USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1943 > Part 7
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121
SCHOOL DEPARTMENT
War Savings has formed the core of the program, inasmuch as it is the one direct means of participation in which pupils from the kindergarten through the senior high grades can take part. The extent of this activity throughout the schools of the city can best be judged by the grand total sales in War Stamps and Bonds, which have amounted to $393,706.60 through De- cember 31 of this year.
Pride can be taken, however, not only in the amount of the War Savings but in the significant fact that the schools dis- tinguished themselves by their pupil-participation percentage records. Somerville was one of two cities in the Commonwealth to establish a record where every school in the city succeeded in earning the honor of flying a Treasury "Minute Man" Flag, thereby indicating that over 90% of the pupils in each of the schools had participated in the purchase of War Stamps and Bonds. Unity of purpose and unity of action are being prac- ticed in the schools to a marked degree.
The correlation of special war activities with the regular curriculum of the schools. in order that the one might give meaning and purpose to the other was portrayed to good ad- vantage at a city-wide Schools-At-War Exhibit held in the High School. The Vocational School machine parts exhibit, the Home Economics display, the War Posters from every grade, the Junior Red Cross booths, the airplane models prepared for the War Department, the many departmental projects relat- ing to the war effort, as well as the Scrapbooks from the vari- ous buildings, which gave a graphic picture of all activities within the respective schools, were some of the numerous items which gave the community an opportunity to appreciate the initiative and excellent workmanship shown by the pupils in their extensive fields of interest under the competent guidance of the teaching staff. In a State Contest, two of the Scrapbooks from Somerville received Honorable Mention.
A highlight of the year was the four-month $75,000 Bomber campaign, which netted $107.841.30. For this achievement the pupils of the city were rewarded by having an Army Air Force plane named "Schools of Somerville, Mass." A Jeep campaign was similarly successful when forty-one Jeeps were purchased by the schools in a six-weeks period.
An interesting angle of the Schools-At-War program in Somerville has been not only the remarkable spirit of coopera-
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ANNUAL REPORTS
tion found within the schools, but the helpful cooperation shown to the School Department by many agencies in the city. The whole program has assumed such proportions that innu- merable services were needed to carry out the work involved. These services have been most graciously given in their respec- tive fields of operation by the American Legion, the Veterans of Foreign Wars, the Police Department, the Post Office of- ficials, the Somerville National Bank, the Somerville Trust Company, and the Winter Hill Cooperative Federal Savings and Loan Association. As a means of arousing enthusiasm and stimulating interest, the Somerville Kiwanis Club sponsored a War Savings Essay Contest in the senior and junior high schools, with War Bonds as prizes, and also provided the ele- mentary schools with buttons bearing the inscription, "I Buy War Stamps." In a true sense the Somerville home front is functioning most admirably, with the schools forming an in- tegral part of the closely knit pattern.
Another activity aiding in the War Effort, not exactly car- ried on by the schools but participated in by pupils of the schools, was the work accomplished by seventy-two Somerville boys between the ages of fourteen to sixteen, representing both public and parochial schools of the city, who blazed a trail, overcame discouragement, and were successful during the past summer at the boys' farm work camp in Concord. Massachu- setts, known as Camp Prescott.
Over a nine-week period the farm labor of the boys was dis- tributed among a group of twenty-four employers in eleven towns. Over sixteen hundred work hours were contributed by the boys in the various stages of root crops, corn, and other vegetables. Twenty-five of the boys were continued in the em- ploy of two farmers between the time of the official closing of Camp Prescott and the opening of schools.
On more than one occasion the farmers attested to the spirit of the boys in learning how to work, their desire to do a good job, and their enjoyment in growing and harvesting crops.
That the boys truly represented Somerville in a creditable manner is found in an editorial printed in the Concord Journal on September 2, 1943, which stated in part, "It would be dif- ficult to find a group of boys more courteous, more considerate, hard working, yet normally fun-loving than these boys have proved themselves to be."
