USA > Massachusetts > Essex County > Swampscott > Town annual report of Swampscott 1915 > Part 11
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For the same reason Item No. 8 shows an increase of 35 cents per pupil, or 5.8 % on the amount expended for books and supplies.
Item No. 9 shows that 50 cents less, or 2.3 % less was spent for instruc- tion in the elementary grades. This reduction is owing to the fact that elementary schools have increased by 69, but only one new teacher has been added.
Item No. 10 shows that 26 cents per pupil more, or 14 % more, has been spent for books and supplies in the elementary schools. Part of this increase is explained by the fact that a new grammar was introduced in the seventh and eighth grades, and also by the fact that manual train- ing and cooking has been extended further into the lower schools. How- ever, the size of the increase is not in proportion to the effect that these causes should produce. Greater care must be used during the coming year to decrease the amount of this unit.
A further comparison of costs is desirable in order to have a complete understanding of the status of the expenditures in our schools. This comparison should be made with towns in the same class as Swampscott as regards valuation and size. The following figures, however, have not the same value as those of the preceding table, for these must be taken from the last report of the State Board of Education, which covers the school year 1913-1914. The comparative value of these statistics, how- ever, would hold to be approximately the same.
1915]
Comparison of the Cost of Swampscott Schools with Other Towns, 1913-14 (This classification of Towns is made by the State Board of Education, based on similarity in size and valuation. All other comparisons have no point.)
1
2
3
6
11
TOWN
{Population 1910
Valuation 1913
Tax Rate 1913
Average Memb. 1913-14
5 Amount Raised by Local Tax in Support of Schools
Cost per Pupil from Local Taxation 1
7 Comparative Standing of Same Among 353 Cities and Towns in Mass.
8 Amount Expended for Schools on Every $1,000 of Valuation
Standing of Same Among 353 Cities and Towns in Mass.
Average Memb. in High School
Cost per Pupil in High School
STATE
$38 60
$4 54
$68 45
Milton . . .
7,924
$29,927,000
$13 00
1,412
$87,277 43
$61 85
9
$2 92
326
253
$96 49
Wellesley . . .
5,413
18,103,000
12 00
990
54,758 85
54 63
IS
2 99
323
198
87 4
Lexington
4,918
8,562,000
21 80
972
51,350 29
45 78
34
5 20
202
216
S9 71
Winchester . . .
9,309
16,426,000
17 40
1,800
76,936 09
42 54
47
4 66
247
293
77 84
Barnstable . . .
4,676
8,425,000
14 80
793
35,674 04
44 64
38
4 20
271
101
97 20
Falmouth ..
. .
3,144
10,854,000
14 50
649
38,272 91
56 51
14
3 39
311
109
95 70
Swampscott
6,204
13,202,000
16 40
1, 181
49,005 65
39 33
61
3 52
308
239
56 82
Canton
4,797
6,358,000
17 80
632
29,457 09
44 53
39
4 43
262
153
61 43
Hingham .
4,965
8,203,000
18 00
875
37,209 38
37 12
78
3 96
291
217
51 59
.
.
. .
.
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SCHOOL COMMITTEE'S REPORT.
105
9
10
106
TOWN DOCUMENTS.
[Dec 31
There is much in the comparison of the above towns which is interest- ing. But there are certain features therein which are of special value to us.
Column No. 6 shows that in the cost per pupil for the year, 1913-14, Swampscott is paying less than all the other towns in our class with but one exception.
Column No. 8 shows that Swampscott is spending $1.02 less on each $1,000 of valuation than the average spent on valuation in the State. It further shows that five towns in the same class are spending much more per $1,000 of valuation than is Swampscott.
Column No. 9 shows that there are 307 towns and cities in Massachusetts, spending more on $1,000 of valuation than is Swampscott.
In the same way Column No. 11 shows that only one of these towns is paying less per High School pupil than is Swampscott, and that our cost for maintaining the High School is even less than the average cost for this throughout the State.
The conclusion of these observations is that the department in Swamp- ecott, if necessity arose, might well increase the per capita cost of the schools without exceeding the average amount paid in the State, and particularly without exceeding the amount paid by most of the towns of its class.
