USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1918 > Part 7
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Patrictic Activities.
The war, though terrible in itself, furnished a wonderful opportunity for cementing the civic and national pride of pupils and teachers. Every phase of war work in which we could take part was entered into enthusiastically. The report of the High School Patriotic Association published elsewhere reflects in a striking way the value of cooperation and single- ness of purpose.
The school united with the whole world in rejoicing over the signing of the armistice and the prospect of peace. yet we cannot fail to appreciate the wonderful experiences of the past year and the great gain which has resulted from a year of united effort and patriotic inspiration.
JOHN A. AVERY, Headmaster of High School.
January 1, 1919.
REPORT ON JUNIOR HIGH SCHOOLS.
Mr. Charles S. Clark,
Superintendent of Schools, Somerville, Mass.
Dear Sir :-
Until 1914 the schools of Somerville were organized under the traditional form of grammar schools of nine years and a high school of four years. Today we have an elementary course of six years, a junior high school course of three years and a high school course of three years. In 1914 as building construction had fallen far behind school demands, there was a resultant congestion in the high school and in almost every other school of the city. While there are still cer- tain pressing needs for further school accommodations, there has been secured already a large measure of relief in the matter of overcrowding. Our school system now includes four junior high schools with a membership of nearly three thousand children. This report will discuss the steps taken in effecting these changes.
While the junior high school varies greatly in its mean- ings and applications in different localities, to us it means a distinct unit in the school system in which are grouped the
106
ANNUAL REPORTS.
pupils of the last two years of the grammar school and the first year of the high school, who, through the variation of the traditional course of study by the earlier introduction of certain subjects of the high school and a broadening of the forms of manual activity, are given opportunities for self- discovery under the instruction of teachers qualified by train- ing and interest to specialize in a scheme of departmental teaching. Development of a sense of self-responsibility in the matter of choice of course and in the question of school con- duct, together with training in methods of study, combine to make the passage from the elementary school through the junior high school to the high school both gradual and easy.
The junior high school movement had its beginning in Somerville with the decision of the School Committee on June 15, 1914, to set up a new type of school by re-organizing the upper grades of one of the grammar schools, namely, the Forster School at Winter Hill, into what was to be called the Forster Intermediate School. Sewing was continued and cooking was introduced for the girls, while woodworking was broadened and a printing shop was opened for the boys. To some extent these manual subjects were required of all boys and girls, yet they might be chosen as electives also for specially advanced work. The success of this school was so marked that the School Committee at a meeting held April 3, 1916, determined upon a gradual extension of the plan to cover the entire city.
In September, 1916, the Winter Hill Junior High School was formed by assembling in the Forster building the eighth and ninth grade pupils of the Glines, Bingham, and Forster schools, and the June graduates of those schools, who would otherwise have entered the Freshman class of the High School. - Transfers of elementary pupils from the Forster to the Bing- ham and Glines were made in such numbers as would give space for the new Junior High School organization.
At the same time the East Somerville Junior High School was established in the Prescott elementary building and an adjoining nine-room building just being completed. Pupils to comprise this school were drawn from the Prescott, Edgerly, and Pope schools.
Cotemporaneous with the establishment of these two schools the School Committee asked the Board of Aldermen to take steps at once to provide in West Somerville a new building to be ready in September, 1917, and an addition to the Bell School on Vinal avenue to be ready in September, 1918.
In September, 1917, the first unit of a three-unit junior high school building was opened on Holland street, West Som- erville. It included nine class-rooms, a typewriting room, a science room, besides rooms for cooking, sewing, carpentry, and metal working. This school affected the Brown, Highland,
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SCHOOL DEPARTMENT.
Hodgkins, and Cutler schools, in the same manner as at East Somerville and Winter Hill. As this new building was not large enough to provide for all the pupils, half the Hodgkins building nearby was taken also for this purpose and the elementary pupils were distributed in near-by schools.
In September, 1918, the completion of an addition to the Bell School on Vinal avenue, consisting of nine class-rooms, a typewriting room, and shops for carpentry and metal work- ing, made possible the establishment of the fourth and last junior high school. The entire Bell building was taken for the purpose and all elementary pupils were therefore trans- ferred to other buildings. The schools from which the upper grades were drawn were the Knapp, Bell, Morse, and Carr.