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SCHOOL DEPARTMENT
It is strongly felt that the many achievements of our pupils directly aiding the war effort under the general heading of "Save, Serve, and Conserve" have been of importance to the country's welfare and that, at the same time, much educational value has been derived from them. The pupils are learning the lessons of thrift in all its aspects, the utilization of all resources to the full, and the meaning of a proud patriotism. In short. there are being developed and strengthened in them those char- acter-building foundations which future citizens will need in the making of the better world of tomorrow. Masters and teachers may well take justifiable pride in the outstanding re- sults which their sincere, tireless, and patriotic efforts are pro- ducing.
While not a part of the Schools-At-War program, the fol- lowing revision of an administrative practice will serve as evidence that every part of the organization is cooperating, both from the educational and economic viewpoints.
Believing that all possible relief to the taxpayer through economies of operation should be made, it was felt that it would be possible eventually to reduce the cost of textbooks to the schools by reducing to a minimum a large factor in the cost of manufacture or publishing, namely, that item charge- able to the cost by furnishing large numbers of sample books to those whose duty it is to select the best books available for use. In consequence, a new plan of procedure has been advised for the selection of textbooks. Each element of the conventional schools, elementary, junior high, and senior high, has organ- ized within its ranks a Book Council. Masters, supervisors, department heads, and classroom teachers work together as groups under the council plan. Adequate time is allowed for the complete examination of textbooks, including the possibil- ity of experimentation. No book can be considered for adop- tion during the school year for use in September unless it has been available for examination by the committee prior to the fifteenth of the previous November.
This plan will help to keep the best and latest textbooks available in use in the schools and at the same time, partic- ularly in these days of wartime shortages of labor and mate- rials, it will help the publishers to budget their time better, to economize in the amount of sampling, and eventually to reduce the cost of textbooks to schools.
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ANNUAL REPORTS
HIGH SCHOOL
At the high school level the attack upon the problems of the war effort were made from three bases, each directed towards the ultimate joining of the three.
These bases were (1) the aims and objectives of the Victory Corps authorized, established, and pursued during the closing weeks of 1942, and continued and extended during 1943, (2) the preinduction training program which was extended and ad- vanced through the establishment of temporary courses of mathematics and scientific instruction, and through a new plan of action tending toward the speeding up of necessary higher level training by the development of accelerated courses, by the utilization of all available school time daily, and by an in- tensification of home study, and (3) the change in emphasis made in the instruction in social studies, with reference to those attitudes of citizenship and morale so necessary to the preparation of the members of the armed forces and of those who are fighting the battles on the home front.
The Victory Corps fosters and promotes :
1. Guidance into critical services and occupations. To keep the youth currently informed concerning the critical man power needs, so that they may choose wisely and prepare for entrance into that field for which they are best fitted.
2. Wartime Citizenship.
To redirect and strengthen basic citizenship train- ing and to insure a better understanding of the war, its meaning, progress, and problems.
3. Physical Fitness.
To strengthen physical training programs so that the greatest possible numbers will be physically fit.
4. Military Drill.
To provide basic military information and drill.
5. Competence in Science and Mathematics.
To increase the number of students studying these subjects and to improve the quality of scholarship along these lines.
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SCHOOL DEPARTMENT
6. Preinduction Training for Critical Occupations, including Aeronautics.
To insure an adequate supply of persons with some preliminary training for critical wartime occupa- tions to meet the man power shortages.
7. Community Services.
To prepare for work in essential civilian occupa- tions, including homemaking, business, and the professions, and those volunteer services in civilian defense,-care of children and home nursing.
The work for Physical Fitness and Military Drill was started late in March under a former naval officer, whose serv- ices were provided gratuitously. This work for juniors and sophomores was given each week during one of their two physi- cal training periods, and special periods were made available for seniors not required to take Physical Training. Officer training classes for seniors were held twice a week and naviga- tion classes three times a week at the close of the regular school day. An excellent piece of work resulted and the pupils appreciated and enjoyed the training received.
In January the School Committee authorized a series of courses for a half-year for seniors in the following subjects for the pursuit of the Victory Corps objectives of competence in mathematics and science, and preinduction training for critical occupations, including aeronautics : Radio, Machines and Elec- tricity, Pre-Flight, Basic Mathematics, Automotive Mechanics.
