USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1913 > Part 10
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Retirement. Members may retire at sixty years of age or after. Members must retire at the age of seventy, and school committees may retire teachers between the ages of sixty and seventy, if approved by the retirement board. Upon retire- ment, a member shall be entitled to receive from the annuity fund a life annuity based upon his contributions; that is, the total amount of his assessments with compound interest guaranteed at three per cent. A member so retiring and receiving an annuity shall receive an equal pension from the state. A teacher in service before July 1, 1914, is guaranteed a total minimum retirement allowance of $300, regardless of the number of contributions he may make. The pension for
123
SCHOOL COMMITTEE
teachers retiring in the first few years will be based upon the theory that the act has been in force thirty years. That is to say, the teacher's average salary for the last fifteen years will be ascertained; it will then be assumed that the teacher while in service has paid assessments upon this salary at the rate current at the time of retirement. On the basis of this theoretical amount, the pension will be computed. Under the conditions imposed by the law, no teacher will receive less than $300.
Refund. Unlike most other pension laws for teachers, this law provides that a teacher withdrawing from service before becoming eligible to an annuity shall receive the amount of contributions with compound interest at three per cent. There is no building up of an insurance fund for the aged at the expense of young teachers. This is a wise provision, inasmuch as the average teaching life is about seven years, and a very small percentage of those who enter upon teaching ever become a pension risk.
The law is a straight old-age measure and makes no pro- vision for retirement because of length of service or for dis- ability. This at first thought appears a weakness of the measure, but doubtless some sort of compulsory disability insurance, adjusted to the occupational risk of teaching, for which a sufficient premium will be charged, will follow as a development of this law.
The best result of the law is that old teachers, while provided for, do not become pensioners strictly, for one-half the income they receive is in the form of an annuity which they themselves have provided by payments from their salaries. I believe it is an excellent law.
TEA CHERS.
The usual number of resignations has occurred during the year and we have fifteen teachers new to the schools of Arling- ton. Six resigned to accept positions paying better salaries, five to be married, one because of illness, and one because of illness in the family.
124
ARLINGTON TOWN REPORT
RESIGNATIONS
School
Month
Elizabeth A. Briggs
High
June
Pearl Diffin
Russell VIII
June
Grace A. Mowry
Russell VII
February
Agnes D. Crotty
Russell VII
November
Elizabeth Merrill
Crosby III
August
Elizabeth E. Thompson
Cutter VIII
June
Katherine E. Russell
Cutter VII
June
Caroline M. Young
Cutter IV
August
Roy A. Kane
Locke Principal
April
Myrtle A. Bacon
Locke VIII
November
Ethel Sugden
Locke V & VI
June
Ruby L. Christie
Locke IV
June
Eva M. Farrington
Locke III & IV
June
The following appointments have been made:
NEW TEACHERS.
School
Month
Pearl A. Maynard
High
September
Bessie G. Hurlbutt
Russell VIII
September
Mary O. Smith
Russell VII
September
Gertrude R. Berry
Crosby IX
September
Laura F. Thrasher
Crosby V
September
Rachel Harrison
Crosby II
September
Helen Lyons
Crosby III
September
Persis A. Lothrop
Cutter VIII
September
Breta M. Haskell
Cutter VII
September
Anna M. Flagg
Cutter IV
September
Helen M. Warren
Cutter I & III
September
Andrew G. Johnson
Locke Principal
April
Grace L. Davis
Locke VIII
November
Althea Andrew
Locke V & VI
September
Bertha W. Richards
Locke III & IV
September
Clara M. Hartshorne
Locke II
September
We have five teachers more than we had a year ago: one for a division of the freshman class in the Crosby; one for an additional fifth grade, and one for a new third grade in
125
SCHOOL COMMITTEE
the Crosby; one assistant for a section of the seventh grade, having 62 pupils in the Locke; and one to relieve the first and third grades, having respectively 54 and 56 pupils, in the Cutter School.