Conclusion.
In the preceding sections of this report I have presented to you the larger problems and factors in educational progress in Swampscott. The detailed work of the schools is well covered by the accompanying reports of principals and supervisors, and I would accordingly refrain from pre- senting to you at this time such an account of work already covered in my monthly reports.
In conclusion I wish to thank the Board for providing proper and adequate facilities for the administration of school affairs, and to assure you that the same wholesome conditions exist among pupils, teachers and parents as has existed heretofore, and which has contributed greatly to the success of our work in the past.
Respectfully yours,
WILLARD M. WHITMAN, Superintendent of Schools.
107
SCHOOL COMMITTEE'S REPORT.
1915]
Report of the Principal of the High School.
Mr. Willard M. Whitman, Superintendent of Schools :
DEAR SIR,-The purpose of this report is to give an account of my stewardship in Swampscott High School during the last four months and to outline, without too much detail, what seem to be reasonable expecta- tions for the future.
Thus far we have had a total enrollment of 286 pupils, 133 girls and 153 boys. The plurality of boys over girls in Swampscott High School is a unique phenomenon in American schools. Ordinarily the girls far outnumber the boys.
Comparatively few have left school. Only 10 up to date. Five of these left on account of removal from Town, one to go to a private school, the others left to go to work. It is interesting to note in this connection that though the football season closed nearly six weeks ago, only one of the boys on the squad has left school. This tends to show that few, if any, of our boys returned to school last fall simply to play football. General attendance has been good, though immediately before Christmas a good many of our pupils stayed out a few days to work in Lynn. The average percentage of attendance has been about 95 per cent. Our percentage of tardiness is far too high, and there was a noticeable increase when the High School returned to the building on the hill. The increase is due, probably, to two causes. First, the Phillips School building is less accessible than the Hadley School building. Second, dark mornings tend to cause late rising. I have made no sensational campaign against tardi- ness, but I have been studying the subject. I have on file the real causes of 224 cases of tardiness. This comprises practically all the cases since the first of October.
Though we have had a total enrollment of 286, 200 of these have not been tardy once. This leaves the responsibility for tardiness in the High School to 86 different individuals. But, of the 86 individuals, 19 have caused more than half the cases. Seven paper boys alone caused 59 cases of tardiness. Some of these 59 cases were undoubtedly due to neglect and loitering, but the boy who on cold winter mornings, gets up long before light, delivers his papers, and snatches a hurried breakfast and comes to school, is entitled to something besides censure, even if he arrives a few minutes late. Tardiness is confined largely to certain individuals, and these individuals are among the older students, many of whom have home duties and responsibilities. Tardiness among the first year pupils has been kept down to a wholesome minimum.
The transfer of the High School from the Hadley School to the newly remodeled building on the hill was done rapidly and smoothly, so that no serious break in the work resulted. Our stay in the Hadley School pre- sented perplexing problems, but students and teachers both showed good spirit, and the difficulties in administration were thus much relieved.
The building has proved satisfactory in almost every particular. The pupils' pleasure in the improvements, especially the new additions, has been loudly expressed. We have had a good many students back as visitors, and without exception they have exclaimed delightedly over the difference between the remodeled and the old building. Improved
108
TOWN DOCUMENTS.
[Dec. 31
surroundings, I believe, are largely responsible for the good-will which I personally know to exist. One hears a great deal about good school spirit. Cordial relations between pupil and pupil, and pupil and teacher, must exist in order to secure the best results of whatever nature; but mere feeling of contentment and liking is not sufficient.
The school is a place of business, and every student should have his job and be efficient therein. We have many earnest students, some of them of very high grade, but so far as scholarship is concerned, our most per- plexing problem lies with the indifferent pupil and the pupil who is con- tent simply to " get-by " the passing mark. Regular hours of study at home, proper distribution of time between work and recreation, will help cure this tendency toward indifference and neglect of school duties.
The child should be happy in school, but the happiness should come from increased power and attainment. The contentment of the lounger may be sweet, but it is temporary and illusory. My conferences with parents lead me to believe that this is their view also.
