USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1945 > Part 8
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CHANGES, IMPROVEMENTS, AND PROGRESS
The following statements concerning the various units of our school organization will show that the Somerville schools have kept, and are continuing to keep, abreast of the neces- sary changes called for in the attempt to fullfill the require- ments of our postwar education plan, which will provide a wisely planned and vigorously implemented program for im- provement, adaptation, and extension of the educational ser- vices for all the youth of our community, regardless of sex, eco- nomic status, or race.
The development of the curriculum of the schools of the country has been dominated by four outstanding motives,- (1) the Religious (1635-1770), (2) the Political (1770-1860), (3) the Utilitarian (1860-1920), and (4) the motive of Mass Education (1920-now). The philosophies behind these motives have influenced the changes in curricular offerings of all school levels. College, secondary school, and elementary school alike have given evidence of the impacts of these influences. Of the four motives, the religious is the only one which is entirely inoperative today. The political motive continues to be an ini- portant force, as is evidenced by the enlargement of the social studies offerings in the schools; in the emergency of World War II, the teaching of "democracy" and "Americanism" have become as important as the mass education motive which is predominant. The utilitarian motive is and is likely to con- tinue to be a powerful factor in the development of the cur- riculum of the secondary school, especially in connection with the effort to equalize educational opportunity for all the chil- dren of all the people.
In postwar education it is unlikely that a new motive will immediately develop and dominate the curriculum, but surely the curriculum will undergo changes. Analysis of the present
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ANNUAL REPORTS
curriculum has been constantly progressing during 1945. to the end that remodeling and revamping will result in the elim- ination of nonessentials.
SECONDARY SCHOOLS
High School
At the high school level the organizations and programs of studies of the College Preparatory. Commercial, and General courses have been pursued as usual except for the changes in emphasis necessary because of the change from wartime activ- ities to peacetime activities. Constant study of the curriculum and the various units of the courses of study have been pursued, and such pursuit will be continued through the remainder of the present school year.
During the year several important steps were taken in the High School. First, when Selective Service began inducting boys eighteen years of age, many young men enrolled in our high schools were forced to interrupt their schooling to enter the various branches of the armed forces. Late in 1944 the School Committee authorized a special committee, consisting of the Headmaster of the High School, the Superintendent of Schools, and a teacher of the High School, to evaluate corre- spondence courses pursued by these young people under the auspices of the United States Armed Forces Institute, to help them complete the requirements for a high school diploma.
Authorization was given for the granting of further credit for such training and schooling in the various branches of the services as was in any way comparable to the course of study usually offered in secondary schools. The task of evaluating has followed closely the recommendations of the American Council on Education and the National Association of Second- ary School Principals. During 1945 more than 300 former pupils of the High School have written from all parts of the world requesting assistance in selecting courses which would complete the work required for a diploma. To each of these, detailed information was forwarded indicating the amount of work already done in the High School, the amount of work yet to be done, and recommending specific courses of study to be consummated, together with directions for getting help and advice from their educational services officer. During the year records of work done or being done have been received and
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evaluated, and it is anticipated that many more reports will be received soon.
Second, the Accelerated Program inaugurated in 1943 for the purposes of giving senior boys the opportunity of earning ยท the necessary credits for diplomas before being called for in- duction in the armed forces or before entering the college classes as members of V-5, V-12, or A-12, was discontinued.
With the advent of peace Selective Service Headquarters in Washington announced that boys who had entered high school before their eighteenth birthday would be allowed to postpone their induction until after they had graduated or un- til after they had become twenty years of age, whichever would be earlier. This announcement eliminated the necessity for the accelerated program. The experience of many years in the col- leges has shown that, with the rare exception of the unusually brilliant student, acceleration of the program does not help students, but rather imposes so heavy a load on them as to make it impossible properly and adequately to assimilate the full worth of the courses they follow. The real evaluation of accelerated programs of study may be found in the opinion of Dr. Karl T. Compton, President of the Massachusetts Institute of Technology, who in the early days of the war declared that if the war was to be of short duration every sacrifice should be made to bring it to a quick end, but that if it were to endure for several years, a grave mistake would be made if education were curtailed or an attempt made to accelerate the educative process. How true this judgment was may be seen from the policy of the army in cancelling all credit for the ten months of work done under the A.S.T.R. program on an accelerated basis.
From these and similar experiences in matters pertaining to education in the armed forces there is a lesson to be learned or rather to be reviewed. That lesson is that there is no royal road to education. While it is true that visual methods and other innovations have their just place in the whole scheme of education, there is no short cut whereby the mind of the grow- ing and maturing child can suddenly spring into full flower.
