USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1947 > Part 9
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The majority of special class pupils leave school at sixteen and at a time when they are not ready to stand on their own feet and go out into the community unassisted. Experience over the years has confirmed the fact that community adjust- ment and self-support are accomplishments which are beyond many mentally retarded girls and boys unless a guiding hand is available. To ignore the mentally retarded post-adolescent until he develops antisocial tendencies is the most expensive way of dealing with the problem from the point of view of the rights of society. Post-adolescent mentally retarded individuals.
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who are neglected become social failures and are eventually committed to institutions of various types to be cared for over long periods of time at great public expense.
The short-sighted policy of relaxing supervision at sixteen and thus permitting difficulties to arise could never be applaud- ed as wise community planning. Additional supervision for this group until they reach the age of twenty-one serves in tid- ing them over a very critical period. Somerville recognized the need for well planned follow-up work when there was estab- lished a program that emphasizes the most desirable methods of assisting the post-adolescent mentally retarded individual in executing his personal, business, social, and civic acts. Somer- ville's established program of follow-up work consists of rou- tine visits to employers and places of employment, guidance and counsel on the job, job placement and follow-up work on new job assignments, and continuous contact with the former student in order to see whether guidance was effective and to render further service. Further, since it is impossible to give adequate guidance without knowledge of the opportunities for employment which the community offers, and some arrange- ment for keeping abreast of changes in various fields, the mak- ing of occupational surveys, with particular emphasis given to those jobs in which mentally retarded post-adolescents might compete on an economic basis with the academic individual, has become an integral part of the program.
In devolping educational efforts, educators start with clear- ly defined purposes or objectives in mind, and plan programs in terms of those purposes or objectives. In some cases these pro- grams are continued without reference to other respects in which said programs are ineffective for the purpose intended. There is a danger that educators become so engrossed in said activities that sight is lost of the original intent of the effort. Constant re-evaluation is therefore essential.
The cooperative-training program, which correlates class- room and work experiences, was launched on October 9, 1942 and has resulted in placing many of our special class students in industry. Since this program had not been previously ex- posed to the long range phases of evaluation, it was deemed ad- visable to institute such a study of the program at the begin- ning of this school year. This study will determine the real value of, and the necessity for, continuance of the program.
All too often the general public's interpretation of the many problems involved in the education of the mentally re-
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tarded has been colored by a lack of knowledge of this phase of education. The public should know that special education is an integral part of the total effort to instruct all of the child- ren, that special facilities must be provided for pupils who de- viate widely from the normal. Special education is a means of adapting the learning process to meet the needs of pupils who deviate. At the present time it appears that a forward looking step, making provision for a better grouping of the older stu- dents of this group, might be a topic for study and recom- mendation, with particular reference to the problem of housing in more suitable and differently equipped quarters.
Art
The art department has had a particularly successful year. Considerable progress has been evident in the work of the ele- mentary schools where the pupils are responding with increas- ing ease in their ability to use art materials in the development of creative design. In the secondary schools the unusually suc- cessful work and accomplishment of previous years had had added to the list of activities modern stenciling, silk screening, block printing, and metal and leather work. Lectures and dem- onstrations on the these subjects were given to the teachers by an outstanding nationally known authority on art and design, who is a member of the faculty of a California University. As a result of these lectures and demonstrations, considerable benefit has accrued to the students of the school system. The Director of Art is deserving of much credit for her very enthusiastic ef- forts to augment the scope of the work of her department and to increase the educational opportunities and accomplishments of the students of our schools.
Music
The director and his associates of the Music Department have given careful and specialized attention to the needs of the curriculum and the materials and techniques pertinent to the work of the department.
In the elementary schools where revisions have been made in the course of study emphasis has been given to sight reading, to rhythm drill, and to the interpretation of music. An experi- ment, in one school, with rhythm response through bodily move- ments, is being made. Excellent results are evident in the work of the elementary unit.
In the junior high schools, where emphasis is placed on music reading, the texts for the seventh grades have been
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changed to follow more progressively the good accomplishment of the elementary schools. The eighth grade book of the same series will soon be presented for use, to accelerate the progres- sion. The question of forming smaller classes in music is being studied, with the intent of affording more time for the teaching of rhythm drill, board work, and music reading. There seems to be a decreasing interest manifest at this level in string in- struments, with a resultant ineffectiveness of school orchestras, and an effort is being exerted to create an increased interest in instruction on the strings.
At the high school levels, great strides in accomplishment have been made by the vocal and instrumental groups. Many public appearances have been made by the three glee clubs (Girls', Boys', and Mixed) and by a special group composed of sixty to seventy pupils which provides a complete program of dancing, associated with vocal and instrumental numbers by in- dividuals and groups. Wherever such appearances have been made, the offerings have been received as would performances of professionals, and the commendations of the accomplish- ments of the department have been numerous and of such a na- ture that the instructors can well be very proud of the results of their efforts.
