USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1935 > Part 14
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249
November
974.00
509.00
4,115.61
1,746.00
451.71
1,585.29
9,381.61
260
December
904.00
452.00
2,327.18
3,002.50
268.90
2,766.75
9,721.33
302
Totals
$8,487.50
$6,781.00
$24,950.99
$13,478.50
$5,373.76
$13,553.45
$72,625.20
2615
TOTAL RELIEF INCLUDING ORDERS AND MEDICAL SERVICES
$72,625.20
258
ANNUAL REPORTS
259
SCHOOL DEPARTMENT
REPORT OF THE SCHOOL COMMITTEE CITY OF SOMERVILLE
SCHOOL COMMITTEE ROOMS
December 23, 1935.
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.
260
ANNUAL REPORTS
School Committee-1935
THOMAS E. HEGARTY Chairman JOHN P. CLAIR Vice Chairman
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 2 Austin Street
THOMAS E. HEGARTY 43 Minnesota Avenue
WARD TWO
EDWARD T. BRADY 358 Washington Street JOSEPH E. HARRINGTON 108 Line Street
WARD THREE
JOHN J. DONAHUE 108 Summer Street EDWARD M. MCCARTY 134 Highland Avenue
WARD FOUR
*JAMES H. COSGROVE 101 Temple Road
EDITH L. HURD 125 Central Street
WARD FIVE
JOHN P. CLAIR 37 Prichard Avenue
WILLIAM J. KOEN 34 Lexington Avenue
WARD SIX
HERBERT CHOLERTON 94 College Avenue EDWIN A. SHAW 63 College Avenue
WARD SEVEN
CHARLES A. CAMPBELL 22 Barton Street ORVILLE S. WALDRON 135 Powder House Blvd.
* Resigned June 10, 1935.
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
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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 7 January 28 February 18 March 25
April 11 May 13
June 10 September 20
October 28 November 25 December 23
262
ANNUAL REPORTS
REPORT OF THE SUPERINTENDENT OF SCHOOLS 1935
TO THE SCHOOL COMMITTEE :
In accordance with the Rules and Regulations of the Somerville School Committee the Superintendent of Schools herewith submits his eighth annual report which is the sixty- fourth in the series of such reports.
Each year the School Committee reports to the citizens upon its stewardship through statistical tables which set forth comparative figures covering a period of years concerning en- rolment, membership and attendance, cost of instruction and maintenance, and other matters of organization. The tables showing these statistics for the last fiscal period are included as a part of this document.
The definite function of the School Committee is to act as a Board of Directors for the public school system and as such to lay out the educational and financial policies, and to ascer- tain that its duties are fulfilled. The Superintendent of Schools who is the executive officer of this Board of Directors is caused each year to recount to the citizens for the School Committee the progress and accomplishments of the organiza- tion during the year. He also indicates the nature of the prob- lems needing attention and makes specific suggestions and rec- ommendations as to the solutions of the problems.
In the few years immediately preceding 1935 the Superin- tendent has attempted to inform the public upon the problems confronting the educational leaders of the country, the manner in which these leaders felt that the problems should best be solved, and how the schools of our city were being affected by the changing social conditions and the resultant effects.
Last year an academic discussion was made of the im- portant social trends, of the implications for future education-
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SCHOOL DEPARTMENT
al policies, and of the necessary educational adjustments that should follow.
Attention was called to the fact that the School Com- mittee had moved forward in the newer thought more quickly than had been expected, and had taken long, forward looking steps in the development of the school work along the lines of the evident implications for education drawn from the changes manifested by the social trends. Revisions of the curriculum and new courses of study to meet the requirements of these revisions were made and became operative. These changes in- cluded an enrichment of the subjects in the social sciences, and better orientation and concentration within chosen vocational fields, and the offering of additional opportunities in the form of a beginners' course in Gregg Shorthand, a course in business management, typewriting for college preparatory pupils and more typewriting for clerical practice pupils.
The year 1935 has witnessed a continuance on the part of the School Committee to give willingly of its time and energy to fulfill the obligations of its responsibilities with intelligence and sincerity of purpose.
Some thirty or more years ago a noted New York educator formulated the purposes of school administration in these words, "The primary objects of school administration are, first, to take the measures necessary to secure for every child his natural and constitutional right to an education ... second, to provide properly qualified teachers for our children ; and, third, to create those conditions under which each teacher may do his best work."
