USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1921 > Part 6
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SCHOOL DEPARTMENT.
and Other Higher Schools. These topics indicate live ques- tions in the administration and development of High Schools. Each stands for an important matter. Whatever may have been the attitude in the past, it is certain that in the present and in the future it will be necessary for high schools to shape their programs of studies with reference to the application thereto of the ideas discussed in this report. Health and Physical Training are bound to demand greater attention in the management of the schools. Citizenship and socializing agencies, the building-up of character, the adjustments for different abilities, opportunities for self-realization and self- determination are all values which claim consideration and a place in High School programs.
These activities all have for their objective the develop- ment of character rather than the increase of knowledge. They have to do with the training of the will that the individual shall become habituated in right re-actions; become, in fact, accustomed to making right decisions in questions of ethical and spiritual values.
An attempt to provide these values in secondary educa- tion will necessitate the employment of methods additional to those of class-room recitation. Some of these are suggested by the captions in the report of the Committee. They are: opportunities for pupils to participate in school government ; opportunities for pupils to co-operate for common interest of school, home, state and nation; using the moral values and the field of personal responsibility and sacredness of honor in pupils' activities and school discipline; courses in ethics based on concrete problems of school, home, vocation and community ; courses in vocational information, instruction, and guidance. In addition to these agencies for the development of character there are others required for the development of health. The report is specific upon this point and urges a vigorous system of physical training and health supervision. Space. will not permit the development here of particulars under this head. The purpose of mentioning these matters in this place is first to call attention to these important values in high school education, and second to call attention to the difficulties of providing the necessary machinery for procuring the desired results. Chief among these difficulties is the element of time. The high school day is now divided into recitation periods that are not any too long. These recitation periods are almost wholly claimed by book instruction. The small fraction of time not so claimed is entirely insufficient for the handling of these important character-building subjects. The difficulty is acute. Any attempt to take time from the book subjects for these non-academic activities is resisted by teachers of
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ANNUAL REPORTS.
academic subjects. An attempt to get more time by a longer school day is opposed frequently by the public. Under these circumstances at the present time there is then a recognition by the school of its duty to the pupils in these particulars, coupled with an inability to discharge its duty properly be- cause of lack of time. Such a situation should receive atten- tion from school authorities with the end in view of finding a solution. The Somerville High School is carrying on all of its literary, commercial and arts work with energy and success. It is attempting to incorporate in its program some of the extra curriculum activities. It intends to find a way to enlarge this field as time and opportunity permit.
Junior High Schools.
The membership of the Junior High Schools in December, 1921 is 3367, an increase of 200 pupils over the membership of a corresponding date last year. There are 115 teachers, in- cluding 4 masters. The ratio of pupils to teachers, excluding masters, is 30.3. In discussing the number of pupils per teacher in High Schools, the Commissioner of Education in the 84th annual report of the Department of Education says : "The studies of the Department of Education, with reference to the organization and administration of High Schools, point to the conclusion that the minimum teaching force consistent with good results in a High School is one teacher, exclusive of the principal, for every 25 pupils." As has already been pointed out, the present situation in the Somerville High School is one teacher for every 27.6 pupils, and in the Junior High School, one teacher for every 30.3 pupils. In actual practice the fact is that some classes in both the High and Junior High Schools have fewer than the average number of pupils while others have a considerable excess. The average, however, in both schools is not far from a desirable standard. 1013 pupils of the Junior High School are in the third or Senior year. These pupils are in the regular High School grade and are taking High School subjects. The remaining pupils are divided about equally between the 7th and Sth grades. These pupils are following a program in which elementary school subjects have approximately 4-5 of the time and elective studies 1-5 of the time. The work of both grades is departmentalized but 7th grade pupils have a considerable 'portion of their work under one teacher. Four-fifths of the work in the 7th and 8th grades is common to all pupils. The remaining one-fifth offers opportunities for differentiation whereby a child may pursue a line of study for which he has special interest and aptitude. Opportunity is presented to
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children to change an elective course when such change is desirable. By such means a pupil has an opportunity to discover by experience what his aptitudes and inclinations really are. Experience in the Junior High School so far shows that most pupils find themselves before the end of the 8th year and thereafter follow the chosen course through the High School. The exceptions to this rule are not far more numerous in the Junior High School than in the Senior High School where pupils have been known to decide to begin to fit for college as late as the Senior year. In measuring the work of the Junior High School reference should be made to the objectives which govern that work. In the 84th annual report of the Department of Education, the Commissioner of Educa- tion quotes as follows a resolution adopted by the first state conference of Junior High School Administrators :
Resolved, That we record ourselves in agreement with the following main objectives :-