Of course such a large number of new teachers cannot be absorbed into the system without a decided loss in effective- ness for some time, but a large number of changes seems in a measure inevitable. The spirit of helpfulness shown by our teachers to the newcomers is very gratifying. We have a remarkably fine corps of teachers - enthusiastic, sincere, and self-sacrificing. No request that is reasonable fails to meet with an instant response. It is my conviction that no more willing, hard-working, and conscientious body of teachers is to be found in the Commonwealth. I can scarcely say enough in appreciation of them. They earn and deserve a larger financial return than the town is able to grant. There is a return, richly deserved, that parents and others can give if they will, which costs nothing - a word of encouragement and appreciation which will cheer and help over the rough places. If parents would not wait until something goes wrong before going to see the teacher, many misunderstandings and heart- aches would be avoided on the part of children, teachers, and parents.
In closing, allow me to thank you, members of the school committee, for the unfailing kindness and courtesy which have been shown me during the year. In return I promise my best efforts to make better schools for all of our children.
Respectfully submitted,
JOHN F. SCULLY, Superintendent of Schools.
REPORT OF PRINCIPAL OF HIGH SCHOOL.
Mr. John F. Scully, Superintendent of Schools, Arlington, Mass.
Dear Sir: I submit herewith a report of the conditions of the High School for 1912-1913.
The year has been one of harmonious, earnest and profitable work by the teachers and a great majority of the pupils. In this work we have had the hearty co-operation of the superin -
126
ARLINGTON TOWN REPORT
tendent, committee, and parents, without which it is impossible to accomplish the best results. The teachers have realized that the school exists for the pupils, and not for the teacher; that equal rights and privileges belong to every child without regard to social position; that initiative and originality should be encouraged to a large degree; that sympathy and interest should be felt and manifested as the controlling factors; that individual help should be given as far as possible to pupils who are failing, and more rapid advancement permitted the especially gifted - if their health permits it.
ATTENDANCE.
The total enrollment last year was 487. The number enrolled at the end of the year was 430. Thus it may be seen that 57 left school during the year. (See table.)
Reasons for pupils leaving school during the school year 1912-1913.
To enter other schools . 1
Reason unknown. 3
Not able mentally to do the work. 6 Moved out of town. 8
Poor health 17
To work. 22
Total number leaving 57
Nine who left owing to poor health and one who left to work returned this year. Seven were doing passing work, while fifteen were failing when they left to go to work. That the number leaving during the school year was so large is not gratifying. We believe that as teachers it is our duty to hold as many pupils in school until they graduate as possible. We believe that instead of eliminating so many pupils we must eliminate the causes of poor work and discouragement. This we have endeavored to do; but there is a chance for more work in this line.
The following data will show to what extent this has been accomplished in the school during the past seven years:
127
SCHOOL COMMITTEE
Class
Number entering as Freshmen
Number Graduated
Per cent Entering to Graduate
Average Per cent of Membership Av.Membership to Graduate
of School
1907
65
16
24.6
170
9.
1908
72
29
40.3
196
14.8
1909
72
25
34.7
240
10.4
1910
82
35
49.9
292
12.
1911
86
47
54.3
328
14.3
1912
113
58
53.1
400
14.5
1913
112
68
60.7
467
14.6
The present senior class numbered 114 upon entering the school in September, 1910. The number entering the class later owing to their parents moving into town is 10. The number leaving the class owing to parents leaving town is 5, making the total enrollment of the class upon entering, 119. It now numbers 78, or 65.6 per cent of number entering.
It may be true, as some are pleased to believe, that the growth in our high school has been in many ways phenomenal; but let us remember that this growth has been going on all over the country. The number of high school pupils in the United States is increasing much more rapidly than the popu- lation, for it has increased 208 per cent since 1890, while the population has increased 47 per cent.
HOLDING PUPILS IN SCHOOL.
