USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1922 > Part 21
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History skillfully and truthfully taught is its own preach- er. Our object is to awaken interest, encourage reading, pre- sent worthy ideals, and thus arouse patriotism. The aim of our teaching of Civics is to make the child see that his future welfare depends upon his possession of certain social virtues which will enable him to function efficiently in his own com- munity. However, care should be taken to give the child a vision beyond Somerville. He should realize that he is also a citizen of the state, and of the United States, and made to understand his responsibilities.
The following course of study was formulated with these ideals in mind. It has been tried out during the past year in some of our schools, and later will be extended to all.
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SCHOOL DEPARTMENT.
Course of Study in History
FIRST GRADE
1. The Home-Members of the family; Their services to the home; Activities in the home; Manners applicable to the home; Dignity of home life.
2. The Community-Activities which assist the home The grocer, baker, milkman, etc., in their relation to the home.
3. Holidays
The celebration of holidays should bring out our particular qualities of personal character and national ideals as exemplified in the persons involved.
Thanksgiving, Christmas, St. Valentine's, Lincoln, Washington, Arbor and Bird Day.
Others may be added to these at the discretion of the teacher.
4. Civic Duties
The training for citizenship will consist largely in training in morals and manners. The object of this work is the building of character. It aims to form habits and should be continuous and cumulative throughout the grades. Use and abuse of school building and property; Participation in school life: playground, fire drill; Coopera- tion with classmates; Respect for school regulations.
SECOND GRADE
1. The Community
In relation to individual needs-Food, Shelter, Clothing
How these are supplied
In relation to community needs-Protection (po- licemen, firemen, postmen) ; Service (water, lighting) ; Pleas- ures (parks, playgrounds) ; Education; Transportation.
2. Indian and Eskimo life
Contrast with our mode of living
3. Holidays
See First Grade Add Flag Day Study of our flag; Colors, Use, Care, Why we should love it, Salute.
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ANNUAL REPORTS.
4. Civic Duties
Respect for the rights of others in the community Daily walk to and from school; Use of side-
walk ; Right and wrong places to play.
Care of school and city property
THIRD GRADE
1. Local History
First inhabitants-Indians
First settlers of our city-From Whence; Occupa- tions ; Homes: Neighbors; Transportation; Communication; Descendants in school of early settlers.
First buildings and streets
Origin of name
Contrast with present mode of living
2. Holidays-Review; Add Memorial Day; Emphasize the story of the Pilgrims.
3. Civic Duties-Proper conduct in public places Stealing rides on vehicles Visiting library, parks, etc. How to avoid accidents at home and on the street
Proper treatment of new pupils at school and newcomers in the neighborhood, especially those of foreign birth.
FOURTH GRADE
1. Local History-Review and strengthen work of third grade; Historic hills of Somerville, in their relation to its early history; Leading events of Somerville history ; Historic landmarks : Powder House, Prospect Hill Tower, French Re- doubt, Greene House, Lee House, Ten Hills Farm; Dates : 1842, 1872.
2. National History-Story of Columbus in detail.
3. Holidays-Review work of previous grades; Add Co- lumbus Day, and such holidays as are closely related to Som- erville history.
4. Civic Duties-Important city officials and their du- ties ; Special celebration of patriotic days; Relations and du- ties towards those less fortunate than ourselves : Junior Red Cross activities; Thrift: School Banking.
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SCHOOL DEPARTMENT.
FIFTH GRADE
1. Early Explorers-Review Columbus; Americus Vespu- cius, naming continent; English : Cabots, Drake, Raleigh; Spanish : Balboa, Magellan, DeSoto; French : Champlain, Jo- liet and Marquette, La Salle.
2. Colonization-Oldest towns: St. Augustine, Santa Fe; Virginia; New York; Massachusetts.
3. Holidays-Continue and elaborate work of other grades.
4. Civics-Economy in use of water and light; Wise use of leisure time ; Fire; Prevention, Conduct in case of fire; Police; Dignity of force, Best ways of assisting them.