1. To bring about the proper co-ordination of the elementary and secondary schools.
2. To equalize educational opportunities.
3. To discover and develop the interests and aptitudes of the individual pupil.
4. To develop initiative, self-reliance, and a willingness to accept responsibility ; and be it further
Resolved, That this conference believes that the purposes of the Junior High School may best be attained through the following features :-
1. The 6-3-3-plan of organization.
2. Departmental teaching.
3. Differentiation of studies.
4. Gradual introduction of promotion by subject.
5. Supervised study.
6. Reorganization of subject, content, and method.
7. Educational and vocational guidance.
8. Prevocational opportunities.
9. Socialization of instruction and "student activities."
In the Junior High School Manual prepared by a com- mittee of fifteen appointed by the Commissioner of Education the role of Junior High School is defined as follows :
"The distinctive role of the Junior High School, then, is that of a transition school. This transition should be natural, gradual, and effective. It should bridge the hazardous and objectionable gap existing under the 8-4 plan between the elementary school and the High School,- a gap due to a too sudden change in the aims, methods, and content of instruc- tion, and in the character of the school organization. It should also recognize the difference in the age, in the case of the two
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ANNUAL REPORTS.
sexes, at which' the physical transition begins to show itself through attendant changes in mental, physical, and social interests, and should make suitable provision for each. It should provide a controlled environment to meet the expand- ing interests due to these different kinds of transition.
As a transition school the Junior High school should,- 1. Introduce gradually new subjects, demonstrating to the learner the value of the subjects and constructing therefor an adequate apperceptive basis.
2. Introduce gradually new methods of lesson assign- ment and of learning.
3. Develop to an increasing degree the power of self- control and self-direction.
4. Increase the departmentalization of instruction, but- only so rapidly as the pupils can profit by it.
5. Assure the advancement of pupils in subjects in which they are successful, and require the repetition, in case of failure, of only such subjects as are indispensable as a foundation for future instruction needed by that pupil.
6. Give pupils a broad outlook upon the world's work, and help them to ascertain their own aptitudes, interests, and abilities with reference thereto.
7. Provide progressive differentiation in studies.
S. Utilize all integrating agencies more and more con- sciously and purposefully as the time devoted to differentia- tion is increased."
It will be noted that this statement of the role of the Junior High School corresponds to the statement of the scope of the Senior High School in that it includes two distinct sets of activities ; first, the old time academic activities having for their objective the increase of knowledge, and second, extra curriculum activities which have for their purpose the development of traits of character such as initiative, self- direction, responsibility, and ethical and spiritual virtues. The burden of time and emphasis in the Junior High School as in the Senior High School is laid upon the first of these classes. The difficulty in dealing adequately with the second is again the difficulty of providing time therefor. Wherever by rearrangements of the subject matter and by modification of teaching methods these aims can be assisted, the principals are making such changes. Testimony upon these points is afforded by the following quotations taken from statements made by the masters of the several junior high schools :
"While we are attempting to carry out as fully as possible the suggestions found in the Junior High School Manual, as special features it is our purpose during this year to add the
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following clubs : birds, camp cooking, first aid, hiking, knitting, sewing, and short story. We shall also organize our home rooms so that they will be practically self-regulating."
SAMUEL A. JOHNSON,
Master of the Eastern Junior High School.
"We certainly believe in the objectives of the Junior High.
"Supervised study and the socialized recitation are en- larging the horizon of the pupils and making them more self- reliant.
"More and more the individual pupil is developing along his own lines. The grouping of pupils according to their adaptabilities stimulates the whole group, develops leader- ship and a spirit of kindly criticism.
"The various activities of the school generate the school spirit, deepen the community feeling and assist the pupil in gaining power by individual efforts."
GEO. M. WADSWORTH,
Master of the Southern Junior High School.
"During the present year we have laid stress on several objectives of education, namely : 'Command of Fundamental Processes," "Citizenship,' and 'Worthy Use of Leisure.'
"We have produced by constant drill a marked improve- ment in the fundamentals of Language and Mathematics.
"We are conducting our Civics and History lessons in such a way that there is a good deal of personal investigation of the institutions of city, state, and nation. The questions 'of the moment are discussed, etc.
"We hope to be able during the rest of the year to lay ยท stress on the worthy use of leisure by organized activities after school hours and on Saturdays. We have been tendered the use of the gymnasiums at Tufts College for Saturday morning activities."
FRANK W. SEABURY, Master of the Northern Junior High School. :
"I wish to say that I believe in the Junior High School and feel that I can truly say it has accomplished all and more than we expected of it as far as my knowledge goes. I have organized my statement according to the seven objectives of education as laid down by Mr. Kingsley in the Junior High School Conference Report.
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ANNUAL REPORTS.
"We are endeavoring to develop the objectives as set forth below :
First Objective, - Health.
