USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1941 > Part 8
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In 1939 attention was called to the fact that in our city where it is possible for the personnel of the School Committee to be changed completely every two years, due to the in- adequacy of our city charter, it is encumbent upon each bien- nially elected committee to establish its policies for the dura- tion of its term. In formulating these policies, the members must keep in mind always:
1. That the proper conduct of the schools requires unanimity of purpose and action on the part of the School Committee
2. That only by being informed and cooperative can their responsibilities be fulfilled
3. That their actions should be influenced only by pronounced interest in the needs and activities of children and earnest desires to promote human welfare
4. That their efforts should be exerted to meet their responsibilities as educational leaders without regard to their political status
5. That their perspectives should be broad enough to enable them so to visualize the problems that an adequate educational program will be developed instead of one characterized by immediacy and expediency.
The 1937 report carried the following statement by the Superintendent :
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"Education is our biggest business. It is our only indispensable business." - is a statement of a former President of the United States.
Half of the population of the country is directly or in- directly engaged in the business of education. And since the other half of the population, whether they be property owners or rent-payers, is concerned with taxes for education, serious and earnest consideration to the problems involved, with special reference to that side of the problems which concerns cost, must be devoted by those charged with the establishment and maintenance of the educational institutions.
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.
The School Committee for 1941 has applied itself to a con- tinuance of the work of the schools, the outstanding features of which may be grouped under three headings, as follows :
1. The world-wide struggle between democratic ideas and ideals and the totalitarian ideas and ideals
2. Guidance and adjustment
3. Financial support of schools
In directing its attention to the matters involved under these headings, the School Committee has constantly borne in mind the thoughts expressed in the previous paragraphs, and has taken into consideration ideas recently brought forth by the study, survey, and recommendations of the best educational leaders of the country.
For several years the thinking statesmen and educators have recognized the growing struggle between two principles of social organization. This conflict has been between democracy and dictatorship, tolerance and tyranny. Many
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believed that the lion and the lamb could be made to lie down peacefully together and consequently ignored the issue. What a mistake that was! Through press and radio reports we heard of the predicaments of those nations of the world which have recently been so ruthlessly invaded, and we heard of the acceptance of the hollow promises of power-mad despots, and still the democratic countries ignored the issue. That act of ignoring the events of the past four years with reference to their historical significance is an indictment for which educa- tion must assume a partial responsibility.
However, there is no value in dwelling upon mistakes of the past. The challenge must be accepted, met, and solved. The issue cannot be ignored; it is susceptible of no compro- mise. Either Democracy or Dictatorship will prevail. Our country, therefore, has a vital stake in the outcome of the present conflict. Every individual and institution in our nation must play a part if the common defense of democracy and freedom in the world is to be effectively provided.
Walter F. Downey, Commissioner of Education, says, "United, our citizens of yesterday overcame all obstacles. We do not forget that here in Massachusetts American liberty first found root. Here also this republic of ours started forward, at first with uncertain tread, and then with firm and confident step. We recognize that our strongest arma- ment is unity of purpose and intense will to defend the free- dom which has been ours for over a century and a half. This should be the will of each one of us, the will of each pupil in all our schools.
"Such a united will in America is a tremendous, yes-an unconquerable force.
"We all recognize the fact that each one, young and old, has an individual responsibility in welding together our body of American citizens for the protection of the ideals repre- sented by our republic."
This responsibility with reference to the issue will not this time be ignored. Education will not shirk its responsibility. This has already been manifested through the fact that all schools, public and private, throughout the past year and a half, have shown their anxiety to do their full part in the preservation of democratic ideals by surveying and revising
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their educational programs for full participation in the com- non defense.
However, the emergency is such that whatever program be devised must deal not only with those who are in the schoolrooms during the day but with all the citizens of the democracy. Prior to the present, some consideration has been given to the education of the adult, but lack of foresight by the several communities in providing the necessary funds and facilities to carry on such a program has caused the programs to lack adequacy as measured by the demands of the present emergency.
The urgency of the situation and the necessity of speed in making preparation for our national defense caused the entire country to be aware of the necessity of national par- ticipation in the development of the educational program. Financial aid was made available in liberal amounts by Congressional act and national policies concerning pro- gram were devised, but the administering of the program was to be channeled through the regularly constituted state educational authorities, so far as the program which was to be conducted in the regular school buildings was concerned.