In consequence of the success of the performances just mentioned, a project was undertaken to raise a scholarship fund of $5,000, from which aid could be given to worthy students of the school, whether connected with the music department or not, that they might continue their study of music after high school. The awards will be made to students of good scholastic standing after competition in examination.
The project is an ambitious one, and many organizations which have witnessed the performances of the various groups have indicated considerable interest in the project and have ex- pressed a willingness to assist in raising the money. Parent- teacher groups, various women's clubs, the Chamber of Com- merce, Elks, Kiwanis, Rotary, and the Knights of Columbus are among the groups already indicating their desire to assist this worthy cause, and with such cooperation it seems that success must be attained.
The Saturday morning classes for the study of instru- mental music, carried on for several years, have again been very successful, but the number of children taking advantage of this opportunity has not been as large as the value of such instruc-
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tion should call forth. Violinists, to replace those of our high school orchestras who graduate each June, are urgently needed. The services of excellent professional teachers are available, and the cost is so small that it appears that greater advantage should be taken of this wonderful, low cost, course of instruc- tion.
Americanization
During the past year and a half, since the cessation of hostilities allowed immigration from European and Asiatic countries to our shores, outstanding activities have been possi- ble in the department of Americanization within our commu- nity.
The immigrants after World War II seem to be more lit- erate in their own language than those who came to this coun- try after World War I, and they have a much keener desire to learn English because in most cases they are the brides of mem- bers of our armed forces who know nothing of the language of their brides. The brides are also quite ambitious to prepare themselves for real American citizenship. In addition to the brides of G. I.'s, there are those who came here to join the other members of their families, and in several cases teachers from foreign countries came here to study.
Many interesting cases have been noted among the mem- bers of the Americanization classes, whose ages range from nine to sixty.
A Spanish doctor, whose wife is head of the Spanish de- partment of a prominent college in this locality, arrived here after being driven out of Spain by the Fascists, fled to France, then to South America, and finally arrived in Boston. Well educated, he attends classes here with illiterates and young children to better his pronunciation, which does not come to him as easily as to one younger in age than his sixty years.
A Spanish girl teaching in Panama is here to perfect her English so that she may teach English when she returns to Panama. A Cuban girl, attending a secretarial school in Bos- ton, has been an enthusiastic student of English in our classes for over a year.
A professor of mathematics at the University of Athens, holding a doctorate, and furthering his education at Harvard,
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studied regularly in our classes for non-English speaking per- sons for a period of over six months.
During the early fall, one of our classes was composed of four German war brides, the Spanish doctor, a man from Liban, and the usual number of French, Italian, and Greek students, both adults and children. The German girls, speaking a broken English, are particularly desirous of learning something of the geography, history, and government of their new country. They have been cooperative, and in their eagerness to learn have vis- ited the German classes in our High School. They were amazed, during their talks to the classes, to discover the extent of the knowledge of the German language and the pronunciation of the teacher and the pupils. The French girls have shown the same spirit of cooperation and have given assistance through their visits to the French classes in the High School.
A training school for twenty-five Harvard students, teach- ers from foreign countries, was conducted during the morning hours. These teachers are now employed in Japan, China, In- dia, Mexico, and South America. The class was visited by a number of persons from all over the world. The comments con- cerning the accomplishments were exceedingly complimentary. Outstanding along these lines is the comment of the Peruvian Minister of Education, who remarked that he had visited a great number of classes for the teaching of English for non- English speaking persons and declared that the classes here were by far the best he had seen. Like remarks have recently been made by the Minister of Education of Saudi Arabia, Persia.
Somerville can be proud of the outstanding accomplish- ments of those associated with the task of acquainting non- English people with the intricacies of our language and of creating in them an enthusiastic desire to attain the knowledge which will qualify them to become worth-while American citizens.
Stamp and Bond Program
The continuation of the U. S. Treasury School Savings stamps and Bond Program in the schools of our city during the past year was important not only because of the personal ben- efit accruing to those who participated, but because of the significance of the program in the great issues affecting our na- tional life.
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Although the second anniversaries of both VE and VJ Day have passed, we are all aware that the world is still in a state of confusion, politically and economically. Therefore, the need for strengthening democratic principles was never greater than today. Recognition of this fact is the paramount duty of our citizens so that we may continue to work hard at the task of making our democracy a living example of the true democratic life.
