USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1944 > Part 8
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5. That stress in their education should be placed on the development of personality, cooperativeness, neatness, courtesy, punctuality, alertness, willingness, honesty, and other similiar traits.
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6. That occupational guidance should be provided, and that provision should be made for employment opportunities while under the jurisdiction of the educational authorities, so that their activities may be carefully guarded and supervised.
These findings were neither novel nor exhaustive, but they provided the basis for a plan to improve the way in which these non-academic pupils might be helped to become self-supporting members of the community. In consequence, the School Com- mitte approved the plan, proposed by the Superintendent of Schools and the Personnel Worker of Special classes, which created an Occupational Opportunity School, where a major feature of the program called for the part-time cooperative em- ployment of the pupils. It is believed that this school is the only one of its type in the country, in which only non-academic pupils are enrolled.
Cooperation of various leaders in the commercial world was sought and obtained in order to determine the semiskilled and unskilled jobs available in this vicinity where nonacademic pupils of both sexes could compete successfully with the normal children on an economic parity. Repetitive tasks were sought and found in various fields, namely, mechanical dentistry, the laundry industry, the hotel and restaurant business, and in many other areas of labor.
In consequence of these factors, and with the approval of the Vocational Division of the Department of Education and the State Department of Labor and Industries, a plan for the part-time cooperative employment of fourteen to sixteen year- old nonacademic pupils was authorized through the issuance of special cooperative employment certificates. Employment is accepted only with concerns covered by Workmen's Compensa- tion insurance, and which follow strictly the provisions of the Minimum Wage and Hour Law.
The pupils are assigned to a particular training in industry with compensation for a two-week period, followed by a two- week period in school. The desired academic achievement is to prepare these employed pupils to meet actual life expe- riences. Short unit courses in the various job opportunities available to this type of worker are given.
Close supervision by a member of the educational staff is given to the pupil and worker in school and on the job, and
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reports from the employer are received regularly, indicating the progress of the worker and recommendations for his instruc- tion to improve his accomplishment on the job. During the two-week period of school instruction, stress is placed on the recommendations of the employer.
This plan, after three years of operation in Somerville, has proved to be of such value in the training of nonacademic boys and girls that other communities, having appreciated the value of the Somerville plan, are taking steps to organize sim- ilar activities for pupils of this type and nature.
Another experiment, having to do with special class pupils, indicates the manner in which the Somerville schools take the initiative in attacking serious problems and in making valuable contributions in the field of education. Through the efforts of two members of our instructional corps who have been closely associated with Dr. Richards of Oxford, England, and Harvard University, in the development of Basic English in its organ- ization and adaptation to classroom materials and practices, an experiment was started in January 1944 to discover whether Basic English could be of value in extending what appeared to be the apparent limits of special class children in Reading. The pupils used in this experiment were members of special classes, divided into two groups depending upon their ability to do some or no reading. The group which by preliminary test could recognize only a simple word here and there, had no idea of the sense of the sentence, and had practically no vocabulary, made such vast progress through the use of Basic English dur- ing the year that by November they were able to read simple stories covering a vocabulary of approximately 350 words. The second group, composed of pupils who were able to do some reading, was divided into two groups, the first pursuing the Basic English method while the second pursued the ordinary English instruction. The group using the Basic method, where the list of words was shorter, less varied, and the words them- selves shorter, progressed with less effort in their work of word study than did those using the regular reading lists. The Basic English group also showed greater advancement in silent read- ing, expression, and other factors. Oral and written tests of various types showed that the median scores of the Basic group exceeded those of the regular English group.
It appears that Basic English, with its limited vocabulary, is definitely an asset in teaching the pupils of special classes
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how to read and write because this experiment has shown that sentence structure and ability to write and punctuate simple sentences have improved immensely. In fact, the attitude of these pupils towards school and reading has completely changed. Further experimentation will be made and further results reported at a later date. It is evident that the use of Basic English will be not only an asset in the teaching of special classes, but as reported elsewhere, of immense value as an aid to the teaching of reading in the elementary schools.