The huge training program which was planned, however, called for more facilities than were available, and other agencies such as the Army ; the Navy ; Works Progress Admin- istration ; National Youth Administration ; Employment Serv- ice, Civilian Conservation Corps; Office of Production Man- agement, were used to supplement the additional work which schools and colleges were to assume.
Even while Congress was considering the form in which the bill for authorizing such a plan of action would be passed, all available facilities within the country were being surveyed, under the guidance of J. W. Studebaker, United States Com- missioner of Education, and were being made available for immediate participation in Pre-employment Refresher Courses and supplementary courses in the skilled trades of industry where much additional help was needed to prepare the mate- rials for national defense.
This effort made it very evident that a national program can be adapted quickly and efficiently to varying existing
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conditions found in different states and localities without interfering with local interests and local initiative.
In Somerville, as was reported last year, the School Com- mitteee immediately placed the facilities of the Vocational School at the disposal of the program for refresher courses in machine shop training in preparation for opportunities in connection with governmental work.
These courses were set up and carried on in cooperation with the Federal Government and under the supervision of the State Department of Education. The city furnished only the equipment and the building while the Government provided the cost of instructors, power, and all expenses of instruction and materials. At first, courses were in operation sixteen hours a day, with training being provided in eight-hour shifts five days a week for forty men in each shift. When our regular day vocational classes opened in the fall of 1940, the defense program was shortened to one eight-hour shift a day, but early in 1941 provision was made to restore the second shift so that for the major portion of 1941 our machine shop equip- ment has been in service twenty-four hours a day.
Due to this arrangement it is impossible to do more in this particular line without added equipment. Your Superin- tendent has made proposal to the Federal Government for funds to provide additional equipment. This proposal has been approved by the authorities in Washington, priority restrictions have been overcome, and our available facilities will soon be increased by the addition of equipment valued at fifteen thousand dollars plus some necessary small machine tools.
It is expected that provision will be made in the near future for a further expansion of our defense activity, to include, possibly, courses in welding, carpentry, and sheet metal work.
While our vocational schools are doing this task of prepa- ration for the skilled trades, another agency is preparing men and women through organized groups for the necessary home defense in case of attacks by air raids. These classes are meeting weekly, or more often, in our school buildings to learn to be leaders of our citizenry in case of emergency, and the results of the effort in our community have provided us with an exceptionally well prepared force for whatever problem confronts it. Our police and fire departments are also taking
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their part in the large plan of the educational program by organizing auxiliary forces of private citizens.
Immediately upon our entrance into war, by action of Congress on December 8, 1941, following the dastardly attacks upon our Pacific Ocean possessions, the process of preparing for National Defense was quickened. Practical organization became an immediate necessity, and the educational program for the conduct of our children and the general public was greatly accelerated.
Air Raid Units in the schools were at once organized with each master assuming the responsibilities of Air Raid Warden for his school or his district. Preparation for these respon- sibilities was accomplished under the able leadership of Chief Air Warden for Somerville, Lyman A. Hodgdon. Every teacher has become a part of these very necessary units, and plans for the proper and safe care of the children are now well defined and prepared. Every member of our instructional and administrative force has assumed the task of making himself effective in this organization.
Many of the teachers of both sexes have given their services as instructors for the various civil defense courses, including first aid, canteen, motor corps, and air raid warden.
All will admit that trained men and women are required in the occupational skills to permit the rapid expansion of the defense industries and for the protection of our country and our homes, but we must not, in our enthusiastic endeavor to be in advance of these emergencies, ignore the element of moral, spiritual, and citizenship preparedness. Morale, the will and the spirit to enable our citizens to face unflinchingly the exigencies of the days of stress and strain which are to come, be they days of an actual "fighting war" or days of an economic depression, is an absolute necessity, and must be one of the important qualities needing the attention of Education.
Democracy is a way of life, a relationship between individ- uals, rather than just a form of political organization. Patriotism to this way of life is an absolute necessity if democracy is to persist. Youth must therefore be prepared in schools to build loyalty to democracy and to participate in this common social enterprise.
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ANNUAL REPORTS
In order to accomplish this purpose, schools must con- tinue to provide youth with (1) the facts upon which to base intelligent judgments, (2) the ability to arrive at convictions based upon evidence which will stand the test of critical thinking, (3) the ability to detect falsehood and half truths, which are generally the bases of dishonest propaganda, and (4) the ability to prevent the hysteria usually rampant in times of stress.
