USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1913 > Part 9
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VACATION SCHOOLS.
Three Vacation Schools were in session for five weeks during the last summer. The Russell School had the largest number, an average attendance of 172; the Crosby School averaged 135, and the Locke had 90. The funds necessary for the support of these schools were furnished in the Russell by the Civics Committee of the Woman's Club, in the Crosby by the Crosby School District Association, and in the Locke by the Locke School Association. Forty-nine pupils gained a pro- motion lost in June, while an equal number were strengthened in subjects in which they needed help and secured a, clear promotion instead of a conditional one. Beside the regular school subjects, basketry, sewing, dressmaking, knitting, cro- cheting, and embroidering were taught, and the exhibitions held during the closing days testified to the value of the work to the children. Organized play was taught by three experi- enced playground instructors.
Superintendent Nickerson of Medford says: "The growth of the summer school idea in public school administration is due to the conviction (1) that the child who must spend the greater part of the long summer vacation amid city conditions is better off physically, mentally, and morally to have an opportunity to participate for a portion of the time in organ- ized educative work than he is to be left largely to the unsuper- vised activities and influences of the street; (2) that the public
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school system is the natural and most efficient agency to provide such educative work, and (3) that the closing of public school plants to usefulness during the long summer vacation, when there is important work to be done for young people, is not economical from the point of view of the highest public welfare.
Professor Lackey of the University of Nebraska said before the meeting of the Department of Superintendents of the National Education Association: "I agree with Superintendent Elson that the lengthening of the school year is in accord with present-day thought. In the first place, it has been found to work favorably with non-promoted children to have a length- ened summer term. Many have made in a few weeks or months what would have otherwise necessitated a year's difference in grade. . .. The processes of learning are going on all the time in every healthy child. Mental growth, like physical growth, is a continuous process. ... Since growth does not stop during the summer, there is no good reason why the education should. ... The School is the child's workshop and recreation center. Here he acquires the habits that give meaning and direction to his after life. When in business, his shop will not close for a summer vacation, and neither should he form habits in youth which would make a pro- longed vacation seem necessary. Not only is there an expensive school plant remaining idle many months of the year, but the accumulating physical and mental energy of the children is being wasted for the want of direction; or what is more dis- couraging, the city children are forming the habits of the gang, the loafer, and the hobo. The lengthened term would add to the moral tone, better the health conditions, save both money and time, and strengthen the mental product."
Vacation schools should become a recognized department of our school activities, supported by school .funds.
ATHLETICS.
School athletics have passed through three successive stages in this country as far as school authorities are concerned; first, that of opposition to their growth; second, that of tolera- tion; third, that of co-operation and encouragement. The
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general public has gone through the same stages, and while there are still some people who are in the first or second stage, citizens very generally are in the third stage. The question that we are now facing is: Are we doing all we should in the way of direction and encouragement? The evident weakness . of our system is that the number of pupils who are benefited by athletics is entirely too small, and those are usually the ones who are least in need of encouragement because they would get physical exercise anyway. It is a striking fact that up to the last year or two, few besides those who succeeded in making school teams got any very direct benefit from school athletics. We are now convinced that it should be the purpose of the schools not to make star athletes, but to furnish a wholesome physical training for every boy and girl enrolled in our schools. During the last year the playground director, freed from the duties of coaching teams, except the cross- country runners, has been using his efforts to interest a large number of those who are not on teams to take regular and systematic athletic exercise. The success attained has been en- couraging, but we are still a long way from reaching the condi- tion which we hope to obtain.
Some of the large cities have organized public school athletic leagues, the purpose being, as stated in the organization of the New York league, "to provide healthful, joyous, constructive play, folk dances, and athletics for every boy and girl." The object of these leagues is to build up a great system of athletics that shall reach not only the few athletically inclined boys but the whole mass of boys and girls in the public schools. To accomplish this, two special forms of competition have been inaugurated which we hope to see adopted for our play- ground during the next year. The first of these, "class ath- letics," is a form of competition in which the whole member- ship of the class takes part, and the record is made not by individuals but by the class as a whole. For instance, in the standing broad jump every boy in the class must jump, and the records of all jumping are added together and the total distance is divided by the number of boys taking part. This gives the average jumping ability of the class. This record being compared with that of other classes of the grade gives the
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championship class, which may be given some small trophy to be hung in the classroom. This method of competition reaches every boy, and class spirit forces him to train con- scientiously to do his very best at the time of the competition. I am told that in New York it is not an unusual sight to see classes in groups on the athletic field or in the alleys practicing for an event that is soon to take place, the more expert coach- ing others, and all together developing a class spirit that is most wholesome. In this form of athletics the small class has as good a chance of winning as the large classes. Another method is known as the athletic badge test. This is quite different from any other kind of athletics in that it is not necessary to defeat some one in order to win. Every boy who can bring himself to the prescribed standard of physical effi- ciency and who at the same time is doing satisfactory work in school, both in lessons and in conduct, may win the athletic badge. The boys are divided into two classes for this com- petition and events are prescribed suitable to each group. Boys under thirteen years of age have the following standard:
Eighty-yard dash in twelve seconds; pull up four times; standing broad jump, five feet, nine inches.