VOCATIONAL SCHOOLS
In the Vocational School revisions and slight modifications in the subject content have been developed as the needs required or as the progress of the war effort implied a change of em- phasis.
However, two important facts in connection with the voca- tional activity should be reported :
First, the second year of a three-year Vocational High School, established and set in operation in September of 1943, was made available for eligible students in September of 1944. No additional equipment or instructional force was necessary, but textbooks for a more advanced instruction had to be pro- vided. The course, set up on a 50-50 plan, i. e., fifty per cent of the time devoted to true high school academic instruction and fifty per cent devoted to practical shop activity with the neces- sary related work, is a very welcome addition to our already fine offering of vocational education. It is providing a vocational high school training for Somerville youths which formerly had to be obtained outside of Somerville and at the tuitiou expense of the City of Somerville.
Second, the resignation of the Teaching-Principal of the Junior Vocational and Continuation Schools, to affiliate with the Veterans Administration as a Vocational Counsellor for returning veterans of World War II, caused a reorganization of the administration of all vocational education. The School Committee agreed with the suggestion of the Vocational Divi- sion of the State Department of Education that all vocational activities should be combined under the direction and super- vision of the Director of the Vocational School. There now is included under one overbead expense the following :
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Somerville Vocational High School, a three-year vocational course for boys who have graduated from junior high school ;
Somerville Vocational School, a three-year vocational course for boys who have completed grade S and are sixteen years of age ;
Junior Vocational School for Boys, a three-year preparatory course for Vocational School, for boys who have completed the sixth grade and who are fourteen years of age;
Junior Vocational School for Girls, a three-year preparatory course for girls for entrance to the Household Arts and Home Economics courses of the High School, for girls who have com- pleted grade six and who are fourteen years of age; and
Somerville Continuation School, for boys and girls who have completed grade six, are fourteen years of age, and are employed by virtue of employment certificates in employment not connected with interstate commerce. Attendance at this school is required for four hours a week of all employed minors fourteen to sixteen years of age.
During this year a Boys' Glee Club has been organized at the school, a physical training program for all students in all classes has been made available, and a school library has been set up through the cooperation of the Somerville Public Library.
A spectacular feature of the season was the dedication of the Honor Roll of students of the school who had entered the armed forces of our country to do their part in the winning of the great battle for democracy being waged by the Allied Na- tions against totalitarianism. The Honor Roll itself is a beau- tiful piece of workmanship hanging in the main corridor of the school opposite the office, and was designed and built by the students and instructors of the school.
Plans are now being made for all the units of our vocational education plan to do their part in the. rehabilitation of the veterans of World War II, to allow them to continue their ed- ucation, and for those who need it an opportunity to learn a new trade, so that an adequate and worthwhile life may be theirs.
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SCHOOLS-AT-WAR
Although our Schools-at-War Program has been shown else- where in this report to be permeating every activity of our school system, the part of the work which involves the develop- ment of those highly important requisites of patriotism, thrift, and good citizenship through the tangible medium of war sav- ings, has come to be known as the Schools-at-War program.
As the danger of inflation, with its attendant evils affect- ing the whole welfare of the nation, has become increasingly apparent during these days of abnormal conditions, it has been felt that the schools can perform a vital service by encourag- ing the habit of saving by the pupils. Consequently the sub- ject of War Bonds and Stamps has been of prime importance from many angles.
The marked activity manifested by the schools in this field is attested by the amount of their total sales of War Bonds and Stamps, which has reached a grand total of $729,756.10 from the time of Pearl Harbor up to the close of this year. The all- inclusiveness of the program throughout the system can be judged from the outstanding record which our city achieved in pupil participation. We had the honor of maintaining over 90% in our city average for pupil participation in the purchase of War Bonds and Stamps every month of this year.
