throughout the whole course of their school life, the presumption is strong that they will carry the practice on as a habit after leaving school. To this end, the work in thrift instruction is specifically directed.
The second main objective of the year's work has been to develop a banking organization which should combine the
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technical processes of a banking institution and the work of school children in connection with those processes. The first of these purposes was brought about by establishing in the high school a banking room wherein the banking business of the high school should be conducted. This room was furnish- ed with a grill counter, receiving and paying windows, filing cabinets, several adding machines, working tables, and a safe. Here are carried on all of the banking procedures necessary for transacting the business incident to receiving, accounting for, and safeguarding the money of the depositors.
Moreover, the high school bank acts in a corresponding capacity for the elementary schools, having charge of the ac- counts held by elementary school pupils. Through a system of pupil room treasurers, their deposits are collected in each home room and prepared for the depository bank in the high school. Each junior high school has a bank organized in the same way, which takes care of the banking business of the school.
The second purpose was accomplished by placing upon pupils the responsibility for the banking work of the whole plan thereby furnishing them an opportunity for training through actual business. The entire procedure of the bank- ing is now in the hands of pupils who have their various indi- vidual duties to perform according to their relations to the whole working scheme. Individual deposits received in the home rooms by a corps of room treasurers are brought to the high school bank to the receiving tellers at the windows. In routine form, clerks and bookkeepers proceed to record, file, verify, and in general to complete the process of keep- ing the accounts of the depositors. In addition, other activi- ties of a bank are practiced. Paying tellers and clerks as- signed to them have charge of all withdrawals which are made direct from the high school bank upon notice of application. The recording and the work of keeping the individual ac- counts are part of a course conducted in banking at the high school bank, a course where the work is live material, which provides motivation of a distinct and energizing kind. Here are learned lessons not only of banking but of accuracy, re- sponsibility, and leadership, qualities which tend to fit pupils to become successful members of the community.
All this effort has resulted in a great increase in the number of depositors in the school banks. At the closing of the school year in 1925 the number of depositors was 5,080. At present there are 11,225 depositors and the amount of de- posits has increased correspondingly. With the banking pro- cedures well established and the instructional methods well under way, there is reason to expect that this work will de-
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velop naturally and become really influential in the habits of the pupils. The methods followed are all normal, do not in- volve undue emphasis on the idea of saving money, but ex- tend the lesson of conservation and care to other relations in life.
HIGH SCHOOLS
High schools are now built and equipped on either of two plans. The plan longer in use is the home-room plan, which provides every pupil a home station in a room furnished with desks. This room is called a home-room. Here a pupil has a seat and desk where he keeps his books and writing ma- terials. To his seat in his home-room he comes in the morning and from it he goes to his recitations during the day. Home- rooms are also recitation rooms, classes occupying a part or all of the seats during recitation periods. The distinctive feature of this plan is the seat and desk for each pupil in a home-room. Rooms furnished with equipment for special purposes such as chemistry, typewriting, sewing, etc. do not meet the requirements of a home-room without special adapta- tion for keeping pupils' property. Hence a high school con- ducted on this plan should have home-rooms enough to pro- vide a home seat and desk for every pupil with enough surplus to allow for growth of membership. In addition to home- rooms the high school must have other rooms for such activi- ties as are carried on with equipment other than seats and desks.
The other plan of equipping a high school, the locker plan, makes every recitation, laboratory and workshop room a home-room by providing for pupils lockers to hold books and writing materials. Thus pupils whose home-rooms are in laboratories or typewriting rooms have secure places for keeping their school property, as well as the pupils have whose home-rooms are in rooms seated with chairs and desks.
Now the equipment of the Somerville High School be- longs to the first of these classes. It has no lockers. Hence desk and chair rooms alone are suitable for home-rooms. Yet when the school day begins more than five hundred pupils are distributed among the laboratories and shops without lock- ers or other safe provisions for their school property. There are 42 regular classrooms having 1729 fixed seats and desks. Under the operation of the first plan this should be the larg- est number to be accommodated in the school. By means of using 12 laboratories and shops, and movable chairs in most rooms the number of home stations was raised 490 making a total of 2219 home-room stations, suitable and unsuitable.
