USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1908-1909 > Part 44
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Inspector of Buildings.
REPORT OF INSPECTOR OF ANIMALS.
ARLINGTON, MASS., January 10, 1910.
To the Honorable Board of Selectmen of the Town of Arlington : -
GENTLEMEN :- I have the honor here in to submit to you my an- nual report as Inspector of Animals for the year ending December 31, 1909.
During the year I have found three cases of glanders in horses, one case of rabies in a dog, and one case of actinomycosis in a cow.
In making the regular fall inspection, I have inspected one hun- dred and seventy cows, four hundred and forty-nine hogs, five sheep and three goats. I have also inspected sixty-eight stables in which these animals were stabled. In all cases the proper papers were given to the owners.
Respectfully submitted, LAURENCE L. PEIRCE, Inspector of Animals.
REPORT OF INSPECTOR OF MILK.
ARLINGTON, MASS., Dec. 31, 1909. To the Board of Selectmen :
Gentlemen :- I have the honor to submit my report as Inspector of Milk for the year ending Dec. 31, 1909.
Have granted five registration Certificates and twenty-three licenses for selling milk and cream. Have collected this year four- teen dollars and paid the same to the Collector. I have collected sixty samples of milk and cream and tested the same and found them up to the state standard. Have not had any complaints re- ported to me this year. All milk recieved by me has been good quality.
Respectfully submitted,
FRANK P. WINN,
Inspector of Milk.
REPORT OF TOWN PHYSICIAN.
To the Honorable Board of Selectmen :
Gentlemen :- I have the honor to present the following report as Town Physician for 1909. In order that the record may be com- plete I have incorporated into my report the cases seen by my pre- decessor, Dr Sanger, from the first of the year up to April, when I came on service.
Number of house visits 53
Number of office calls . 36
Number of emergency calls at Police Station 10
Among the more serious cases treated were two of tuberculosis, two of insanity, one pneumonia, and one of facial paralysis. One patient was removed to Tewksbury because of lack of facilities for home treatment. There were two deaths, one from pulmonary tu- berculosis and one where my predecessor was called to certify in the case of a sudden death; this latter case was finally turned over to the Medical Examiner.
I wish to acknowledge the courteous assistance rendered by those whose duty brings them into contact with the Town Physician. I. do not think it out of place to record here my warm appreciation of the work of the Clover Lend-a-Hand Club. Their prompt and generous response to requests for help smooths out many difficulties incident to the medical care of the poor.
A similarly beneficent work, it seems to me, would be the one now under consideration, I believe, by the Sowers Lend-a-Hand Club, namely, the establishment of a Day Nursery. It has been suggested that such an institution would lessen the need of town assistance by enabling more of the mothers to support themselves if the care of the small children were off their shoulders during the day. I think this would be the case. At any rate I am certain that it would re- lieve to a considerable degree the worries of such mothers who are so unfortunate as to become ill, and in that way contribute very materially towards their proper medical care and prompt recovery.
Respectfully submitted,
MERRILL EDWIN CHAMPION, M.D.,
Town Physician.
REPORT OF THE SCHOOL COMMITTEE.
To the Town of Arlington :-
The year covered by this report has been marked by some im- portant changes in the school situation which should command the serious attention of all citizens.
INCREASE IN SCHOOL POPULATION. The warning uttered a year ago regarding our coming problem of increased school popu- lation without a corresponding increase in taxable property, came not a moment too soon. The rate of increase has more than doubled during the last two years and is still on the gain. Under the old rate preceding 1908, the school population doubled in less than fifteen years. Under the present rate it will double in about ten years. The seating capacity of our buildings now is 2,639. During the next ten years it will be necessary to provide for at least fifteen hundred more.
SCHOOL BUILDINGS. The State requires, and our own self- respect requires, that we shall furnish opportunity for the educa- tion of all of our children, and it is the duty of the Town to face its responsibility promptly and wisely.
