USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1938 > Part 8
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For 1936 it was very gratifying to report a continuance of the work so well under way in 1935. In last year's report an attempt was made to set forth an analysis of our school sys- tem from the points of view of school program, curriculum, teaching personnel, finances, and research, and to show the progress and advancement made during the ten years of the administration of the present Superintendent.
It is the intent of the writer to show that during the year just closing the activities of the School Committee have been logically arranged and progressive, and have been conscienti- ously and progressively continued by it by giving much time and study to the responsibilities and obligations of the School Committee to the end that even a better accomplishment can be recorded in future years.
We are constantly being brought face to face with the real- ization that the world is rapidly and continually changing and with each change, social, moral, or economic, come new im- plications for our public school education. We realize that the world of yesterday is old-fashioned and our world of today brings new fashions as frequently as the steps of progress echo in our social structure.
History, ecomonie and social, is filled with examples of methods and devices, thought to be perfect and without pos- sibility of improvement, which, within the span of a few years or decades at the most, were abandoned as old-fashioned. As in methods of transportation and methods of communication, the primary ideals and principles carry on, but through changes in equipment, devices, and methods, new steps in human prog- ress are made. Medicine, manufacture, and education have made manifest this progress. Of these three agencies, educa- tion is the only one concerned with the fixation of ideals and principles, and the only agency which is equipped with the foresight and facilities properly to prepare the individual for
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his career in the changing social order. Consequently educa- tion must always be alert to assume its peculiar responsibility in the social changes by keeping abreast of the times.
Powerful influences are at work in an attempt to make all educational practices of yesterday obsolete, even in aims and objectives, and to create new ideas with respect to (1) the scope of school activities, (2) the form of the school organiza- tion, and (3) the content of instruction.
Progressive schools must change. They must not only keep up with the present generation but must be ahead of it, for schools are training children to cope with conditions of living and life in the world of tomorrow. But these changes must be made only after careful and scientific study of the condi- tions as they exist and as they will exist.
Experimentation, therefore, is a necessity but it should be carried on with as little excitement as possible and without producing adverse effects upon the accomplishment. Much of experimentation produces only temporary transition. Some of the movements seem important for a time but soon spend them- selves without producing any of the changes that satisfy the aims of the experimentation. Some withstand the acid test and produce those changes which satisfy the social needs, and these determine the direction in which true advances will be made.
To provide for experimentation, however, requires consid- erable study of the problems involved before even an exper- imental organization can be effected. These studies provide the bases for actions and if the educational system of the future is to be improved and assurance is felt for it, only those movements which strengthen those trends which give promise of becoming enduring contributions should be countenanced.
As an example of an enduring contribution growing out of the trends of rapid changes in our social world, the develop- ment of our public school organization might be cited. The pathetic picture of the rural one-room school, with little or no sanitation or ventilation in a vitiated environment housing children of all grades, seriously handicapped by its paucity of equipment and its very meager curriculum, taught by poorly trained or even untrained teachers, during a school year and a school day adjusted to the demands for participation in agricultural pursuits or home chores which the life of the times
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imposed on the pupils, gave way eventually, and through var- ious stages, to a fairly well conceived school housing nine grammar grades, with compulsory attendance laws, better trained teachers, fair building equipment, and a fair comple- ment of supplies and books.
During the same period the high schools, where there were any provided, were not in any way standardized, even to length of course in years, and were conducted about the same as the grammar schools.
Passing through the stages which brought about the eight- grade grammar school with a four-year high school, we have come to our present organization of the 6-3-3 plan, comprising six years of elementary school instruction, three of junior high school, and three of senior high school.
These changes in organization have been accompanied by a demand for and realization of suitable building accommoda- tions, well trained teachers (at least a bachelor's degree being required for eligibility), proper textbooks, supplies, maps, and charts, and a curriculum broadened and enriched so that there is provision for all the needs of all the pupils.
But this is not the end. The organization of all public schools is still under scrutiny, and the very important ques- tion is being raised as to whether or not communities should not enlarge their educational opportunities to include in their. public systems the work of the first two years of college train- ing. In Somerville many of our young people who have grad- uated from high school, finding no places in the industrial and commercial world, are registering in our high school for graduate study. Some others are taking advantage of our Voca- tional School offerings. All of which indicates that it won't be long before there will be a demand for an increased oppor- tunity at public expense.
