USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1945 > Part 9
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26
Particular stress has been exerted this year, through pro- viding an abundance of poetry and literature, to develop the idea that poetry and literature properly presented to a child for appreciation and enjoyment will create a love and desire for them which increases in intensity as his years of age in- crease. Teachers have for some time been collecting and com- piling this material and it is now in form for presentation to the pupils of all grades from the kindergarten through grade six.
For some time the study of geography, following the course of study, has been somewhat hampered because publishers of textbooks have not produced new texts because of the fast changing political boundaries occasioned by the progress of the global war. Further purchase of out of date textbooks would have caused a waste of money. During the interim a plenitude of supplementary material has been used, thereby providing up to date material concerning current events. The major stress, however, for some time in geography has been placed upon the physical aspects. Due to marked changes in world affairs and due to the introduction of the new aspects of geography brought on by the air age, it seemed an opportune time to sur- vey and make a complete and thorough analysis of the avail- able map and globe materials, looking forward to a complete installation of modern school maps and globes.
Early in 1945 committees of skilled teachers (both elemen- tary and junior high) and masters were formed to investigate the matter and report findings. All major map publishers were invited to submit materials for investigation. Representatives of the publishers were given an opportunity to present the mer- its of their respective publications before the committee, which for many weeks examined and compared the various materials submitted. As a result of this investigation a definite program was formulated and recommendations for an authorized list of
143
SCHOOL DEPARTMENT
maps and globes was presented to the School Committee for approval.
Approval was given to this list in the same manner that, textbooks are authorized for use. It is intended to make this material available by purchase as fast as funds are obtainable. During this year the fourth grades have been completely equipped and some materials have been made available for use in the junior high schools. A start on the purchase of fifth grade equipment has just recently been made. Supplementary mate- rials will be considered only after this minimal basal equip- ment has been completely provided for the various classrooms.
The program as outlined conforms consistently to funda- mental principles of modern map pedagogy. Map gradation is provided for by the use of special beginner's maps and a begin- ner's globe in grade four, and the introduction of color sym- bology in grade five. The physical-political type of maps and globes is employed uniformly in grades five and six. This type of map utilizes the international color scheme as a standard map language for depicting elevation of land and depth of water. Correct global concepts are given particular attention in this program by (1) stress upon the globe and global per- spective maps in grade four, (2) the use of an equal-area land surface world map in subsequent grades, and (3) continued emphasis upon the globe in each grade and classroom.
All of the subjects in our curriculum are constantly being studied, analyzed, and revised in order that the most effective results may be obtained. In consequence the art work in the Somerville schools has in no way been neglected, but has been revised for the better.
The aims of the art work are (1) knowledge of the prin- ciples of art, (2) the ability to use them, and (3) the develop- ment of an appreciation for them. The course of study, there- fore, is arranged in three parts, namely, design, representation, and appreciation.
Design invites experiment and invention. Beginning with simple lines, dots, and shapes, or formal geometric shapes and the standard colors, the pupils even in the first grade learn to organize elements into orderly and beautiful designs. Their originality is proved by the fact that no two patterns are alike
144
ANNUAL REPORTS
although thirty or forty pupils solve the same problem. Na- ture's laws of growth are the laws which the designer must understand and obey in creative adventures.
Doing the same thing again and again is the first basic law of order, a natural and easy way of producing consistency, grace of movement, harmony of color, and rhythmic accent. By following this law of repetition, therefore, and by repeat- ing elements,-close, touching, far apart, interlacing, overlap- ping, and by number,-pupils create and invent lovely designs.
Balance is the other law. It stops motion and brings about rest and equilibrium on an axis and around a center. Follow- ing these rules and working out rich designs on paper, the pu- pil proves to his own satisfaction and the delight of others that he has his share of creative ability, one of God's greatest gifts to man. The work in design in our schools is most satis- factory and the results which are always on display in the va- rious classrooms are worthy of compliments from those who visit the schools. During the holiday season the making of Christmas gifts, such as calendars, blotters, bookmarks, boxes and booklets, affords opportunity for simple construction work and also the application of design.
Usually, about the middle of the school year, work in rep- resentation starts. The aim here is to give the pupil opportun- ity to express himself by means of pictures and to give him enough technical help to enable him to do so with ease. The plan of this work is to give help on the drawing of objects most essential in a recital of the life around the child and to provide a method for putting together or composing a picture. The drawing of the human figure assumes a large place because human beings occupy an important place in the pupil's inter- est, but objects in the pupil's environment, houses, vehicles, furniture, and trees, also have their place in the study of rep- resentation. Primary grade children enjoy drawing imagina- tive pictures of members of their families, their friends, and their pets.