The Committee appointed at the last Town Meeting will make a recommendation to provide for the immediate needs in the Russell and Crosby Districts.
Under the present plan of paying by serial notes, we make the future pay its full share if not more, of the expense of Town improvements, and it is only just to the future that it should get value received. That is, in erecting a building which is to be finally paid for in 1930, it is not fair that we should build one which will be wholly inadequate and unfit by 1915.
We should consider that we are now laying the basis for our educational work. Every building we erect should be practically, permanently adequate for the section it occupies, so that in the years to come the Town will have simply to provide for the normal increase of population.
Our present High Schol building is an illustration. Costing between eighty and ninety thousands of dollars, it is now, after
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only fifteen years, inadequate, and built on a plan which makes an addition almost impossible, and is not yet paid for !
EXPENSES. The largest item in the Town budget is for schools and unless carefully watched, it is liable to become a serious burden. In a rapidly growing community the increase in tax- able property does not keep pace with the school population and expenses, so it is difficult to determine the point where economy ends and extravagance begins. About the only basis for an esti- mate is the per capita cost per pupil, or the cost per thousand valuation. The increase in expenses has been rapid during the last few years, and the increase is bound to continue with our increase in population.
The following specifications of the per capita rate, and the rate per thousand valuation, in this and adjoining towns having schools of the same standard as ours will be instructive.
In the last report of the Massachusetts State Board of Educa- tion the list of the towns and cities according to the cost per pupil based on an average membership in the schools, Arlington is number 54. That is, 53 cities and towns are paying more. Among these are Lincoln, Weston, Brookline, Milton, Newton, Lexington, Beverly, Bedford, Burlington, Cambridge, Dedham, Lowell, Belmont and Canton.
In the State table showing cost to each thousand dollars of valuation, Arlington stands at No. 160. This means that 159 towns and cities feel the burden of taxation for schools more than Arlington.
OUR TEACHING FORCE. It is the purpose of the Committee to maintain the highest possible standard of education in our schools. To do this it is necessary that we have the highest type of administration, and therefore from the teacher of the primary grade to the Superintendent we are seeking to get the best, and for the best we must pay a good price.
The pay of educators is small at best. More and more are the parents and churches throwing the responsibility for the moral and social training of their children upon the teachers in the public school, and yet they are asked to do this work, which is most vital to the world's happiness and welfare and on which the safety of the Nation rests, for a pitiable price.
We have of necessity made some increase in the amount asked for salaries, part of this being due to the required increase in the number of teachers, and a part because of the necessity of keeping our proven teachers who would be tempted elsewhere by larger pay. Within the last ten years, as in every department of industrial life, there has been a general increase.
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Our salaries at the present time in comparison with surround- ing towns, place us about on a level with those having schools of the same standard.
The following towns pay less : Watertown, Wakefield, Lexing- ton, Reading and Stoneham.
The following pay the same: Winchester, Everett, Dedham, Malden and Belmont.
The following pay more: Somerville, Milton, Brookline, New- ton, Melrose and Medford.
SOME OF THE POLICIES. We have adopted the policy of secur- ing as rapidly as posible male principals for every Grammar school having over eight rooms. We are led to this action by the feeling that the administration of so large a building and the discipline of so large a body of students, is beyond the strength of any but the very exceptional woman, but more par- ticularly, because over fifty per cent. of our children finish their schooling with the Grammar school, and going out into the world at this period, we are convinced that they should have come under the influence and discipline of both men and women.
It is the policy of the Committee to try to unify our system of education so as to produce really finished products.
There are two classes of pupils with which we have to deal : First, those who of necessity, stop in their education with the Grammar school ; and second, those who finish the course of public instruction by going through the High School.
The members of the first class deserve particular attention be- cause of their limitation of opportunity, that they may receive the best fitting for life the school can give them. And our courses of study in the primary and Grammar grades, which carry them beyond the compulsory age, should be so arranged as to meet their peculiar necessities and give them the best possible fitting for life.