Every school in the city has a proud array of special cita- tions from the Treasury Department, awarded for the success- ful completion of campaigns to purchase specific equipment for our armed forces. Treasure hunts, "Back Your Own Hero", and "Military Objective" campaigns have all lent color and pro- vided pointed interest for the pupils in their home-front efforts to "back the attack". The purchase of a $110,000 C-47 Ambu- lance Plane by the "Schools of Somerville, Mass." in one con- certed drive was a thrilling accomplishment for the city.
In the course of their work, masters and teachers have de- vised individual methods of stimulating the sale of War Bonds and Stamps in their respective buildings, always with a view to the basic educational value of correlating classroom work with the practical objective. The benefit from original ideas and ingenuity used in any one school has now been made available to all teachers by a system of "Exchange Notes" which serves
ANNUAL REPORTS
as a means of helpfulness and suggestive material in the de- velopment of their own programs.
At this time, acknowledgment is made of our indebtedness to the many agencies in our city which have continued to con- tribute their services so freely in assisting the School Depart- ment in the handling of the mechanics of the War Savings pro- gram and to the parents of the children for their cooperation.
However important to the war effort the sale of War Bonds and Stamps may be, the whole subject assumes a larger aspect when it is recognized that the advantages accruing to the pu- pils through their participation in the Schools-at-War program will serve as a solid foundation for their citizenship training when peace has come. Through the practice of thrift in the form of War Bond and Stamp purchases, our boys and girls are building the road to individual security and national safe- ty; they are learning to cooperate with their neighbors for community welfare; and they are developing their sense of civic obligation. These are qualities which will be needed as never before by men and women in the world of tomorrow.
PREPARATION FOR POSTWAR ACTIVITIES
The Superintendent of Schools is not too optimistic about the nearness of the termination of the militaristic activities of World War II, but he is cognizant of the fact, as previously stated in this report, that serious thought, study, and effort must be given now to the principles, philosophies, and curricula which will provide the foundation for our postwar education program. It is therefore pertinent to report upon what is being done in the interest of preparedness with respect to the program.
A committee appointed by the Superintendent of Schools, composed of school personnel and other representative citizens should be established as a Postwar Education Committee to develop a comprehensive program of public education to meet the needs of all the children, youth, and adults of Somerville during the postwar years. Through such a study, recommenda- tions will be made which will provide an improved program for youth and an extended program for adults, which will allow for the rehabilitation of the returning veterans, and be of great assistance to the Mayor's City Planning Committee for Post- war Activity.
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Already, and without authorization from the School Com- mittee, because of the urgency of the early participation of school personnel, the portion of the Committee to be composed of school people has been appointed and is at work making a serious study of the general policies so far suggested by the Educational Policies Commission of the National Education Association and the American Association of School Admin- istrators, supported and concurred in by the Department of Secondary Schools of the National Education Association.
Early in the new year the Superintendent of Schools, acting for this Committee, will make definite proposals for considera- tion to the School Committee concerning authorization for the establishment of the Committee, its personnel, and its powers, and for an operating budget for research and public relations.
MEMBERSHIP
The public school membership as of December 1, 1944 was 14,080. In comparison with the membership of the correspond- ing date of 1943, 14,114, there has been a decrease of only 34. The membership of the High School has increased by 64, that of the elementary schools by 8, and that of the Vocational School by 7. These gains have been offset by decreases in the junior high schools of 82 and in the Junior Vocational School of 31, resulting in a net loss of 34.
The decrease in membership of 34, it will be noted, is en- tirely due to the junior high school age group. This is attrib- utable to two factors, namely, the much larger number of children attending private schools, due to the general prosper- ity, and the effect of the decrease in membership in the elemen- rary schools, which has been gradually affecting the total mem- bership each year over a period of years.
Our membership can be viewed at present as having re- mained practically constant for a period of two years, which fact, in view of the serious decreases reported by many of the neighboring communities and in view of the many factors now causing children of this age to leave school, can be cited with pride as an administrative accomplishment of the ability to keep children in school through rigid enforcement of regula- tions concerning employment.
