USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1911 > Part 10
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SCHOOL COMMITTEE
- they may have entered school late, or they may have progressed slowly. The following table, based on a form generally accepted, gives the conditions in our schools as they were on the second Monday in December, 1911. This date is one adopted by the United States Bureau of Education, and the United States Immi- gration Commission.
AGE AND GRADE DISTRIBUTION, SECOND MONDAY IN DECEMBER, 1911.
GRADES.
AGES.
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Total
Over
age
Per
cent
.
I.
154
92
12
5
263
17
6.5
II.
2 106
79
23
7
4
221
34
15.4
III
6
99
72
31
12
3
1
224
47
21.
IV
10
71
80
44
19
5
1
230
69
30.
V
12
77
71
35
15
6
4
220
60
26.8
VI
9
58
62
41
24
5
1
1
201
72
35.8
VII
10
59
61
41
22
7
1
201
71
34.8
VIII
10
34
42
31
15
1
2
1351
49
36.3
IX
6
26
65
45
26
15
183
41
22.4
156 204 200 183 204 199 194 183 178 107
50
17
1
2 1878 460
24.3
All figures to the left of the bold figures tell the numbers of pupils who are of proper ages for the grades they are in. The other figures represent the number of pupils in each grade who are over age for the grade they are in. It comes to one as a distinct shock to find so many children a year or more above the normal age for the grade. One of two reasons accounts for their condition - either they entered school late or they have had to repeat grades. If they entered late the fault does not lie with the school; if they made slow progress in the grades, it may have been unavoidable, but the responsibility primarily must be taken by the school. This showing seems serious in spite of the efforts we have been making the last five years to prevent retardation. An investiga- tion was last spring made by the Russell Sage Foundation in twenty-nine smaller cities to secure information as to causes which result in backwardness among school children. This investigation covered the school histories of 206,495 children enrolled in eight
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ARLINGTON TOWN REPORT
elementary grades. The figures reduced to percentages were as follows:
Total above normal age 37%
Above normal age because of:
Late entrance 13%
Slow progress . 17%
Late entrance and slow progress .
The figures in the different cities ranged from 19% in Quincy, Mass., to 51% in Passaic, N. J.
Now that we have permanent record cards, giving the school and home history of each child, it will be possible for us to have always up-to-date information with regard to promotions and retardations which will be accurate and reliable, and enable us to trace every individual child's progress from the day of his entrance to gradua- tion.
We have used the Binet-Simon Measuring Scale for Intelligence in testing some of our backward children. This test while possess- ing many faults has been tested on 2000 normal children and found to be fairly accurate. Much use is made of it in training schools for delinquent children and it is a valuable aid. We find that the mental development of some of the over-age children is one, two, or even three years behind that of the normal child. The mental age and the chronological age are not in accord and, as we have to deal with the mental equipment largely, such children are really where they belong, for they are with children of the same mental age.
SCHOOL ACCOMMODATIONS.
At no time since I have been connected with the schools of the Town has there been more complete provision for housing the children of the grades and a consequent freedom from over-crowded rooms as during the year past. The completion of the Crosby School addition has relieved the situation both in that school and the Russell district. If the proposed addition to the High School is made, by utilizing some of the unused room for the overflow from the Russell and Parmenter Schools, an addition to the accommoda- tions in that district can be postponed for three or four years and perhaps longer. The next need is likely to be for more room in the Cutter School building, for that district is growing rapidly, and
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a warning of what we may expect is given by the size of the first grade, which now has over fifty pupils. Conditions in the Locke School are very satisfactory.
CHANGES IN ORGANIZATION.
The age of admission to the first grade is almost universally six years outside of New England, and during the last few years the majority of places in Massachusetts have adopted this as the entering age. A proposal to make this change in Arlington met with considerable opposition, but a change was adopted which makes the session for children entering the first grade but three hours long, from nine to twelve. It is the intention to make this class a sub-primary grade, and to make the serious work of the school begin in the second year. We are finding, however, that almost as rapid progress is being made with one session as was formerly made with two. The teachers of these grades spend the same number of hours as formerly at school work, giving the time of the afternoon sessions to helping the slow and backward chil- dren, not only of their own grade, but of the second and third grades also. We believe that the end of the year will show ex- cellent results in the primary grades from this change.
The removal of the ninth grades from the High School building has gradually been forced upon us, and this year the elimination is complete. The greatest care is being taken to keep the pupils of this grade up to the best High School standards and I believe, advantageous as it was to have the work which is an introduction to the High School studies done under High School conditions, the classes will enter the higher institution as well prepared as ever before. There is bound to be more of a break than formerly, but that is being bridged by more careful oversight of the pupils' work during the first year in the High School. A careful estimate of every pupil is sent to the High School principal by the principals and teachers of the ninth grades, and reports of the progress of the pupils sent to the schools from which they come. Another step which is bound to be helpful is that of assigning to every teacher in the High School a group of first year students to whom he or she is to be guide, counselor, and friend. We hope by these methods to keep every pupil up to a high standard of scholarship
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ARLINGTON TOWN REPORT
and conduct, and to prevent first-year failures which are so com- mon in High Schools.