In pursuance of this aim, the schools had an exceptional opportunity afforded them through the Stamp and Bond Pro- gram to take an active part. The regular purchase of stamps by the pupils, leading to their acquisition of bonds, provided a practical demonstration to the boys and girls of the process of becoming part-owners in their government. When our teachers encouraged their pupils to avail themselves of the opportunity to buy stamps and bonds, they could well feel that they were performing a double service. As each pupil increased his hold- ings of stamps and bonds, he was acquiring personal thrift habits and a reserve of funds which would stand him in good stead for his own personal security. On the other hand, these individual purchases of stamps and bonds represented many direct investors in our government, who will not only help to pay off the national debt, but will share in the interest paid on the national debt.
Our national debt, increased by the costs of war to almost unbelievable figures now, is the price of our heritage of free- dom, for in war or peace our government bonds have always financed the way. The more widespread the ownership of this debt can be made, the greater guarantee we have of the strength of our democracy. The regular purchase of stamps and bonds builds up confidence in the strength and integrity of our nation. All these basic ideas presented to the pupils on the level com- mensurate with their age and grade in school do much for them and the country, in turn.
During the past school year, the total of U. S. Savings Stamps and Bonds purchased through the schools amounted to $40,766.10. Much credit is due those masters and teachers whose efforts succeeded in interesting their pupils to maintain high percentage of participation for their rooms and buildings. In- asmuch as our schools are dedicated to the task of helping make our democratic way of life more secure, we feel that the Stamp and Bond program provides a means for a concrete contribu- tion.
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As the new conditions of the postwar world are shaping themselves and affecting the daily lives of our citizens, serious consideration is being given to plans which will adequately meet these conditions in a manner most consistent with thrift principles and high character development in our schools.
PERSONNEL
During the year 1947, twenty-three members of the instruc- tional force formally terminated their services to the children of our schools and to the community for various reasons. Of the twenty-three, six severed their connections in consequence of the provisions of the State Teachers' Retirement Law and one retired because of poor health. Two were called to their eternal rest, James A. Kelly, Head of the Automobile Department of the Boys' Vocational School, and Elizabeth W. Richards, science teacher in the High School and for several years local chairman of the Junior Red Cross for Somerville. Ten resigned to assume the responsibilities of homemaking following mar- riage, three left to assume positions in other localities, paying larger salaries, and one left to return to service with the Reg- ular Army with the rating of Major. The services of these teach- ers had been faithful, loyal, and devoted.
Of those who retired, the following had notable records of length of devoted service and fine accomplishment: Ethel F. Morang, Master's Assistant at the Burns School, forty-eight years; Mary A. Clark of the clerical staff in the office of the Superintendent of Schools on May 31. 1947 after a service to the municipality of approximately a half century, over forty- one years of which had been given through association with the School Committee; A. Marguerite Browne, Head of the High School Department of French, thirty-nine years; Frances E. Savage, teacher at the Burns School, thirty-nine years ; Clara B. Donlon, teacher at the Western Junior High School, thirty- three years; Winifred Macdonald, Master's Assistant at the Proctor School, thirty years ; Dorothea G. Lamb, kindergartner at the Cutler School, twenty-six years ; and Frederick Prechtel, physical training instructor at the Western Junior High School, eighteen years. Appreciation by the School Committee, the Su- perintendent of Schools, and the school organization was ex- pressed to all by appropriate letters.
During the school year 1946-47 three Somerville teachers exchanged positions with three teachers from the schools of the district of Hawaii. This exchange provided very interesting ex-
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periences for those concerned and resulted in benefit to both of the school systems involved.
1 BUILDINGS AND REPAIRS
The survey made by the School Committee in March of 1946 indicated clearly a serious condition of neglect in the care of the school buildings. It became very apparent that the mag- nitude of the necessary work involved was such that it could not possibly be paid for in one year out of current revenue. Ac- cordingly a bond issue was voted by the Board of Aldermen and approved by the Mayor, under Chapter 44, the Municipal Fi- nance Act of the Statutes, and a program of reconditioning and repair of all school buildings was carried out under the able direction of the Building Commissioner. This extraordinary action was made necessary by the accumulated neglect of the school buildings over a period of many years.
Corridors, classrooms, and basements in every school build- ing were completely redecorated, with the exception of the Proc- tor School. Outside trim was painted on many school buildings. Completely new heating plants, with oil burners, were installed in twelve school buildings, and heating and ventilating repairs were made in several other buildings.
New hardwood floors were laid wherever needed in class- rooms and corridors in twenty school buildings and stair treads were renewed in eighteen buildings. Roofs were replaced or repaired in seventeen school buildings. Toilets in six buildings were renewed and new partitions were installed. New wiring was installed and fire alarms repaired in ten school buildings and new lights in one. Glass was reset wherever needed in twenty buildings. Window cords and parting beads were in- stalled as needed in sixteen buildings. Plastering work was done in nine buildings and protective screening was installed in ten buildings, especially on the windows exposed to play areas. New drinking fountains were installed in three build- ings.