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ANNUAL REPORTS
The report from all schools in the Commonwealth as of June 30, 1944, shows a decrease in membership from the cor- responding date of the previous year of 29,000, of which the . thirty-nine cities account for approximately 22,000. Somer- ville's decrease of less than one quarter of one per cent, against a decrease of over five per cent in the thirty-nine cities, is cause for the expression of pride mentioned in the previous paragraph.
CHANGES IN PERSONNEL
During the year just closing, twenty-seven regular members of the instructional force and three members of the clerical staff, for one reason or another, formally severed their connec- tions with the schools. All of these had been faithful, loyal, and devoted employees for periods of from three years to forty-three years, and their services were recognized by letters of apprecia- tion from the School Committee. Four of the twenty-seven were taken from service by death, six resigned to be married, one entered a religious order, three left to assume positions in other educational systems, one resigned to enter the field of counselling with the Veterans Administration, and twelve re- tired under the provisions of the Retirement Act.
Those taken by death all had terms of meritorious service, as follows: L. Alice B. Grady, thirty-two years; Helen T. Smith and Margaret Bucknam, eighteen years; and Francis J. Gannon, thirteen years.
Of the three who went elsewhere to teach, Dr. Bertha M. Corfield, after ten years' service in Somerville, assumed the duties of Dean of Freshmen at Elmira College, Elmira, New York; Frances Mendell, after fourteen years in Somerville High School, went to Newton, Mass., High School to teach mathematics ; and Leo J. Jennings terminated thirteen years of service here to establish and teach a course in Plastics at Rindge Technical High School, Cambridge.
In consequence of the fact that several important positions in our schools were to be vacant in September, through the compulsory retirement of several key persons of our force, and because it was felt that due to the importance of the positions very serious attention was needed, and that probably a later date would provide a better field of candidates, the School Com- mittee very wisely took advantage of the provisions of Chapter
-
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16 of the Acts and Resolves of the General Court of the Com- monwealth of Massachusetts of the year 1942, an emergency act authorizing school committees to reemploy retired teachers for the duration of the war at salaries the same as previously received minus the amount paid by the State in pension, and requested the following persons to remain in their positions for the school year 1944-45 :
Harry F. Sears, Headmaster of Somerville High School, who retired after forty-three' years of successful service to the youth of our city ;
Arthur N. Small, Head of the Department of Spanish and Italian in Somerville High School for twenty-eight years, hav- ing served at Cohasset High School and in the Philippines for periods of three and fifteen years respectively before coming to service in Somerville ;
Ella D. Gray, teacher of Mathematics in the High School, who officially retired after forty-three years of successful and devoted service ;
Blanche S. Bradford, Head of the Art Department of the High School, who was about to terminate her long and success- ful career after forty-one years' teaching ;
Olevia M. Woods, Principal's Assistant at the Hodgkins School, who was to leave after thirty-three years' service to the children of Somerville ; and
Bart E. Grady, Director of Music in the schools, who has been employed here for only nine years, but whose contributions to the music field of this city and the country has covered a lifetime.
Notable for the terms of outstanding service to the com- munity of those who terminated their teaching years were: Laurence A. Sprague, thirty-eight years : Hortense F. Small, thirty-six years; Emma J. Kennedy and Elizabeth Henderson, thirty-two years; M. Gertrude McCarthy, twenty-nine years; Jeannette Hannabell, twenty-seven years; Ellen C. Moynihan, twenty-five years ; and Kells S. Boland, twenty-four years. Of the clerical staff, Mildred A. Merrill and Bernice F. Parker served devotedly and efficiently for thirty-six and twenty-one years respectively.