The enthusiasm with which these courses were pursued and the results obtained warranted their continuation, and the School Committee authorized their continuance on a full-year basis for seniors and for those juniors and possibly some few sophomores who might shortly be called to the armed service of their country. Provision was also made for girls in this pro- gram by the establishment of a course in Wartime Home Eco- nomics, which is proving very popular and effective. It is also offering unusual opportunities for many girls whose programs heretofore have not permitted them to take advantage of our well equipped Household Arts Department.
The courses in Auto Mechanics and Machine Shop Practice are carried on at the Vocational School by the shop instructors at that school. These activities constitute a substantial start
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ANNUAL REPORTS
in coordinating the work of the two schools and will lead to further offerings to supplement the very meager program of shop work given at the High School due to lack of equipment.
At the present time these courses are being conducted in the following proportions :
Radio, 2 divisions, 37 pupils Pre-flight, 2 divisions, 75 pupils Basic Mathematics, 2 divisions, 39 pupils Auto Mechanics, 1 division, 13 pupils
Wartime Home Economics, 4 divisions, 86 pupils
An accelerated program of studies was inaugurated in the High School to enable qualified students to take advantage of the specialized training programs offered by the Army and Navy, known as V-5, V-12, and A-12.
By the use as recitation periods of free periods and special 'periods, by adjustments in programs, and through better and longer use for study of time outside of regular school hours for those eligible for this specialized training program, a schedule was arranged which made possible the completion of the work of the senior year between September and February 15th.
In this accelerated program there were enrolled five can- didates for the Navy V-5 program, six for the Navy V-12 pro- gram, and six for the Army A-12 program. These small num- bers are to be accounted for, on the one hand, by the age limits imposed and by the high standards demanded for the Navy V-5 program, and, on the other hand, by the fact that preparation for the Navy V-12 and Army A-12 programs was restricted to those pupils whose eighteenth birthday occurred before the be- ginning of the second semester. Boys who will be eighteen after the beginning of the second semester will have an opportunity to take the Qualifying Test for these programs next spring when in all probability the test will be given again. It is the general opinion of the educators of the country at large as well as the expressed desire of the President and the heads of the armed forces of the country that all young people should con- tinue their studies as long as possible.
While on the subject of Army and Navy programs, it is a source of gratification that a senior boy has been awarded an appointment to the United States Military Academy at West
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SCHOOL DEPARTMENT
Point, having passed the qualifying examination with a score well over 90%. Another of the senior boys, recently sworn in as a member of the Army Air Force, passed the examination for that branch of the service with the highest rank within the memory of the officer in charge of the examination.
At this point, the following extract from a letter received from a Lieutenant of the U. S. N. R., a teacher in Somerville High School on leave, shows evidence of the thoroughness and efficiency with which some of the students acquire and make use of their opportunities :
"There have been many occasions here to be proud of our Somerville High School boys. Under our command are three former pupils of mine at the High School. I experienced a real thrill in seeing these boys merit a "well done" from our Commander, and in later sharing in decisions regarding their advancement in ratings. The boys from our Somerville schools are a credit, and you may be sure my words are never feeble in speaking of our school system when comparisons of schools arise in pleas- ant wardroom discussions.
"I sincerely hope that with the tremendous demands inade on all the teachers in our school system, their health and spirit have proven equal to the task before them. Those of us in the armed forces draw spirit, con- fidence, and courage from all of you in the work you do so well for those of us who are away."
The lure of high wages in the business and industrial fields together with the entrance of many young men into the armed and unarmed forces of the country deterred many Somerville High School graduates of last year from attending colleges and other institutions of higher learning, as would otherwise have been the case. On the other hand, many graduates of this and former years are attending colleges and higher schools all over the country in one or another of the Army or Navy Specialized Training programs.