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The membership at the same time was 2239, leaving 20 pupils with no fixed home station.
The second deficiency in the school is in the number and character of work rooms, including in that term the rooms wherein are carried on all the activities which a modern high school of the cosmopolitan or general type must provide to meet the varying needs of a heterogeneous membership.
In a large measure the efficiency and success of a gen- eral high school is determined by the manner and extent to which this need is met. There can be no more erroneous or pernicious notion than that all that is needed in a high school is a seat for every pupil with a few work shops added to meet a vigorously restrained need. While some of these rooms are now good there are not enough of them and some of them are wholly inadequate for the purpose they serve.
The third particular in which the school is at a serious disadvantage is in the number, lighting, ventilation, and placement of its lavatories and toilets for pupils and teach- ers. These conditions are such that they should be tolerated no longer than it will take to change them.
The fourth need, and the last to be enumerated here, is A Gymnasium. By gymnasium is here meant a room well lighted and ventilated with free floor space of sufficient area to permit of free indoor games and drill movements of large groups of pupils. There should be provided two such rooms of equal size, one for girls and one for boys. They should be contiguous and capable of being thrown together for use of larger groups on special occasions. Today more than ever be- fore health is talked about by everyone, expounded by all learned in the laws of health and striven for by all who are wise and prudent. Prevention rather than cure is the word. To build up bodily vigor is one of the first obligations of child- hood and youth. Physical exercises and play are nature's ways for performing this beneficial function for this stage of the human life. The Somerville High School, picturesque though it is in situation, offers no good facilities for these important activities. It has neither yard nor play area. A pupil steps from any exit either upon a public street or park. Within doors the physical exercises are limited to those which can be performed in corridors or in classrooms whose floor space is covered with schoolroom furniture. The impulse of youth for vigorous physical action is here denied adequate expression. If there were outdoor play space the condition would be different. But it is unlikely that the pupils will ever be given the privilege of free play upon the park sur- rounding the buildings. Under these circumstances the need of an indoor play and exercise place for the girls and boys
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of the high school is imperative. A single illustration from the many which could be given of the forlorn plight of high school pupils who want opportunity to play active and vigor- ous games is the case of high school girls who early in this month started to play basket ball. Under the leadership of a physical training teacher the girls have formed an associa- tion for the purpose of promoting sports and games among their number. At present there are one hundred and fifty girls in the group. Some forty or fifty who wanted to play basket ball applied to the principal of an elementary school for the use two times a week of the small hall in his school building. As this is the only school hall available to them their anxiety to secure it was great. To their alarm, they found that boys from one of the junior high schools were seeking the use of this hall for the same purpose. They were delighted when the principal of the school granted them the use of the hall two afternoons a week for the hour between four and five! Of course this privilege is liable to be taken away whenever the principal of the elementary school discov- ers a need for the use of the hall for the pupils of his own school !
The Somerville High School needs, and has long needed, a high school gymnasium. That one has not been provided before can be only because citizens have not realized the need. It is in the hope that it will help to make that need so appar- ent that action will ensue that this statement is written.
SALARIES
In the February meeting, the School Committee voted increases of pay as set forth in the following recommendations of the Committee on Finance :
1. That, beginning January 1, 1926, the minimum of the salary schedule shall be $1100 for two years of profession- al training, $1200 for three years of professional training, and $1300 for four years of professional or college training ; provided that no teacher shall be eligible for the minimum salary who has not had at least one year of experience as a teacher, or as a cadet in the Somerville schools.
2. That all teachers receive an increase of $100 from January 1, 1926, with the exception of supervising principals of elementary schools now receiving $3100; that all teachers who were receiving on January 1, 1926, the maximum salaries of their classes, except high school teachers, receive an added $100 in September, 1926; and that the maximum salaries of teachers in the elementary and junior high schools shall by this action be raised $100 on January 1, 1926, and $100
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on September 1, 1926; and provided further that adjustments of the salaries of high school teachers shall be made by the Board at an early date so that they shall be increased pro- portionately to the salaries of other teachers.