Our task is quite apparent. Speed of action is necessary and yet, conscious of our responsibilities in these chaotic times, changes must be made in our educational system only after careful study and deliberation, to the end that sane and sensible conclusions will result.
The Department of Social Studies in the High School has been giving serious attention to a revision of its course of study so that these activities, in addition to providing a knowledge of the background, history, and mechanics of government, may be made more applicable to the problems of the day and a better understanding of the duties and responsibilities of citizenship. Much progress of a similar nature has been accomplished in the work of the elementary school under the able guidance of the Assistant Superintendent and the Supervisor of Elementary Education. Considerable time and effort have been devoted to a revision of several of the courses of study which have been in use for the past few years. An experiment is now in process to determine whether or not a new system of basal reading shall be recommended for adoption.
Another method of attack upon our problem made by the School Committee, in accordance with an order presented by Charles P. O'Riordan, was the earnest consideration given to the continuance of the study and survey started in 1938 and pursued with definite purpose during 1940 with reference to the establishment of a plan of action for Guidance for high and junior high school pupils. In his annual report for 1940, the Superintendent discussed the need for such a program and described the survey which was in process at the close of last year. It was stated at that time that it was the belief of the School Committee that a feasible, justifiable, and inexpensive program of Guidance could be devised.
In March of 1941, the School Committee passed the follow- ing order: "That authorization be given for the establishment
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of a program of guidance for the junior and senior high schools, effective September, 1941, said program to embody as much of the plan proposed by the Special Committee on Guidance as is feasible and advisable in the opinion of the Superintendent for immediate incorporation in the program of studies without additional personnel or additional expenditure for salary."
In consequence of this authorization, the Superintendent immediately proceeded to develop a plan of action. A meeting of the Committee on Curriculum of the High School and the masters of the junior high schools, together with those teachers designated by the School Committee to participate in this program, was called by the Superintendent, who discussed the subject of Guidance and the possibility of setting up a feasible plan even before the time stated in the order.
It seemed advisable to expend all of our effort during May and June to giving an intensive course of lectures to all Seniors in the High School, except those in the College Preparatory Course, upon the subject of "Finding and Obtaining Em- ployment".
Plans were formulated for Guidance for all pupils from Grade VII through Grade XII, to be operative beginning in September 1941, in accordance with the Outline of the Guidance Program authorized by the School Committee. In the seventh and tenth grades, lectures are given each student on Orientation. In the eighth and eleventh grades, a full year's program, consisting of one lecture a week, deals with the subject of Occupational Information. Motion pictures are used quite successfully in connection with this phase of the program. The ninth and twelfth grade units discuss during the second half of the school year the subject, "Training for the Job".
Counseling has been carried on to the degree that time would allow, involving advice concerning studies and the securing of employment. This work has been done by the guidance corps, supplemented by the valuable assistance of the three Personnel workers in the High School where the problems involved relations between the home and the school.
The Superintendent believes that with the limited amount of time and the small force available a very good beginning has been made.
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While it is believed that our program of Guidance, as now in operation and as it will be expanded as the necessary facilities are available, will do its share toward the ultimate success of democracy through the development of an intelligent citizenry, let us not lose sight of the fact that aggressive and efficient leadership is a positive necessity.
Our Guidance program, through its counseling, must and will seek, find, and develop through extra-curricula activities those whose aptitudes and abilities for leadership can be of value to the success of our democracy.
It is our belief that in the work of the Somerville schools there is being developed a citizenry that will have a loyalty to and a patriotism for the maintenance of a strong democracy, and that will rise and overcome all obstacles tending to impede the welfare of mankind.
As outstanding instances of the good citizenship attitudes of our children during this year might be mentioned their very ready and sizable responses of time, effort, and money to the overcoming of these impeding obstacles through such activities as the Junior Red Cross, Brockton Firemen's Relief, Salvation Army Drive, Mile of Pennies for the Somerville Christmas Basket Fund, Southern Middlesex Health Association, U.S.S. Massachusetts Gift Fund, and the Greater Boston Community Funds.
It is interesting to note that at the present time these children who have been so generous of their time and pennies are better clothed and fed than they have been for some time. Such well being is reflected in their studies and in the standard of work done by them in the schools. Contributing to this physical well being during the year was the excellent oppor- tunity which was provided through the Surplus Commodities Division for the purchase of milk at one cent a bottle. Many children were thus introduced to that excellent habit of drink- ing milk daily It is honed that such a program can be continued.
