USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1934 > Part 10
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October
570
5,439
November
699
6,671
December
561
5,381
Totals
7,371
70,451
194
ANNUAL, REPORTS
The total estimated collections of garbage amounted to 15,000 cords.
The above figures are approximate and are based on the general average of amount carried by trucks and wagons.
The garbarge has been collected by contract which pro- vides for collection twice a week throughout the year, which, as a whole, I believe has been pretty faithfully adhered to.
The ashes and refuse are being collected with motor trucks on account of the distance to the Medford dumps, which are being used by this department subject to the rules and regula- tions of the Board of Health of the City of Medford.
I have previously called attention to the need of provision for an incinerator and also dumping facilities. These matters should receive prompt attention for we are fast coming to an end of our resources and the question of available dumping grounds will shortly be a very serious one.
The department as a whole I believe to be operating efficiently and with the co-operation of the citizens, will en- deavor to carry on the work of collection with increasing satis- faction.
I wish to thank His Honor, the Mayor, the Board of Alder- men, and the heads of the departments for the helpful co-opera- tion extended during the year.
Respectfully submitted,
ELBRIDGE G. LAVENDER, Supt. Sanitary Department.
195
SCHOOL DEPARTMENT
REPORT OF THE SCHOOL COMMITTEE CITY OF SOMERVILLE
SCHOOL COMMITTEE ROOMS
December 21, 1934.
Ordered, that the Annual Report of the Superintendent of Schools be adopted as the Annual Report of the Board of School Committee, it being understood that such adoption does not commit the Board to the opinions or recommendations made therein ; that it be incorporated in the reports of the City Officers, and that six hundred copies be printed separately.
EVERETT W. IRELAND,
Secretary of School Board.
196
ANNUAL REPORTS
SCHOOL COMMITTEE, 1934
EDWARD T. BRADY
Chairman
THOMAS E. HEGARTY
Vice Chaiman
Members
EX-OFFICIIS
JAMES E. HAGAN, Mayor 351 Washington Street JOHN M. LYNCH, President, Board of Aldermen . 52 Porter Street
WARD ONE
FRANCIS J. FITZPATRICK
THOMAS E. HEGARTY
2 Austin Street 43 Minnesota Avenue
WARD TWO
EDWARD T. BRADY
396 Washington Street
JOSEPH E. HARRINGTON
.
11 Harold Street
WARD THREE
JOHN J. DONAHUE
EDWARD M. MCCARTY
108 Summer Street 134 Highland Avenue
WARD FOUR
JAMES H. COSGROVE EDITH L. HURD
47 Putnam Road 125 Central Street
WARD FIVE
JOHN P. CLAIR WILLIAM J. KOEN
37 Prichard Avenue 34 Lexington Avenue
WARD SIX
HERBERT CHOLERTON
EDWIN A. SHAW
94 College Avenue 63 College Avenue
WARD SEVEN
CHARLES A. CAMPBELL 22 Barton Street ORVILLE S. WALDRON 135 Powder House Blvd.
Superintendent of Schools EVERETT W. IRELAND
Office: West Building, High School, Highland Avenue. Residence: 137 Powder House Boulevard.
The Superintendent's Office will be open on school days from 8:00 to 5:00; Saturdays, 8:00 to 10:00. His office hour is 4 o'clock on school days and 8:30 on Saturdays.
Assistant Superintendent of Schools WALTER P. SWEET 71 Hume Ave., Medford
197
SCHOOL DEPARTMENT
Superintendent's Office Force
Mary A. Clark, 15 Pleasant Avenue Mildred A. Merrill, 108 Highland Avenue Marion E. Marshall, 30 Gilman Street S. Regina Truelson, 38 Rogers Avenue Alice I. Amidon, 27 Gorham Street Bernice A. Tuck, 17 Irving Street Cecilia A. Cleary, 59 Church Street
Board Meetings
January 1 January 29 February 19 March 27
April 27
May 28
June 25 September 24
October 29
November 26
December 21
198
ANNUAL REPORTS
REPORT OF THE SUPERINTENDENT OF SCHOOLS 1934
To the School Committee :
Herewith is submitted the sixty-third report of the Super- intendent of Schools which he is required annually to prepare in accordance with the Rules and Regulations of the Someville School Committee. This is the seventh such report of the pres- ent Superintendent of Schools.
The School Committee reports its stewardship each year to the citizens through statistical tables which set forth com- parative figures covering a period of years concerning enrol- ment, membership and attendance, cost of instruction and maintenance, and other matters of organization. The statistics are included as a part of this document.