SIXTH GRADE
1. National History-Spain in America : Results of ex- plorations ; England in America: Review colonies taught in fifth grade, take other colonies in story form; France in Amer- ica : Results of explorations, reasons for conflict with Eng- land, leading up to French and Indian Wars; French and In- dian Wars, very briefly, in story form; Revolutionary War by biography: emphasize causes and results.
2. Local History-Show Somerville's part in important. events of national history; Study of Flag.
3. Holidays-See fifth grade.
4. Civics-Necessity for paying taxes, rent, license fees ; Wise use of telephone and telegraph; Significance of election day; Our relations with, and duties toward aliens; Written work in connection with Junior Red Cross; Participation in school government.
Project Method and Socialized Recitation
Another interesting way in which the work of the Ele- mentary Schools has been modified for the purpose of improv- ing the power of the pupils as well as increasing their knowl- edge, is shown in the use of the Project Method, the Socialized Recitation, Silent Reading, and Opportunity Classes. These methods have definite objectives. They are the means by which certain social values are attained and individual devel- opment promoted in connection with the study of regular subjects of the curriculum. How this work is carried on in
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ANNUAL REPORTS.
some of the Elementary Schools, is shown in the following statement which I have asked Mr. Ryan, Supervising Princi- pal of District 2, to prepare : :
Four phases of modern educational practice appear to be worthy of especial mention in the schools of Ward Two:
1. The application of the project method to the teaching of the regularly required subjects with a view to getting pu- pils into closer rapport with their environment by consider- ing subjects in "wholes" rather than in parts.
For example, through the story of rubber-a project in Geography-worked out by the pupils, with each one making his small though important contribution to the "whole", ex- periencing thereby the joy of being a real worker in a group wherein his work counts, and finally having his work in Eng- lish, History, Spelling, etc., motivated unconsciously by the wealth of associations in such an experience, one learns the geography of South America in no uncertain way, and for all time. The pupil works not because of the fiat of the teach- er, but by the compelling power of his native curiosity or in- terest in a story, a "whole".
II. The use of the Socialized Recitation as a means of developing a social consciousness.
Personal responsibility, mutual toleration, a knowledge of the proper meaning and use of freedom are necessary for the individual if he is to be a real democrat within a de mocracy. Through the Socialized Recitation the pupil has opportunity for the practice of these virtues in their broadest sense. The moment he neglects to practice them he finds him- self shut out by his comrades from participation in his class activities. The social consciousness is developed; one must practice the social virtues in order to be recognized by the "Chair" in the Socialized Recitation.
III. The development of Silent Reading as a more ef- fective means of thought-getting. This is always accompanied by a time-reaction. Clippings from newspapers and maga- zines are used here.
IV. Opportunity Classes. There are special classes usually held now from 3 :30 to 4 o'clock on certain afternoons. They are composed of small groups of pupils who need drill along some particular line. A pupil is discharged from this educational clinic as soon as he is "cured", but may be re- admitted at any time for further treatment.
I have found that these classes are not only helpful to the pupils as such, but are also helpful to the teachers because they are brought into close rapport with the pupils' actual needs.
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SCHOOL DEPARTMENT.
Junior High Schools.
The Junior High School or the intermediate school is a transitional school, the function of which is to insure for the pupil a gradual passage from childhood school experience into that of the secondary school stage. In the past strong criticism has been directed at the condition which made this change so sudden and violent. The Junior High School pro- vides gradual changes by means of which the child passes with- out shock from the elementary to the senior high school. But in addition to this, and more important than this, is the func- tion of the Junior High School to provide differentiations adapted to the varying needs, interests, and aptitudes of chil- dren. This variation is given by devoting a portion of the . time to studies from which a child may make selection of what is most beneficial to him.
About one fifth of the time is given to electives; the re- maining four-fifths are given to the subjects which all the children have in common. The course of study is so arranged as to give force to both of these ideas. Elective subjects be- gun in the Junior High School are continued in the Senior High School. Required subjects of the Junior High School are presented in ways which go on naturally and progressive- ly into High School.
