USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1910 > Part 11
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These results are gratifying in a measure, but I feel that it is possible to still further reduce our figures. Teachers have done their best to help backward pupils, but the demands upon the teachers' time for the five hours of school are tremendous. They must look after not only the naturally backward ones and help those who have been absent to catch up with the others, but also plan extra work for the bright ones and give them an opportunity to advance at a more rapid rate. When a teacher has a class of thirty or thirty-five pupils she can do all this, but if, as was the case in some schools last year, the teacher has fifty children or thereabouts, her task is well-nigh impossible. In one school in the first four grades last June there were one hundred ninety- nine pupils taught by four teachers, the numbers arranged as follows: Grade I, 53; Grade II, 50; Grade III, 50; Grade IV, 46. That the teachers worked faithfully I know from observation, but thirty-nine children, 19.6 per cent, failed of promotion. In another school the total for the corresponding four grades was 144; arranged in the order of grades the numbers were 33, 38, 38, 35. The teachers worked no more faithfully than in other schools yet found it necessary to keep back but fourteen, or 9.7 per cent.
This year we are organizing the work with the backward chil- dren more carefully. When the report cards are made out, which is done bi-monthly, all pupils whose promotions are in any way doubtful are reported to the principal, who investigates every case separately to find the cause of the backwardness. He then consults with the teacher and, if necessary, with the parent as to what may be done to improve the child's scholarship. The results of this work are reported to the superintendent. I have in my hands now reports on more than 250 backward chil- dren. The chief causes for their backwardness are irregular attendance, defective hearing, adenoids and enlarged tonsils, smoking, use of tea and coffee, malnutrition and lack of mental capacity. A few of the reports, names omitted, read as follows:
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ARLINGTON TOWN REPORT
Boy-Grade IX: Age, 15 years, 10 months; repeated Grades IV and V; gets too little sleep, runs elevator evenings; has smoked from early age; drinks much strong coffee; almost no power of concentration.
Boy-Grade IX: Age, 16 years, 6 months; anaemic; hearing poor; capacity for learning small, almost lacking.
Boy-Grade VIII: Age, 13 years, 6 months; repeated Grade V; no sense of responsibility; fat yet anaemic; hearing poor; sight poor, wears glasses; began smoking when eight years old; entered Grade VI from L -.
Girl-Grade IV: Age 9 years, 1 month; repeated Grade II; adenoids; enlarged glands in neck; entered Grade II from S- -
The number of backward pupils is swelled by pupils coming from other places who are not up to the standard in any subject. We do not wish them to repeat if it can be helped, so the teacher does her best with them. Again, there are what may be termed "floaters," who come to school for a few months only, and then move away. Sometimes we find children who have attended school in as many as four different places in the school year. If such happen to be with us in June, they help swell the number of the unpromoted.
FLEXIBLE GRADING.
I took occasion, during the last year, to learn what unusual or out-of-the-way plans of promotion and classification are in operation in important educational centers of the country. The responses showed very clearly the trend of educational effort towards more elastic gradings and promotions. Many responses read something like this, "We have a rather elastic system of promotion. The regular rule is semi-annual promotion, but bright children are, in some cases, allowed to skip a half year's work.
"A grade is divided into divisions, so that one part of it goes faster than the other. An unusually bright pupil, in such a division, would not really lose a half year by skipping."
The replies showed plainly a considerable degree of conservatism in regard to advancing children faster than the normal rate. Our present system, known as the "lock step," is acknowledged to be very faulty. I feel that at least twenty-five per cent of the chil- .
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SCHOOL COMMITTEE
dren in the grades are able to go at a faster pace than is now usually allowed under the old system.