In addition to and correlative with the need for consider- ation of public school organization, there is need for constant study and change in the curriculum offered so that provision will be made by expansion for instruction needed by young people to fit them for intelligent participation in civilization. Our educational thinking and actions must bring about new conceptions of vocational and general education. Since modern life has grown exceedingly complex, it is necessary for one who would succeed in life to meet the competition he
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encounters with a much broader mental equipment than was formerly required.
Much has been said and written recently about social security, through which society for its own protection must adjust conditions of life so that all its members will be cared for. Children of school age constitute a large portion of society and the obligation for their security is a major problem. The institution through which this obligation can and will be dis- charged is the school. Society should lose no time in insisting emphatically that there is only one successful road to social and economic security, and that is through suitable and adequate education of all individuals, which compels society to provide suitable and adequate schools for all individuals.
A further step in this process of assuring social security for all is becoming evident in the increasing tendency to pro- vide at public expense opportunities for the continuance of the education of adults. Through adult education the general intellectual standard of our citizenry will be increased, and the individuals involved will be broadened culturally.
All of which allows us to conclude that education must at least keep abreast of the times and provide that type of in- struction for all which the implications from the rapidly changing world direct and to which the children of our com- munities have an inalienable right.
How shall we arrive at the conclusion as to what is the proper type of instruction to provide? Should fact or fancy plan the school system ?
There was a time when an educational reformer could set forth a new theory and because of his experience the authentic- ity and validity of his pronouncement would be accepted with- out question. At the same time educational policies could be promulgated without further ado than an exchange of opinion by a few gentlemen meeting together as a committee.
The day of thinking about education in any other way than by scientific study and research is fast passing. Thirty years ago industry, business, and government used methods of guid- ing their efforts in regard to any situation by studies which revealed the exact nature of that situation. Methods and techniques of scientific research have been improved and great
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advances have been made in the processes of interpretation until today research laboratories are important factors in every federal government department and in all industries.
Education has followed this evolution and has developed its own methods, processes, and techniques for the scientific study of its problems. No new methods of teaching or admin- istering will today be tolerated even in experimentation unless the suggestion for the change can be supported by scientifically established facts.
A modern school system cannot be organized or operated on the basis of personal judgment or opinion. Facts which can be intelligently analyzed and interpreted must be avail- ble to help determine policies and to justify procedures. Where the foundation is established on sound principles and where each step in advance is made on an intelligent analysis of facts, permanent progress can and will be made.
If the School Committee is to act for the best interests of its clientele, it must have well organized statistical data relat- ing to the problem to be considered. A further step towards the advancement of a proposed program for the development of a plan for Research and Guidance was made, following an excellent start during the previous two years, a comprehen- sive report of which was made by the Superintendent last year.
The School Committee during the year 1938 has given serious and diligent consideration to several problems which would tend to improve an already good system of education to the end that a better accomplishment may result.
What, then, is a good system and how can it be measured? The term "good schools" has become traditional in New Eng- land and has been and is defined more or less from several points of view. The most interesting one, of course, is that which is entirely personal and which emanates from one's own personal experience, either as a student or as a parent of a pupil. It is the intention in this brief exposition of this topic to indicate several of the bases which are often used for in- dicating that a school system is operating effectively. It must be pointed out, however, that there is no known method of evaluating a school system in the real sense, because its product demonstrates its worth so many years in the future
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from its fashioning that the qualities become intangible and mental and are therefore not measurable with an exactness that leads to conclusiveness. There is wide disagreement on what indices may be used for such measurement, but those have been chosen or adapted which are felt to be the ones which would be interesting to the citizens of Somerville, and which are generally accepted as being good indices. They are divided into four classifications : (1) school plant, (2) admin- istration, (3) pupil accounting, and (4) instruction.
(1) School plants in rapidly growing cities always are subject to a rapid rate of deterioration insofar as suitability and convenience are concerned. Somerville may well be proud of the fact that it has in use no wooden buildings at present, but it faces two problems in the very near future,-first the replacement by modern buildings of several school buildings the ages of which are well over sixty years, and, second, a re- location of elementary and junior high school districts. All of our present buildings were constructed in residential centers. The industrial growth and business growth of the city have, however, encroached upon these residential centers, and these factors, in addition to the increasing number of traffic arteries, make the continued use of several of our schools inconvenient and unsafe from a traffic point of view.
The total assessed valuation of all school buildings is $4,869,000. Of this total approximately $416,000 is represented by schools which were constructed prior to 1890 and which are not suitable when measured from a modern viewpoint. An intensive study of the problem of the replacement of these buildings, which are very expensive to maintain on account of age, and of the relocation of the district would allow for a more economical and more educationally sound organization.