As we cannot assume that any child will not go beyond the Grammar grade, the course should also be so arranged that the best fitting for life is also the best fitting for the advanced study of the High School. That is, the primary and Grammar school course, from first to last, should be related to the High School.
The second class; those who are able to finish the course in the High School, is sub-divided into first, those who finish their education with the High School, and second, those who make the High School but the preparatory school for the college or higher institution of learning.
In the first sub-division of this class, those who finish their educational preparation for life, we find the true product of the
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public school system. Here the great majority stop, and what- ever educational influence the State has in the formation of its citizens ceases here.
In the second sub-division of this class a small percentage of the whole get a fitting for further education in the college and the higher institutions. And this is a legitimate part of the public school system. The State says it will fit its young citizens for im- mediate actual life or for the higher education. In the nature of things, the many can never go beyond the High School; they have not the time or the money, whereas those who have the time and money, while deserving equal opportunity and rights, have no occasion to demand more.
As a matter of fact many High Schools, instead of serving the great democratic interests of the many, have been more and more dominated by the college, which by forcing its work back upon the High School, was relieved of much of its burden, but great injustice was done to the large majority of High School students by holding them to college standards rather than to life standards. There is a very general revolt against this domina- tion of the college among public school educators today, and a disposition to exalt the High School as an educational end to at least a level with the High School as a college preparatory school. It is coming to be recognized that it is far more impor- tant to prepare seventy-five pupils for life than it is to prepare ten for college.
The standard by which the High School has been judged has been the college entrance examinations. The genius of the pub- lic school system demands that the standard by which it is to be judged be not only that, but the practical test of actual life.
This brings the High School back into right relations to the public good, and frees it from the selfish domination of the col- lege. It then serves the general needs of the community as well as the special needs of the few. And furthermore, when it stands for something in and of itself, it increases its appeal to the pupils all down the line through the grammar and primary grades to stick to the school and their class until the finish, and not drop out along the way.
This makes the High School the climax of public instruction in graduating well furnished citizens, not simply the fitting school for college.
But we would not omit or slight the college preparation; we recognize it as an integral part of American life, and for those who can and will pursue the higher walks of education, the High School should furnish them with the fitting, but we do require a more equitable balance of the system which shall in spirit and practice make the High School the end of public in-
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struction, fitting not only for further advance along the higher branches of education, but furnishing our coming men and women with those graces of culture, fitting of mind and training of body which make the true American citizen.
It is the intention of the Committee at the earliest practical moment to consider the change of our grading so that the whole public school course shall be completed in twelve grades; eight in the Grammar and four in the High School, with a supplemen- tary grade for those who need or desire it in fitting for college, or for review and finish.
The policy of the Committee is favorable to the development of school athletics and a certain amount of social life, as afford- ing an opportunity for the cultivation of those graces of body and mind which are a part of any complete education, but we would keep these pleasurable functions under as strict discipline and wise supervision as the class room. We believe that sub- stantial progress has been made in these directions during the past year, and we are hopeful for the future, feeling sure that there is being developed a school spirit which will be of incal- culable value to the town.
It is the desire of the Committee that there be awakened throughout the Town a keener interest in the schools on the part of the parents. We feel that there should be more hearty co-operation between parents and teachers, and we are confi- dent that far better results would be secured if it was the prac- tice among our people to visit the schools with greater frequency and freedom.
The Committee congratulates the Town upon the high stand- ard which our schools have attained, and we appeal to the citizens to maintain this honorable position.
FREDERICK A. BISBEE, Chairman.
REPORT OF SUPERINTENDENT OF SCHOOLS.
To the School Committee of Arlington:
The rules of the School Committee require that the Super- intendent shall prepare and present in January to the Board for publication, an annual report of the condition of the schools for the year preceding, together with such sugges- tions and statistics as he may deem worthy of consideration. In compliance with these rules, I present this, my fifth report, for the school year 1908-1909.