Previous conferences have been so satisfactory that I wish it were possi- ble for the teachers of the High School to meet more parents of our pupils. When a teacher meets a parent on a friendly basis of mutual con- fidence and cooperation, experience shows that only good to the child can result. We hope that all parents and townspeople will feel free to visit our classes, or to request appointments for conferences frequently.
The athletics of the school have been thus far this year very successful, and our victories have been so widely advertised that a rehearsal of the facts here is unnecessary. One encouraging feature of the football season was the large number of boys who joined the squad and remained mem- bers until removed on account of poor scholarship or illness. The team as finally made up was rather unusual in the rank of its members. More than half were students of fine ability and high attainment.
Though the scholarship rule, as at present worded, is not satisfactory, it had effect of keeping the members of the team, who were inclined to be loose in their school work, up to passing in 12 of the 16 yearly units required for graduation. As several of the members of the squad were preparing for college, they had to carry more than 20 units of work. The rule on scholarship required that a boy keep above in only 12 units of work, so it is possible under the present arrangement for a member of the team to fail on quite half his work and still be eligible to play. I think the rule should be strengthened, not only in respect to the number of units to be passed, but great emphasis should be placed on the attitude of the athlete toward his work. We have no right to demand that a boy be a born brilliant student, but we have a right to demand that his effort be sincere and whole-hearted, that he cooperate with the teachers to make the school the best possible, that his attitude be one of willing attention. Several pupils were dropped from the squad on account of scholarship, but it was done after conference with the pupils concerned. quietly and without advertisement, in order that no feeling of mortifica- tion might be engendered.
The teachers of the High School recognize that in the stress of school work criticism may be largely censorious. It is easy, and often necessary to emphasize faults, while the good is taken for granted. I have been much pleased, therefore. with the efforts on the teachers' part to bring to my attention the especially fine things that pupils do. Even the most troublesome pupil occasionally does something fine and worthy.
109
SCHOOL COMMITTEE'S REPORT.
1915]
From the foregoing, it will be seen that our efforts thus far this year, have been to create or to intensify the desire to come to school, to increase where possible the pupils' affection, for the High School. There yet remains a great deal to be done with reference to improved scholarship, regularity in attendance and promptness. None of these things are pass- ing unnoticed, and will receive due share of attention in the course of time.
My purpose regarding the course of study and change of text-books is to do nothing sudden or radical. The beginning to make improvements will occur in the Freshman class, then the problems of the Sophomores taken up and settled. This gradual method of reform will cause no upheaval and no detriment to individuals, but it will take a little longer. In all the changes that I shall recommend, my purpose will be to make the teaching staff increasingly vital and influential, to promote self- direction, self-reliance and original thinking among pupils, to make the school a natural, happy place for boys and girls to live in, and a great laboratory in which they may prepare for life.
I thank you and the School Committee for all your courtesies and your cordial cooperation.
Respectfully submitted,
CHARLES W. HOBBS.
Report of the Supervisor of Manual Training.
Mr. Willard M. Whitman, Superintendent of Schools :
DEAR SIR,-The Christmas vacation closed the most satisfactory year of the manual training department up to the present. The pupils have, with a few exceptions, seemed very much interested in their work and have striven to give the best that was in them, and the results obtained have been most satisfactory. Owing to the conditions at the High School in September, we were late in getting started in the manual training depart- ment, but the boys are putting forth their best efforts to make the exhi- bition of this department in conjunction with the other school depart- ments, to be held in the Hadley School Hall in June, as great a success as it was last year. It is very gratifying to know that none of the boys who enter the Massachusetts Institute of Technology from our schools have to take up the subject of manual training there, as they have had practically the same course in wood-work, pattern work, and moulding and casting that they would get there.
I am very grateful to the School Committee, the Superintendent of Schools, the Principal of the High School, in which building the manual training department is located, and to the Principal of the Clarke School, as well as all of the teachers from whom the pupils come to me, for their kindly assistance in my work. I take this opportunity to urge the parents of the pupils, especially of those who are taking manual training, to visit us during our class hours and see the boys at work. It would greatly encourage, not only the boys, but also the supervisor, and I am sure it would increase their interest in this department of the school work.,
Very respectfully,
S. PERRY CONGDON, Supervisor of Manual Training.
IIO
TOWN DOCUMENTS.