The following incomplete list gives evidence of the where- abouts and activities of 156 of those who graduated from our High School in 1943:
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ANNUAL REPORTS
State Teachers Colleges
9
Lowell
2
Salem
4
Framingham
3
Colleges and Engineering Schools
69
Bates
1
Boston College
5
Boston University
12
Emmanuel
5
Jackson
6
Massachusetts College of Pharmacy
3
Northeastern
13
Ohio State University
1
Simmons
5
Suffolk
2
Syracuse
1
Tufts
15
Other Schools
49
Bentley
11
Bryant and Stratton
17
Burdett
4
Fisher
12
Kathleen Dell
2
Katherine Gibbs
2
Wentworth
1
Hospital Training Schools
29
Boston City Hospital
7
Boston Dispensary
2
Carney Hospital
2
Cambridge Hospital
6
Lawrence Memorial Hospital
4
Somerville Hospital
8
Total
156
In the High School, the Schools-At-War program is being «carried out effectively through many channels. A large, effi- cient, highly organized pupil School Banking Corps is taking charge of the War Savings in the School. An impressive record is being established as the total sales of War Stamps and Bonds to date amount to $88,554.05. The organization affords valuable business training to the pupils while they are giving their services to further the war effort.
An alert Student Council has published weekly editions of a sheet called "The Minute Man" in connection with its work of stimulating and maintaining the active interest of the student body in war savings and other war activities. The regular school monthly, "The Radiator." is doing its part to help the school war program.
The School Band and all the other musical organizations of the school have played an important part in the contribution
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SCHOOL DEPARTMENT
of outstanding talent for all war activity occasions, not only within the school but throughout the city.
From the Art Department with its artistic work on War Posters through the Home Economics Department with its em- phasis on war budgets and other practical home problems, such as the preparation of war workers' lunches and training of girls for home nursing, the various departments of the school are using their facilities to train their pupils to meet ade- quately the changed conditions of the times.
The school is directly concerned with the community defense program. First Aid classes are doing a constructive piece of work. Under the able supervision of the chairman of the Junior Red Cross, an extensive system of volunteer workers and as- sistants gives regular hours of service weekly at the Red Cross. Headquarters in various capacities and also gives service in caring for children where the Red Cross is called upon to render. assistance.
JUNIOR HIGH SCHOOLS
At the junior high school level alterations and changes in the curricula have been few in comparison with those of the senior high school, but a necessary change in emphasis has been noted and provision made therefor. The teaching of the basic subjects that form the foundation for all advanced learning has been continued, and it has been kept in mind what contribu- tion the subjects offer in helping the pupils to understand more. clearly the problems facing this country today and tomorrow. The influence of the war has been reflected in the social studies. program in a marked degree. Geography has taken on a new meaning. The whole geographical conception of time, space,. and distance has entirely changed due to aviation and modern methods of transportation. Polar projection maps are being used for the study of new traffic lanes and new routes. The. important role that mathematics and science play in modern mechanized warfare has resulted in giving increased emphasis. to these two fields. Greater emphasis is being placed on good. basic training in English because of wartime demands. The Manual Arts and Household Arts classes of the schools have been doing their part to contribute to the school war program. The guidance department has paid particular attention to the solution of problems of juvenile delinquency which have arisen out of the war. The program of physical education has been accelerated and has taken on a new meaning for the boys and girls.
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ANNUAL REPORTS
While the junior high schools have shown fewer changes in mrriculum due to the war than the High School, nevertheless they have done their part for the war effort in a multitude of ways. The following are a few samples which give a clear-cut picture and indicate the importance of the work of the junior high schools for the war effort :
Protection of children from air-raid dangers
First Aid
Sale of War Savings Stamps and Bonds
Reconditioning furniture and equipment in school shops Collection of scrap
Toughening for future ordeals through physical educa- tion
Expanded courses in nutrition Construction of airplane models Pre-aviation training
Teaching global geography
Re-emphasis on the teaching of fundamentals Intensive instruction in science and mathematics
Citizenship in the postwar world
Preparation of gifts for enlisted men
The problems of organization and administration of the junior high schools, as well as those of the senior high, have become increasingly difficult during the past year due to the large number of teachers who have, on leaves of absence, en- tered the armed forces. This difficulty has been somewhat less- ened by the fact that the secondary school enrollments have de- creased during the same period, thus requiring fewer teachers. However, the schools have been extremely fortunate in that it has been possible to secure capable replacements for those who have temporarily left the teaching service.