In Cambridge for fifteen years, up to the last year, the course of study of the grammar schools was one of six years, but in some of the buildings pupils were so classified, and the course of study so arranged, as to afford pupils the opportunity to complete it in four years or in five years. In fifteen years approximately 9000 pupils have gone through the grammar schools of that city. Seven per cent have made the course in four years, twenty-five per cent in five years. This is a very commendable showing. Had this work been supplemented by individual work with back- ward children, the average time for completing the grammar school course of nine years would not be nine years and one month, as was the result two years ago. It is interesting to know that Cambridge, during the last year, has discontinued this plan. The chief objection to it is that it can be used only in very large schools.
We are trying, in our schools, this year, to make the grading flexible by dividing classes into groups, two or three groups, at least, to a class in the grammar grades, and three or more groups to a class in the primary grades, and encouraging each to go at its best pace without crowding. We advance a group or an individual at any time that it may seem best for him to go on. In the Locke School, during the last year, fourteen per cent of the pupils were advanced a grade, which, with us, means a year's work. It has proven to be a great stimulus to the children. Everybody has to do his best work, while the class unit is main- tained by class work in music, drawing, sewing, writing, etc.
By the old system, in which all the pupils advanced in every study at the same rate, it is evident that a large part of the class were not working anywhere near the limit of their powers. A pupil forming the habit of doing fifty per cent or seventy-five per cent only of what he is able to do gets the feeling that he will never be called upon to do his real best. It is a habit the forma- tion of which we should feel it our duty to prevent .. It is a rec- ognized fact that the vast majority of pupils have no desire to excel, and are perfectly satisfied if they get passing marks. . Our experience in the grades and in the High School, during the last year, has shown that the chance for more rapid advancement
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ARLINGTON TOWN REPORT
is a great stimulus for pupils to do their best, because of a reward which is so substantial and so apparent to his friends.
There is nothing particularly new or original in this scheme. Its efficacy depends on the constant watchfulness and encourage- ment of the principal and superintendent with co-operation from the teachers. I may say that many teachers feel the ar- rangement to be very difficult, and it does mean a great read- justment on their part, but we have found that those who honestly and fairly try out the plan work with the greatest enthusiasm because of the willingness and enthusiasm on the part of the pupils. The best that can be claimed for this and similar plans is that they are an attempt to differentiate pupils of ability independent of ordinary schemes of grading, and that it gives every pupil an honest chance to make the best of his natural abilities.
Our experience is showing us many interesting facts: (1) The number of ablest pupils, those fitted to advance rapidly, is, in the estimation of the teachers comparatively small; (2) Because we must rely upon teachers to point out such pupils, the tendency is to choose too limited a number rather than too many. This is a responsibility, the burden of which becomes less with ex- perience. There is a natural reluctance on the part of teachers to part with star pupils, and lose their help and their leadership. This reluctance is made deeper by the feeling that the gifted pupils are needed to help the less gifted. However, new leaders and new stars soon appear in every grade. (3) Immaturity of pupils can not be left out of count. For such, broader ex- perience, breadth and depth of study are as important as rapidity of progress through the course of study. There are some things which pupils must grow to. (4) The consent of parents for pupils to have extra promotion is necessary. (5) All High Schools find that the younger pupils do the best work.
Occasionally, a parent is found who knows better than the school teacher what is best for his child. On the other hand, many intelligent parents are entirely willing that their children, even though precocious, shall pass through the grammar school with slight demand upon their working power if the general school atmosphere is good.
I heard lately of an eleven-year old girl in the sixth grade.
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SCHOOL COMMITTEE
She is the daughter of a prominent citizen, and her mother is a woman of education and refinement. The girl can make very nearly one hundred per cent in any reasonable test in the various school subjects. Her parents know these facts. The child has no peculiarity, except brains, but they are unwilling to have her go ahead, as she really has the power to do, believing that she will gain much from the general school life, for it is a good school. The attitude of such parents is typical. To satisfy intelligent parents is something, but not everything. Were this child, and others like her, in a special class where they could be taught independently of the ordinary course of study, the value of their school life would be greatly enhanced. As it is, there must be more or less regrettable dawdling. Many parents, and teachers as well, might take to heart Gladstone's words to a gradu- ating class. "Believe me when I tell you that the thrift of time will repay you in after life with a usury of profit beyond your most sanguine dreams, and that the waste of it will make you dwindle, alike in intellectual and moral stature, beyond your darkest reckonings."