1. By physical exercise.
2. By the conducting of a Tennis Club, a Hiking Club,. Hockey Team, Gymnasium work at Tufts for the girls, and by the carrying on of Football, Baseball, Basket Ball, Track and Hockey for the boys.
3. Through instruction in community health and per- sonal health by the teachers in the class room, particularly in. connection with the work in Hygiene and Civics.
4. Through discussions at the Parent Teacher Associa- tion meetings looking towards the building of a gymnasium: and suitable playground for the children.
Second Objective, - Command of Fundamental Processes ..
1. By the conducting of a Library Hour under the. direction of a Library Teacher.
2. By directed learning.
3. By socialized recitations.
4. By project work.
5. Through debating.
6. Through Teachers' Meetings where plans for better methods are discussed.
7. By meeting of teachers of one subject to discuss the. work that should be done in that subject by all teachers.
8. By supervision of the newer teachers by the more. experienced ones.
Third Objective, - Worthy Home Membership.
1. Through the study of the problems in the Civics classes.
2. By Bread-making Club.
3. By French Club. (Meetings held at the homes.)
4. By the arousing in the pupils of a sense of courtesy through the means of competitive essays on courtesy.
5. By the teaching of thrift. (School Savings Ac- counts, Civics and talks by teachers.) 6. By the practicing in the shops of various projects: which prove to be beneficial in the homes.
Fourth Objective, - Vocation.
1. By guidance given through Civics and home room teachers from time to time.
2. By instruction in cooking, sewing, carpentry and metal work.
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3. Through personal talks of teachers to pupils in guid- ing them in the wise choice of a future career.
Fifth Objective, - Citizenship.
1. By the teaching of the subject in the Civics classes.
2. By Civics Club.
3. By student participation in school affairs.
4. By acquainting the pupils with the machinery of the Government through the election of officers in classes and clubs.
5. By inculcating the ideals of self-control and respect for the rights of others in class and club management by pupils- themselves.
"Through the above we hope to teach those attributes of civic knowledge, civic interests, civic ideals, civic habits and civic powers.
Sixth Objective,- Worthy Use of Leisure.
"Through the Tennis Club, Hiking Club, Hockey Club, Canning Club, Story Telling Club, Debating Club, School Paper, as well as by having the sports as Football, Baseball, Basket Ball, Track Work, and Hockey.
Seventh Objective, - Ethical Character.
1. Through morning talks.
2. Through athletics which develop self-control, high ideals and good sportsmanship.
3. Through student participation in the affairs of the. school.
"As to the future, we propose to carry on the work along the above lines for the rest of the year."
ARTHUR L. DOE,
Master of the Western Junior High School.
In this comment upon the work of the Junior High School I have purposely omitted reference to their wholly inadequate accommodations. Reference to these limitations is made under the head of School Accommodations. At this point I prefer to deal only. with the facts of actual accomplish- ment and the purposes which the schools are attempting to achieve under present conditions.
Elementary Schools.
The work of the Elementary schools during the past year has been largely confined to the teaching of the so-called fundamentals of education. Reading, Arithmetic, Geography,
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ANNUAL REPORTS.
History, Spelling, and English Composition have been the main occupations of teachers and pupils. Vigorous efforts have been made to secure the best attainable results in these studies. Approved methods have been used by all the teachers, and experiments have been made in the application of the project method and the socialized recitation method. It is a characteristic effort of the elementary schools to train pupils in independent study and in self-reliance. The discipline of the schools is of such an order as to encourage pupils to develop their individual powers to the best advantage. Along with the major studies already mentioned the schools have given instruction in morals, in thrift, in health and hygiene, in patriotism, and in civics. In accordance with the spirit of the times there is increasing need for emphasis on these sub- jects in the elementary as well as in the higher schools. In order to find time for an adequate treatment of these subjects, it will be necessary to reorganize the content of instruction in the other subjects. Such reorganization of the program of the elementary school is under consideration by the elemen- tary principals and action in that direction may be taken during the present school year. An interesting investigation of the aptitudes of children for academic or manual arts studies has been conducted during the last year in certain schools by a trained psychologist. The result of this work is given in a letter submitted by Charles E. Brainard, Master of the Edgerly School, from which I make the following quota- tion :
"Two of our sixth grade classes, co-operating in this work, have served for the investigation, the object of which was to obtain information regarding psychological tests upon which might be based both educational and vocational guid- ance.
"The main underlying reason for the study is that chil- dren of academic ability are frequently found in manual train- ing classes for which they are not well fitted, and on the other hand children possessing manual skill above the average may be struggling with Latin or bookkeeping.