Provision was made by the School Committee for those of our school teachers who were members of Reserve Units (Military or Naval) or were eligible for selective service, to be granted leaves of absence from their school duties to par- ticipate in the preparation for the emergencies of the world
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conflict. Assurance was given that their positions would be filled by temporary appointees only, and that reinstatement would be effective immediately upon their return from active service.
As the School Committee term draws to a close, provision has been made for participation by the schools in whatever programs are formulated for the celebration of the one hundredth anniversary of the founding of Somerville as a separate political unit. Because of this anniversary, the Regional Conference of the Special Class Teachers Association of Massachusetts has accepted the invitation of our local group to meet in Somerville. The meeting will be held in the Southern Junior High School on January 17, 1942, and a portion of the program will be devoted to observation of our special classes in action. Much consideration has been given to this phase of the work during the past year and the effort has been rewarded by a considerably increased accomplishment.
Considerable attention has been given by the School Com- mittee to the possibility of reorganizing and revising the plan by which the eligible lists for teachers and cadets are estab- lished. It is the belief of the Superintendent, however, that affiliation with the plan of the National Teachers Examination will be of considerable advantage in improving an already good competitive system of establishing an eligible list from which the selection of teachers must be made. The use of the National Teachers examination would eliminate much of the undeserved and phantom criticism of our present plan, without interfering in the slightest degree with the local autonomy.
While it is quite evident from the preceding paragraphs that the School Committee of 1941 has given freely of its time and energy to the consideration of the problems confronting its educational system from the point of view of keeping the Somerville schools abreast of the times so far as the aims, curricula, and accomplishments are concerned, it can also be stated that the financial aspect of the situation has not been overlooked.
For some time it has been felt by employees of the city that provision should be made for increases of salaries, general in nature, and on a flat or percentage basis, due to the de- creased purchasing power of the dollar, the increased cost of living consequent upon that decrease, the increased tax burden
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placed upon all incomes as well as personal property, the decreasing value of annuity funds available to school teachers after lengthy and faithful service in public activity, and the general economic trend of the times.
This feeling has been immensely aggravated by the trend of skyrocketing wages in industry due to the enormity of the National Defense program and its activities.
No member of the School Committee has denied that the requests for increased remuneration by school teachers were justified, but all were compelled to study the matter from the viewpoints of all the factors involved, namely, the ability of the community to afford, as determined by the assessed valu- ation and the percentage of the assessed taxes collectable, the financial security of the city as a governmental unit, and the probability of security of the taxpayers who, in the last analy- sis, carry the burden of governmental expenses, local, state, and national.
In 1939 the budget made provision for the restoration to operation of the promotional feature of the High School salary schedule and during 1939, 1940, and 1941 a few teachers in the lower salary brackets were promoted to the second class in the schedule by increasing their maximum salaries by $150 each, reached in three annual steps of $50 each. This maximum is now $1950, which still is $150 below the salary rate reached in three years by employees in our public safety department.
Each succeeding year, however, in spite of the program of economy of the Administration, has brought new financial problems and increased responsibilities due to the world crisis, and it seems impossible at the time of making this statement that any provision will be made for increases in salary for the fiscal year 1942, even though the School Committee of 1941 for the first time in the history of our City requested an appro- priation for the support of schools which was for an amount less than the expenditures of the previous year. In preparing the budget for the coming fiscal year, the estimates for ex- penditures for 1942 show a sharp upward tendency of approx- imately 16% due to the fast increasing prices of supplies and materials needed for the instruction of our youth.
It is to be regretted that such a situation exists, but it must be borne in mind that when the emergency subsides the in-
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evitable economic chaos will not be as effective upon public employees as upon employees of private industry, because there will always be a better probability of security in public service.
It seems pertinent at this time to show again a statement indicating the real financial situation with relation to the net expenditures of the school system. These figures then can be compared with those published in the last two annual reports.
For the year 1941 there was
(1) Placed to the account of the School Committee: By appropriation from the City Goverment For School Teachers Salaries, including teachers, supervisors, and masters
$1,368,860.00
$1,282,000.00
For Contingent Account, including all
supplies, administrative salaries and expenses, textbooks, maps, expressage, telephones etc. ... For Outside Tuition from which all voca- tional and other instruction for Somer- ville residents outside the city is paid ....
$80,360.00
(2) Placed to the account of Public Buildings Department on account of schools by ap- propriation
$219,375.00
For Janitors services
106,800.00
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