Education, properly so-called, does not consist merely in the acquisition of information. Information, while good and necessary in itself, is but the foundation on which the inquir- ing and logically trained intellect discovers new laws of na-
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ANNUAL REPORTS
ture and the well disciplined will devotes the fruits of its labors to the well-being of the whole human race. We in our day have seen the havoc wrought by greed and the lust for power which arrogated to themselves the latest findings of science on- Jy to turn them into instruments of death and destruction for countless millions. The advent of the atomic bomb is not only a great achievement of science, it is a dreadful warning that unless minds are trained to seck the truth above all else. un- less wills are trained to serve the truth above all else, civiliza- tion and the fate of all men hang precariously in the balance.
Practically for us, this means that in our curricula of studies we should emphasize more than ever before those sub- jects that train the mind to analyze situations, to correlate data, to synthesize component parts into an organic whole, and those subjects which require constant, patient, diligent ap- plication. After school days are over, young citizens will find that life is not merely a game to be played or not as one's fancy is inclined. Eloquent testimony to this truth is at hand in the attitude of so many of the men who are returning to civilian status. They are for the most part most eager to take up their education again and very many of them are very frank in con- demning themselves for having neglected their opportunities while in school. Now they are finding out that to be admitted to college certain requirements must be fulfilled. The colleges are telling these men that experience has shown that a student is best prepared for college work by studying literature, social studies, modern languages, mathematics, and science. The curricula in the college preparatory courses should be built around these solid subjects. Whether a student is actually to go to college or if he wishes only to prepare himself for life by subjecting himself to the excellent training and discipline these studies entail, this type of course assumes all the charac- teristics of a truly vocational nature and should be regarded as such by all.
Specifically, the college preparatory courses should be made up almost entirely of required subjects, with electives limited to a choice of emphasis on one or another of several special fields. As things are now, too large a proportion of the required points for graduation may be made in subjects, which while good in themselves are not so important as those sug- gested above, namely, literature, social studies, modern lan- guages, mathematics, and science.
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SCHOOL DEPARTMENT
The establishment of a regional secondary school for vet -. erans in our high school building was the third important con- sideration at the secondary school level.
Foremost in the thoughts of all educators is a deep con- cern for the returning veteran and his educational problems. Taken from his habitual way of life, removed from the safe and sheltered environment of his home life, his program of studies interrupted, he responded magnificently to the call of his country in the throes of war. Now that the war is over and the veteran is returning home, it is our responsibility to respond no less magnificently to his reasonable expectation that he be allowed to return to the peaceful life he left and to partake of the advantages of the American way of life insured to all of us by his heroic efforts. From his association with many different groups of men from many different parts of the country and from many other countries as well, the veteran has come to appreciate in a new light the advantages that ac- crue from a well-rounded education. With this in mind he is anxious to avail himself of every opportunity to continue his schooling in anticipation of preparing himself for the respon- sibilities of peace.
Alert to this situation, in cooperation with the State De- partment of Education, a regional secondary school for vet- erans was set up in the Somerville High School Building. Originally these centers were organized in the State Teachers' Colleges, for the purpose of enabling veterans, who must work during the daytime, to finish their high school education dur- ing evening hours, and where desirable to prepare themselves for further studies. Anxious to help the veterans of Somer- ville in every way, the Superintendent of Schools suggested to the School Committee that the physical facilities of the High School be offered to the State Department for the establish- ment of one of these regional secondary schools for veterans in Somerville. The courses of studies and the instruction in these centers are under the jurisdiction of the State Department of Education, which has shown its appreciation of the Somer- ville School Department by appointing as coordinator and in- structors in this center members of the faculty of our high school. To this center come veterans not only from Somer- ville, but also from the surrounding communities of Arlington,
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ANNUAL REPORTS
Belmont, Cambridge, Everett, Lexington, Malden, Medford, Revere, Waltham, Woburn, and others. It is an inspiring sight to see the veterans come from such distances despite the weari- liess that follows a hard day's work and the inclemencies of the weather, to receive the educational advantages that a grate- ful community is happy to extend to them.
The center was established and became operative early in November with eighteen pupils. At the time of writing this report, only four weeks later, there are over one hundred stu- dents enrolled. It is anticipated that the opening of the year 1946 will find many more veterans of both sexes pursuing these courses, which are in session on Tuesday and Thursday even- ings from 7:30 to 9:30 o'clock. Instruction is individual and tutorial in nature and allows each pupil to progress at his own pace, dependent upon his ability, previous training, and de- termined ambition. ' Arrangements are provided for any pos- sible additional time to be devoted to study within the school any time during the regular high school day as well as at the cvening sessions.
The fourth activity came about as a result of the study made by the Health Council of the High School. Authorization was given by the School Committee for experimental purposes in anticipation of the postwar education program (1) to re- vise tentatively the objectives of health education. (2) to ex- pand and give additional emphasis to the health phases of biology, (3) to establish regulations for compulsory health ed- ucation through the physical education program for sopho- mores not electing biology, (4) to arrange for a series of health lectures by doctors, health nurses, and others, and (5) to es- tablish elective courses in Home Nursing and Nutrition for senior girls not enrolled in the Household Arts Department.