In order to give unity in all subjects in the work of the Junior and Senior High Schools, the heads of departments of the Senior High School have been placed in supervisory direction over the work in both schools. Frequent confer- ences are held by heads of departments with the teachers of the Junior High Schools by means of which a common under- standing is reached by all of the teachers of the several schools.
In providing electives in the several years of the Junior High School care is taken to offer opportunity to children to change from one choice to another when it has been proven that such change is desirable. Flexibility is maintained to give the children the largest opportunity possible for self- discovery. In this way individual differences are provided for without the sacrifice of thorough work in required subjects. Experience has shown that while most children have made a permanent choice of electives by the beginning of the second year, others do not do so until well on in the Senior High School. While it is desirable to allow the child to cross over from one course to another, even as late as the junior year of the Senior High School, it is unreasonable for him to ex- pect to complete without loss of time a course chosen so late.
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. ANNUAL REPORTS.
In view of the fact that the Junior High School is a re- cent development in school organization, it is interesting to note that it is being adopted rapidly in all parts of the coun- try. An article in the November number of the "School Re- view" gives the result of a questionnaire sent out to all cities of the United States of 100,000 or more population; 68 in- quiries resulted in 60 replies. These replies showed that 26 cities have Junior High Schools. Of the 34 which replied "no" to this question 20 reported that Junior High Schools would soon be established in their cities. The article concludes with this generalization: "The unanimity about Junior High Schools in the cities which have such schools in actual opera- tion is impressive. * Summarizing the status of Junior High Schools in cities of more than 100,000 it may be said that both the attitude and the action of the school men in these cities are distinctly in its favor. * ** From this
evidence it appears * * that the Junior High School is needed in the coming plan of organization for schooling pupils during the period of early adolescence."
Various phases of the work of the Junior High School are shown by the following statements made by Junior High School masters :
"We have continued the efforts set forth in the statement of our intentions last year and we reaffirm them at this time.
Many things have interfered with our attempts at incor- porating extra curricula activities and we have now practical- ly decided to set apart for them an hour within the school day each week.
Overtime work necessary because of crowded conditions and afternoon employment of many pupils have made it im- possible for many to attend the meetings that have been held thus far.
Another impediment is the scarcity of rooms at our dis- posal, which tends to make the number of clubs comparative- ly small and the clubs themselves too large. It is hoped that the new building on Marshall Street will obviate this diffi- culty.
We have been more successful in organizing classes for self-regulation. Evidences of this are noticeable daily.
With the small appropriation made for encouragement of general sports, very little more than coaching the baseball team has been accomplished. To bring about the desired re- sult, much more must be done on suitably equipped play- grounds."
SAMUEL A. JOHNSON, Master of the Eastern Junior High School.
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SCHOOL DEPARTMENT.
"The efficiency of the past year's work in the Southern Junior High School will be measured by the success of its graduates who are now pupils in the Senior High School, and by the industry and faithfulness of those who have taken up some other kind of work. We hope to be able to give even a better equipment to those who go from us this year.
'To give pupils a broad outlook upon the world's work, and to help them to ascertain their own aptitudes, interests, and abilities with reference thereto,' is one of the aims of the Junior High Course. To that end, incidentally 'to develop certain civic qualities, to meet health needs, and to prepare for the worthy use of leisure', perhaps the outstanding feature of this year's work at the Southern Junior High has been carried out along the lines of "extra curricula". Club life under the counselorship of the different teacher directors, de- velops the pupil along the line of his choice, the effort being made to give the pupil the largest possible freedom as to choice of club. The club-field covers a wide range of subjects, and furnishes territory, often virgin soil, where the pupil works out an interest which later develops into his life's work.
Among our various Junior High activities, one of the most important projects supported by us is our school pa- per, "The Southern Bell", which is now in the third year of a very active and prosperous existence. Those teachers whose work it is to guide the Staff of pupils who carry on the publi- cation, have found a steady, marked improvement in the stand- ard of manuscript submitted for print. We are able each year to publish, with less effort, an eight-page, cardboard- covered magazine of recognized worth.