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 communica- tion have been steadily improved, history has been rewritten to conform with later developments of research, and man has attempted to overcome the limitations of city life by the devel- opment of many diversified recreational opportunities.
264
ANNUAL REPORTS
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 civilization. If the home, the government, and the church lag behind in making the necessary adjustment, the social prob- lems become more numerous and more intense. Social problems have been revealed as man-made, hence they are not beyond the possibilities 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 con- trolled. There must be faith in education and a willingness on the part of society to support and improve the school pro- gram.
We may all be forgiven in times like these for being unable to ascertain what is best to do for long-time service which will be most helpful to the social and community needs that lie ahead, but we cannot be forgiven for not establishing to the limit of our ability provisions for the process of determining the immediate needs, and then handling them intelligently in the light of our limited facilities and our limited finances.
In recent years, the public schools have accumulated a wide variety of responsibilities without regard for the social, educational and financial consequences to the schools and the public. The schools seemed the proper place, when times were good, in which to do a lot of things that were formerly done by other agencies. The schools are faced, however, with a grave question, which will soon find the institution absorbing heavily increased responsibilities as a result of the depression years, which may prove to be mistaken adaptations to the social needs.
Just how far should the educational institution go in this matter? Are we not restricted somewhat by educational facilities to meet these responsibilities? Are we not also re- stricted by the financial considerations to provide properly for these responsibilities ?
It is unquestionable that the schools will adapt themselves to social and community needs in proportion to that share of
265
SCHOOL DEPARTMENT
these needs which can be met more effectively and economically by the schools than by any other agency.
It is manifest then that the schools will adapt themselves to the needs in proportion as they adapt and operate the cur- riculum for those in schools that will best meet the pupils' needs, and thus discharge effectively and economically that portion of the responsibilities that are to be assumed.
It is no longer necessary to prove to the public the value and effectiveness of the public school system as the corner- stone of civilization and the bulwark of our nation. The crisis facing education has not passed and cannot be met by the in- dividual efforts of those who are controlling and operating the schools, but must be met by an intelligent and cooperative grouping of the school committee which operates the schools, the city government which through appropriations finances the schools, and the citizenry which shares the responsibilities of the schools.
There is ample evidence in our own city of the willingness of all three of these groups to cooperate intelligently in spite of the many contradictory viewpoints and positions caused by differences of opinion of the groups and inefficacies of the re- quirements of the city charter. The citizens and pupils in the schools may well be pleased that progress is being made which is based upon intelligent foresight and exchange of opinion rather than political or personal selfish interests.
The public schools of our country are administered local- ly. The Federal Constitution leaves to the states the respon- sibility for the establishment and development of the public school system. Our state in turn through legislation delegates to local community Boards of Education, with certain few restrictions, the right and obligation to organize and admin- ister free public education. Local school committees, then, even though by statute allowed broad powers and rights, are charged with certain definite and specific duties and respon- sibilities. It has always been an American tradition, as old as public schools themselves, that the educational unit of a community should be controlled by a technically trained ex- ecutive and a board of directors or school committee made up of lay members. This lay control has its disadvantages caused by such factors as qualifications and election of its member- ship, internal organization, possibility of influence of so-called pressure groups (harmful or helpful as the case may be), and
266
ANNUAL REPORTS
many others. However, the lay control hasn't yet been shown to be other than the best plan known.
The size of the Board of Education seems to be a factor of vital importance. The tendency in recent years has been to make considerable reduction in the size of the boards. In 1893 the average number of members on city boards was twenty- two. In 1913 this number had shrunk to twelve and in 1930 the median number of members on city boards was eight. Somerville has recently accepted legislation which will make the School Committee of 1936 consist of nine members. This is without question a step in the right direction, but only part of the problem has been solved, since no means have been pro- vided for avoiding the conflict between the appropriating body and the spending body, nor between the department in charge of erection, maintenance, and control of buildings and those who use them.
Reed's Municipal Government in the United States says, "School districts have been better administered than any other of our units of local government ... The maintenance of an effective liaison between school and parent is essential. Elec- tive School Boards are justifiable, in the material results they have achieved and in the sense of cordial confidence which characterizes the public's feelings for its schools."
This and other arguments cause students of educational administration to have no doubt that school boards should be fiscally independent, for there is plenty of evidence of ad- vantage accruing to the educational service by such inde- pendence.