More than ever before, due to the complexities of our modern life has it become necessary for all to attempt to obtain a better understanding of the art of social living. As a result- ant of our desire for understanding there has been a surge of scientific interest in the problems of society and many studies have been made, through the use of science techniques to analyze the nature of the social processes. Since these social processes have a direct bearing upon most of the pursuits of life, it is only logical that those who determine the ways and means of improving these pursuits should analyze and revise for the better the particular activity in which they happen to be involved. Such programs affecting many pursuits will evolve a renaissance of social thinking and actions.
The School Committee during 1934 has been privileged to participate in this movement particularly inasmuch as the social changes affect education.
It seems advisable therefore to devote this report to a study of the important social trends of the present renaissance period, to the implications for future educational policies which may be drawn from the study of the social trends, and then to the evolving of the programs for the necessary educa- tional adjustments that should follow.
199
SCHOOL DEPARTMENT
The complexity of modern life with its rapidity of social changes has tended to obscure more or less the fundamental place of the school in the social organization. This befogging of the public mind has resulted in an inability to recognize the social contribution of education. The world has never been a static universe. From the beginning change has always been an important characteristic of human society. Racial groups have merged, the geographical environments of population have shifted, new leaders have arisen to displace the old, ideals have been redefined and reinterpreted, methods of communication have been steadily improved, history has been rewritten to conform with later developments of research, and man has at- tempted to overcome the limitations of city life by the develop- ment of many diversified recreational opportunities.
Although change has been ever present, it has moved with varying speeds and with differing social and educational im- plications. Today changes come with accelerating rapidity and they affect more quickly the lives of all. Newer and more severe strains are placed upon the important institutions of our civil- ization. If the home, the government, and the church lag be- hind in making the necessary adjustment, the social problems become more numerous and more intense. Social problems have been revealed as man-made, hence they are not beyond the pos- sibilities of the human mind to understand and solve. Since mankind has found that the mysterious natural forces can be utilized to further the happiness and security of the human race, there has arisen a belief that education is the vehicle by which society and social conditions can be controlled. There must be faith in education and a willingness on the part of society to support and improve the school program.
Science is placing the control of nature in the hands of man. Certainty about most things has replaced the idea of chance solutions. Had we been able to fathom the laws of human nature with the same progress that science has fathomed nature, and had we met the requirements of the fast changing environment, the educational problem of controlling society would have been solved.
Our scientific interest in education must therefore begin with a scientific study of the problems of society. Education has established machinery to gather continuously and inter- pret fearlessly the salient facts of the social conditions of to- day.
200
ANNUAL REPORTS
In spite of all this activity and in face of all the recent progress in education it may be concluded that the schools still lag behind social change at many points. Many suggestions of varying degrees of wisdom have been put forward for bring- ing the schools into closer harmony with social needs and purposes. We must, therefore, familiarize ourselves with the facts concerning the social trends and give careful consider- ation to the proposals which have been and will be made to improve social conditions and the educational program.
In this sort of study, however, it must be borne in mind that social change does not always mean universal progress and objective social evidence is not always complete nor is its import always correctly interpreted by the public.
In a report of this type it is impossible to discuss fully all the salient factors with the educational implications which should follow. Consequently only a few of the most important will be considered and from a study of these social trends a number of conclusions concerning educational implications will be formulated and the curricula adjusted to meet the re- quirements of the changing social conditions.
Opinions differ as to the significance of population changes, but certainly there is a pertinency to the implication that can be drawn from (1) the fact that our nation will prob- ably number one hundred and forty-five million people by 1950, (2) that although the population under the age of twenty has increased nearly forty percent during the past thirty years, the number of children under five years of age has decreased greatly, thus reflecting the material decline in the birth rate.
From these two statements it is quite evident that the average age of the members of our civilization is increasing. This age increase together with the tendency toward a con- centration of the population in metropolitan areas and the change in quality of our citizenry due to racial fusion make necessary a program of educational activities that will meet the needs (social, physical, financial, and instructional) of a society in which the proportion of adults is larger than form- erly.
Tests of intelligence have revealed that higher levels of intelligence and economic status are often associated with a low birth rate. A declining birth rate will allow the educa- tional system to integrate and enrich its program with rela- tion to philosophy and content. Concentration of population
201
SCHOOL DEPARTMENT
likewise allows for greater opportunity due to the ability of the larger communities to maintain better and more efficient accommodations. Every child must be given his birthright, the best possible education regardless of residence.
An increasing provision for adult education must be established and maintained and the internal management of schools must coordinate with many other external agencies.
Changes in population have been partially responsible for the changing role of the family in society, but science and in- vention have also played a large part in determining the present place and function of the family. The home life through in- vention has become less confining, women have been released from many of the responsibilities of the household so that they have found new fields of activity and have followed along some lines a policy of relinquishing many responsibilities. The func- tion of the home, then, has changed. The church, the school, industry, and social agencies have all assumed that part of the task for which they are fitted, formerly performed by the home.