Another aid to the growth of culture in our school is our Library, consisting of four hundred twenty non-fiction and two hundred seventy-six fiction, a total of six hundred ninety- six books placed on our shelves by the Public Library. Each class is assigned a Library Day when, accompanied by the Home Room teacher, books for home reading are discussed and taken out by the pupils.
Nothwithstanding the large variety of subjects to which the attention of the pupils is called, the Southern Junior High School intends to conserve fully the interest of the three R's.
In the department of Practical Arts, the question of time to be given to shop work has arisen. In the seventh and eighth grades, every pupil is required to take two hours of shop work. There is no doubt that this requirement should be made in the seventh grade, the trying-out year. But after a pupil has been tested and found to have no aptitude for a partÃcu-
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ANNUAL REPORTS.
lar elective course, why should he be forced to spend two hours a week in it? A possible solution to this question may be found by making the Practical Arts course entirely elective in the eighth grade, as it is in the ninth."
GEO. M. WADSWORTH,
Master of the Southern Junior High School.
"Children entering this year from the sixth grades and private schools have come with minds tuned to the Junior High School ideals. The six-three-three system is so well established that the younger boys and girls are looking for- ward to differentiated courses and related activities. It is evident that this has led to a better and more regular attend- ance, for the child is interested and realizes absence will mean retardation in his elected subjects.
We would recommend a summer school conducted by the school department of the city to assist those pupils who, for various reasons, wish to strengthen the work of the year or who are seeking for more rapid advancement. This feature of our school system would in a measure take the place of the teacher-coach, whom so many cities are employing in the Junior High Schools."
FRANK W. SEABURY,
Master of the Northern Junior High School.
"I take pleasure in reporting that the past year has been a happy and prosperous one for the school. The attendance of the pupils for the year ending June 1922 was 95.5% ; for the first quarter of this year it was 97%. This proves that the pupils are greatly interested in their work and school and that the parents, for the most part, realize the impor- tance of regular attendance.
I wish here to express my appreciation of the support which the parents of the pupils in this school have given in all the efforts of the master and the teachers to make this a live junior high school.
One matter which has received attention recently from prominent educators is the time devoted to extra curricula activities. In order to provide for this modern development
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SCHOOL DEPARTMENT.
the periods of one day in the week have been shortened, there- by allowing for these activities within school time. Twenty- one clubs were formed, namely :
Dramatic
Latin
Glee
Debating Travel
Orchestra
Science
Scout
Fancy Work
Knitting
Busy Bee
First Aid
Basketry
Story Tellers
French
Bird and Flower
Civics
Radio
Carpentry
Spanish
School Paper
These are carried on by the pupils under the direction of one or more teachers. Each pupil was required to make a choice of the activity in which he was most interested. Though this plan is in the experimental stage, many pupils have al- ready shown an increased interest in school work because of these activities.
A library hour is one of the most valuable periods in a junior high school and, therefore, an hour has been set apart for this purpose in' so far as is possible with the limited num- ber of teachers available. I recommend that an experienced teacher for this work be provided.
As an evidence that the junior high school has helped to bridge the chasm formerly existing between the elementary and the high school, I draw your attention to the following:
In June 1921 the Western Junior High School grad- uated 319 pupils; of this number 310 entered High School in September 1921. In June 1922 the Western Junior High School graduated 306 pupils ; of this number 288 entered High. School.
As a result of the action of the School Committee in pro -- viding a paid coach for the boys and another for the girls, a greater amount of work has been done in the way of physical" development of the pupils. Better baseball, football and track teams have been trained, and more girls have taken part in tennis, basket ball, bat-ball, hikes and other interests.
In spite of the noise, confusion, and dirt which neces- sarily accompany the construction of our new building, pu- pils and teachers are delighted with the prospect that corri -- dor recitations and other inconveniences will soon be at end. We are to have an auditorium which will enable us to hold' assembly periods of all pupils and to extend our physical ex -. ercises, thereby giving the school opportunities which now are
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ANNUAL REPORTS.
impossible. By the fitting up of the space under the hall a lunch room of sufficient size to accommodate all pupils will be provided.