As a result of the opportunities of the above-mentioned au- thorization, it is expected that the health program of the school will be better integrated and correlated so that maximum ben- efits will accrue to all the pupils.
The statutes of the Commonwealth have for many years required an annual testing of the ears and eyes of all pupils in the schools. Year after year the ears were tested by the class- room teacher through means of the so-called "whisper test" and the eyes were tested by the Snellen letter card. Several
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SCHOOL DEPARTMENT
years ago Somerville was one of the pioneers in the scientific testing of hearing by use of the Audiometer, which indicates the amount of hearing loss and provides evidence of necessity of attention.
The testing of the eyes will from now on be carried out more efficiently because it has just been possible to acquire the apparatus for carrying out the Massachusetts Vision Test.
The test reveals defects which are common causes of eye- strain as well as those of visual acuity. The test is composed of three parts, as follows: (1) to discover cases where there is low visual acuity, (2) to detect those who may pass the visual acuity tests, but who have eyestrain which may require atten- tion, and (3) to indicate the cases in which there is difficulty is using both eyes together.
Treatment is in no case given, nor is even diagnosis at- tempted. Reference to a family eye specialist is recommended. The decision for action rests entirely with the parents.
Early in the year authority was given by the School Com- mittee to the Superintendent of Schools to make arrangements with the State Department of Public Health and the Middle- sex Health Association for the compulsory X-Ray of the chest of all pupils and teachers in Somerville High School. The State Department of Public Health will provide the appara- tus and the services of the personnel of its Traveling Clinic, while the Middlesex Health Association will defray the expense of the purchase of the film. This expense is made possible by the contributions of the citizens of our community in the an- nual Christmas Seal sale of the Somerville Tuberculosis Com- mittee.
Due to the impossibility of purchasing the necessary film, the examination could not be held during the fall of 1945, but definite arrangements have been made to complete the work of the examination during the two-week period, January 11-25, 1946 inclusive.
Junior High Schools
A committee, composed of junior high school principals and teachers, under the chairmanship of the Assistant Super-
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ANNUAL REPORTS
intendent, engaged in an intensive study of the junior high school curriculum for the purpose of evaluating it in the light of present-day educational needs, and also to make definite recommendations for its improvement.
The members of this committee realized full well their re- sponsibility and the splendid opportunity that was theirs to chart an educational course for the junior high school system in the years to come. They proposed certain educational aims 10 guide them in order that they might proceed according to sound educational philosophy. They agreed that the basic framework of the junior high school is the curriculum, and that without an effective curriculum the junior high school finds itself in precisely the same position as is a builder who bids on a project without plans and specifications and proceeds to erect without better guidance. Thus, if instruction is to be systematically effective, the bedrock, the frame of reference, the plans and specifications of the instruction provided must be in the curriculum. The term "curriculum" is sometimes used to refer to a series of courses, e.g., general curriculum, aca- demic curriculum. and commercial curriculum, but in this study the school curriculum is considered to be all the actual exper- ience of the child under the influence of the school. From this viewpoint the curriculum of each pupil is to some extent dif- ferent from that of every other pupil.
Having clearly defined the meaning of the term "curric- ulum", the committee considered its place in the modern junior high school, its purpose, and the task it is supposed to perform. Being the means to an end, and not an end in itself, it should usually follow and reflect educational trends and changes in philosophy. Thus, change in curriculum should be a slow de- velopment over many years, not a sudden growth of short dur- ation. Just as change's in educational thought take place slow- ly over a long period of years, so do the practices resulting from these changes develop slowly. Curriculum alterations usually take place no faster than the customs and ideas of a community are altered. The committee agreed that the curric- ulum must fit the needs, skills, and abilities of the school pop- ulation for which it is made.
The plan of action of this committee included numerous scheduled meetings, an extensive survey of present practices in other communities using the junior high school plan, con-
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SCHOOL DEPARTMENT
ferences with educators, polls of opinion within our own sys- tem, and study of current educational literature on this sub- ject.
In March of this year this committee made recommenda- tions for changes in the junior high school curriculum to take effect in September, 1945. These changes were to be experi- mental in character, and the results studied closely, The re- port of the committee follows :
Grade 7
It is recommended that electives be eliminated in the seventh grade and that the program of studies be the same for all the pupils. The seventh grade is essentially a preparation year, providing an opportunity for the pupil to adjust himself to the new situations found in the junior high school, and giv- ing him and his teachers a chance to study his special inter- ests and abilities.