Many of us can remember when a teacher who passed or promoted a low per cent of his pupils was considered "a man of high standards and rigorous requirements," while the teacher who passed 90 per cent of his pupils was called lax, and "easy." At the present time, however, the teacher who fails a large number does not, on account of this fact alone, have a reputation for thoroughness and strength. The active, alert, conscientious teacher who has a desire that his pupils should succeed, takes time in school and out of school to ex- plain things to the backward pupil, and endeavors to find his difficulties. Encouragement may keep him in school, while discouragement or no extra help at the right time may send him back or out of school entirely. The teachers are trying to prevent their pupils from failing and leaving school by:
128
ARLINGTON TOWN REPORT
(a) Afternoon work. The teachers are divided into four groups, one group returning each afternoon, excepting Friday when the building is closed, for the purpose of helping backward pupils. A notice is posted in each room giving the afternoon when each teacher returns to help pupils in the subject or subjects which she teaches. The pupils are told when they need extra help and are urged to return. The number of pupils returning for this help depends largely upon the interest which the teacher manifests in her pupils. Interest in teacher begets interest in pupil.
(b) Weekly reports. At the end of each week notices, stating in what subject the pupil has failed and the apparent cause for the failure, are sent to parents of pupils doing unsatisfactory work. These are signed by the parents and returned to the teacher. The object of these weekly reports is to keep the parent informed in order that the two factors - parent and teacher - may work together to interest the pupil to do better work.
(c) Teacher Adviser. Previous to this year the members of the entering class have been divided into groups and a teacher adviser assigned to each group. This year each teacher having a home room is the teacher adviser of the pupils belonging in that room. This applies to all classes, Seniors as well as Freshmen (so called). At first thought it might seem that Seniors in High School do not require advice and guidance from any special teacher; but when we consider the fact that next year in college, when they are a year older, a teacher adviser is assigned them it does not seem out of place for them to have some such special guidance now when they are deciding upon courses to pursue in College or Normal School or looking for a position in the business world. No teacher feels that she must necessarily confine her special help and influence to her group. Again the beneficial results of this scheme depend largely upon the interest and activity of the teacher.
There are other methods in the school that help to interest and encourage the pupils in general to stay in school and to do the best work that they have the ability to do; but the above-mentioned devices, while used for all pupils, apply chiefly to the pupils who have already shown a weakness in
129
SCHOOL COMMITTEE
some form or other. We believe that the teacher is the princi- pal determining element, and that he is the one to look to if the efficiency of our school is to be increased.
SUMMARY OF REPORTS.
Report cards are sent to the parents every two months during the school year. The following summary of reports for Sep- tember and October of this year should be of interest to parents and all others interested in the work of the school. A similar tabulation is being made for each period of eight weeks.
Explanation of Terms Used.
Under the column headed "Subject" is also given the year in the course: I meaning first or freshman year; II, second or sophomore; III, third or junior, and IV, last or senior year. The column headed "Pupils Admitted" is divided into two parts: "New," or pupils taking the subject for the first time, and "Repeating," or those who have failed and are repeating the subject. "Pupils Left" were doing either "Passing" work - above 67% - or "Failing" - below 67%. This does not signify that the pupil left the school. Often a pupil elects, at the start, too many subjects and must drop something. Under column headed "Marks for Period Ending October 1" is given the number of pupils in each subject receiving each of the five marks used. "A" means a standing from 90% to 100%; "B," 80-90; "C," 70-80; "D," 67-70; "E," below 67%, or unsatisfactory. "Number Passed" in each case is the sum of the numbers receiving the passing marks "A," "B," "C," and "D," "E" being a failure. "The Per Cent Passed" is found by dividing the number passed by the number taking the subject at the end of the eight-week period.
130
ARLINGTON TOWN REPORT
Chemistry III .
63
3
66
2
5
4
13
13
11
18
41
70
.
77
1
0
4
29
29
14
0
76
100
English IV (Senior). .
114
0
114
2
0
10
42
41
19
0
112
100
English III (Junior) . .
139
6
145
0
0
17
74
41
10
3
142
98
English II (Sophomore).
170
6
176
4
1
19
60
66
20
4
167
97.7
English I (Freshman).
10
0
10
0
0
1
3
6
0
0
10
100
Solid Geometry IV.