All other elementary school boys have the following standard: Sixty-yard dash in eight seconds, or one hundred-yard dash in fourteen seconds; pull up six times; standing broad jump, seven feet six inches.
We should doubtless find, as has been found in many places, whole classes in which no boy can pull himself up (chin himself) once. In New York at first, less than two per cent of those taking part were able to qualify. Later in one school fifty- nine per cent won badges, and in some other schools between forty per cent and fifty per cent of the boys were able to qualify. The question of how to raise the money for these badges is an important one, about which I hope many friends of the children will see fit to advise us.
School athletics must be closely correlated with the school if we would secure the desired result of a good school spirit, better classroom work, better deportment, and better health. Our rules of eligibility of school teams in the High School are very strict and are approved by the students. Good conduct
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and good scholarship are absolutely required of every boy who represents the school in any athletic contest.
We have an excellent athletic field which is being used practically all the time when the weather permits. An athletic director has increased the value of the field beyond computa- tion. The grand stand is an ornament architecturally and a source of great satisfaction to not only the pupils but the citizens of the town who are interested in athletics. The finishing of a dressing room and locker room under the grand stand has added greatly to the convenience of the teams. There are no lockers at the present time; these should be furnished in time for the baseball season in the spring. The grading of the northern corner of the field is much appreciated and will make it possible to change the baseball diamond in the spring so that the grand stand will be a more desirable place from which to watch the games.
Considerable money was laid out on the tennis courts in the spring and the general excellence of the courts proved the wisdom of the expenditure. We hope to be able to add some simple apparatus to the equipment to enable us to carry out our plans in the spring.
The introduction of field hockey for the girls this fall proved very popular. More than fifty girls came out for the various teams and received excellent training through the kindness of two students from Sargent's Gymnasium, who instructed the girls in the points of the game and encouraged them in their work. This game will be continued in the spring, and it is a matter for some congratulation that we were among the first schools to introduce a competitive game for girls which will doubtless be adopted by many of the schools in the metropolitan district. Several principals of High Schools and. superintendents of schools came to watch our girls at play and expressed their intention of introducing the game. The same conditions of scholarship and conduct are required for membership in the girls' teams as are demanded of the boys.
Our athletic teams during the year were generally successful. The hockey team won the New England championship, the baseball team won the cup in the Mystic Valley League, the cross-country team made a most remarkable record in win- ning not only the championship of New England high and
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preparatory schools but also the National Interscholastic Championship. The track team won dual contests with three schools. The football team was not very successful, it being made up almost entirely of new players this fall.
The moral element of physical training is a very important factor, although it often escapes the attention of spectators. Good health and normal development are in themselves favor- able conditions for good temper, courage, and manliness, and the consciousness of power makes kindness, justice, and pro- tection of the weak more easy. To interest children and youth in their own development; to stimulate an ambition for steady nerves, a. clear eye, and strong muscles; to provide them with wholesome and enjoyable ways to expend their surplus energy; and to teach them to love cleanliness and open air and the active life, is to insure them against many evils. For them to learn self-control under the excitement of a strenuous contest, to insist upon playing the game fairly, as the motto on our grand stand adjures them, to bear victory modestly and defeat cheerfully, neither boasting in one nor taunting in the other, is a step toward self-mastery and an appreciation of the merits of others. I believe this to be a very desirable kind of education, the kind for which boys and girls will find constant use throughout all their lives and which will enable them to add to their own usefulness and to the world's happi- ness.
COST OF OUR SCHOOLS.
With the high tax rate which confronts our town it may be enlightening to analyze our school expenditures, to see if we are extravagant.
The school returns now called for by the State Board of Education make the financial year coincide with the school year. By this is meant that the expenditures recorded cover the period from July 1 of one year to July 1. of the next, to cor- respond to the period covered by reports on membership and attendance. From these returns made to the State in it is possible to compute accurately the cost per pupil for the last school year 1912-1913.
The total cost for the schools, including repairs, was, $84,174.97. The average membership of the schools was 2335.5, giving a total cost for each pupil in the average mem- bership of $36.04.
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It cost for administration $3159.85, or $1.35 per pupil. This includes the expenses of the school committee, the salaries of the secretary, the superintendent, and the attendance officer (truant officer). This can fairly be counted reasonable for a town of the size of Arlington.
