USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1937 > Part 11
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Part II is prepared as a report of the School Committee to the citizens and consists of (1) a description of the school property, (2) statistical tables which set forth comparative figures covering a period of years concerning enrollment, mem- bership, and attendance, cost of instruction and maintenance, and other matters of organization, and (3) tables showing sta- tistics, not necessary for comparison, covering the last fiscal year.
Part III presents the organization of the school system at the close of the year 1937, and the lists of graduates of this year from the secondary day schools, Evening High School, and Vocational School.
Respectfully submitted,
EVERETT W. IRELAND, Superintendent of Schools
December 16, 1937
SCHOOL DEPARTMENT
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REPORT OF THE SUPERINTENDENT OF SCHOOLS 1937
By statute it is required that the Superintendent of Schools annually in December submit to the School Committee a state- ment concerning the schools during the year just closing. and the School Committee in turn reports to the citizens with the intent to show the growth, improvement, and progress attained during the year, and to stress the distinctive features which are significant and important in the light of the attempt to make the schools of greater service to the students, and subse- quently of greater service to the community, to the state, to the nation, and to humanity.
Such reports may deal with the instructional activity, they may deal with local interests, or they may deal with nation- wide matters of constructive and educational nature. It has been the practice that these reports cover the period of the fiscal year which corresponds in Somerville to the calendar year, but it seems advisable at this time, in addition to a dis- cussion of the outstanding accomplishments of the year just closing, to make a statement of the attainment and progress achieved during the ten-year period covered by the reports of the present school administration. In addition, it also seems advisable to make a comparison of some of the important factors which are so frequently neglected in a consideration of the large proportion of the city's revenue which is expended yearly for the maintenance of our schools.
In a previous report attention has been called to the state- ment of a former President of the United States, who said, "Education is our biggest business. It is our only indispens- able business." Half of the population of the country is direct- ly or indirectly engaged in the business of education. And since the other half of the population, whether they be prop- erty owners or rent-payers, is concerned with taxes for educa- tion, serious and earnest consideration to the problems in- volved, with special reference to that side of the problems which concerns cost, must be devoted by those charged with
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the establishment and maintenance of the educational institu- tion.
Public education is a public purchase, a purchase made by the citizens of a community for the benefit of their children. In self-protection every community buys education for its future citizens. The amount and quality of the education which the people buy is one of the best evidences obtainable of the general level of civilization and culture which they have reached. The schools of a city reflect the aspirations of its people for their children and for their community.
How often our citizens point out with pride to some visitor a new school building which has been provided from public funds for the housing of a section of the educational system. But how much do they know of the educational program of the school, the qualifications of its teachers, the adequacy and equipment of its library, laboratories, and workshops? Do they know how well the school is administered, and how well the school studies are adapted to meet the present-day needs of their young people? And do they know what the actual cost of the instruction is, and how that cost compares with the costs in similar systems, and with the ability of the community to provide those costs ?
These are all matters of importance to the citizens and can be known only by reference to either the report of the State Department of Education or to a report of this kind. Conse- quently it is of extreme importance that the real and true facts concerning the educational system be set forth for the benefit of that portion of the public which wishes to be en- lightened on the subject.
The School Committee during the year just closing has diligently expended much time and effort upon the considera- tion of the obligations of its responsibilities and under the able guidance of its efficient chairman, Dr. Edith L. Hurd, has con- tinued its activities with such zeal that considerable progress on a number of important problems has been evolved which will soon take full form in forward-looking steps for the ben- efit of our school system.
The thinking and studying of the School Committee has followed along rather definite lines with relation to a progres- sive program based on a logical reasoning on such topics as
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the school program, the curriculum, teaching personnel, finances, and research.
THE PROGRAM
Serious study has been given to the accepted school policy that there shall be offered in a well-equipped modern building a complete program of education including (I) a well organ- ized elementary grade instruction beginning with the kinder- garten, (II) a secondary education broad enough to satisfy the educational needs of pupils of varying types and interests, (III) special training for the handicapped children, those who are mentally retarded, those who have defective eyesight or hearing, and those who are either crippled or through non- contagious diseases are unable to attend regular classes. (IV) continuation schools for those children who are compelled to seek employment, (V) vocational opportunities for those who are mechanically and industrially inclined, and finally (VI) a program of adult educational activities for those who wish to continue their education to the extent which the City feels it is willing and able to provide.