25
4
29
0
1
3
7
9
8
27
96.4
Plane Geometry Review IV . .
79
5
84
1
0
3
17
30
31
2
81
97.6
Plane Geometry II . .
47
6
53
0
2
5
7
21
13
5
46
36.8
Algebra III .
169
12
181
0
2
8
43
57
56
15
164
91.6
Algebra I . .
28
0
23
1
0
0
7
10
10
0
27
100
Ancient History Review IV. .
30
2
32
0
1
3
8
11
9
0
31
100
English History III. .
70
1
71
2
1
8
30
16
12
2
66
97
Medieval and Modern His- tory II.
21
0
21
0
1
1
7
5
2
5
15
75
89
1
90
0
1
21
30
14
10
14
75
84.3
Greek History I.
25
1
26
0
1
7
10
4
3
1
24
96
General History I
21
1
22
0
0
2
7
9
4
0
22
100
Latin IV. .
21
0
21
0
0
2
7
6
5
1
20
95.2
Latin III .
50
0
50
2
0
0
9
21
13
5
43
90
Latin II .
65
3
68
3
0
15
23
19
6
2
63
96.9
Latin I:
27
5
32
0
0
2
10
17
2
1
31
97
French IV .
67
1
68
0
0
0
30
22
3
13
55
80.8
French III . .
100
13
113
0
1
17
19
26
32
18
94
87.5
French II . . .
13
0
13
0
0
4
6
2
1
0
13
100
German IV .
29
0
29
1
0
1
10
12
4
1
27
96.4
German III .
89
1
90
0
4
13
40
13
12
8
78
90.7
German II .
16
1
17
0
0
3
2
7
1
4
13
77
Physics IV . .
41
1
42
0
3
4
8
11
12
4
35
90
Physics II . .
.
New
Rep't
Total
Passing
Failing
A
B
-
C
D
1
Subject
Pupils Admitted
Pupils Left
Marks for Period Ending October 1
Number Passed
Per cent Passed
E
77
0
Roman History II.
Marks for Period Ending October 1
Number Passed
Per cent Passed
Subject
New
Rep't
Total
Passing
Failing
A
B
C
D
E
100
Biology III and III.
102
2
104
0
0
7
34
36
25
2
102
98
Physical Geography I.
38
0
38
0
0
1
6
18
7
6
32
84.2
United States History IV
26
0
26
0
0
2
12
8
4:
0
26
100
Commercial Law IV.
40
0
40
0
0
7
9
17
5
2
38
95
Bookkeeping III .
58
0
58
0
0
8
18
14
12
6
52
89.6
Bookkeeping II . .
45
2
47
0
0
4
20
21
2
0
47
100
Commercial Geography II
90
3
93
2
0
16
39
23
11
2
89
97.8
Commercial Arithmetic I.
29
3
32
0
0
4
6
16
6
0
32
100
Stenography IV .
46
1
47
1
0
1
5
21
16
3
43
93.5
Stenography III .
34
3
37
0
0
1
6
21
9
0
37
100
Typewriting IV .
42
0
42
0
. 0
1
8
17
16
0
42
100
Typewriting III .
58
2
60
1
0
1
15
32
10
1
58
98.3
Typewriting II .
76
0
76
0
0
11
20
33
9
3
73
96 3
Penmanship I .
19
0
19
3
0
3
11
4
0
1
18
95
Manual Training II .
44
2
46
0
0
2
28
13
0
0
43
93.5
Manual Training I.
26
0
26
0
0
6
10
8
2
0
26
100
Mechanical Drawing ..
83
0
83
0
0
20
32
26
5
0
83
100
Drawing, Free Hand ..
Total .
2339
94
2433
21
24
246
757
784
448
152
2236
93.6
0
5
14
6
4
0
29
28
1
29
0
Pupi's Left
Pupils Admitted
SCHOOL COMMITTEE
131
132
ARLINGTON TOWN REPORT
Analysis of data:
Number of pupils admitted to all the different subjects "for first time" 2339
Number of pupils admitted to all the different subjects "repeating" 94
Total . 2433
Number of pupils leaving all the different subjects, "passing"
21
Number of pupils leaving all the different subjects, "failing"
24
-
Total .