The policy of placing men as principals of large grammar schools was this year applied to the Crosby School by the appointment of Thomas E. Freeman as principal of that district. Miss Mary F. Scanlan, who was principal of that school for many years while it was an eight-room building, is one of the most competent and high- minded women I have known in my experience. She was a suc- cessful principal in every way, and it is a matter for congratulation to the Town that Miss Scanlan could be retained as teacher of grade eight and principal's assistant at the same salary she had received as principal. It is rarely that a teacher, after having given thirty-eight years of her life to teaching in one town, retains her progressiveness and cheerful helpfulness to the extent that Miss Scanlan has done. Would that we could find more of her type!
HIGH SCHOOL.
No part of the school system has undergone as many logical and far reaching changes in aim during the last few years as the High School. Ten years ago the chief aim of secondary schools was to prepare for college. The boy preparing for the ministry, law, or medicine found that the courses offered were eminently fitted to prepare him for his vocation, while the pupil intending to enter mercantile, manufacturing, or agricultural pursuits found little in the curriculum which would be of practical use in his calling. The character of the studies was determined by the few who were to go to college while the many, seventy-five or eighty per cent, were not considered as having any special needs to which the High School was called upon to minister. In this respect it was the undemo- cratic part of the school system. This condition was based upon the general belief that the cultural courses offered in preparation for college were the best preparation for life's work in any field. There was nothing fundamentally wrong in this basic principle that culture is the aim of school work but the mistake was made of thinking that culture is the only aim and that everything necessary could be accomplished by the study of a very limited number of subjects which bear only remotely upon practical living. All the good that results from the so-called cultural subjects, Latin, French, German, literature, and history has been retained but added to
125
SCHOOL COMMITTEE
these are subjects which teach the fundamentals of commerce, industry, and accounting, besides a complete course in stenography and typewriting. Manual training has been developed to include in most schools not only wood working, but pattern making, forging and machine-shop practice, sewing and cooking, thus directing the pupil's efforts towards his future as a member of a producing com- munity. The old-type school educated away from labor and in- dustry, and produced in many pupils a contempt for commonplace affairs centering around the trades and the home. The modern High School places these subjects as well as the sciences - chem- istry, physics, biology and physical geography - on a level with Latin and Greek as subjects not only worthy but demanding con- centrated and intensive study.
This change in aim accounts in a measure for the phenomenal growth of our High School during the last five years. The average membership figures follow:
Year
Average Membership
Gain
1904-1905
153.
1905-1906
163
10
1906-1907
170.
7
1907-1908
196
26
1908-1909
240
44
1909-1910
292
55
1910-1911.
328
36
Membership, December 31, 1911. 410
82
The method of organization and the opportunities for more ex- tended, more intensive, and more individual study in subjects in which pupils are especially interested has added to the attractive- ness and consequently the growth of the school. This extended study is made possible by the formation of so-called honor sections in many subjects. The results from the plan tried experimentally last year were so gratifying that there was a general demand on the part of the pupils for its continuation this year. At the end of the first eight-weeks' period those pupils who were doing excep- tional work in each subject were grouped into sections that they might have more extended work than is possible for the majority of the class. No time in the period required for graduation is
126
ARLINGTON TOWN REPORT
saved by this plan, but the opportunity for a broader grasp of each subject is greedily seized by pupils who, because of their particular interest in or ability for a certain study, do exceptional work. It is often pathetic to see the efforts made by pupils to enter honor sections, knowing that more work and a higher grade of work is required, and the quality of the work done is in many cases greatly improved by such efforts. It is possible for a pupil to get into one of these sections at any time that the quality of his work warrants such advancement. Opportunity is open to pupils of unusual ability to complete a course in three years; last year five suc- ceeded in doing this.
The influence upon the other sections of the various classes has been marked. Pupils who were considered to have no particular ability before the change of sections suddenly blossom out into ex- cellent students, because they feel no longer overshadowed by a few brilliant minds which previously have somewhat dominated the reci- tations of the class. Work is given these sections to fit the needs of the individuals much better when they are grouped according to their intellectual powers. We have come to realize that it is unreasonable to expect either the same amount or the same grade of work from all pupils. Our duty lies in bringing each individual up to a sane use of his natural abilities and when we have done this we have obtained from him practically all that we have a right to expect. We are trying in the High School, as we are in the grades, to deal with the individual and give to each as nearly as we can that education and culture which finds expression in right living, in the wise selection of a vocation, in a tolerant and sympathetic attitude toward others, in self-control, and an interest in the civil institutions of the State. This is the new practical culture which the modern High School is endeavoring to inculcate.