To give concrete examples of what we are doing I will mention two typical groups. (1) In a first grade, where there are some children of six years, and several more of unusual ability, the teacher has formed a section of fourteen children who have already practically covered the first grade work and are doing some second grade work. By the end of the year this group will be ready to enter the third grade. They are the happiest children in the school, because the busiest, and are proud of what they are able to do. The other members of the class, influenced by the industry of these children, are making excellent first-grade progress, and no child, no matter how poor his ability, is being neglected. A group of ten first-grade children, who last year accomplished what these children are trying, are now the leaders in the third grade in which they are this year enrolled.
(2) A section of twenty-five pupils in grade eight, some of whom have lost a year because of illness, change of residence, or other cause, by February 1, will have completed the eighth- grade work in the important subjects, arithmetic, English, United States history, and geography, and will then begin the work of the ninth grade. By the end of the school year they will be
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ARLINGTON TOWN REPORT
ready to enter the High School. About forty children in various eighth grades attempted to do the work of this group, but after a fair trial, some twenty-five were found able to accomplish all that is demanded. It means hard work on the part of both teachers and pupils, but it is being accomplished with the greatest enthusiasm by the pupils, and we get many expressions of ap- preciation from the parents.
We have only begun to see the results which this flexible grading will accomplish when fairly tried out, but, in the schools. where the plan has had the best trial, the principals assert that the whole tone of school effort and discipline is being raised by the opportunity to advance which every child sees held out to him. In no other business (for preparing children for the work of life is a business proposition) is the advancement of the in- dividual dependent upon the success of the mass. It is economi- cally absurd to keep a child thirteen years doing what he can accomplish as well or better in eleven or twelve years because of: (1) The value of the time saved to the pupil, (2) The saving of his support for one or two years to his parents and (3) Thesaving of the cost of one or two years' education to the Town, besides the value of the lasting influence of this success on the character and economic value of the individual.
THE HIGH SCHOOL.
Throughout the land there are no dissenters from the view that the elementary schools are successful in ministering to the needs of the children. In the case of the secondary or High Schools there is not the same unanimity. In our own State the matter of maintaining High Schools at the expense of the public is apparently settled for all time. These schools cannot be too deeply rooted in the confidence and approval of public opinion. They complete the principle that elementary schools were founded upon, "Equal rights and equal opportunities for all." It seems a pity that these schools cannot appeal success- fully to every boy and girl, but a similar failure would probably result in any school which human intelligence could devise. We are free to admit that we fail with some, but constant study and breadth of view is continually reducing the number. There are some who, because they cannot bring themselves into har-
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SCHOOL COMMITTEE
mony with existing conditions in schools, must complete their education by contact with the world. The number of pupils who left school last year was probably smaller proportionally than ever before and this was due to the fact that we have, through our new course of study, made so much wiser adaptation of our means to the ends sought that we have met the needs of a larger number of pupils.
The working of the elective system has shown some very in- teresting facts:
1. That pupils do not choose courses to any extent because they are "easy."
2. The elective system increases the difficulties of administra- tion, but we are conscious that the schools exist to serve the best interests of children and not to make organization easy.
3. Pupils elect subjects in which they are interested and so do better work. There is little educational value to be secured from studying a subject which is uninteresting. Several pupils who were failures before are successful now because interested.
4. The necessity of assisting every spring in the selection of a program of studies for the next year for their children tends to increase the interest of parents in the administration and work of the school. In no year have so many parents come to the school for consultation as during the last year.
5. It is easier for a pupil to change his line of work if he decides that some other plan is best for his future.
6. It results in pupils doing willingly much more work than is demanded by a prescribed course. This gives opportunity to complete the course in less than four years. Six pupils will probably graduate this year who have succeeded in getting a sufficient number of points in three years.