According to this action, all teachers were given an in- crease of $100, dating from January 1, 1926. All elementary, junior high, and high school teachers who were at the max- imum of their classes on January 1, 1926, received a second $100 increase in September. By this action, the maximum pay of elementary teachers is $1700; of junior high school teachers $1800; and junior high school teachers who are col- lege graduates $1900. In the high school the salary schedule is divided into classes. The maximum of the lowest class is $1800, of the highest is $3100; promotion from one class to the next higher class is by action of the School Committee. The Professional Improvement Plan provides opportunity for teachers to secure an increase above their regular salary amounting in all to $300. There are, therefore, the follow- ing obtainable maxima; elementary teachers $2000, junior high school teachers $2100; junior high school teachers hav- ing college degrees $2200; high school teachers, maximum Class I, $2100, Class VIII $3400.
PROFESSIONAL IMPROVEMENT PLAN
Some fear was expressed that when the pay of teachers was raised they would drop professional study. Since Sep- tember, however, 302 teachers have enrolled in professional courses approved by the Superintendent of Schools. As there is no pressure put upon teachers to induce them to take up professional study, this large number indicates a very gen- eral interest in this opportunity. These courses represent a wide range of educational and cultural knowledge. While the courses taken by teachers do not all tend towards a col- lege degree, they are all of such a nature as to be of benefit to the ones taking them.
Of the 453 teachers now employed by the City of Somer- ville, only 63 have taken no advantage of this Professional Improvement Plan. Last year at this time the number was 95 and the year preceding 124. The total amount of the in- creases paid to teachers this fiscal year as a result of profes- sional study is $8,947.50. 340 teachers have received one or more increments of pay under the provision of this plan; 160 of these have received two increments, and 44 have receiv- ed three increments. This plan was established by the School Committee to give encouragement to teachers to take up pro- fessional study. A secondary purpose was to give them a
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means of securing an increase of pay through personal en- deavor. One or both motives may animate a teacher in her professional study. The professional benefit to her will be: certain in either case.
ATYPICAL CLASSES
Another important advance was made when the School Committee authorized the establishment of two additional classes for atypical children. These classes will provide more advanced prevocational work than is given in the four estab- lished classes. Teachers have been elected for these classes,. which will be opened in the Edgerly School during the first of January. Under the State statutes enacted in 1919, com- munities are required to provide special classes for children three or more years retarded. The State Department of Education provides a psychological clinic which examines children submitted to it in the several communities and de- termines those who should be cared for in special classes. Somerville had made provision for such children before the passage of this act. The first atypical class was established in the Bell School in 1910, the second class in the Hodgkins: School in 1913, and the third class in the Bennett School in 1917.
There are now 60 children in the four existing atypical' classes. When the new classes are established 30 more will' be provided for.
PHYSICAL TRAINING
Important action has been taken during the year for advancing the work of physical training. Three additional physical training teachers have been provided, one for each junior high school. The appropriation has been doubled for athletic leaders in the junior high schools. These two pro- visions will increase the amount and efficiency of both the in- door physical training work and the outdoor sports.
AMERICANIZATION CLASSES
The enrollment in Americanization classes is practically the same as that of the corresponding period last year. The quota law, instead of decreasing the numbers as was antici- pated, has increased the number of new immigrants who came to Somerville by preferred classification, gained through the membership of relatives in our citizenship classes. A gradual, ยท healthy growth, rather than a decline is indicated by such a condition, for the new immigrants, especially Italians, Greeks,
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Russians, Albanians, and Swedes, start to prepare themselves for citizenship, even as early as within twenty-four hours of the time of landing in the country.
CONTINUATION SCHOOLS
The membership in the Continuation School has been larger this year than in previous years. For instance, on December 1, 1926, the membership was 143 as compared with 118 on the corresponding date last year. While the number of 14 to 16 year-old employed minors has not increased dur- ing the year, this increase in membership indicates that a larger percentage of our youth is working in Somerville. The growth, no doubt, is due in part to the fact that throughout the year a more thorough visitation of industrial concerns was made by the teachers and in this way employed a better understanding of the purposes of the school. As a result of this better relationship, the employers have opened up new jobs for the under-sixteen youth, thus making the placement work an important feature of the work of the school during the year.