For instruction it cost $60,480.02, or $25.90 for each pupil. This includes the salaries of the principals, teachers, and supervisors. This is the largest item in school expenditures and rightly so. It represents 81.6 per cent of the whole expen- ditures. It is a trite saying, but nevertheless true, that the teacher makes the school. It is hard to find good teachers and it grows increasingly difficult every year. Teachers' salaries have advanced somewhat, but no one can think that teachers are overpaid. The only way to reduce this figure would be either to increase the size of the classes or reduce teachers' salaries. Our classes are now sufficiently large, aver- aging about forty pupils. To increase this number would be doing a grave injustice to both pupils and teachers. Every- where there is a quiet movement to reduce the size of classes, that the pupil may have the benefit of more individual atten- tion. Superintendent Spaulding says in his last report that thirty to thirty-four pupils is as large a class as a teacher should be called upon to teach. At present we have in the grades:
Seven classes with forty-five or over; twenty-seven classes with from forty to. forty-five; ten classes with from thirty-five to forty; eight classes with from thirty to thirty-five; two classes with less than thirty.
An increase of three of four pupils to every room, or an increase of ten or twelve to some rooms, would cause no distress if the new pupils could be assigned to rooms with small classes, but unfortunately they must be placed in the grade for which they are fitted, and often, as a result, in the largest classes. A little thought will convince any one that some small classes are as unavoidable as are some crowded ones.
The operation of the school plant cost $10,107.92, or $4.33 per pupil. This item includes janitors' salaries, fuel, light, laundry, janitors' supplies, etc. It looks like a large amount, but it includes nothing not absolutely necessary. Certainly
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our janitors are not overpaid. We have an exceptionally faithful and efficient corps of janitors - men who take pride in their buildings and are not afraid of hard work or of long hours. Coal and other materials to keep the buildings warm, clean, and sanitary must be furnished. It is hard to see where a saving can be made in this department.
Textbooks cost $2465.03, or $1.05 per pupil. While this is not large, it is an increase over last year, because of the increased number of high school pupils. Books for the gram- mar grades cost from twenty cents to one dollar; high school books range in cost from a dollar to a dollar and a half. While it cost but eighty-three cents per pupil for books for the grades it cost $1.98 for each pupil in the high school. We have been so economical as to appear almost stingy in supplying new textbooks, and the adoption of many new and superior books has been given no consideration.
Supplies and stationery cost $3363, or $1.38 per pupil. This includes manual training, sewing, chemical, physical, and biological supplies. We are fairly liberal with our supplies, believing that to do good work, sufficient and good materials are necessary. As supplies for sciences are paid for from the Pratt Fund they furnish no item of expense to the taxpayers.
Maintenance of the school plant cost $3169.44, or $1.36 for each pupil. This item includes repairs on buildings, grounds and furnishings and general up-keep of the school plants. This is not large; in fact, if all that needs to be done in the way of repairs to buildings is done this year, this item ought to be increased.
Promotion of Health cost $980.88, or $.42 for each pupil. This sum includes the salary of the school physician and the cost of maintaining the playground. The playground director's salary for two months only is included in these figures. There is no department of school work more fundamentally important than the preservation of the good health of children and the prevention of the spread of contagious disease. This cost per pupil could be much larger and yet be entirely within reason.
Miscellaneous items cost $583.29, or $.25 per pupil. This ·includes items not properly classified under any of the fore- going, such as tuition of pupils attending State-aided industrial
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schools. As more pupils attend these schools which, according to the law given in last year's report, they may do, the expense being shared equally by the Town and the State, this sum is destined to become an item of growing size and importance. For one boy attending the Boston Day Industrial School for Boys we are receiving monthly bills of $30, which means it is costing the Town $150 and the State $150 for the educa- tion of this boy, while it costs but a little over $50 to educate one pupil in our High School.
The above analysis makes it apparent that no saving of any moment can safely be made in the ordinary items of school expenditures. If it seems imperative that the schools shall cost less, the thing to be carefully considered is the adoption of an eight-year elementary school course with the entering age changed to six years.
SCHOOL ATTENDANCE LAWS.
The new "School Attendance Laws" which went into effect September 1, 1913, made it necessary for every child between the ages of fourteen and twenty-one who is at work to obtain new Certificates to conform with the law.