I. The elementary grade instruction is well organized and has made considerable progress, using the revised courses of study made by the supervisors and teachers during the past few years. An attempt also was made by the Committee to ex- tend the kindergarten facilities to those districts served by the Burns, Durell, and Pope Schools, but for the time being action had to be deferred because all available rooms were being used to capacity by primary school children.
II. The program of secondary education has been given con- siderable attention because of the changing interests of the students. These changing interests are due no doubt to the lack of employment opportunities and the urge to be better fitted for living. Consequently, further accommodations have been provided for typewriting and clerical practice work in the High School; swimming has been made a part of the Physical Education course; Speech Correction has been made an extension of the work in English in the High School; and a new activity. Home Mechanics, has been established as a part of the Manual Arts offering in the Junior High Schools. A new plan for the operation of the athletic program has been devised which has made available a better opportunity for the exten- sion of health work. Provision has been made also for correc- tive work for girls as a part of the Physical Education pro- giam.
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III. Much thought and investigation has been given by a special committee to the possibilities of the extension of and the improvement of the activities provided for those pupils with physical and mental delinquencies. The work in lip read- ing, which was suspended for a portion of the year, has been reestablished and better accommodations have been provided for some of the mentally retarded children and for those child- ren attending the Open-Air Class, but it is the intent of the Committee to continue its investigation and shortly make rec- ommendations which will provide more and better supervision and organization of all these activities.
The inadequacy of the work being done by a single teacher who has been giving home instruction to crippled children and others not able physically to attend school was realized and a second itinerant teacher was provided for this work.
IV. and V. The Continuation School was established by mandate of a statute in 1920 for the furthering of the educa- tion of boys and girls who were compelled for economic and other reasons to leave school and seek employment. This com- pulsory legislation followed a period of operation of a permis- sive act which did not seem to be effective. Due to the lack of employment for these individuals and the subsequent effective- ness of the provisions of the Child Labor Act, even though the law did not pass, these children were forced to remain in the conventional schools, thereby decreasing materially the enroll- ment and membership of the Continuation School. Believing that the standards of accomplishment of the Vocational School should be those for boys of high school age, and since these standards cannot be attained because the statutes allow boys who are fourteen years of age and who have completed the sixth grade to avail themselves of state-aided vocational train- ing, the School Committee, after investigation by the Superin- tendent and upon recommendation from him, this year took steps to establish a general vocational course. This course will provide vocational training in accordance with the statute for boys of junior high school age and grade and prepare them for the work of the Vocational School which then could be placed on the basis of the standards of High School age and grade. This unit, which will probably be known as the Junior Vocational School, will be operated in connection with and under the direction of the present Continuation School faculty, with supervisory control resting in the hands of the Vocational School Director and the Vocational Division of the State De-
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partment of Education. Without doubt this organization for boys will be in operation before this report is printed.
The decrease in the enrollment in the Girls' Continuation School and the probability that for some time to come normalcy would not again be reached provided the opportunity to allow some junior high school girls whose interests were along the lines of home-making activities and some other girls who were not naturally academic-minded to participate in a general vocational course for girls. This course provides an opportun- ity to acquire training which will be fifty per cent academic and fifty per cent practical, without languages except English, so that the Household Arts course may be pursued and grad- uation from the High School may result. This course is al- ready in operation and is providing successfully for the very evident needs of the girls mentioned.
The establishment of these Junior Vocational Schools for boys and girls is the culmination of effort and study over a period of years. Earlier establishment was not possible due to various evident reasons such as the uncertainty of the indus- trial situation, the lack of necessary equipment, and the lack of suitable housing accommodations.
VI. Considerable attention has been given, perhaps more particularly on account of certain problems presented school authorities by the depression, to the implications for educa- tion for adults. Provisions has always been made for those who had left school before completion of the high school course of study whose needs were for formal education, in evening elementary or high schools. No particular attention has been paid by the public school authorities to the needs or the desires of those who at public expense had had the average formal education but who on account of their ambitions and inquisi- tive nature were interested in further study as a means of self- improvement. The needs of these people, if they were fulfilled at all, formerly had been met by attendance at their own ex- pense upon private institutions. On account of the effects of the economic situation upon these people, opportunities should be offered to them by the city. Due to the study of this prob- lem by the School Committee, it is quite likely that plans will be developed and soon made operative for this large group of people.
The educational program has been discussed in detail be- cause it is felt that several very important decisions and de-
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partures in it have been made this year. To digress for the moment, however, it is wise to call attention to the fact that the fulfillment of educational programs may be to some extent limited by the plant facilities at the disposal of pupils and teachers. Some parts of our program have been hampered materially by the need of attention to housing conditions.