ELEMENTARY SCHOOLS
At the elementary school level, attention has been given to an improvement, intensification, and elaboration of the teach- ing content, methods, and techniques, through constant scien- tific study and analysis of what was previously considered to be effective and adequate.
At the present time there are twenty-three elementary schools, ranging in size from four to twenty-six classes, which house and accommodate children of various races and nation-
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SCHOOL DEPARTMENT
alities. The cosmopolitan nature of the school population has caused no problem, but the changing home environment sur- rounding the children, due to the war, has been reflected both in the classroom and outside and has caused new implications for the elementary schools.
The schools are for the children, and the teachers are pro- vided to guide, direct, and teach the pupils in a way that will achieve the aims of the elementary curriculum in the most practical and inspiring manner.
The teachers, keeping in mind some of the aims of educa- tion, such as the development of right habits, ideals, interests, attitudes, appreciations, and skills, have met the new conditions by fostering at least one of the basic principles upon which our government is founded, the protection of the individual. There has been protection of the child by promotion of the child's favorable individual differences, by various added activities, and by provision for the adjustment of the underprivileged child through sight saving classes, speech defects class, mental- ly retarded and prevocational groups.
Many activities have been carried on by our schools and in our classrooms which directly benefit the war effort. Scrap drives of all kinds (paper, tin, metals, silk stockings, etc.) have been conducted periodically. War stamps and war bonds have been purchased to the extent that every school proudly displays the Minute Man Treasury Flag. Every child knows that he may and can do his part to help win the war by doing not alone his patriotic duties, but his daily work to the best of his ability. Each child has had a part in the "Schools-At-War" program. An exhibition of some of these activities was displayed at the High School.
Masters and teachers have realized the vital part which they are playing in this war. Many who would have liked to have taken an active part in the military branches of the service have concluded that their place is in the school and that they must keep not only their own morale high but the morale of the children as well.
The Supervising Principals have held frequent meetings for the discussion of educational problems resulting from the effects of the emergency. Other common problems were discussed, re- sulting in an improved cooperation for better understanding and progress, and an improvement of teaching.
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ANNUAL REPORTS
Some of the matters discussed at these meetings and car- ried into action with proper authorization were:
(1) A new-type report card, whereby parents are notified quarterly of the child's industry as well as his abilities and accomplishments in the various subjects.
(2) New and more definite standards of accomplish- ments as a policy for promotions. Standards necessary better to evaluate reading ability have been formulated, since the child's ability to read is his "sesame" to all sub- jects in the elementary curriculum.
(3) Continued study of all available basic reading systems. Two are now being given further study for com- parative value in use in the grades. Data on their rela- tive values are being gathered, reactions of teachers and masters are being recorded, and standardized tests in reading are being used to measure results in order that comparisons may be made and a final and proper conclu- sion reached in the selection of a basic reading series in the near future.
Many children in school are failures because of lack of read- ing ability due to varied causes : in some cases, improper eye- sight or hearing, in others, handicaps more difficult to detect. Intelligence is not always a criterion of failure because many children with high intelligence quotients fail to master read- ing, thereby failing in other school work and often becoming behavior problems. By proper examination, testing, and teach- ing some of these cases have been corrected, resulting in great improvement in the educational progress and social life of the children. Supplementing the work of the schools, in the summer of 1942 the Somerville Kiwanis Club organized a class to help children having reading disabilities and to promote further in- terest in this field of specialized training. Fourteen children who had reading disabilities were selected from our primary and grammar grades. They were tested for physical defects, especially of sight or hearing, and the defects were corrected where possible. A teacher trained in this particular field was selected, and for six weeks, five days a week and two hours a day, these children received specialized training in reading. All showed a remarkable growth in reading ability. Their records at the end of the next school year indicated that the training they received had been most beneficial and enabled them gen-
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