"The choice between academic and manual work comes to the children at the close of the sixth grade and the beginning of Junior High School work. The study carried on by Miss Glenn, at the Edgerly School last year, is being continued and extended to higher grades and will ultimately be publish- ed. Since educational psychology is so much at the front at the present time, I think we owe Miss Glenn a very hearty vote of thanks for the help she has given us in this experimental period in which we are trying to find the best psychological
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method of determining the mental efficiency of the children in different grades above the fourth.
"The time is not far distant when mental ability will form the fundamental basis for all grading, classification, and promotion."
Kindergartens.
In November, three additional kindergartens were estab- lished, - one each in the Bingham, Cutler, and Morse Schools .. The applications for admission were in excess of the capacity of the classes. Since the opening of these schools there have been requests for the establishment of classes in other parts. of the city. It appears evident that there is a strong demand in the city for kindergarten opportunities. All of the seven kindergartens are full and full membership is maintained in each of them throughout the school year. Kindergartens provide a distinct contribution to the development of young children. They are a legitimate and valuable part of a school system. The only considerations which have for so long a time retarded the adoption of kindergartens have been those of accommodations and expense. Concerning accommodations, there are now several rooms available which could be used for kindergarten classes. In Ward three, there is no kinder- garten and no vacant room in any of the schoolhouses in that ward. There is, however, a strong feeling in favor of provid- ing a kindergarten for this locality if a place for holding it can be found. Regarding the pending requests for additional kindergartens, it may be noted that it is difficult to see on what just grounds kindergartens can be provided for one. locality and withheld from another locality where the oppor- tunity and the demand co-exist.
Physical Training.
The School Committee has taken significant action this: year in the matter of physical training and athletics by ap- pointing an assistant director of physical training and assign- ing him to the duty of coach in the High and Junior High Schools. In defining the duties of this new officer, the Com- mittee has expressed the intention of promoting the develop- ment of athletics for the pupils in the High and Junior High Schools. Hence the program of physical training hereafter to be conducted in the public schools will consist of two general divisions : (1) Required formal physical exercises, consisting- of indoor classroom work and outdoor recess work. (2) Athletics, sports, and games to be promoted among the stu- dents of all grades of school. It is proposed to organize
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ANNUAL REPORTS.
athletics in the High and Junior High schools in such a way as to secure the participation in some form of athletics of as many pupils as possible. Thus it is hoped to create a love for outdoor physical activities and by so doing to improve the health of pupils, and to interest them in personal participation in games. The plan for such an organization of athletics among the pupils of the schools has already been prepared by the physical director, Ernst Hermann, and has been ap- proved by the assistant physical director. This plan provides for the organizing of athletic associations in each one of the junior high schools and for inter-school games in all of the major sports. It includes the establishing of a school team in each of the major sports which shall represent the school in competitions with other schools. It provides for the main- tenance of the usual High School suburban league teams of football and baseball and for the forming of other teams to represent the High School. It is believed that this plan if vigorously prosecuted will revive the interest of boys and girls in outdoor sports and will lead to a larger number being actually benefited thereby. It is believed also that such a plan will produce a larger number of students physically equipped to take part on the teams which will represent the High School. On the whole the purpose of the School Committee in starting this plan seems in a fair way of fulfillment. At the present time the first move in putting this plan into effect will be the organizing of hockey and basket ball teams. The lack of a suitable gymnasium in connection with the High School is a drawback to the fulfillment of all the plans under considera- tion, but an effort will be made to get a suitable place for the indoor practice of the several teams.
Special Classes.
Since the early part of the summer a psychological clinic, furnished by the Department of Education, has been conduct- ing an examination of children three or more years retarded. This examination included mental, moral, and physical tests and an inquiry into the family history of the individual. When this work is completed there will be filed with the Superin- tendent of Schools a statement giving the history of each case. This data will show what children should be placed in addi- tional atypical classes. The pupils in the existing atypical classes were examined and found to be properly placed in those schools. It is probable that there are children enough to fill two more atypical classes.
At the meeting of the School Committee on October 31.
.
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1921, the following letter was received from the Department of Education, Division of the Blind :
Boston, October 31, 1921.
Mr. Charles S. Clark, Sec. School Committee, School Department, City Hall,
Somerville, Mass.
To the Members of Somerville School Committee.
Gentlemen :-
We have on file in this office the names of a group of Somerville children with seriously defective eyesight. These are not blind enough to require training by the touch method yet are gaining their education at the expense of eyes and general health.
Again may we ask if Somerville is not ready to provide for these children in a class specially equipped to meet their great need ? There are eighteen of these Conservation of Vision or Sight Saving Classes in Massachusetts.
During the past several months we have had several calls from the parents and guardians of Somerville children urging that more adequate attention be given than can be obtained in the ordinary grade class.
This office supplements Sight Saving Classes to the extent of five hundred dollars yearly, pays one hundred dollars toward the desks and supplies three complete sets of large (24 point.) typed text books when the class is organized.
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