In consequence the School Committee has made many at- tempts during the past year without avail to get improvements to the school plant. Resolutions were framed, adopted, and forwarded requesting from the Mayor and Board of Aldermen, under whose jurisdiction these matters are unfortunately placed by our city charter, (1) a modern building to replace the Lincoln School, the last wooden school building in use, which finally had to be abandoned because of its further un- suitability, (2) a replacement of the Prescott School which is in a deplorable condition and unfit for modern educational purposes, (3) a very necessary addition to the present Chandler building housing the very much overcrowded Northeastern Junior High School, (4) repairs to the roof of a section of the same building so that that portion of the building which had to be closed up could again be available for service, and (5) necessary repairs to the Brown School yard and the Bingham School sewerage system. Other matters of much less impor- tance seem to be demanding the attention and efforts of the City Government to the extent that the school building needs, during this year, have received no consideration whatever from that body which either does not realize its obligations and responsibilities or chooses to ignore them.
THE CURRICULUM
Public education is a social device. It is most efficient when it, promotes the ends which have inspired a particular type of social existence in a particular place. In America the inten- tion has been to guarantee life, liberty, and the pursuit of hap- piness to the masses through a democratic form of government. Public education can help to make democracy safe and since the most critical problems facing our people today are eco- nomic in nature, public education must assume the task of maintaining democratic ideals in the midst of social and economic adjustment. Education must provide the necessary instructional program in order that those who participate in society may attack the problems of economic understanding in the spirit of intelligent patriotism. These implications for
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education may be handled by providing a modern curriculum extending from the kindergarten through the secondary school adequate to furnish to the pupils an understanding of the world in which they live and to enable them to participate as useful members of society. The press, the radio, the theater, and the church are agencies which can co-operate through in- terrelating their work with the functions and responsibilities of the schools to accomplish a general good and to justify the purpose of all education.
Three phases of human endeavor have been sufficiently; prominent to bring about very significant and vital changes in the curriculum and for that reason will be discussed. These changes involve at least three very important fields of teach- ing: (1) that which concerns government, (2) that which con- cerns the personal qualities of the individual, and (3) that which concerns the cultural background of the individual. The very apparent need for an increased understanding on the part of our youth of the personal responsibility in participating in the group activity of government, its purposes and the- mechanics of its operation, has caused the introduction of new studies and a revision of the old ones. Every attempt is now made not only to increase knowledge of government but to formulate ideals and aspirations so necessary for one's proper conduct in that activity. Two means have been used by the schools to accomplish these ends: first, that of encouraging participation in group activities, such as athletic teams, school plays, debating societies, and musicál organizations, to a far greater degree than formerly, and by the inclusion of these activities as a complementary part of the school's course of study. A second means is by the introduction of such courses as will have a direct bearing upon the quantity and quality of the knowledge that a pupil will possess regarding government or business, which knowledge will be of vital necessity to him. Such new courses are economics, business management, social civics, and commercial law. In addition to these new courses, the required courses have been carefully studied and a reloca- tion made of the fields of study so that more purpose may be accomplished by the pupil's selection.
The second field of teaching which has been most interest- ing in its change and development of new ideas has been that which has to do with those qualities which cannot be acquired but which must be absorbed by the individual during his in- struction, and adapted and utilized for his own particular pur- roses. Such matters are those which have to do with the emo-
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tions, personality, and adjustment ability of the individual, and another somewhat different group which have to do with his safety and health and self-analysis as it may affect his voca- tional abilities. The curriculum has been changed so that the pupil now engages in it much as an adult citizen engages in his daily life. His school is his community and he tries with all of the judgment and wisdom at his disposal to make him- self a factor in its success. To accomplish this, he works as part of a group in the study of safety matters as they affect the school, in the study of health matters as they affect the com- munity, home, and school, and in the study of vocations and business as they may affect his own abilities and ambitions. It can be said to a far greater extent than ever before that schools today are for the pupils and that the subject matter has been carefully related to their needs and valued accordingly. In the matter of personal adjustment alone, serious problems have arisen for many of the pupils whose homes have been visited by welfare, unemployment, and changed living condi- tions. These matters have made the pupils' distress fully as difficult of solution and relief as in the case of their parents. That these youngsters have continued to meet their school problems successfully and have kept their troubles in the back- ground. and consequently have avoided having them interfere with their daily work and lives, is an inspiration that no teacher of this period will forget.