It is further recommended that the number of periods de- voted to arithmetic and social studies be increased from five to six periods weekly in each case, and that all pupils in the seventh grade be assigned one period each week of library and. one period of physical education. The result of these recom- mendations is shown in the following comparison :
Present Curriculum, Grade 7
Periods per week
REQUIRED :
English
6
Arithmetic
5
History and Geography 5
Hygiene 1
Music 1
Drawing, Freehand
Shop Work for Boys, or
Cooking and Sewing for Girls
2
Guidance and Banking Club
1
Assembly 1
ELECTIVE: (Choose one)
Latin
4
French
4
Spanish
4
German
4
Italian
4
Special Household Arts 3
*Special Manual Arts 3
Junior Business Training ...
3
Proposed Curriculum, Grade 7
Periods per week
English
6
Arithmetic
6
Social Studies 6
American History Gegraphy 3
3
Health Education 1
Physical Education
1
Music 1
Drawing, Freehand 1
Practical Arts 2
Shop Work for Boys, or
Cooking and Sewing for Girls
Guidance
1
Assembly 1
Library
1
* Includes one period per week of Mechanical Drawing,
Shop Arithmetic, Drawing and Tool Study.
1
1
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ANNUAL REPORTS
Grade 8
It is recommended that the number of periods devoted to social studies and arithmetic be increased from five to six periods weekly in each case, and that the number of periods for elective languages be reduced from four to three periods.
Grade 9
It is recommended that the course in bookkeeping in the ninth grade be replaced by a course in general business train- ing, and that the work in general science, for those enrolled in the college preparatory course, be increased from two to five periods weekly.
In April the School Committee, upon the recommendation of the Superintendent of Schools, approved the recommenda- tions.
This new plan will make an easier transition from the. sixth to the seventh grade, it will bring about a more gradual departmentalization, it will provide a greater opportunity for the pupil to adjust himself to the new situation found in the junior high school and give him and his teachers a better chance to study his special interests and abilities, and, lastly, it will provide more time for instruction in the basic skills,- English, mathematics, and social studies.
The plan, having been in operation only since September, has not had time to indicate its degree of effectiveness, posi- tive or negative. It is hoped, however, that by a constant study and analysis throughout the whole of this school year suffi- cient evidence will be available in the spring of next year to cause definite recommendations to be made with respect to its continuance or further revision and change.
Elementary Schools
So much publicity has been given to the possibilities of destruction and devastation by the Atomic Bomb that the re- ceptive, but not too discriminating, mind of the elementary school child has been filled with a terrific fear for his future well being. This type of propaganda, intended to awaken adults from their lethargy and apathy, should be handled in a man- ner which should avoid the kind of influence being forced up- on our younger children.
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SCHOOL DEPARTMENT
Teachers in our schools are striving to combat such evil influences by creating environments within their classrooms to promote trust, sympathy, optimism, loyalty, courage, and charity. Such an environment makes a true classroom spirit of unity and charity. It dissipates fears and produces among pupils a true comradeship, a more tolerant view of the points of view of others, and a desire upon the part of each pupil to do his best in order that all may benefit. The schools aim to make each child feel that he is a valuable and necessary mem- ber of the community and that any good done by him is not alone for his benefit, but for the good of the school and the community.
The new basal reading system, put into use in Septem- ber of 1944 in grade one, has now been introduced into grade two. Teachers and pupils alike find an ease of learning with the new system and far less problems than previously encoun- tered. Somerville, having many races and various spoken lan- guages in the homes of its pupils, must and does try to meet its problems in reading by using every available device. Some of these involve phonetic elements, Basic English, and Basic English films borrowed from Harvard University for testing reading ability of slow readers for both comprehension and oral reading. Experiments have been conducted, involving in one case the use of a longer period of reading readiness, and in another case the use of a more intensive and longer period of time weekly devoted to reading and spelling. Both have proved to be of advantage.
The Somerville Kiwanis Club conducted for the third sum- mer its "Reading Disability Clinic" on an enlarged scale with excellent results. The Kiwanis Club should be commended upon its successful pioneering in this respect. This work, hav- ing proved its value, should be continued and expanded under public auspices.
The social welfare responsibilities of the child have been brought to his attention through directing his attention and inviting his cooperation in the various drives in which the school children participated, such as the United War Fund, War Bonds and Stamps, Red Cross, Infantile Paralysis, Tu- berculosis, Clothing for United Nations Children, Save the Children Campaign, and Clean Up Campaign.
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ANNUAL REPORTS
Health and Safety programs, in which constant progress is being made in promoting already excellent programs, have resulted in favorable health habits and attitudes inculcated through acquaintance with the many agencies offering services for the protection and well being of all children. Moving pic- tures on Safety have again been shown to all elementary school pupils, through the cooperation of Mr. William Higgins, representing the Registry of Motor Vehicles.
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