[Dec. 31
Report of the Supervisor of Drawing.
Mr. Willard M. Whitman, Superintendent of Schools :
DEAR SIR,-I respectfully submit my fifth annual report.
The school year, ending June, 1915, was one of the most satisfactory years of my work in Swampscott. The organization of the schools was most effective, and what better sign of advancement can be presented as a result of teaching than the fact that an increasingly higher per cent of children draw creditably?
In developing the course of study, a consideration of the fundamental principles of the manual arts and the teaching of them are absolutely essential. The work must be planned for the teacher with a concrete set of children in mind. Experiments are tried, but no theory is long followed which has not been approved by experience. Besides the course of study, there must be careful planning to determine the kind and quantity of materials for each grade and the High School.
The High School presents the most difficult problem and one which must soon be solved. The elective courses divide the classes, and it becomes necessary to accommodate students from different grades in the High School at the same time, which, dividing the teacher's attention, lessens her effectiveness.
Pictorial drawing, which forms a large part of the work in the primary grades, maintains the same good standing. The children show marked ability in free paper cutting. We shall aim for more original expression in illustrative drawing.
Accuracy of measurement and neatness of rendering are very necessary parts of the work. To develop these qualities, simple paper and card- board constructions are made in the primary and intermediate grades. A short time is given in the grammar grades to the making and reading of working drawings.
Pictorial drawing has improved in the upper grades. Formerly this line of work was very poor. At present it is not satisfactory, but in com- parison with the results of two or three years ago, there is a decided gain.
On account of half time in many grades much nature work and design has been omitted. As far as possible, the design will be emphasized in the spring and the deficiency overcome.
Respectfully submitted, LULA M. DIX, Supervisor of Drawing.
Report of Teacher of Domestic Science.
Mr. Willard M. Whitman, Superintendent of Schools:
DEAR SIR,-The past year has brought a few changes in the Domestic Science course. In February, cooking was begun in Grade 7-B, so that at the present time all girls in the grammar grades have two years of cooking. At the same time cooking was made elective for freshmen in High School, and a good number have taken advantage of the opportunity for continuing in more advanced work.
III
SCHOOL COMMITTEE'S REPORT.
1915]
The work in cooking follows the outline as printed in last year's report, except that each subject studied is enlarged and has more time devoted to it. Some attention is given to serving in the freshmen year. The advanced class has cooked and served a breakfast, luncheon and dinner, entertaining guests at the two last named. Sewing is continued in Grade 5 and Grade 6 along the same lines as last year. At the close of school in June an exhibition of cooking and sewing was given in connection with the regular school exhibit, and the work of the pupils received much favorable comment. A large number of visitors attended the cooking classes which were in session during the afternoons of the exhibition.
The year's work has been encouraging and continued interest has been shown by the majority of the girls. Domestic Science in the public schools can never achieve its purpose unless supplemented by home work. Cooking in classes must necessarily be done in individual amounts, but the aim of such work is to teach methods and principles, the practice of these to be carried out at home. Family receipts are given with each les- son and the pupils are encouraged to try them at home. It is interesting to hear of successes and failures by many who are encouraged by home work. It is only by cooperation of home and school that girls may become efficient in the household arts.
ALICE J. BALLARD,
Teacher of Domestic Science.
Report of the Supervisor of Music.
Mr. Willard M. Whitman, Superintendent of Schools :
DEAR SIR,-I take pleasure in submitting herewith a brief statement with reference to school music in Swampscott, with suggestions relative to lines of work which I feel should be further developed.