CONCLUSION
The year now closing has been a good one in the schools. All established departments of school work have been car- ried on efficiently. The morale of the teaching force is good. The teachers have appreciated the increase of pay given them during the year and are now, as a class, in a contented at- titude of mind. A number of efforts for the improvement of the several courses of study have been started and will carry over into the next year with ultimate beneficial effects upon the work in those subjects. From the standpoint of ad- ministration, the appointment of Everett W. Ireland as As- sistant Superintendent of Schools has given valuable help to the direction of several phases of the school work and to the performance of important routine executive functions.
There have been harmonious relations between the teach- ers and the Superintendent of Schools throughout the year. I want to acknowledge with pleasure and gratitude the loyal devotion of all teachers and principals to their work through- out the year. The strength of teaching is to be found in a large measure in the individual freedom of the teacher. Through such freedom the teacher has an opportunity to in- fluence the pupils under her control through the strength of her personality. Improperly used, such freedom would be an element of disorganization and danger, but properly used,
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it gives to the teaching effort a vitality not to be found in mere routine work. The teachers of Somerville have both a large measure of freedom and the disposition and power to use it to the advantage of the pupils.
Respectfully submitted,
CHARLES S. CLARK, Superintendent of Schools.
December 27, 1926
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REPORT OF THE HEAD MASTER OF THE HIGH SCHOOL
February 1, 1927.
Mr. Charles S. Clark Superintendent of Schools Somerville, Massachusetts
Dear Sir :
My report for 1926 will be concerned largely with the happenings at the school during the year. Pupils and teach- ers, though crowded and inconvenienced more than ever, have been unusually considerate and cheerful. Very few cases of serious breaches of discipline have occurred. It would seem that the difficult conditions under which all work, combined with a hope that some relief is in sight, have tended to create a spirit of thoughtful consideration and friendly forbearance that is very gratifying.
A serious loss to the school occurred in the death last October of Mr. Frank H. Wilkins, Head of the Preparatory Department for many years. Mr. Wilkins was a superior teacher, a faithful worker, well-skilled in the guidance of col- lege preparation. He was well liked and his loss has been deeply felt by teachers and pupils.
Mr. George H. Hosmer who has taught in this depart- ment for twenty-five years was elected to take his place. His selection was a popular one and he will bring to his new work a seriousness of purpose and an inspiration that is sure to be felt.
The resignation, in the fall, of Mr. McVey, Supervisor of Music, created a serious problem in the high school but the selection of Mr. Russell H. Cook to take charge of our music, temporarily, proved very satisfactory. Mr. Cook,- a graduate of the school, by the way-understood the school and the pupils, and contributed much to the public perform- ances and personal instruction of choruses and orchestral groups.
The Thrift movement, which received new impetus a year ago by the election of a Thrift Supervisor, has been diligently followed out in the high school. The centralizing of a school banking system for the entire city in a special room in the high school has furnished opportunities for many pupils in our commercial department to do work of a very practical nature. These pupils have been selected by their teachers to work in the bank during their study periods, each for a num- ber of weeks, and have had an opportunity to receive real bus- iness instruction and experience in the operation of banking
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methods. The school as a whole has responded very gener- ously to the attempt to revive interest in thrift. The stu- dents' Council conducted a vigorous campaign and representa- tives in various home rooms acted as efficient lieutenants. The amount collected for the year was $9,171.13,-a very cred- itable showing.
One feature of the drive which was conducted by the pupils was the Thrift Pageant, "The Lesson of the Ages," written by Miss Beatrice O. Bates of the Senior class and pre- sented through the cooperative efforts of the Players Club, the Orchestras, and the Glee Clubs. The pageant was most pretentious and required the services of several hundred of our young people. It was outlined by episodes which portray- ed the development of thrift in various historical epochs of the world's history from the days of the Cave Man through the Roman era, early English life, the time of the French Revolution, the early history of this country, and the present day. The performance won hearty approval from all who saw it and was a revelation of what could be done by young people under guidance. It was presented twice to the members of the school and once to the public.
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