I spoke last year of the social activities of the school through the formation of literary and scientific clubs. It is but very lately that educators have come to realize that pupils of the adolescent age demand social organizations of some sort. While they have endeavored to banish organizations of a harmful sort they have done nothing to encourage clubs and societies whose objects are helpful and educational. Encouraging the good activities of stu- dents is the most effective way of discouraging the mischievous. No school organization that encourages anything but real merit has any place among school activities. When membership of clubs means scholarship and actual accomplishment, the influence
127
SCHOOL COMMITTEE
on the school is of an elevating character. Such is the character of our school organizations. The English Club, which is open to all pupils who do work in English which merits a mark of "A" or "B," has produced some excellent work. Monologues, poems, stories, and plays have been written. Three of the plays were pro- duced by pupils and one was used as the class play by another High School of exceptional standing. School creeds published in the form of school calendars have received hearty commendation from teachers of English from many parts of New England. By means of this club special talents are being discovered and de- veloped and the vocation of some pupils determined. The German Club, French Club, and Science Club have done equally com- mendable work.
Entrance to our High School is open to every pupil qualified to profit by attendance upon it and any pupil who is willing to pay the price of faithful endeavor can maintain his connection with the school. The successful government of a High School particularly in the Metropolitan district requires qualities of an exceptional nature. To supply the sort of government which every pupil has a right to expect demands high qualities of firmness, fairness, in- sight, sympathy, and enthusiasm. Teachers who have forgotten their own trials during the adolescent period, or who never had trials, will have but small success with High School pupils. There must be on the part of the successful teacher a readiness and will- ingness to grasp the pupil's view. While this good government must necessarily be largely of a repressive character, it should never fail to develop the capacity for self-government, and, in the last analysis, its success may be gauged by the success with which it develops this habit. The spirit and discipline of our High School are commendable. We desire the help and earnest co- operation of the parents to sustain us in our efforts. In order to understand the attitude of the teachers and assure that co-opera- tion so essential to the largest degree of success, parents should visit the school more generally. I have spoken of this before, but with poor results. I know that pupils have been known to indi- cate at home that visitors are not desired. The reasons for such statements are not hard to analyze. Much good would come to both pupils and teachers if parents would more generally visit the school. I append some statistical information which may be instructive:
.
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ARLINGTON TOWN REPORT
Whole number belonging, January 1, 1912 410
Number of boys
184
45%
Number of girls
226
55%
1 st
2d 3d
4th Fresh-
Senior
man
Boys
.23
37
42
78
Number in each class
Girls
37
39
63
85
Total .60
76. 105
163
Number of special students
0
Number of post graduates
6
Number in College Course .
132
Number in Commercial Course.
160
Number in Technical Course.
65
Number in General Course.
53
A feature of the High School which has come to be a most im- portant factor and one which presents some of the most difficult problems for adjustment is that of athletics. The discipline, scholarship, and general spirit are dependent with a certain ele- ment of the school to a great degree upon the conduct of organized sports. It is difficult to handle firmly yet tactfully all matters pertaining to eligibility. We believe in being very strict in regard to scholarship. Any boy whose work is unsatisfactory for any week is ineligible to represent the school in any team during the next week. It is easy to see how, from a boy's standpoint, un- fairness or undue severity may be shown. Unfortunately a large part of the general public whose interest in and knowledge of the school are confined to athletic matters is very quick to condemn the faculty for disqualifying boys whose conduct or scholarship is unsatisfactory. Such attitude is very harmful to discipline and good feeling. It is generally believed that the Hockey Team lost the Metropolitan championship last year because one of its best players was disqualified because of low scholarship. We believe it much more important to uphold the principle that good scholar- ship must come first than to win a championship, and I believe the lesson in the above case was not lost. The attitude of the boys towards a rigid scholarship requirement is generally good. Parents and the general public should uphold the school in this matter.
129
SCHOOL COMMITTEE
The dealing with the financial side of athletics has come to be both difficult and complicated. There has grown up a custom in all High Schools of furnishing all the paraphernalia, uniforms, etc., for every individual on the athletic teams, and of paying all travelling expenses. Many of us can remember when each indi- vidual on a team furnished his own suit and paid his own expenses. I believe they played as well and got as much fun and exercise as boys do now. Athletics have come to be too much of a business. During last year in the conduct of our school athletics, including work done in the lunch room, more than $900 passed through the hands of the treasurer, who is one of the sub-masters. The raising of sufficient funds has come to be a serious matter. In schools having an enclosed field to which admission may be charged the matter is easy enough. We are seeking ways to simplify and im- prove the financial side of our problem.