There is, of necessity, a noticeable sameness in the con- secutive annual reports of the superintendent of schools in any town or city, because, from year to year, the same sub- jects are treated. These reports never reach the height of their greatest usefulness because they are not more generally read by the people whom we are most anxious to reach and to interest in the work of the schools. If, however, these reports have no other value, and serve no other purpose, they do constitute a permanent record of changes advocated in the schools, and the trend of educational advancement, which, perhaps, in years to come, may be interesting for comparison. If some of the matters presented seem to you a needless repe- tition bcause of conversations and discussions in School Com- mittee meetings, you will understand that they are presented here for the benefit of the public who read this report, and who should be familiar with the work of the schools.
INFLUENCE OF PUBLIC OPINION. To those of us who have the matters of teaching, supervision and administration in our care, no recompense is so satisfying as the assurance that our policies are being approved by a strong public sentiment which demands good schools. The sentiment of this Town has been expressed in the past by the liberal appropriations made, frequently without debate or question. If we are to judge by this, we must conclude that the policy being pur- sued meets with the approval of the citizens. It is also shown by the constant re-election of the same members of the School Committee as long as such members are willing to serve.
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This policy insures a progressiveness of school administra- tion that would be impossible with a constantly changing School Board who must be less thorough in their knowledge of educational needs, and less heartily enlisted in the fulfill- ment of official duties.
It is not the purpose of this report to discuss at great length the every-day work of the school. I do, however, wish to assure you that this work, which includes the right teach- ing of elementary school subjects and the testing of the effi- ciency with which the work is being accomplished, is our chief aim.
ELEMENTARY SUBJECTS. The most important subject taught in these schools is reading, because through this means the way is opened to an understanding of almost every other subject taken up in school life. A distinct improvement has been made in the reading during the past year. Ability to distinguish words, enunciation, expression, and understand- ing of subject matter have improved. In some of the lower grades the reading is remarkably good. Special attention is being given this year to oral and written language work. The introduction of dramatizing into the lower grades has brought about an improvement in oral composition and ex-
pression. Stories and historical incidents have been made real by dramatic action, and in some cases remarkable fluency of expression has developed. Teachers realize that the lan- guage work has been a weak point, and are striving to strengthen the work and to secure better results. In my next report, I hope to be able to give as encouraging words in regard to penmanship. While our penmanship is not poor, it is by no means up to the standard which we have set. I feel sure that with the added attention which we hope to give to the subject this year better results will be obtained. The accuracy tests given by the Superintendent at various times show a constant improvement in the use of the fundamental operations in arithmetic. This subject is being better taught and better results obtained than heretofore.
It is difficult to measure the exact gain from year to year, and I shall make no attempt to prove what I believe to be true, namely, that the schools are doing better work in the three R's-Reading, Writing and Arithmetic-than ever be- fore. Perfection does not exist, and probably never will, but we can see encouraging signs of progress and improvement.
CRITICISMS OF SCHOOL SYSTEMS .. Criticism of schools and school systems is at present rampant. Scarcely a magazine
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or other periodical can be examined without finding the schools more or less severely arraigned. Such a situation is hopeful, for it is by the critical examination bound to result from unfavorable criticism, that we may discover imperfec- tions, and remedies for our weaknesses. In this spirit we welcome all just and constructive criticism. We do not wel- come unjust and destructive criticism, but even that is better than no attention at all to the matter of school administration. Much of this criticism comes from people entirely ignorant of what schools are doing, and who judge of the acquisition of pupils from their own adult standard of knowledge, for- getting that the greater part of the present knowledge and accuracy which they possess has been gained by years of experience in business and contact with the world. The most common criticisms are that the schools of today are turning out pupils lacking in accuracy and thoroughness in the essen- tials of a thorough intellectual training, and that the grad- uates of our schools are unprepared to adapt themselves to any vocation. I doubt the truth of the former criticism con- sidered in comparison with any previous period, but there is no questioning the latter charge. Some critics declare the public school system to be a failure, and believe that the whole system should be revolutionized. Others are saying that the public schools are partly right, but they are mis- placing the emphasis in education by over-emphasizing some things and neglecting equally important things. A third class believes that the public schools are doing all they should be called upon to do, and it is not their province to attempt to cover the whole field of education, but admit that a new type of school is needed.