Should the schools assume their share of this responsi- bility? Is it possible through enriched adult education to re- turn to the home its former responsibility, and is it possible through child guidance, recreational work, or other agencies, for the schools to build for the enrichment of family life? Should the schools include more direct opportunities for de- veloping attitudes and understanding of the individual's role in family life ?
Our industrial and economic organization has developed problems which have required considerable attention through legislation. Many labor movements have been developed which had for their purpose the assurance of economic security. These developments, however, have been proved during the past few years to be incapable of permanency.
The general trend of wealth and income, except for periods of depression, has been to increase proportionately with the growth in population. The fact, however, that 42% of the na- tion's people receive only 11% of the income and that 21/2% of the people receive 29% of the income, presents to us a very important implication for education.
It will be increasingly necessary for education to collabo- rate more actively with those agencies in closest contact with employment and industrial planning so that the students will
202
ANNUAL REPORTS
be able to explore the needs and demands of gainful employ- ment. Employment involves the necessity of knowing the labor problems and their solutions, and eventually there will be developed a wise program of economics. It should be noted that economies is now considered as an important part of the work of social science.
Due to the astounding number of inventions and discover- ies of the past comparatively few years, the ways of living today have been changed, and life moves at a faster pace; our ideas and customs have tended to reach a higher level and the standard of living has been raised. The newly developed meth- ods of communication, including recent improvements in news- papers, motion pictures, radio, telephone, and television have annihilated distance and have broken down our isolation. Public opinion and the social attitudes of the people are now subjected to a new and vital influence.
Transportation with its rapidly advancing strides has done its part in the development of the American people. Urban and rural communities have been brought so close to- gether by the automobile and the airplane that agriculture and industry have been revolutionized and the possibility of larger and more efficient units of government has been in- creased. The changes in government have shown two outstand- ing trends, the increase in governmental functions and activ- ities and the growth of centralization. These may eventually bring about a demand to abolish municipal and county govern- ments and establish the state as the unit for public administra- tion.
It is difficult to determine the full significance of present trends in crime, but existing evidence indicates a gradual in- crease in antisocial behavior. This is the result of many factors. Our excellent highways have placed the tremendous speed of the automobile at the disposal of crime and have made it possible for the criminal to strike and depart swiftly. The automobile has promoted the extension of committing un- lawful acts of theft, and interstate transportation and traffic in liquor, drugs, and narcotics. Crime has found it extremely profitable to organize into large, powerful gangs which are able to intimidate law enforcing officers through their political dominance. It is disturbing to record that the gangs have often been recruited from those from the age group of fifteen to twenty and that the proportion of young criminals has been increasing at a fast rate until now there are about twice as many criminals in this age group as formerly.
203
SCHOOL DEPARTMENT
So far as juvenile delinquency is concerned, however, there seems to have been a slight decrease lately, no doubt due to the preventive work of the schools, police, and playgrounds, and other social agencies, and to the increasing practice of handling the cases without formal court procedure. The ap- plication of scientific knowledge and methods to the study of social misbehavior will aid in the solution of the problems of crime.
Police departments are availing themselves of the radio, teletype, automobile, fingerprinting, and other specialized aids, and the courts are applying themselves to the readjust- ment of the lives and personalities of the offenders through their increased knowledge of psychology, psychiatry, and medicine.
Environment has a great deal to do with crime and fortu- nately for society the environment of the child can be affected by the schools in several different ways, among which would be the influence of the teacher upon the attitudes and ideals of the pupils, her guidance in the choice of their hobbies and recreational interest and her enrichment of their lives through the wise choice of a socially beneficial and useful curriculum properly adjusted to individual needs. Recognition should be given to the fact that any improvement in the teaching of character and citizenship can only be obtained through proper equipment and personnel to deal with the mental and physical disabilities, and that the prime necessity should be to coördi- nate in this problem the many other agencies such as parents, police, social workers, and any instrumentalities which may touch the lives of the children.
If the school be recognized as a vital force in building the lives of these children, it would be wise to investigate the pos- sibilities in this direction and to endorse the extension of the compulsory school age to eighteen years. Not until such time as society as represented in its various phases of activity as- sumes a more energetic interest in the welfare of its children and young people will the solution of the problem of anti- social behavior be effected.
Leisure time is no longer the privilege of the few. The steady decline in the number of hours in the working day and the application of science in the home and on the farm have given all many hours of freedom. The problem of leisure is to educate the individual to participate in recreational pursuits with enjoyment either as a performer or a spectator, to develop
204
ANNUAL REPORTS
types of recreation which may be participated in by family groups, to promote and control wisely the commercial aspects of recreation, and last to provide highly professional perform- ers skilled in the art of entertaining, thus relieving many in- dividuals from the producing activities.