SPY POND ATHLETIC FIELD.
The value of Spy Pond Athletic Field grows upon us more and more. It satisfies a long-felt want for a place in which young peo- ple can gather for those enjoyable out-door games which we have come to realize exert such a powerful influence on the mental and moral as well as on the physical development of the youth of our time .. The growth in interest in athletics is something which by some is deplored, but with those who have given the matter the most careful consideration and study it is a matter of deep gratifi- cation. In places where young people have no organized sports, moral conditions are almost invariably a difficult matter to deal with. I feel that an interest in sports and games is the best pre- ventive known for a morbid interest in things much less desirable which is so common in the adolescent child. Interest in athletics tends to keep boys clean minded and the training that goes with the work teaches the value of making the body a good servant of the mind. While great good has come from this playground, its greatest usefulness will not be realized until we have a playground instructor who shall be present on the field whenever boys are there for play. The Playground Association of America asserts "better no playground than one without a director." We need sanitary accommodations very badly on the grounds. We should also have a grandstand and a locker building containing dressing
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ARLINGTON TOWN REPORT
rooms for our own and visiting teams. These, we realize, the Town is not in a condition to furnish at the present time, but we hope we may in some way secure them within a reasonable time. It seems regrettable that so noble a gift should fall short of its greatest possible effectiveness because of lack of proper equipment.
HEALTH.
In these days of conservation no more important subject claims the attention of school authorities than the conservation of the health of school children. Public interest in this matter has been aroused and much is being done in all progressive communities to make school conditions as healthful as possible. There can be no doubt that it is the duty of school officials to guard children from all physical harm during the period of enforced attendance at school and to give them practical instruction in hygiene. This is the least that can be expected but much more can and should be done. It may not be out of place to mention the things done in our town, in common with most communities, to make the school a safe place in which children may spend the five or six hours of the school day. In the buildings, the boilers are regularly in- spected, sanitaries frequently disinfected, floors oiled to keep down dust from sweeping, dustless crayons used to reduce the evil from chalk dust, sanitary drinking fountains and individual paper tow- els provided, seats and desks adjusted to the requirements of pupils in the grades, and lighting, heating, and ventilating given careful attention. The system of physical training used in the grades is designed to prevent certain physical defects and to correct many others, and is doing much to aid in producing strong bodies capable of resisting disease. Our system of medical inspection includes the effective prevention of the spread of communicable diseases through the work of the school physician and the testing of the sight and hearing of every child above grade one annually by the teachers. Through the use of a series of books on hygiene recently adopted, it is believed that more effective instruction in the formation of health habits than has before been possible will result. Instruc- tion in hygiene is not difficult to give, but training children to practice what they are taught is difficult, and needs that which is difficult to secure, home co-operation. Every effort possible will be made to make the instruction as efficient as possible. Phys-
131
SCHOOL COMMITTEE
iology which has always been a subject of more or less horror to sensitive children will be limited to the absolute essentials. It may be seen from this brief summary that school officials have realized the importance of attention to matters of health and are making an effort to do their duty in conserving the health of the children under their care. Much more could be done and would be done were it not for the expense involved.
As a whole our buildings are well heated and ventilated. There are in most of our buildings a combination of so-called direct and indirect systems; that is, steam radiators furnish the direct heat, and currents of air, heated by passing over coils of steam pipes in stacks, enter the top of the room and after circulating are drawn off by ventilators in the lower part of the room. These systems are good, but there are two faults in their application in some buildings. First, the air is taken from outside in such a manner as to draw dust and other impurities. The intake of the air should be high enough to avoid surface impurities or it should pass over grassy plots of considerable size. It is quite a common practice in up-to- date buildings to wash the air before passing it into heat chambers. This is not a very expensive process when we take into considera- tion the importance of the preserving of the health of young chil- dren. The air they breathe in school ought to be clean and pure. Second, the air the children breathe in all the rooms is too dry. The hot dry air must be breathed, that is what it is for. The result is that the mucous membrane of the nose, throat, and lungs is dried, the vitality is lowered, irascibility of both pupils and teachers caused, and colds easily contracted. This condition could be changed into one where it would be a pleasure to breathe soft and sufficiently moist air by introducing a jet of live steam, to be mixed with the air which is to enter the rooms, into the stacks above the coils of pipes. This is not an expensive undertaking; in fact, it would doubtless prove an economy in the end, for this humidifying of the air reduces materially the temperature at which the school-room is comfortable. It has been found that where- as 68 degrees is considered the proper temperature, 60 de- grees is found to be sufficiently warm with the right conditions of humidity, because heat is much more evident in moist than in dry air.
I have spoken several times of the need of dental inspection and
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