45
Number of pupils remaining in all the different subjects, at end of period . 2388
Number of pupils receiving "E" in all the different subjects, at end of period. 152
Number of pupils passing in all the different subjects, at end of period . 2236
Number of pupils receiving "A" in the different sub- jects, at end of period . 246
Number of pupils receiving "B" in the different sub- jects, at end of period . 757
Number of pupils receiving "C" in the different sub- jects, at end of period . 785 Number of pupils receiving "D" in the different sub- jects, at end of period . 448
Total . 2236 2236, the number of passing marks given, is 93.6% of 2388 - all marks given.
152, the number of failing marks given, is 6.4% of 2388 - all marks given.
The following tabulations shows the number of pupils taking the various subjects at the end of October, 1913, the number for the same time last year, and the per cent of increase or decrease in each subject:
133
SCHOOL COMMITTEE
NUMBER TAKING SUBJECTS OFFERED, OCTOBER 1913.
SUBJECTS
Freshmen
Sophomore
Juniors
Seniors
Total Oct.
1913
Total Oct.
1912
Per Cent
Increase
Per Cent
Decrease
English .
170
145
116
81
512
462
10.8
Latin.
68
50
21
22
161
169
4.8
French.
113
68
32
213
191
11.5
German
. . .
90
29
13
132
70
88.6
Algebra
181
. .
53
29
113
80
40.1
. . .
Geometry Solid and
. .
. . .
. . .
10
10
8
25.0
. . . .
Trigonometry
History .
American.
. . .
. . .
38
38
35
8.6
Ancient Review
28
. . .
. .
. .
28
27
3.7
English .
. .
. . .
32
32
36
12.5
Roman
..
71
. .
..
71
55
29.1
Greek. .
90
21
. . .
. .
21
31
32.3
General
26
. . .
. . .
17
59
58
1.7
Chemistry
66
29
128.0
Biology .
16
13
. .
29
25
16.0
PhysicalGeography Typewriting .
104
60
42
37
139
138
.8
... .
Stenography .
. .
. . .
47
32
79
56
41.0
. .
.
.
...
40
98
105
.
. ..
. . .
. .
93
71
31.0
. . . .
Penmanship
76
. . .
. . .
. .
76
74
2.7
.. . .
Manual Training .
46
19
. . .
. .
65
5
27.4
. .
Drawing
32
26
20
31
109
110
1.0
Music.
165
140
112
76
493
462
6.6
. . .
COLLEGE PREPARATORY WORK.
The school has always had an excellent record in the large per cent of its graduates to enter College. In the Superin- tendent's Report for 1907, page 17, we find that: "During the last ten years, the school has graduated 212 pupils, 94 of whom have entered higher institutions of learning." In other words, 44.3 per cent of the pupils graduated in these ten years entered higher institutions of learning.
1
The following table gives the number that graduated for
.
. .
90
81
11.1
.. .
.
Physics .
. . .
42
16
. .
104
76
36.8
. . ..
Bookkeeping. .
. ..
. ..
47
. . .
. .
47
64
26.5
Com. Arithmetic. .
93
26
26
25
4.0
. .
6.7
Com. Geography .
58
. .
26
26
. .
. . .
ยท
.
.
.
. . . .
Geometry Plane.
. .
84
. . .
234
227
3.1
. . . .
... .
. .
Modern
Commercial Law .
...
..
134
ARLINGTON TOWN REPORT
the thirteen years previous to 1910, and the number from each class to enter higher institutions.
Year
Graduates
Number Entering Higher Institutions
1897-1907
212
94
1907
16
8
1908
29
13
1909
25
7
Total,
282
122
Thus it is seen that for the thirteen years previous to 1910, 282 pupils graduated, 122 or 43.2 per cent of whom entered higher institutions.
The following is similar data for the classes since 1909:
Year
Graduates
Number Entering Higher Institutions
1910
41
13
1911
47
16
1912
58
25
1913
68
31
-
Total,
214
85
Total to graduate in the last four years, 214; number entering higher institutions, 85 or 40 per cent of number graduated.