This new school was called the Southern Junior High School and the names of the others were changed as follows : the East Somerville school became the Eastern, the Winter Hill became the Northern, and the West Somerville became the Western.
The reduction of numbers in the three highest classes of the high school made available the room necessary to carry into effect the elimination of one year of the elementary course, as given in detail in the report of the Superintendent of Schools.
The school organization of the city is now as follows :-
High School-9th, 10th, 11th, and 12th year pupils. After the present school year the high school will contain no 9th or freshman class. Eastern Junior High School-Grades 7 to 9.
Northern Junior High School-Grades 7 to 9.
Southern Junior High School-Grades 7 to 9.
Western Junior High School-Grades 7 to 9.
Eastern section of the city-Edgerly School, grades 1 to 6. Pope School, grades 1 to 6. Prescott School, grades 1 to 4. Hanscom School, grades 1 to 4. Bennett School, grades 1 to 4. Northern section of the city-Glines School, grades 1 to 6. Forster School, grades 1 to 6. Bingham School, grades 1 to 6. Proctor School, grades 1 to 6.
Southern section of the city-Knapp School, grades 1 to 6. Carr School, grades 1 to 6. Morse School, grades 1 to 6. Perry School, grades 1 to 6. Baxter School, grades 1 to 5. Cummings School; grades 1 to 4. Durell School, grades 1 to 4. Western section of the city :- Brown School, grades 1 to 6. Cutler School, grades 1 to 6. Highland School, grades 4 to 6. Burns School, grades 1 to 4. Lowe School, grades 1 to 4. Lincoln School, grades 1 to 3.
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ANNUAL REPORTS.
Kindergartens-Hanscom, Bennett, Baxter, and Glines schools. Atypical Classes-Bennett, Knapp, and Highland schools. Vocational School for Boys.
Vocational School for Girls.
Eventually each junior high school will occupy a building apart from elementary grades and constructed with a view for this particular use. Plans to carry this into effect in- clude the erection of the other' two units of the Eastern and the Western Junior High School buildings already included in the architect's plans, the completion of the Southern build- ing in harmony with the portion just completed and the pro- vision of an adequate building for the Northern school on Winter Hill.
Junior High School Curriculum.
1ST YEAR (GRADE 7) Required
Periods
Periods
English
3
Latin
4
Arithmetic
3
French
4
ยท
History and Geography
3
Spanish
4
Hygiene
1
Special Household Arts.
4
Music
1
Special Manual Arts
4
Spelling
1
Typewriting and commercial principles
4
Drawing
1
Elementary Subjects (Spe-
Cooking and Sewing or
2
cial)
4
Shop Work for boys
2
Physical Training
2D YEAR (GRADE 8) Periods
Periods
Required
Elective (Choose one).
English
3
Latin
4
Arithmetic
3
French
4
History and Geography
3
Spanish
4
Hygiene
1
Special Household Arts
4
Music
1
Special Manual Arts
4
Spelling
1
Typewriting and commercial principles
4
Drawing
1
Cooking and Sewing
2
cial)
4
Shop Work for boys
2
cial)
4
Physical Training
3D YEAR (GRADE 9)
Required
Elective (Choose one group).
English
5
College: -
Community Civics
1
Latin
5
Algebra
5
Ancient History 3
Scientific :-
Algebra
5
Ancient History 3
Mechanical Drawing 1
Latin or Manual Training 5
Music
1
Physical Training
1
Writing
Elementary Subjects (Spe-
or
American Subjects (Spec-
Writing
1
Elective (Choose one).
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SCHOOL DEPARTMENT.
(Scientific group omits music. Normal has English four peri- ods instead of five.)
Normal :-
Algebra 5
Ancient History 3
Freehand Drawing 1
Latin or French 5
Manual Arts : Algebra 5
Mechanical Drawing 1
Manual Arts 7
Household Arts :-
Algebra 5
Freehand Drawing 1
Household Arts 7
Commercial : -
Bookkeeping 5
Typewriting
2
Penmanship
1
Spanish or French or
Manual Arts or House-
hold Arts
5
Shop Work for Boys :-
Carpentry, (including project work, construction, and repairs) in all schools. In addition :
Eastern
bookbinding
Northern printing
Southern.
metal working
Western
metal working
Hours of Session.