In addition to the work done under Chapter 44, there was also considerable maintenance and repair work done through the regular program of the Building Department. General plumbing and electrical work, resetting broken glass, installing new window cords and sashes, repair of fire alarms, clocks, and bell systems, and plastering and mason work were done wherever needed. A considerable amount of work was done in
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repairing heating plants. Screens, doors, locks, door checks, flagpoles, and fences were repaired, and furniture was moved and repaired. New basketball courts were completed in two elementary school yards, and the lunch room at the High School was painted. New lights were installed in the High School gym- nasium, and the roof of the gymnasium was repaired. There were other repairs of a general nature too numerous to men- tion, and our school buildings are now in a much improved con- dition.
Appreciation of the improved conditions has been manifest on all sides, as evidenced by the statements and attitudes of pupils, parents, and teachers alike. However, the School Com- mittee and the Commissioner of Public Buildings realize that much remains to be done in order to fulfill completely the re- quirements shown to be necessary by the survey of 1946. The Commissioner of Public Buildings has outlined a program of future projects which it is hoped may be fulfilled within the very near future, among the most important of which are pro- vision for necessary window shades, improved lighting, proper placing of more and better modern furniture, refinishing desk tops, and reconditioning all loosened classroom furniture.
COSTS
From the tabulations of costs of education for the thirty- nine cities of the Commonwealth, compiled by the Massachu- setts Teachers Federation, which will later be submitted as the report of the State Department of Education for the school year September 1, 1946 to June 30, 1947, Somerville's per capi- ta cost of $165 is equivalent to that of the average of the thirty- nine cities. Our cost is 25% less per pupil in our net average membership than that of one of our neighboring communities, which had a per capita cost of $205. This cost in Somerville uses $13.92, or 31.7% of the local tax rate of $43.90, which rep- resents the cost to the city of all its governmental expenses. The proportion of the tax rate used in Somerville for schools com- pares very favorably with that of the other thirty-eight cities within the state, one of which exceeds 52%, six of which use between 40 and 48%, and nineteen more are above our 31.7% . Fifteen of the thirty-eight other cities have tax rates in excess of that of Somerville, the highest of which is $51.80. In view of the fact that increasing costs are effective in similar degree upon all communities, and since it has been shown that consid- erable increase has been made in the expenditures for services and materials, not under the jurisdiction of the School Com-
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mittee, the citizens of Somerville can well afford to point with pride to the efficiency and effectiveness of its school system with relation to cost as well as to its academic accomplishment.
RECAPITULATION AND RECOMMENDATIONS
In submitting this annual report covering the calendar year 1947, the Superintendent of Schools has attempted to bring to the attention of the public pertinent matters and circumstances concerning the outstanding activities and considerations of the School Committee and the schools during the year, and to pre- sent a picture through recommendations of the matters needing serious thought, study, and action during the year 1948.
Attention has been directed to the fact that the School Committee continued diligently and devotedly to attempt to consummate the plans formulated in the first year of its stew- ardship for a postwar program of education which would de- velop a wisely planned and vigorously implemented program for the improvement, adaptation, and extension of educational services to youth.
Discussion has been made of the manner in which the in- structional force energetically and seriously gave consideration to the proposed changes in curricula, methods, and techniques designed to further the activities of the postwar program and with their usual degree of industry and determination guided their pupils to a successful accomplishment.
The legislative body, the administrators, the supervisors, and the instructional force have worked cooperatively, giving evidence that the entire organization intends to continue to ex- ert its utmost effort in the development of an improved citizen- ry.
It has previously been stated by the Superintendent that such an improved citizenry will be developed by our postwar educational plan, which is dedicated to the proposition that every youth of our community, regardless of sex, economic sta- tus, or race shall experience a broad and balanced education which will (1) equip him to enter an occupation for which his abilities are suited, (2) prepare him to be a useful and aggres- sive citizen exercising his right to the pursuit of happiness, (3 stimulate him to cultivate the ability to think rationally, and (4) help him to develop an appreciation of the ethical values of all life in a democratic society.
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It is the duty of the Superintendent of Schools before con- cluding his yearly report to submit to the School Committee recommendations upon what he considers deserve careful thought, consideration, and action during the coming year. A year ago recommendations were made which were forward-look- ing with respect to the necessary plans for several years to come, but since only a portion of them have borne fruit and be- come realities, through no fault of the School Committee, it is strongly urged that renewed activity be given to those matters which have not as yet received favorable action, in addition to others which now seem pertinent and necessary. It is therefore recommended :
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