We must remember that during eight of the thirteen years previous to 1910 there was no Commercial Course in the school. At the present time over 30 per cent of our pupils are taking this course, and yet during the past four years 40 per cent of our graduates have entered College or Normal School.
The above data show the interesting fact that 31 or 45.6 per cent of the 68 graduates last year entered higher institutions of learning. It also shows that more pupils have graduated from the school in the last four classes than graduated in ten years previous to 1907.
We have not considered private preparatory schools as
135
SCHOOL COMMITTEE
"higher institutions of learning." Some parents have the idea that a private school gives a better preparation for College than a good high school does. In 1904 President Eliot, of Harvard, wrote in his report that the high schools of the country furnish Harvard her best students - better than the men who come from private institutions, as shown by the following table:
Honors
Unsatisfactory
Failures
Public High Schools
16%
36%
15%
Academy and Endowed Schools
12%
37%
22%
Private Day Schools
11%
39%
21%
These facts are based on observation of seven hundred students.
In his report to the Corporation of Harvard College for the year 1906-7, President Eliot said: "It is true that the public schools deliver to Harvard College a large majority of the men who, during their College life, attain high standing as scholars. Out of 199 scholarship-holders for the year 1906-7, 129 were prepared in the public schools."
The following is from the Yale Alumni Weekly: "Whatever the reason, the fact remains that higher rankings in College are made by public school boys than by youths trained in the private schools. Dean Wright has frequently referred to this phenomenon, and the Sheffield Scientific School Scholarship lists this year again show the same condition."
In the president's report to the Yale Corporation for 1911, Dean Jones of Yale College says: "The general tendency of high school students to do better work in College than those who have prepared at private schools is observable in this class (1914). The general average for high school men in their work from October 1 to March 20 was 272.6, while the average for all the Andover, Exeter, Hill, and Hotchkiss men was 263.9 for the same period."
George M. Potter, after making a study of the "Relative Efficiency of Public and Private Secondary Institutions" sending pupils to the University of Chicago, says in his con- clusion: "From the foregoing charts and tables the conclusion is evident that as an agency preparing for College, the high school is far superior to the Academy."
136
ARLINGTON TOWN REPORT
A certificate from the Arlington High School admits to all Colleges where a certificate is accepted for admission credit in place of examinations.
EMPLOYMENT BUREAU.
This is the second year that the school Employment Bureau has been in operation. As stated before, over thirty per cent of our pupils are taking the Commercial Course with the idea of finding some useful form of business or work as soon as graduated, and many of these pupils desire to do something to help support themselves while in school. Last year 123 different positions were filled by this school help. The majority of our graduates, who do not enter College, find good positions as soon as graduated, and many of them before. But there are each year in our school quite a number of boys and girls who find it necessary to work afternoons, Saturdays, and through vacations, in order to help support themselves while in school, or who are benefited in some other way by such work.
We have a card which these pupils fill out and which we keep on file in the office for reference. It includes information in regard to former employers, the kinds of work previously done, the kinds of work that the pupil can do and prefers, and the amount of time he or she can devote to out-of-school work.
The greatest demand has been for girls to care for children, or to assist in general housework. The ambitious pupil who wishes to work finds no trouble in giving from two to four hours each school day doing something useful, and then finding two hours or more for home study.
We do not promise to secure just the right pupil for every position; but we are very glad to assist to the best of our ability. We ask the co-operation of the citizens of Arlington in making the High School fulfill properly its function in this very important line. If a pupil is needed for part-time work, or a graduate for a permanent position, employers may write us stating definitely the nature of the work and the kind of boy or girl desired, and we shall try to find the right one to fill the position.
The following are a few of the many recommendations that we have received from employers of our pupils:
137.
SCHOOL COMMITTEE
"Dear Mr. Mitchell: I wish to express to you in a few words my appreciation of the service you have rendered in furnish- ing us with two of your graduates from your commercial department.
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