May I say in closing that the marked progress of the school has been due largely to the interest and united effort of the school committee, the superintendent, the parents and the efficient corps of teachers."
ARTHUR L. DOE, Master of the Western Junior High School.
High School ....
The final division of the school system is the High School now known as the Senior High School. This organization consists of three years, and deals with youth of adolescent age.
The activities of this school are divided into four gen- eral groups : college preparatory, commercial, general, and the household arts. Each of these courses is a continuation of work begun in the Junior High School. Each is well organ- ized and affords an opportunity for pupils to secure thorough training in the work best fitted for their needs and aptitudes. The work of the college preparatory department is planned to fit pupils for the varying kinds of higher institutions. Pu- pils enter colleges, universities, and normal schools, either by certificate or by examination. The record of the High School in these institutions is good. One hundred and thirty-four members of the last class entered the following higher insti- tutions of learning :
Bates College, Boston College, Boston University, Dart- mouth College, Emerson College, Harvard University, Jack- son College, Lasell Seminary, Lowell Textile School, Massa- chusetts Agricutural College, Massachusetts Institute of Tech- nology, Mt. Holyoke College, New Hampshire State College, Normal Schools, Northeastern College, Radcliffe College, Sim- mons College, Smith College, Tufts College, and Wheaton Col- lege.
The Somerville High School provides thorough drill for those who wish to prepare for admission to college but this work is done to meet the exactions placed upon the secondary school by the colleges themselves. The nature of these exac- tions is shown by the following statement furnished by Head- master Avery :
1
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SCHOOL DEPARTMENT.
"The Situation Regarding Preparation for College in a Comprehensive High School such as the Somerville High School
"First, what is a comprehensive High School? This type of High School necessarily varies in different communities owing to the character of the community and the special in- dustry which is found there, but in general a comprehensive High School aims to supply pupils with any and all forms of secondary training for which the young people of the com- munity have use, with the reservation that such a school is not vocational and does not aim to train primarily for spe- cial industries and occupations. To explain still further, the comprehensive High School should train young people to con- tinue their studies in higher institutions; to go into business with a fair basic knowledge of business demands and customs ; to have for the girls, a knowledge of the various phases of home making; for the boys of manual tendencies, a general funda- mental knowledge of manual arts, particularly with reference to the special industries of the community ; or to provide a broad fundamental training along general lines. These dif- ferent types of efforts are in general characterized as courses, -the Preparatory, the Commercial, the Domestic Science, the Manual Arts, and the General. Of these, the Commercial Course comes the nearest to being vocational, since it does send out into business offices stenographers, typists, bookkeep- ers, and general office workers; yet the aim of the course as a whole is to give to pupils an understanding of stenography or business principles rather than to train for a particular type of business or office.
I shall discuss the first only of these courses, although much can be said about and many improvements suggested in all of them.
Few, outside of those making a special study of the re- quirements of higher institutions, understand the conditions imposed on secondary schools in training boys and girls to continue their studies in college, scientific schools, normal schools, etc., or the little leeway given the secondary school, once a pupil has selected the particular college for which he wishes to prepare.
If the pupil could always decide at an early age that he wanted to continue his education after high school, if he could definitely select his college and never change, if he and his parents could be made to know that a high school diplo- ma does not insure entrance to college, and if only the bright- er pupils desired to attend college, the task of the high school would be simple indeed.
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ANNUAL REPORTS.
In the eastern states especially, the requirements for entrance to college are very explicit and vary considerably for different colleges. Harvard, Radcliffe, and Wellesley repre- sent one type and perhaps the most exacting; Dartmouth an- other, Boston University, Brown, and Tufts another; and the Institute of Technology still another. Any pupil of good ability should be able to enter any of these colleges if he makes his choice early enough and works hard. His decision to go to college should be made not later than the beginning of the last year of the Junior High School, as the preparation demands at least four years' work, and his choice of college should be made finally upon entrance to the Senior High School. Pupils who do not decide to go to college until they enter the Senior High School must expect to take an extra year after graduation in order to satisfy the requirements.
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