CHANGES. In making changes in educational methods we must guard carefully against anything approaching revolu- tion. The work of educating boys and girls is one of the most important works man is set to do. Every change is vital. Children are the raw material out of which human achievements are developed. The children of today are the citizens and statesmen of tomorrow. The success or failure of all civilizations has depended upon the kind of children they produced. Those nations have taken the longest step forward that have made a study of the needs of their children and striven to supply those needs. No investment is so richly and surely repaid as an investment in the health, happiness and education of children. We must approach the matter of reform in a conservative manner. The public school
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should be modified and supplemented, but not supplanted. The present school system is not, and has not been a failure. The time has come for changes, and educators are at work. This is a critical period of school adjustment. Attempts are being made to readjust the schools, that they may better meet the changed industrial and social conditions of our times. Experiments must be tried, and many mistakes will doubtless be made.
Below the High School there is little call for additional subjects. The curriculum is already over-crowded, but some changes must be made in the matter of correlating the work more directly with the commercial and industrial activities of actual life, and of giving pupils a more intimate and prac- tical knowledge of these activities. The tendency of present- day schools is to educate away from the workshop and the farm. Pupils must be led to feel that all honest labor is hon- orable, and that education has come to mean a preparation for successful service in that particular sphere of life's activi- ties for which one is best adapted.
INDUSTRIAL COURSES FOR HIGH SCHOOLS. The problem of arranging courses in industrial education in towns of the type of Arlington where there are no great industries is a difficult problem. It must begin with the introduction into the High School course of as much training along industrial lines as can be arranged. Only a limited advance can be made with our present High School accommodations. The public must realize that the new developments mean a large additional outlay of money for equipment and instruction. In large industrial centers, the problem of correlating school work with the work in factories has already been begun. It may be interesting to state at this time some of the develop- ments that have been made.
In our attempt to solve the question, there are three elements operating :
(1) The manufacturer who is seeing commercial supremacy going to other nations.
(2) Educators and students of education who are beginning to realize the defects of a purely bookish education.
(3) The workers who want their children to have an educa- tion suited to their needs, but so safe-guarded as not to menace the advantages that have been gained by organization.
In our attempt to solve the question, much may be learned from the experience of Germany. The German system could not be copied in this country if we would, because of our vastly
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different social conditions. German experience, however, does show us something of the direction in which we may advance. After the Philadelphia exposition of 1876, the German commis- sioner returned to his own country and reported to the Emperor the comparative value of German and American manufactures, and showed why German goods could not be sold here. He characterized them as "cheap and nasty." Because of this re- port, sweeping reforms in State education were gradually put into effect. As a result, at the present time in Berlin, 55 per cent. of boys between the ages of fourteen and sixteen are in industrial schools. In Massachusetts, there are 25,000 children between fourteen and sixteen out of school and not at work. These are two years of great value in industrial training, and these figures show the appeal which trade schools make to the youth of that age. Bavaria, with a population about the same as that of New York City, has 290 trade schools teaching 28 trades and crafts. The German system of continuation schools and of evening schools is equally definite and important. Without going more into detail, it may be said that this general policy is producing very definite commercial results. Between 1900 and 1905, German exports to the United States more than doubled, while American exports to Germany fell off nearly 70 per cent. For these reasons, the manufacturer, seeing our loss of commercial supremacy, has awakened to the necessity for some action if we hope to hold our own in competition with workmen of such training. It should be noted that it took twenty-five years to bring about these results in Germany.
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