Boys and girls in intermediate grades derive pleasure from travel and around-the-world subjects. Discussion of these sub- jects in preparation for illustration develops knowledge about the clothing, shelter, transportation, products, and life habits found in the various countries studied. Junior high students manifest definite interest in sport, school, and community ac-
145
SCHOOL DEPARTMENT
tivities. Recently two community poster contests were held in connection with the War Fund Drive and the Victory Loan Drive. Junior high school pupils participated in the contest and many posters were of sufficient merit, both in subject and art work, to be entered in the contest. Those who participated showed skill in lettering and painting, but the posters also showed considerable thought on the subjects involved in the contest. These posters were displayed in the Somerville Li- brary after they had been judged and awarded prizes.
The background thus given in design and representation makes possible an appreciation of them, for the pupil will see in great works of art the same laws of design which he uses in his own creations. Examples of master paintings, architecture, sculpture, and the minor arts are presented to the children to open for them the vast treasure house of art in which is stored the beauty of ages.
In the spring, as has been the custom for many years, there was a presentation of all the work of the pupils in the various grades. This exhibition is staged for the benefit of parents, so that they may observe the progress of their own children in comparison with the progress of other children of the same grade. It is also used as an opportunity for teachers of similar grades in other schools in different sections of the city to see the comparisons with their own work, and the effec- tiveness of different methods and devices.
During this year's exhibition several elementary school supervisors and numerous teachers from other communities (in some cases from quite a distance) were sent by their su- perintendents of schools to observe and study the results of courses of study and methods and devices which, it has been held in other communities, were impossible of attainment.
The citizens of Somerville can well be proud of the pres- tige gained by our schools, as evidenced by the letters of com- mendation which have been received from the visiting person- nel of other school systems, and which are on file in the office of the Superintendent.
Special Classes
The activities of the special classes have been carried on this year in accordance with the organization fully explained and discussed in the report of 1944.
146
ANNUAL REPORTS
The excellent results of the Occupational Opportunity Classes, conceived and pioneered in Somerville, explained in de- tail last year, after a three-year trial, have created considerable interest by other communities throughout the country. Similar organizations are being contemplated in many other sections of the country, and the Children's Bureau of the United States Department of Education has become extremely interested.
It has recently come to our attention that the Children's Bureau is to make a study of the Somerville part-time coop- erative plan of employment of fourteen to sixteen year old non- academic pupils, with the purpose in view of reporting its findings to the country at large, after a comparison of the ac- tivities of our plan with the plan of a neighboring community, which carries on only a regular program of instruction for those nonacademic pupils who are by state law assigned to the special class type of education.
Again, attention is called to the added prestige accruing to the administration of the Somerville schools resulting from its pioneering in the field of practical education.
Vocational Schools
The excellent program conducted in the Vocational School for the defense factories in and around Somerville, which has been in continuous operation since June 1940, was brought to a successful completion with the coming of V-E Day. All vo- cational defense classes along the eastern seaboard were closed on June 30. The entire program of our school was immediately reconverted to a partial peacetime basis and the coming of V-J Day, during the summer, enabled the school to make a change, beginning on its postwar plans in September.
Preparation was made by the school for the permanent changes that were imminent in industry. More and more it be- came apparent that the student in vocational schools must have a real knowledge of science and mathematics, and that a great amount of attention must be given to the technical side of trade education, if the graduate from such a school is to keep pace with the changing conditions in industry. In this respect the newly organized Vocational High School course has assured the young man in vocational work that he will be able to keep pace with these changes. More time in the academic department has
147
SCHOOL DEPARTMENT
been assigned to General Science, Physics, and Mathematics. The related work in the shop departments also has been revised to stress the importance of technical requirements for the trade.
The first graduation of the Somerville Vocational High School will take place this coming June. This high school course, now comprising about fifty per cent of the total enroll- ment of the Vocational School, will certainly help attain the aim of Vocational Education, which is to prepare the student for genuine happiness and useful citizenship by reason of being trained for successful employment. The establishment and con- tinuation of this very fine type of education will enable the boy interested in trade and technical work to take his proper place side by side with the young man in the professional field.
The School is cooperating with the State Department of Education and Veterans Administration in establishing courses of study in the various industries in Somerville that are con- templating the training of veterans under the G.I. Bill of Rights. The State Department of Education has asked each lo- cal vocational school to be responsible for the establishment of all training stations in its city, and for the supervision of them at regular periods during the entire training period. At the present time a committee, consisting of the Director of the school and the Head of the Automobile Department, has set up and is supervising eight such courses.