Dr. Cubberley in a recent address said, "To protect the schools from political exploitation and financial neglect there has been an increasing tendency for the past half century to grant fiscal independence to school boards, usually within cer- tain legal limits, which has enabled them to determine the amount of school funds needed and to certify the same for levy, and this without interference by county or municipal authority so long as the sums asked for could be obtained by a tax levy within the limits set by law ... Of the cities in the U. S. in 1930 approximately two-thirds of the school boards possessed full fiscal independence."
It should be evident from these arguments that the best current practice provides for the election of a School Com-
267
SCHOOL DEPARTMENT
mittee without party designation, which will be composed of men and women willing to accept responsibility for the direc- tion of this public enterprise. Such a body should be fiscally independent, a condition which will enable our public school system to contribute most certainly to the development of our democratic society.
Another factor which should be considered seriously in the light of changed responsibility is the control and main- tenance of the buildings in which these schools are housed by those charged with the instruction of the pupils within the buildings.
Recently by means of projects of the E. R. A. and P. W. A. we have been very fortunate in having many repairs and ren- ovations made and in obtaining some new school buildings which were very much needed. There are other projects pend- ing at the present time for new school facilities, all of which are welcomed by the school authorities. Since plans are being contemplated for modifications and additions to its education- al plant, it seems wise to count out certain factors which should be wisely considered in the process of planning these additions. The proper procedure would be to make a complete survey of the present educational plant and its needs and requirements over a period of years, taking into considera- tion the shifting centers of population, the possibilities of the erection of additional private schools, the expansion of busi- ness centers and the necessity for the maintenance and even enlargement of school play areas. The needs having been thus determined a long-term plan of operation could then be for- mulated and new buildings erected at such places and at such time that they would be of permanent usefulness.
Such a procedure as has just been suggested was followed by the School Committee which has resulted in the erection on Cross Street on the lot formerly occupied by the Edgerly School, of a combination Vocational, Continuation, Elemen- tary and Special Class School. All of the factors previously mentioned concerning the East Somerville section were thoroughly considered before the decision was made to recom- mend the erection of such a building. A detailed statement concerning the facilities of this building will be made later under the heading "School Accommodations."
No such thorough study has been made with respect to the contemplation of (1) the replacement of the Lincoln
268
ANNUAL REPORTS
School in Teele Square and (2) the enlargement or replace- ment of the Burns School on Cherry Street.
There is also a serious difficulty in the divided or complex authority which exists with respect to the use of the school buildings. The relationship between the school officials and the Building Department officials is most cordial and coopera- tive, but a single authority without interference would make for much more efficient and effective management.
It is the belief of the writer that earnest consideration should be given to changing the present City Charter through Legislative enactment so that (1) the erection, control and maintenance of school buildings and grounds would be entire- ly under the jurisdiction of the School Committee and (2) the School Committee would be fiscally independent.
COSTS
The administrators of our schools have operated the schools economically, at the same time meeting the very costly requirements of the citizens ; but in spite of this success there are always those, especially in election years, who try to make the public believe that the schools are not operated efficiently and economically. While it is impossible for the critics to sub- stantiate these charges, it is for the good of the schools and a better understanding of the public that they should be an- swered in some detail.
The School Committee during the past year, being cog- nizant of the prevalent belief that extravagances were being practiced, passed an order, authorizing and directing the Su- perintendent of Schools to publish in pamphlet form a state- ment showing the real facts with relation to the budget for the operation of the schools for the year 1936. This statement will of necessity be composed of comparative statistics with small opportunity to make many statements of explanation. Hence a brief statement here may serve to prepare the public for the statistical information which will be presented later.
Every interested citizen and taxpayer should be well in- formed by those who have available the real facts. The Super- intendent in a previous report gave considerable space to a discussion of such questions with respect to cost, as :
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SCHOOL DEPARTMENT
Is too large a portion of the wealth and income invested in schools ?
Is more money spent for education than the importance of this public interest justifies ?
Are public expenditures in general and school costs in particular absorbing a rapidly increasing portion of the entire revenue ?
Have we already reached the limit which can safely be ex- pended for public education ?
These questions were in our opinion answered adequately and perhaps well summarized in the following statement: "Education, then, is the most valuable form of capital, a scientific fact readily accepted by economists. Therefore, school costs are a depreciation fund, whereby our most important form of capital is protected from deterioration and as much money as can be given will not be too much for education, and no industry can be more productive than an effective public school system."