It is quite apparent that our population has reached a level from which there will be little increase. The state census of 1935 shows a drop in population of approximately 2,800, and the membership of our elementary schools has shown decreases in spite of the fact that during the last two years the entrance age to the first grade was lowered so that 222 additional chil- dren were admitted in September 1937 and 162 additional chil- dren were admitted in 1938. No conclusion can be drawn as to the educational advantages of this change for some years, but it is interesting to report that of the children admitted in the 1937 group 186 were promoted. While information for this. conclusion is being gathered, serious attention should be given
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ANNUAL REPORTS
to the question of whether or not the primary schools should be organized on a speed-level basis, but with the tendency towards a higher admission age. It is obviously difficult to forecast the city's composition, but there are ample indications which point to the fact that probably there will be more business and industry and less residence construction in this city in the future and that therefore the problem will become one of locating new school buildings in convenient and durable residential sections. Two figures which might have a bearing upon the city's willingness to undertake a long-term program of building replacement would be (1) the fact that the city has only a building valuation of $306 per pupil in average daily attendance, as compared with a generally accepted aver- age valuation of $500, and (2) the amount of outstanding school bonds, the figure often used in connection with the city's ability to pay, which is at at the present time $1,675,000, show- ing that 33%, a comparatively low figure, of school building plant cost is not yet paid. As a measure of financial ability, this index would show that the building valuation per pupil is probably much lower than that of other communities. From these figures it appears reasonable to assume that the city could put forth additional effort in providing more suitable building accommodations. In addition to this statement, moreover, it must be considered that the valuations of the buildings are submitted by the assessors as a matter of real estate valuation and not from the educational point of view, and whereas the valuation is lower in amount in many in- stances than it would take to build a new building of the same size it is nevertheless true that many of the buildings are not worth nearly as much as the assessed valuation when viewed educationally. The conclusion from this index would be that sometime in the near future the City should undertake a plan- ned program of replacement of school buildings and that if this is done with considerable foresight extensive capital outlay for this purpose would probably be unnecessary.
Before the topic of school plant is dismissed it should be stated that it is gratifying to report that through the efforts of the Building Commissioner and his staff and the WPA authorities many of the buildings have been renovated and repaired. Two things that have received attention having def- initely to do with instruction were the installation of several thousand window shades, the lack of which had been a matter of serious concern on the part of the teachers because of the sun glare, and the installation of modern blackboards in those
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schools which had the old paper boards, which for years have. seriously hampered the instruction in those rooms.
Another matter closely related to these has been the com- pletion by the WPA of the desk project, by means of which all the desks and chairs have been cleaned and varnished and new posture chairs purchased. Pupil furniture is in a distinctly better condition than it has ever been. In addition, many separate items of new furniture have been purchased.
Under the auspices of the WPA a great deal of work has. been done in many buildings, among these being the completion of the renovation of the Forster School, an inspection, resetting,. and painting where needed of all window sashes and doors. throughout the city, and many odd items of repair in con- nection with the hurricane damage. The School Department has received the greatest of cooperation from the Building Com- missioner and his staff, and it can truthfully be reported that every essential request has been promptly granted or investi- gated.
(2) The second index, that of administration, may be- discussed from three viewpoints,-(1) School Committee, (2) records, rules, procedures, and practices, and (3) educational policies.
The question of what constitutes a modern school committee- practice is a matter of opinion. In general, however, prevailing. opinion says that school boards should consist of seven mem- bers, should be elected at large for overlapping terms of at least two years, should hold regular meetings, keep records, make- public the result of their deliberations, and should employ a superintendent, directors, supervisors, and teachers for carry- ing out the educational program which they set up. An addi- tional practice which has received a great deal of approval the- last few years has been that of doing away with subcommittees. and substituting the committee as a whole organization. In measuring the practices of Somerville with these, it is found that this city has made a point of electing to its School Com- mittee members of excellent character, professional people. frequently, and at all times people of outstanding community worth, and that the School Committee has always applied itself seriously to the consideration of educational problems and has. kept records meticulously. One of the best ways to measure the interest and effectiveness of a school committee is the attention that it gives to rules regarding teachers. The rules regarding
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ANNUAL REPORTS
the requirements of experience and training of teachers and the rules and policies regarding the payment of teachers' salaries are best indications of this interest. The present rules governing the selection of teachers are among the best in operation in any city. Degrees are now required of all teachers of conventional schools, and teachers, supervisors, and direc- tors are required to meet rigid specifications as to training and experience. Examinations for teachers and cadets are given annually, for the compilation of lists from which candidates shall be selected. As an indication of the development of these matters, it is found that 43% of all classroom teachers had degrees in 1937 as compared with 18% in 1927. In the accom- panying table it can readily be seen that there is a tremendous increase in the amount of educational training being placed at the disposal of the pupils. Another factor of importance is that of the amount of experience of the teachers. The School Committee has taken a position that at least two years of experience should be required as a minimum for some positions and three years for others,-very wise provisions. As a means of indicating the amount of experience which is available in the city, a comparison of this amount has been made between the teaching forces of 1927 and 1937 in the following table.