It seems advisable at this time to consider seriously an extension of the present curriculum because of the need of trained workers in comparatively new industries, such as Die- sel engines, radio, television, and refrigeration. Specialization is the theme of the times in industrial plants and something should be done to provide for these opportunities in our school. Sheet metal work and pattern making on a senior vocational basis should also be considered.
The recent change in the State Law concerning evening vo- cational extension classes should be considered now with re- spect to the advisability of reopening the Vocational School for evening instruction. If, after a survey, it is deemed advis- able to reopen this phase of vocational education, our program of vocational training would be complete in every respect. We would then be caring for the out-of-school youth and the em- ployed adult could be retrained or upgraded on his job. This,
148
ANNUAL REPORTS
in conjunction with our regular day school, would round out a complete vocational training program.
SCHOOLS - AT - WORK
As our nation gratefully observed first V-E Day and then V-J Day, it became clear that although actual hostilities had ceased for our fighting forces, there was still much work to be done on the home front. It is, therefore, significant to note that our Schools-At-War program, which played such a vital part in our educational system during the war, was carried on into the Schools-for-Victory program immediately following the ces- sation. of hostilities and has now become the Schools-At-Work program.
The Schools-At-War program stressed, sought to develop, and provided opportunity for the practice of those character- istics on the part of individuals which were needed by our citi- zenry for the successful prosecution of the war. The sale of War Bonds and Stamps through the schools, interrelated with the curriculum of the schools, has been not only a source of con- siderable revenue to the government, but it has encouraged per- sonal thrift among the participants with all its attendant bene- fits. Conservation in all matters of supplies and materials to help the war effort fostered the habit of saving for future use and future security. The efforts made to retain the Treasury "Minute Man" flags by the schools through the purchase of Stamps and Bonds were far-reaching. A spirit of cooperation was nurtured, which taught the value of unity of purpose and the strength which comes from working together for a com- mon goal. As the needs of war called forth these admirable qualities, our teachers and pupils responded with an intense vigor which produced outstanding results.
The war over, it has been recognized that it is precisely those same qualities, exercised with the same intentness of pur- pose, that are necessary for successful living in the world at peace. There is imperative need for the same intensive effort for individuals to exert themselves to sacrifice, to save, and to serve together. The ravages of this war have left the world in such a tragic state of destruction, both physically and spirit- vally, that it becomes the clear duty of educators to do all in their power to develop in our future citizens such strength of character, based on the solid foundations of democratic ideas
149
SCHOOL DEPARTMENT
and ideals, that they can rightfully take their place in helping build the new and better world. For these reasons, the Schools- At-Work program is now operating on the same lines as the Schools-At-War program, with the Stamp and Bond sales con- tinuing as the focal point.
No better illustration of the extent to which these pro- grams have been carried out in our Somerville schools can be given than by stating that since Pearl Harbor the total amount of Stamps and Bonds sold through the schools is close to one million dollars.
It is a tribute to both masters and teachers that they have intensified their efforts under the Schools-At-Work program to achieve continued success in pupil participation records. The direct appeal and exciting wartime incentives to buy Stamps and Bonds to aid our fighting men are no longer present; rather, the more cogent, thoughtful arguments must form the basis for stimulating the pupils in order to arouse their inter- est. The care of our wounded and sick veterans, the prevention of inflation, the desirability of saving for personal investment and security, and the necessity of guarding the torch of lib- erty, are some of the highlights.
The response which our schools made to the Victory Loan Drive and the Hospital Unit and Equipment Campaign, con- ducted since the opening of the fall term, was evidence of the good work which our teaching personnel has done to make our boys and girls conscious of their individual and collective re- sponsibilities. The sum of $85,300 was realized. This money was used in the Hospital Unit and Equipment Campaign, which met with singular success, for it provided twenty-eight Hospital Units at $3,000 each and other hospital equipment in an amount of $1300. Twenty-eight hospital beds in Veteran's Hospitals will bear the names of Somerville Schools as their sponsors, and will be constant reminders to the veterans that their service to their country has not been forgotten and that the school children are helping to "finish the job".
The Victory Loan Poster Contest, conducted in the senior and junior high schools during the Victory Drive, was an illum- inating example of how thoroughly the pupils have grasped the significance of the basic needs for the continued purchase of Stamps and Bonds. The Central Public Library cooperated by
150
ANNUAL REPORTS
staging a public exhibition of all the posters submitted in the contest in order that the community might have the opportu- uity of viewing the skillful portrayal of the ideas.
There has been a continuation of the stimulative work in the individual schools along the lines of development which each has found best suited to its needs. Citations and awards for specific accomplishments and extraordinary efforts in the various campaigns have accumulated in the schools and bear witness to the results which have been obtained. With grate- ful acknowledgment, we recognize the valuable assistance which the many interested agencies of the city have continued to render our School Department in connection with this phase of our work.