7. It is an educative factor of no small importance for a boy to choose annually the subjects he wishes to pursue even if his choice is not the determining element in the final selection. It is the kind of experience which later makes for good choices in matters of citizenship.
The following table gives the subjects offered and the number of pupils taking each:
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ARLINGTON TOWN REPORT
Subject.
I
II
III
IV Total
English
124
98
75
48
345
History-Review Greek and Roman
.
If the members of the present Senior Class pass satisfactorily the courses they are now taking, they will graduate credited with the following points earned :
Points · 70 71
72
73 74 75 76 77
78
79
80
81
83.
No. of
Pupils 8 6
7
2
7
3
3
1
3
2
1
2
2
. ..
.
.
20
Latin
50
28
19
15
112
French
81
45
28
154
German
10
17
24
51
Greek
6
.
. .
.6
Algebra
124
40
. .
164
Geometry Plane
48
18
66.
Geometry Solid
. .
. .
..
7
7
Economics
. . .
. ..
18
18.
Bookkeeping
35
23
58
Commercial Arithmetic
60
...
.
.
. ..
31
Commercial Law
18
18
Penmanship
60
35
23
118
Stenography
23
11
34
Typewriting
42
24
11
77
Manual Training
30
18
3
.
51
Drawing and Applied Arts
5
2
25
46
78
Music
120
90
72
46
328.
. .
.
10
40
Chemistry
. . .
. .
.
46
Zoology
17
. . .
17
Botany
20
26
26
United States and Civics
30
30
Science-Physical Geography
52
.
52
Physics
30
.
. . .
35
Mediæval and Modern
21
21
English
35
38
. . .
38
Ancient
55
55
Roman
.
.
.
..
60
Commercial Geography
31
. .
.
. .
. .
Note: Seventy points are required for a diploma.
.
10
10
Greek
46
. . .
. . .
. . .
. . .
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SCHOOL COMMITTEE
A common and just criticism of High School pupils is that they are lacking in ambition to excel and are satisfied with only passing marks. This same criticism may be applied to college students. As in our grammar schools, we are endeavoring to have pupils work up to a sane limit of their powers. We find many pupils who can with comparatively little study do good work and get high marks. In order to give these pupils, opportunity to exercise their powers, so called "honor sections"' have been formed in almost all subjects. The members of these sections do all the work done by the other members of the class and also much extra work in the way of research, original work, and advanced work. Most of this extra work is done in regular school time, but for the science work it is necessary to utilize the laboratories after- noons. The teachers are perfectly willing to do the extra work, the pupils are enthusiastic over the opportunity and the honor, and the scholarship of many pupils is much improved by efforts to get into the honor sections. Great credit is due the principal and teachers for the excellent working out of this scheme, which, so far as I know, has been tried in no other High School in the same way.
An important feature of High School life, and one which de- mands a large share of the time and attention of pupils is that of athletics. I heartily approve of athletics for both boys and girls, when not carried to excess. Our school was very successful during the past year, having won the hockey championship of the New England Ice Hockey Inter-scholastic League, and being considered by competent critics the best schoolboy team in New England. They won also the baseball championship of the Middlesex League. The regulation that no pupil may play on a team who is not up in his school work has acted as an incentive to better work on the part of many boys.
There is a serious defect in the present system of athletics as carried on in our High School in common with most others, and that is that only a small per cent of the pupils have any active part in them. Twenty or twenty-five boys represent the sum total of the participants in the various games, and furthermore they are the ones who least need the physical exercise, because they would get exercise regardless of school athletics. All the pupils contribute to the support of athletics; eighty per cent reap
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ARLINGTON TOWN REPORT
no physical benefit from them. There is a remedy for this defect in the appointment of a physical director as suggested by your chairman, and the making of a certain amount of gymnastic and athletic work obligatory. Such a director could act as coach of the various teams, accompany them on their trips out of town, organize and manage inter-class games, give class instruction in gymnastics and games, and take charge of the playground and its activities every day.