COMPARISON OF TEACHERS IN SERVICE IN 1927 AND 1937
1937
Years of Service
1-5
6-10
11-15
16 &
% of teachers
over
with degrees
High
26%
27%
17%
30%
83%
Junior High
31%
28%
12%
29 %
57%
Elementary
27%
24%
15%
34%
15%
Boys' Voca.
.31%
25%
19%
25%
7%
Cont. & Jr. Voc.
33%
33%
34%
33%
1927
High
28%
27%
20%
25%
67%
Junior High
28%
20%
12%
30%
21%
Elementary
29 %
18%
15%
38%
.4%
Boys' Voca.
45%
33%
11%
11%
0
Cont. & Jr. Voc.
75%
25%
0
0
33%
The question of salary is discussed in another part of the report, but it suffices to mention here the fact that the maxi- mum and minimum salaries paid compare favorably with those of other cities, and that the School Committee has put into practice sick leave, sabbatical leave, and professional improve- ment provisions which place it among the foremost in the country.
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SCHOOL DEPARTMENT
The second factor, that of records, rules, practices, and procedures, can be briefly stated. The School Committee has a very adequate set of rules for the conduct of its affairs and sets forth for the direction of its employees detailed provisions for the fulfillment of their responsibilities. Every attempt has been made to maintain its legislative function and to keep the administration of the schools and the responsibility therefor in the hands of the Superintendent. It has required of him and his practice has been to submit to it frequent reports, annual and otherwise, governing the conduct of the schools, all of which are characteristics of a well organized, well directed, and progressive school system.
In the making of these reports, the Superintendent has made a practice of appointing committees to make the inves- tigation and to submit recommendations. In two directions very commendable results have been obtained from such pro- cedures, such as the formulation of several courses of study and changes in methods and techniques of instruction, and, sec- ondly, the adoption of many textbooks.
One other very important factor regarding the School Com- mittee needs to be mentioned and that is the procedure regard- ing the expenditure of public money. It is the practice of the School Committee to submit a very carefully prepared budget. allocated under proper headings and measured by the educa- tional effectiveness with due consideration being given to the numbers of pupils involved, and a report of the Superintendent as to the needs of the pupils and the particular type of expend- iture planned. All expenditures are reported in proper tables as part of the Superintendent's report, and very careful analysis of all expenditures may be made by any person who so desires. It should be noted that this report contains figures representing a practice utterly unreasonable and lacking in all of the virtues of good bookkeeping in representing school building main- tenance. This item which is under the jurisdiction of an entirely independent department involves expenditures for many activ- ities not carried on by or having any connection with the re- sponsibilities of the School Committee. It is consequently exceedingly unfair to charge to the operation of schools such an amount as in 1937 was shown to be approximately $229,800 or $10.54 per pupil, which was never spent for education.
Whether the School Committee has applied itself vigorously to the question of good educational policies, the improvement of the schools, school programs, and the offering of good educa-
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ANNUAL REPORTS
tional facilities to the pupils may be discovered from other portions of this report. It has always been the policy of the School Committee to consider all provisions which will increase the effectiveness of the schools. Among these may be noted that the school system is modern in the sense (1) that it conducts itself on a 6-3-3 basis, (2) that it has provided special services, and (3) that its educational offerings include exceptionally well organized high, junior high, and elementary schools, a vocational school, junior vocational schools, a continuation school, kindergartens, and special classes. No important and valuable educational activity has been neglected. Prevailing educational practice generally accepts the theory that proper supervision should be provided in order to assure the effective- less of the educational program, and a survey shows that the School Committee has provided such supervision in the persons of an assistant superintendent, several supervisors of the so- called talent subjects, and an elementary supervisor. It also has an excellent health program combined with that of physical education.
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