For children between the ages of fourteen and sixteen years, it is necessary to get first an "Employer's Promise to Employ," which must state clearly the nature of the proposed employ- ment. This card, the reverse side of which contains the "Physician's Certificate of Health," must be taken to the family physician or the school physician, who must fill in the blanks which certify that, in his opinion, said child is in sufficiently sound health and physically able to perform the work indicated on the reverse side of the card. The child must next go to the school which he last attended for a "School Record," which is made out by the principal or the teacher whose school he last attended. This record must be made out in duplicate. Such School Record may be issued only to children who have completed at least the fourth grade work in English and have regularly attended day school for at least one hundred and thirty days after becoming thirteen years of age. The child must present also a proof of age, which must be in the form of:
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(a) A birth certificate; (b) a baptismal certificate; (c) a pass- port or immigration record; (d) the record of age as given on the register of the school which the child first attended in Massachusetts, provided such record was kept for at least two years during the time the child attended school.
With these things in hand - the promise to employ, doctor's certificate, school record, and certificate of age -he may go to the superintendent of schools or some one appointed by him and obtain an Employment Certificate. When a child leaves his employ, every employer must notify the superintendent of schools, by returning the Employment Certificate, within two days after a child has ceased to be employed by him. Failure to do this is punishable by a fine of not less than ten nor more than one hundred dollars. Every child must be either regularly attending school or regularly employed in some approved industry until he is sixteen years of age.
For children between the ages of sixteen and twenty-one, it is necessary that they shall present, upon applying for an Educational Certificate, a birth certificate only, or some other proof of age similar to that required of children between the ages of fourteen and sixteen. Employers are under the same obligation to notify the superintendent and subject to the same penalty for failure to return Educational Certificates within two days after a child has ceased to be employed as is stated above regarding Employment Certificates.
The law regulates the kind of employment for minors and women, and also specifies the hours. For children between the ages of fourteen and sixteen, the employment must not exceed eight hours per day or forty-eight hours per week, or more than six days in any week; and must not begin work before 6.30 A.M. or last later than 6 P.M. For boys between sixteen and eighteen and for girls between sixteen and twenty- one, the employment must not exceed ten hours in any day nor fifty-four in any week, nor six days in any week. And in addition the work must not begin before 5 A.M. or run later than 10 P.M.
For the convenience of minors, the superintendent, a clerk, and the Town Clerk devoted two evenings a week during October and a part of November to the granting of educational
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and employment certificates. The constant changes of position by working boys and girls has added greatly to the clerical work of the superintendent's office because a new certificate must go to each new employer, and it is hoped that the record of changes of employment of minors, furnished by these certificates, may be of importance enough from a social stand- point, to justify the large amount of work entailed in this constant renewal.
RECOMMENDATIONS.
Because of the financial condition of the Town I have hesi- tated about making recommendations which will call for a larger school appropriation, but I feel that in justice to the system these things should be mentioned for your consideration:
1. Additional school accommodations in the Locke-Cutter district, unless relief is furnished at once through additional High School accommodations.
2. Courses in household economics, including cooking, dietetics, dressmaking, etc., for upper grammar and high school girls.
3. More extended courses in manual training, including pattern making, forging, and machine-shop practice.
4. Extension of medical inspection.
5. Formation of an "Opportunity Class" for slow and backward children.
TEACHERS' RETIREMENT LAW.
A source of real encouragement to teachers, especially to those who have been many years in the service, is an adoption by the last legislature of an Act to Establish a Retirement System for Public School Teachers. Several states have already passed pension laws for teachers but President Pritchett of the Carnegie Foundation pronounces the new law as the best devised and most carefully-drawn measure for teachers' pensions existing in the country.
Membership. All teachers entering the service of the public schools after July 1, 1914, must become members of the Retirement Association. Teachers in the service of public schools prior to July 1, 1914, may, or may not, become mem- bers of the Association at their option. For the purposes of
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this act, superintendents of schools and teachers in state-aided industrial schools are included as teachers.
Management. The management of the affairs of the Associa- tion is vested in a retirement board consisting of the com- missioners of the three state departments of insurance, banking and education; three members elected by the prospective beneficiaries of the retirement system and one person elected by these six. This board must elect a paid executive secretary, fix the rate of assessment between three and seven per cent of the annual salary of members, determine what annuity tables shall be used, and in general, have charge of all the business of the Association.
Funds. The funds provided for by law are (1) the expense fund, (2) the annuity fund, (3) the pension fund. The expense fund is an annual appropriation by the Legislature sufficient to pay the running expenses. The annuity fund is made up from the assessments on the salaries of teachers who become members of the Retirement Association. The assessment rate shall be from three to seven per cent of the salaries of the members of the Retirement Association, this rate of assess- ment to be uniform on all teachers at any time, and not to be changed except after a prior notice of six months. The rate for the first year has been fixed at five per cent. The minimum amount that any teacher is permitted to pay is fixed at $35 per annum; the maximum, $100 per annum. The pen- sion fund is an annual appropriation by the Legislature suf- ficient to meet the obligations assumed under the act.
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