Let us consider briefly a few pertinent questions. What do the public schools cost the people of the city? What part of the revenue of the city is this cost? How do our schools compare with those of other communities in cost and effici- ency? What are the chief elements of the cost of the schools? Do the schools cost too much ?
By an examination of the figures prepared for the school year ending June 30, 1935, we find that the total maintenance cost of schools was $1,513,071.66. This amount includes the expenditures for the care and maintenance of school build- ings, including janitors' salaries, fuel, light, and power, all of which are under the jurisdiction of the City Government, as well as teachers' salaries, officers' salaries, text books and all supplies which are under the control of the School Com- mittee.
The expenditures for schools during 1934 represent 28.9% of the total expenditures, of which 22.8% was controlled by the School Committee. The figures for 1935 are not available as yet, but those for 1934 will serve the purpose of showing a comparison with the average percentage of revenue expended
270
ANNUAL REPORTS
for schools by cities and towns throughout the country. That average is approximately 10% in excess of the percentage used in Somerville.
While it is evident that these expenditures represent the largest fractional part of the dollar expended for any one purpose, it is also evident that the business of the schools is the largest enterprise in which the city engages.
Some of the influences at work which inevitably increase the cost of schools are: (1) The demand of the parents that their children shall have as good educational opportunities as are given to children of other communities.
(2) The large percentage of increase in the number of pupils who are taking advantage of a longer period of school- ing as is indicated by a comparison of the membership of the upper grades of our school system, which grades are the most costly in our organization.
(3) The increasing cost of human service, because more service is required for larger enrolments.
(4) The demand for more diversified curricula in order to care for the implications for education as manifested by the social trends and changes.
Now, examine the per capita cost of the schools in com- parison with some of our neighboring communities for the year ending June 30, 1935. Somerville's per capita cost of $86.78 compares favorably with the following: Boston $103.86, Springfield $110.27, Worcester $94.07, Cambridge $110.47, Newton $111.54, Lynn $90.18, Lawrence $83.02, Quincy $80.69. The average for the cities of the state is $90.05.
Somerville's per capita is affected by the fact that there is included in the total cost an amount under school teachers' salaries of over $107,000 which was never received by the teachers, but which was contributed to welfare and other accounts in accordance with the wishes of the City Government with regard to use. If this item were deducted from the ex- penditures, as it rightly should be, the per capita cost would be reduced by $6.50, making our true per capita approximately $80.
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SCHOOL DEPARTMENT
From these figures it appears evident that unless all ed- ucational systems are spending too much, certainly Somerville is not.
ACCOMMODATIONS
The most important addition to the accommodations for school children, the new vocational school building, will be completed early in the new year, although it will be two months before the equipment can be installed and the build- ing ready for occupancy. This building is on the site of the old Edgerly School and will accommodate pupils of three categories,-vocational, continuation, and elementary schools. It is designed to permit each educational unit to perform its function without interference from the others.
Seven departments devoted to the teaching of the follow- ing trades: Automobile, machine, carpentry, electrical, and drafting, with space provided for two additional activities will be contained in the vocational school section. Each de- partment will have a small room for individual instruction and for the study of the related work. Other important fea- tures will be a combination gymnasium and auditorium, a lunchroom, two drafting rooms, a garage for twenty cars, and two classrooms for academic work.
The east wing will contain fourteen rooms, six of which will be used for continuation school and eight for the elemen- tary classes, special classes, and kindergarten.
It is believed that the present requirements are not suf- ficient for the kind of work and equipment contemplated. Having in mind that the graduates of this school should enter their chosen trade well trained and prepared, it is proposed to recommend to the School Committee that the work in this school be organized so that the vocational school will receive only pupils who have had at least the equivalent of a junior high school scholastic attainment and some ability to operate machines. Other pupils who do not meet these requirements will enter a preparatory department which will permit them to obtain the necessary experience and training under close supervision.
This plan will not only meet efficiently the wants of many boys who are out of employment, but will permit them to determine early whether they have interest in the trades
272
ANNUAL REPORTS
and sufficient ability to enter the more intensive and expert work of the vocational school.
Because of the increasing tendency of boys to remain longer in school, vocational training is receiving increasing attention, particularly in relation to the educational program, the admission of the pupils, and the scholastic requirements of the courses.
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