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ANNUAL REPORTS
Not all of the positions vacated by these teachers were filled, due to the fact that the decreased enrollment of recent years made possible the absorption of some classes, but in every case where it was necessary to fill positions it has been possi- ble to find well trained, well qualified persons who met the rigid requirements of the Rules of the School Committee and who were ambitious to assume the duties and give creditable service to the educational system and the community.
HONOR ROLL
During the year 1944 the Schoolmen's Club and the Somer- ville Teachers' Club jointly presented to the School Commit- tee an Honor Roll, - made in our Vocational Schools, - bearing the names of the members of the School Committee and the members of the instructional forces of the schools of the city, who had left their homes, their families, and their friends, and their chosen life work, to participate actively in the dangerous pursuit of winning the war.
This Honor Roll now adorns the wall at the entrance to the administrative headquarters of the School Committee in the High School building, where it attracts much attention from the visitors to the office. The percentage of personnel from our organization entering the armed forces is extremely large and gives cause for a goodly show of pride by our citizenry.
Inasmuch as four members of our staff have during this year joined their associates in the monstrous undertaking, it is fitting that their names should be added to the published list of last year. This list brought up to date is as follows :
SOMERVILLE SCHOOL COMMITTEE
William F. Chisholm Arthur P. Fitzgerald William J. Koen John M. Lynch Charles P. O'Riordan
INSTRUCTIONAL FORCE
Robert E. Ball, Jr. Edward J. Berra Marion E. Blanchard
John C. Kelly Alexander Ladd Edmund M. Lanigan
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Paul L. Broderick
Gertrude Burns
Leo Lapidus James C. Marchant Frank Martin
Anthony C. Calabro
Joseph B. McCabe
John W. Casey John J. Collins James H. Cosgrove John J. Costello
Ellen M. McSweeney
Daniel J. Cotter
M. Paul McSweeney James J. Mooney John L. Murphy
Francis C. Crotty
James J. Noonan
William A. Duffy, Jr.
Thomas F. O'Brien
Raymond H. Faxon
John E. O'Loughlin
John E. Flynn Francis X. Foley Helen Gardella
John C. Palmer Francis G. Parker
Edward G. Giroux
Bryant W. Patten
Terence M. Griffin
Dorothy T. Rice
Edward A. Guazzaloca
John J. St. Angelo
Robert Healey
Thomas Scott
Richard Hegarty
J. Edward Sharkey Wallace Sinclair Harold Sullivan
William Howard
Ernestine Keach
Joseph M. Thornton
James Keefe
Daniel M. Twomey
Arthur Kelleher
Albert C. Williamson, Jr.
It should also be stated here that many members of our force, who because of family ties, physical conditions which made them partially unfit for general military service, and many other reasons, were not able to participate actively in the military units of our armed forces, feeling their responsibil- ities and obligations for service, have devoted much time, effort, and strength to participation in necessary activities on the home front, such as employment in war industries, work with the Red Cross, Women's Defense Corps, and other home de- fense agencies. Commendation for their efforts should be and hereby is expressed.
BUILDINGS AND REPAIRS
In view of wartime shortages of materials and manpower, the Building Commissioner has done a very creditable job in the repair, maintenance, and improvement of the twenty-seven school buildings. With an appropriation larger than in prev- ious years, but still inadequate for the tremendous task at hand, he has made every effort to cooperate with the School
Thomas J. D. Horne
Wilbur E. Parker
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Department in an attempt to make our school buildings com- fortable and safe for the children.
Early in the year a program of repairs and improvements was begun at the Western Junior High School. New ceilings were installed in several corridors and classrooms, the wood- work was varnished, and the walls were painted. 8,850 square feet of acoustical tile were used in these new ceilings. The walls and ceilings in several other classrooms and corridors were patched and other ceilings were renailed to prevent fur- ther damage of falling. Many new shades were installed in the classrooms, furniture was refinished, and the loud speaking system was repaired. The heating equipment was improved, new brick fire walls were built, and the fire escape was re- paired. The ceiling lights in the auditorium were replaced with beautiful fluorescent fixtures.
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