Until January, 1918, the junior high schools were ol a two-session basis. The fuel shortage, requiring maximum use of school buildings, necessitated a change to a single session plan, which still continues. The session begins at 8.30 and closes at 1.45, the program providing for a half hour of re- laxation and physical training at 10.45 and an intermission for lunch from 12.15 to 12.40.
Program Period.
The periods are sixty minutes in length. Not over one- half may be given to class-exercises, including recitation, test- ing, instruction. and assignment. At least thirty minutes is al- lowed for study under the oversight of the teacher, who is at hand to give needed assistance to individual pupils and also to promote proper methods of study.
Home Study.
Habits of study formed as the result of the teacher's influence during the study period will eventually produce bet. ter methods in the preparation of lessons at home. The amount of time expected to be devoted to home study is gradually. increased to two hours per day in the third year.
110
ANNUAL REPORTS.
Manual Work,
The boys in their manual training do work of economic- value. They make small repairs and have had much actual experience in such tasks as setting partitions, laying floors, making tables for typewriting, for sewing, for drawing, and for cooking. Tools are provided on the shop plan rather than on the individual bench plan. The printing shop does a large. part of the printing of blanks and forms for general school use. The binding of books for the school department gives an economic value to that form of manual training.
In harmony with the purpose of the junior high school to. assist pupils in determining general aptitudes and abilities,. these forms of manual work have been chosen for their prevoca- tional value and no attempt is made to give a complete voca- tional preparation.
Lunches.
In all the schools the cooking is of a practical sort and as a part of their work the girls prepare lunches of large variety that are sold at reasonable prices to teachers and pupils. The income from this sale is sufficient to make the. entire cooking work self-supporting.
Electives.
The largest possible freedom of choice of electives is given. A choice that experience proves unwise may be changed after an honest trial. An attempt is made, however, to discourage- hasty and ill-considered requests for changes. In the main the choices appear to be well made.
Form of Control.
In the junior high school due recognition is given to the value of encouraging a large measure of self-control on the part of the pupil. A large measure of individual freedom with the consequent self-responsibility is accorded the pupils in place of the more rigid control in the elementary schools .. The largest possible encouragement is given to pupil initiative and activity.
Extent of Departmentalization.
In the seventh grade no pupil has work with more than three teachers in addition to special teachers, and in the. eighth grade with more than four teachers. In the seventh grade the home-room teacher has her own class at least one- half the time. In the ninth grade the number of different teachers instructing a pupil varies according to the course: chosen.
111
SCHOOL DEPARTMENT.
Relations with the High School.
Our city is especially fortunate in the cordial and friendly relations existing between the Junior High Schools and the Senior High School. The teachers of the latter have been con- sistently sympathetic and helpful in their attitude toward the Junior High School. Pupils who succeed in the High School subjects anticipated in the Junior High School are given advanced standing in the High School according to their attainments.
Sources of Teachers.
Successful elementary teachers have on application been transferred to the Junior High School to teach subjects ac- cording to their interest and aptitudes. The commercial train- ing schools, special normal school courses, and the colleges. have largely supplied the teachers needed for the special subjects.
Course of Study.
The present year presents many problems relating to in- struction. The establishment of the last junior high school. the reduction of one year in elementary work, and the serious interruption due to the epidemic of influenza combine to necessitate a special treatment this year of the course of study. With the opening of the next school year a reasonably definite course will be provided in all the subjects of instruction.
Appreciation.
The cordial support of the parents who have so cheerfully accepted temporary inconvenience in the moving of the chil- dren from the various schools in order to locate the junior high schools advantageously has been of incalculable value in accomplishing so large a re-organization. These changes will be fully justified as the junior high school is fulfilling expectations in giving a larger opportunity to all the children of our city.
Very truly yours, JOSEPH A. EWART,
Assistant Superintendent of Schools.
January 15, 1919.
112
ANNUAL REPORTS.
REPORT ON VOCATIONAL SCHOOL AND MANUAL ARTS FOR BOYS.
Mr. Charles S. Clark, Superintendent of Schools, Somerville, Mass.