May we now from this statement of the modern social trends elucidate the educational implications involved ? What do these social and economic changes mean to education ? There is no question but what the general philosophy of education needs to be enlarged. If an adjustment of education to a changing civilization is to be made, then schools need to di- rect their efforts toward broader objectives, broadened to the point at which education will become a real lifelong process inextricably entwined in all of man's endeavors.
Teachers of the new school must not only be trained and well grounded in knowledge and methods of instruction but must be capable students of social problems. Teachers must keep abreast of the social trends and participate actively in life outside the school as well as perform their professional duties in accordance with high standards. Teachers must'rec- ognize that all activities of life are educational and that our new attitudes toward children will fulfill the hopes and bring about the values which we expect will characterize the future civilization.
The extension of knowledge in all fields of human life necessitates an enriched curriculum. Social experiences with- in the school as derived from pupil government, clubs, and publications are most promising forms of this enrichment, but there must be more of the study of interrelations between the various aspects of society, discovery of the difficulties and pro- jection of improvements. In consequence there will be a gain in appreciation of the problems and in the progress of group life.
New methods of instruction will develop the type of abil- ity to think that is required by modern life, and by the use of laboratories, libraries, and debates, the pupils will participate in the direction of their own learning. New materials, text- books, and equipment will be necessary, but with these the public of tomorrow will be better able to make intelligent deci- sions concerning the policies of society. The management of the school will adjust itself to the new social needs and a broader theory of education. The assurance of real cultural progress will emerge from the integration of the educational
205
SCHOOL DEPARTMENT
program coordinated with the efforts of the contacts of the other external agencies.
Character and Citizenship must receive a large share of the attention through the social emphasis in the social sciences and the shaping of the entire program so that it will contribute constructively to a wholesome use of leisure.
The School Committee has intelligently and with a sincer- ity of purpose attempted to fulfill the obligations of its respon- sibility and has moved forward in the newer thought perhaps more quickly than would have been expected, for last year the idea was to make haste slowly and proceed only after more study had placed the proper procedure in sight. The adminis- trators of the schools must follow up the policies of the legis- lators of the school system and put into effect the implications for education previously mentioned as resulting from the vari- ous social and economic changes.
If the general philosophy of education is to be enlarged and an adjustment of the educational opportunities is to be made, the changes must be brought about as a result of scien- tific research. In the report for the year 1930 the Superintend- ent gave a lengthy discussion of the value of research and made recommendations with relation to it, which were not carried out due to the probable expense. Being confident that the process should be carried on, we were able to organize groups and occasionally to interest individuals to pursue voluntarily and without expense some of the necessary research work. Much has been done, as has been shown by previous reports, but much more needs to be done in view of the foregoing dis- cussion.
In the preceding pages the prevailing social conditions with their effects upon the school system in general have been discussed. There have been, however, certain specific changes made which are of profound significance in their relation to the changed social conditions. In the main the changes follow two directions,-first, revising and recasting the material to be taught and the method of teaching it, and second, making these changes in such a way as to permit the child to exercise his initiative and develop his judgment through the search for and an analysis of the material. Particularly is the pupil's attention directed to the social studies with the idea that these studies offer rich promise for the development of those judg- ments which he as a good citizen should have.
206
ANNUAL REPORTS
Two new courses of study in social studies, history and geography, have been adopted for use in the junior high school. Both of these courses contain well selected material, deliber- ately designed to afford the pupil the greatest opportunity and to arouse and to develop his desires for study and his quest for information. The material is organized on unit and problem plans and the methods of instruction are such as to call for frequent use of devices made by teacher and pupil. Much time and opportunity is given for the analyzation of causes and ef- fects. These contributions to the city's work in curriculum revision will not only unify the work throughout the city but will add tremendously to the understanding of the pupil and the development of his insight into society. New texts, far more suitable than the old for use with these courses of study, have been authorized and purchased.
In September a change took effect dividing the High School General Course into four groups, one of which was to emphasize the work in the social studies and to contain work in economics. The change has filled a need for many pupils and has met with favor by both pupils and teachers.
A study of the commercial curriculum from its beginnings in the junior high school to its conclusion in the high school is now being made by the curriculum revision committee of the high school. A report of this investigation will be submitted to the School Committee in the spring of next year.
The "Correlated Handwriting" course has been adopted and all pupils through the eighth grade are now being in- structed in this method of handwriting.
Two other matters concerning instruction should be men- tioned because of their possibilities. More than casual mention may be made of the adoption of a modern book of poetry in the junior high school and the character education books in the elementary schools. The first should be mentioned because of the tremendous growth in the interest in poetry, both from the view point of the reader as well as of the one who writes it. The second is worthy of mention because it is the first attempt in this city to teach character by the direct method from a textbook designed for that purpose.
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