The new constitution, which was approved by this committee, was adopted by the Athletic Association in October. The object of this constitution was to keep the general direction of athletic interests more within the control of the faculty, and to super- vise more carefully the financial side of athletics. The most important features in the direction of athletics are now in the hands of a Board of Directors, made up of nine members as fol- lows: The superintendent, principal of the High School and a submaster; three boy members of the school; and three alumni. A submaster is the treasurer, and the principal is the auditor of the Athletic Association. The pupils are satisfied that the new arrangement is a great improvement.
Ministering to the needs of the intellectual and physical side of pupils of High School age does not satisfy the demands upon us. The social side must be recognized and developed. If the school does not furnish attractive opportunities for the exercise of the social instincts, then the pupils will secure such oppor- tunities elsewhere and probably under less salutary conditions. I believe that the High School should encourage and foster such social activities as meet their approval. The authority of the school, if extended sympathetically over these activities, can regulate them better and make them more effective than any other agency. The sympathy between pupils and teachers is greatly strengthened by contact in a social way.
The social life of the school has been fostered by the formation of several clubs under the direction of teachers. The school · is fortunate in being free from the secret society evil and these clubs are an attempt to satisfy partially the natural desire on the part of pupils for social activities.
The German Club, Der Mehr Kunde Verein, is under the leader- ship of Mr. A. H. Smith. Its object, as stated in its constitu-
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SCHOOL COMMITTEE
tion, is "To increase our knowledge of Germany, her manners, customs, institutions, language and literature."
The English Club which is under the direction of Miss Richmond and Miss McIntosh says in its constitution: "The object of this club shall be to further the work in English along original lines."
The Girls' Glee Club which is directed by Miss Tenney, ex- presses its object: "To provide a musical organization which may be available for entertaining at school functions, and for assisting worthy undertakings."
The Science Club is under the charge of Mr. Mitchell and has for its object: "To give pupils who are especially interested in the Natural Sciences an opportunity to do extra experimental work, and to encourage original investigation."
SPY POND ATHLETIC FIELD.
The Spy Pond Playground is a boon not only to the boys, but to the whole Town. During the spring every activity offered was taxed to its fullest capacity. While the playground was given for the children there was no intention on the part of the donors to prohibit adults from using the opportunity for recreation which the field offers, but that preference should always be given children. In compliance with this idea, permits to use the tennis courts when they were not in demand by school children were granted to adults of both sexes.
Strict rules in regard to profanity and smoking on the part of school boys on the field were made, and the spirit in which the boys of the Town met the requirements is very gratifying. In order that the moral tone which is now of such a good character be maintained, we should have some responsible man on the grounds whenever boys are there for play. We need very much a locker building with shower baths for our own and visiting teams. We need also a bathhouse in which our boys and girls may be taught to swim.
The value of this playground to the children of Arlington is beyond computation, for not only the physical, but the moral tone of our youth is being raised by the opportunities it offers. The value to the life of a community of suitable places of recrea- tion is being recognized all over our land and a nation-wide movement fostered by the Playground Association of America
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ARLINGTON TOWN REPORT
is resulting in the establishment of playgrounds wherever possible.
Today our jails are filled with people who are a loss to the moral life of a community ; our asylums are crowded with many who are a loss to the intellectual life of the community; our almshouses are filled with people who are a loss to the economic life of the community; our hospitals are crowded with individuals lost to efficient living. We have just begun to see that the basis of this loss to the moral, economic, intellectual and social life of the com- munity is physical and that it usually has its beginning in child- hood. Medical examinations of school children are now revealing many physical defects which if remedied will prevent later mental or moral degeneration. The playground movement stands for the salvation that has its basis in physical well being, for, without this, mental and moral regeneration are both difficult and unusual.
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