We can look back with pride on the accomplishments of cur Somerville schools during the war, knowing that the uni- fied pattern of work carried on in all the schools from the low- est grades through the High School, according to the age level of the pupils, was brought to successful fruition through the loyal service and keen sense of duty which our masters and teachers feel toward their country, their profession, and their schools. We look forward with anticipation to the future with awareness of the seriousness of our duties. With thrift as a cornerstone in the character-building process of the Schools- At-Work program, we in Somerville have already entered upon the tasks which face us in preparing our American youth for leadership in the world.
MEMBERSHIP
The public school membership as of December 3, 1945 was 13.986. In comparison with the membership of the correspond- ing date of 1944, 14,080, there has been a decrease of only 94
The membership of the High School has increased by 30, and that of the elementary schools by 73. These gains have been offset by decreases in the junior high schools of 107, in the Vocational School of 12, and in the Junior Vocational School of 11, resulting in a net loss of 94.
The decrease, it will be noted, is, as it was in the last year, entirely due to the junior high school age group. It is small in comparison with the decreases of other communities in the Commonwealth, and, in view of the many factors now causing
151
SCHOOL DEPARTMENT
children of this age to leave school, can be cited with pride as an administrative accomplishment of the ability through ef- ficient organization and offerings to keep children in school.
PERSONNEL
During the year just closing, five teachers terminated their active service to the children of our community by re- tirement under the provisions of the Retirement Act of the Commonwealth of Massachusetts. Clara G. Hegan, Lillias T. Lawton, Alice C. Blodgett, Octavia A. Stewart, and Wesley A. Maynard had rendered faithful, loyal, and devoted service of forty-four, thirty, twenty-eight, twenty-seven and a half, and twenty and a half years respectively, and these services were recognized by letters of appreciation by the School Committee.
In addition, one teacher resigned because of ill health, one resigned to accept a position on the west coast because of the poor health of her father, and seven resigned to devote their energies to the responsibilities of marriage. Two of those teachers who had married men in the armed forces and had been continued after resignation for the duration of their hus- bands' services, terminated their teaching tasks during the year. An elementary school teacher, Muriel P. King, joined the WAC and was granted leave of absence for the duration of her ser- vice. Inasmuch as this young lady was the only member of the instructional corps who left her teaching duties during 1945 to enter the Armed Forces, and in view of the fact that it seems that there is no further necessity for others now to enter such activity, the Honor Roll, containing the names of five mem- bers of the School Committee and fifty-five members of the instructional force, will be recorded in full in a later page of this report.
In the spring of 1945 the six persons in key positions who had been employed after retirement by authority of the provi- sions of the emergency legislation, Chapter 16 of the Acts and Resolves of the General Court of the Commonwealth of Massa- chusetts of the year 1942, were requested to continue their tasks during the school year 1945-46.
In preparing the organization for the opening of schools in the fall, at the suggestion of the Superintendent of Schools the high and junior high school masters, cognizant of the fact
152
ANNUAL REPORTS
that the active war was practically terminated after V-J Day and that over fifty of our teachers who were on leave of ab- sence serving in the armed forces would be returning to their teaching duties, set up their teaching programs on the basis of larger teaching loads, so that adjustment of classes could easily be made upon the return of the veterans to teaching. Up to the time of writing this report, twenty-four have returned to their former positions with increased vigor and ardor and a broadened experience which will without doubt add greatly to their abilities as teachers. Their students will be the bene- ficiaries from such attitudes and experiences.
It surely is extremely gratifying to find so many of the veterans returning willingly and with enthusiasm to their teach- ing duties, for it was anticipated that some, at least those with high ratings in the Army and Navy, might be induced to follow a military or naval career. That so many of our teachers at- tained high ratings is surely an indication that in selecting teachers our plan for rating of candidates is a successful one, and that the faculty of our schools is composed of men and women of excellent training, ability, and experience.
The sooner that all our teachers on leave are returned to service, the sooner it will be felt that our faculty is at full strength and that our schools are operating at full capacity. Commendation must be extended, however, to those well trained, well qualified persons who met the rigid requirements of the eligibility rules of the School Committee, who ambitiously assumed the duties of the absentees and gave creditable service to the educational system and the community.
At this time it is in order to report upon an investigation of the training of teachers, which was made early in the year by the Massachusetts Teachers Federation. Our teachers rank among the highest in the state as regards the attainment of college degrees. Such a statement indicates the progressive im- provement in the educational background and training of our teachers, and is an evidence of the wisdom shown by the School Committee of 1923, which devised the Professional Improve- ment Plan, so successful in operation since that time.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.