In the first grade, rote singing, based on imitation and memory, forms the first stage of the child's musical progress, while interesting scale songs develop early in the child's life a sense of tonal relation and also provide a foundation for the introduction of the syllables. The rote singing is continued in the second grade, and the child also begins toward the close of the year to read music, being taught the staff and simpler note values. In the following grades, third to seventh, the various problems of music, carefully graded to suit the child's mental development, are presented : rhythmic problems, sharp and flat progres- sions, key signatures, etc., are made a part of the musical vocabulary, and are applied in interesting exercises and attractive songs. In the seventh grade, major and minor relationships receive a more thorough study, and the boys' voice, undergoing the change peculiar to the adolescent period, permits the study of simple exercises and songs in four parts.
Special emphasis is laid upon tone production and individual singing. Daily vocal drills and breathing exercises are given to develop sweetness, flexibility and ease in singing. Individual singing, at first somewhat of a novelty to the children, has greatly increased their enthusiasm and interest in the study of music, has also discouraged negligence, and has produced confidence and self-reliance.
By assembling all of the eighth grades of the Town in the Hadley School this year, it was possible to have all the pupils of that grade in
:12
TOWN DOCUMENTS.
[Dec. 31
one large chorus, thus preparing them by the study of simple choral works for the more ambitious music sung by the High School. The recent purchase of an Edison Diamond Disk Phonograph for the Hadley School was a valuable acquisition, proving a real stimulus to juvenile interest in music.
With reference to High School music, an excellent authority writes as follows :
" In recent years throughout this country efforts have been made to secure more recognition for music as a High School study. The dissat- isfaction with the present status represented a serious and widespread pro- test from parents of musical children. In many quarters it had been dis- covered that children with musical abilities were obliged to give up their regular school work if they wished to study music seriously because the time-demands of instrumental and vocal practice and theoretical study were so considerable that the requirements of the regular High School curriculum could not be met. Or, to put the case more fully, one of three things was seen frequently to happen : First, the student gave up his High School course : Second, the student gave up his music : Third, the student tried to do both and broke down in health. There was indeed a fourth result of the present situation : namely, that the student persisted in trying to do both, was strong enough to keep his health, and did neither very well.
In a word, the musical minority of the public desired the establishment of conditions by which music study might be continued during the High School period."
In a great many cities and towns these conditions have been met by making music a major elective course in the High School. A student is thus enabled to receive instruction in musical appreciation, theory of music, and also to obtain credit for outside work in music. The course in musical appreciation broadens the musical sense of the student by the analytical study of the compositions of great masters. This is accomp- plished by the aid of a phonograph or piano, or by the use of the score. The course in theory would include practical harmony, simple counter- point and composition.
It is not the desire in presenting these subjects to make finished musi- cians of High School students, but rather to equip them with a working knowledge of musical subjects and enable them in the future to listen intelligently to a musical performance.
A step in the right direction was taken this year by making music an elective study for which the student receives due credit, but the further recognition of music as a High School subject is worthy of our considera- tion. For those who do not wish to make of music a profession, the school instruction will nevertheless prove of distinct value, while to those who contemplate an active musical career, either as an art or means of liveli- hood, the school training should serve as a real foundation.
Respectfully submitted,
ROBERT W. GIBB,
Supervisor of Music.
II3
SCHOOL COMMITTEE'S REPORT.
1915]
Reports of Medical Inspectors.
Mr. Willard M. Whitman, Superintendent of Schools :
DEAR SIR,-Herein I submit to you my annual report for the medical inspection of the Hadley School, and it is with pleasure that I can say it has been one of the healthiest years of the School, as the attendance will attest. The following diseases are noted :
Impetigo Contagiosus
4
Tinia Cercenata
2
Pediculæ Capitis
7
Chicken Pox
2
Hip Disease (Arrested)
I
Adenoids
45
Enlarged Tonsils .
50
Defective Hearing
9
Defective Eyesight
47
Examinations, both hearing and sight
525
(Twenty-six of this number were wearing glasses and were correcting their vision. Twenty-one were without glasses and were advised to correct their eyesight).
Conjunctivitis (Acute)
I
Anemia (chlorosis)
I
During the month of November, by order of the local Board of Health, 26 pupils were required to remain away from school for about one week, due to an epidemic of measles in the locality of Commonwealth Avenue.
The teeth of the pupils still need greater attention, both on their own part and that of the parent.
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