Dear Sir :-
I herewith submit my annual report of. Drawing, Manual Training and Vocational Work.
The Freehand Drawing is now divided into three divisions ; First, the elementary, embracing six grades, with no radical change over past years. The work is largely illustrative, object drawing, color work, elementary design and constructive paper cutting. Second, the Junior High School drawing, using the old VII and VIII grade work for the I and II years with opportunity of differentiating for boys and girls and with the III year work somewhat unsettled at present, due to changes and lack of equipment parallel to that of the Senior High School. A duplication of the latter equipment is needed immediately, in the four Junior High Centers. Third, the work of the Senior High School remains as in past years and is based on the aims and needs of the various elective courses in the school, embracing the cultural and the practical. A large amount of Red Cross material was produced in the free- hand department during this year, and all teachers are to be highly commended for their help.
Constructive drawing begins with the boys in the sixth grade, correlates with whittling and continues throughout the Junior High with shop work, and ends with special work in Machine Drawing and Architectural Drawing in the Senior High School.
This drawing is taught by the regular grade teachers in the sixth, by the shop teachers in the Junior High, and by specially trained instructors in the Senior High. .
The definite aims of all drawing are (1) that it shall be a part of our general education, not a specialty or fad; (2) that the sense of beauty shall be cultivated: (3) that clear and distinct visual. images of at least common objects, shall be seen and fixed in mind; (4) that sufficient practical skill in the use of pencil. brush and crayon shall enable drawing to be used as a universal language; (5) that the training shall help in other studies and be the means of elevating com- merce and manufactures through the increasing use and ap-
113
SCHOOL DEPARTMENT.
preciation of the arts and design, and allow the individual to express his drawing ideas in practical language.
The Manual Training in the Junior High School is based on the type of instruction with the intention of giving the boy a certain practical insight into the elements of industry. Its intent is to provide the boys with some basis for the choice of a vocation and, at the same time, purely a training of the mind with the hand.
The Junior High equipments are fast approaching com- pletion, each school offering the pupil two of the following forms of activity : wood work, metal work, printing and book- binding.
These departments are already crowded and new rooms are needed immediately. The future Junior High Centers need well planned and well equipped shops.
A part of the Junior High work is being carried on in the Senior High, that of bench work, while the wood-turning, pattern making. foundry work, cabinet work, and bench metal work are carried on as usual.
The Vocational School aims to take care of the boy who elects to enter a trade, and we are now well equipped with accommodations for 60 boys. The school has been enlarged by a new machine shop and an automobile shop and is pre- pared to meet the needs of those industries in the future.
Fifteen boys were graduated in June, all of whom entered the industry for which they were trained. Two instructors and over forty graduates and pupils enlisted for the war. A majority of these served in important special departments as machinists, machine gunners, motor work, aviation and ship construction.
A new building is greatly needed to house additional in- dustrial work, other than those now in operation. The de- mands of industry vary and in order to be able to meet these demands, the Vocational School should be ready with equip- ment.
The following statistics are from the State Board report for 1917-1818.
Enrollment 89
Graduates 15
Graduates placed in industry 15
Boys leaving, placed in industry 22
Productivity Report.
Cash received for work $1,323 19
Work done for the school
527 94
Work done for municipal departments 1,463 09
Work done for personal use (pupils' own and outside work,
Red Cross work) 2,031 76
$5,345 98
114
ANNUAL REPORTS.
School paid for its own running expenses $1,051 01
Very truly yours,
HARRY L. JONES, Principal of Vocational School for Boys and Supervisor of Manual Arts.
REPORT ON VOCATIONAL SCHOOL AND DOMESTIC ARTS FOR GIRLS.
Mr. Charles S. Clark, Superintendent of Schools, Somerville, Mass.
Dear Sir :-
Because of existing conditions brought about by the war, where it has been possible for unskilled labor to command a very high wage, the attendance of girls at the Vocational School has been as seriously affected as in all the other Voca- tional Schools of the State. That many girls would be in school except for these conditions, is evidenced from the fact that the average age this year of the entering class is 14 years, 6 months. Four girls have left school,-two moved from the city, one went to work, and one was placed by school (will gradu- ate in June).