A third phase of the curriculum change is that which has to do with the finer arts, including painting, music, poetry, and tasteful decoration and furnishing of the home, and taste in the selection and designing of clothing. Business has suddenly awakened to the tremendous desirability of having well designed, well fashioned products, pleasing to the eye, which may read- ily make sales figures increase. A significant change which in- terests the parents often becomes very vital to the children. It has been a most interesting development to record, and a very desirable one in times such as these that our pupils are finding greater interest and much ability in the study of lines and angles, colors and symmetry, and what is good taste and poor taste. These skills will make home life better whether in a flat or a forty-room mansion, and they will inevitably lead to a better community through better houses and more interest- ing homes peopled by persons of an integrated well-balanced personality, well fitted psychologically as well as economic- ally to take part in the business structure. If "streamlining" will modify a machine and an industry, it is not unreasonable
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to assume that the cultural arts will receive increased atten- tion from now on, whether the necessity is public or personal.
TEACHING PERSONNEL
Certain ungrounded rumors to the effect that the scholar- ship of the pupils and the qualifications of the instructional force in our schools have been allowed to deteriorate have caused the School Committee of 1937 to formulate very definite policies with relation to these statements. This legislative body determined that no deviation shall be allowed from its belief that only an adequately trained professional force shall carry on the instruction, and that such adequate professional training shall be defined clearly. The rules demand that all teachers of the conventional schools be required to have a min- imum of four years of professional preparation beyond high school, and at least two years of teaching experience while supervisors and administrators shall have a minimum of five years of professional preparation in addition to successful teaching experience of not less than five years.
FINANCES
Each year, over a period of years, the Superintendent has attempted in his report to explain to the public the pertinent facts concerning the costs of schools in Somerville and sub- stantiate the statement that the Somerville schools are operat- ing efficiently and economically. However, the public either is not interested in the real truth concerning the costs of schools or else is interested in accepting the presentation of a dis- torted analysis of the facts put forth by persons who make use of the susceptibleness of their listeners to such distorted analyses for their own selfish personal advancement. It is a deplorable condition to be sincerely regretted that so many false impressions have gained a foothold among an enlightened public which should be made aware of and should be interested in the true facts.
It does not seem to be generally known that only that por- tion of education represented by the instructional organization within the schoolroom is under the control of the School Com- mittee. The erection, care, and maintenance of the buildings and all the furniture therein falls, by virtue of our antiquated and obsolete form of city charter, under the control and com-
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plete jurisdiction of the Mayor and his city council as repre- sented by the department of public buildings. Steps have been taken on numerous occasions to rectify the situation of con- flicting interests and jurisdictions by presenting bills to the State Legislature for consideration which, if passed, would place the control of the school plant where it belongs, namely under the jurisdiction of the School Committee.
The educational function for the best interests of its re- cipients should not in any way be divided and distributed among various agencies. The School Committee is the repre- sentative both of the people and of the state and is responsible to both. No intermediary municipal authority should be per- mitted to stand between either the people and the School Com- mittee or between the School Committee and the State. Neither should propaganda or pressure groups cause public education to be influenced by any other group than the School Commit- tee. Each attempt at rectification of these problems has been thwarted by these groups who realize that freedom from political practices is a major principle of the School Commit- tee platform. If time and space would permit a discussion of the vicious abuses of the provisions of the City Charter with respect to this problem, the citizenry would be enraged and would demand a change in the procedures.
By the same reasoning the body in charge of schools should be fiscally independent but since we must still follow the dictates of a charter which makes the city council the appro- priating body, only such appropriations as are made available by that body can be expended. It should be known that the appropriations for education are made in six accounts, only three of which are spent under the direction of the School Committee, namely, school teachers salaries, school contingent. and outside tuition. The accounts for school teachers salaries and outside tuition are easily understandable, and the scope of the school contingent fund should be a matter of common knowledge. For the year 1937 an appropriation of $78,329 was made available for the school contingent fund. From this ac- count an amount of $34,404 is designated to pay the salaries of the administrative organization including the Superin- tendent, the Assistant Superintendent, the Supervisor of At- tendance, the clerks in the office of the Superintendent, the High School, the three Junior High Schools, and the Vocational School. The remaining amount of $43,925 covers all adminis- trative supplies and services such as the purchase of all text- books, the purchase of all school supplies, paper, pencils,
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