Two decided changes have been made in the course of study. One, the laying aside of the regular dressmaking work temporarily, and substituting the making of Refugee garments ; the other the teaching of the use of food substitutes and the saving of the necessary materials urged by the gov- ernment. Raised bread was made using half substitutes ; syrup was used as half sweetening in recipes; honey and con- densed milk were used in frostings. Cakes were made with barley flour, and pastry with oat and corn flour. Vegetables were scalloped with very small amounts of meat. Govern- ment bulletins were freely discussed in class and sent home to parents by request. Interesting exhibits were made by the second-year girls. These exhibits were used in the different parts of the city by the Food Administration, and showed prepared foods, using the substitutes for wheat, meat, fats, and sugar.
In the early fall canning and preserving were taught, and this not only brought a number of orders for marmalades,
115
SCHOOL DEPARTMENT.
conserves, and piccalilli to the school, but enabled some of the girls to earn their victory money by making preserves to sell among neighbors.
The second-year girls were taken to visit the cottages: on the Common; the Food Facts, Demonstration, and Child Welfare cottages; also Jordan's suite of rooms. This was partly in connection with Food Study and partly with House- hold Management. Every year, while planning a home, and studying the care of the house the second-year class visits Jordan's furniture department and local department stores, where suitable furniture, rugs, and dishes are selected accord- ing to each girl's ideas of furnishing her own home. We have- found this of practical value, added to the study of the artistic side of home furnishings; for it has been applied directly in the refurnishing of some of the girls' own rooms, and in some cases in the furnishing of the girl's own home.
Since millinery has been introduced into the Junior High Schools, the girls in the millinery class at the Vocational School have made all the millinery models to be used by the teachers for instruction, and have made the dolls' hats of buckram, that are to be covered by the pupils in the Junior High Schools.
In the dressmaking department half of the regular time was given to Junior Red Cross work in the making of dresses. aprons, and infants' layettes. Knitting was also taught, and many articles made for soldiers and refugee children.
There has been a wealth of material introduced into the academic work this year, with all the government suggestions ; thrift stamp savings, victory girl pledges, and Red Cross activities. Each one has been taken up either as related work in arithmetic, or cultural work in English. Thrift stamps were purchased regularly. $325 was expended to January 1, 1919. This year there have been so many other demands that this way of saving money has been partly set aside.
In the Victory Girls Campaign $81.50 was pledged ; but this does not cover the full membership of the school. The money has been earned in various ways. Some have done extra work at home, while others have worked for neighbors and friends ; washing dishes, darning stockings, ironing, clean- ing, doing errands, waiting on table, and caring for children. A few of the older and more capable girls have worked Sat- urdays and evenings in stores ; one has "rolled" in a candy factory, one has done waitress work and made out bills at the Harvard College officers' mess, another has made Victory rings, and sold eggs from the hens she has raised. Several' have made and sold jellies and preserves. One girl has not only earned her victory pledge, but has given her services to a' group of little girls at the Annie McCarty House where she: is teaching them the cooking of simple home dishes.
116
AANNUAL REPORTS.
Fifteen girls graduated in June and were placed in permanent positions. Of these seven are working in dress- making shops, two in millinery workrooms, two in tea rooms, two staying at home, and two in clerical work. Two of these have married during the year, and one is using the budget system taught in the business course, in keeping her own living expenses.
This class had an interesting experience for three months last year, when one of the cooking instructors was called away for war work, and the other instructor had to take her place in the High School building. The first-year class being left without a teacher of cooking, it was planned to take a small group of first and second-year girls, and give them the entire charge of pupils' and teachers' lunch. Each group served a month. In that time all the food was bought by the two girls in charge, the cost of each meal was estimated, and the menus for each day planned and carried out. Three first-year girls served as waitresses and kitchen girls. When unexpected guests meant a quick adjustment, it was made as well as with a teacher present. One of the group, a war bride. had her first experience in household responsibility in this way.
As women's trades have been in less demand during the war, some of our former graduates have taken very good clerical positions, the business course the school offers having prepared them to do so. One offered her services to the Red Cross of her home town during the first influenza epidemic, and has been employed by them ever since. She served on both day and night duty as a nurse, and in some cases had pre- pared the family meals.
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