USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1951 > Part 8
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is considered for replacement in the later years of the long- term plan. An appropriation for rehabilitation must be pro- vided annually in addition to the usual maintenance funds, so that attention can be given to buildings later to be replaced by providing better classroom lighting, painting (especially of dark woodwork and blackboards), redesigning of classroom furnishings to make them movable, and the improvement of toilet and sanitary facilities. As much of this equipment as possible, such as lighting and toilet fixtures, and furniture should be of salvageable type.
The report significantly notes that only educators can and should be expected to be familiar with the requirements of education or to recognize the intimate relationships between school program and school plant. Noting that the present re- sponsibility for the maintenance of the school plant is not vested in the jurisdiction of the School Committee, resulting in a disproportionate attention given to physical details without regard to those items which contribute to the teaching task or to the learning activity, the survey recommends that in order to place the rehabilitation emphasis upon the educational con- siderations the responsibility for maintenance and rehabilita- tion of the school plant be placed with the School Committee. It is further recommended that the custodial personnel should be incorporated in the school system if split responsibility and lack of coordination are to be avoided. It is indicated by the survey staff that the present arrangement is impractical, un- economical, and inefficient, and that it feels that careless and even dangerous conditions now existing would be eliminated if the School Committee controlled the custodial service.
These sentiments are heartily supported by not only the present School Committee but by previous committees which in the last decade have caused several bills to be presented to the Great and General Court pleading for changes in the City Charter, which would result in placing the control of the care and maintenance of the school plant and its personnel under the jurisdiction of the School Committee. School buildings are universally regarded as tools of instruction and expressions of educational functions and purposes. Schoolhouse planning is so closely related to the processes of instruction that school committees are almost universally deemed to be the logical agency to plan for, construct, care for, and maintain the plant.
It is hoped that the endorsement of Mayor Lynch, already noted earlier in this report, the recommendation of the survey consultants, and the apparent logic of the situation, will com-
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bine to cause the next attempt to change the Charter in 1952 to be successful in rectifying this obsolete provision of long standing.
"Financing the Program" brings the report to a close. A study of property tax rates, assessed valuations, borrowing capacity, and bonded indebtedness of the City of Somerville over a period of years leads the consultants to state that the school building needs are extensive, but that, without too ac- curate information concerning building costs during the next few years, the proposals in the time table up to 1960 (esti- mated to cost approximately $7,450,000) seem to be well within the fiscal ability of the city.
It is also pointed out that under Chapter 645, Acts of 1948 as amended of the General Laws of Massachusetts, it will be possible to obtain state grants in the amount of approx- imately 30.47 per cent of the construction costs, and it is quite likely that Federal grants can give the city further aid under the provisions of Public Law #352. It should also be further noted that should certain suggested consolidations of present buildings and sites be recommended and carried out, the costs of the long-term building program to the city would be further decreased by savings in overhead and gains from the sale of released areas. In fact, it would appear that such a plan costing seven and a half million dollars over a period of ten or eleven years, would cost the City of Somerville fifty per cent less than the same plan would have cost the City in 1930.
The School Committee, as individuals, made a study of the report of the consultants, and naturally came to a realiza- tion that the extensive scope of Somerville's school building needs called for immediate action. It also became evident from the study that if this community is to receive state aid for school construction under the provision of Chapter 645 as presently constituted, this application for that aid must be made and processed before the expiration of the legislature in 1953. Early application for such funds, if granted, will ease the burden upon the taxpayers.
Such immediacy caused the Committee at its November meeting to direct the Superintendent and Assistant Superin- tendent of Schools to study and report as soon as possible on the feasibility and possibility of taking quick action on the first steps proposed in the Time Table for Action, namely (1) moving the ninth grade pupils into the Senior High building, and (2) moving certain sixth grade pupils into the junior high
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schools to replace those of the ninth grade moved to the High School. It was further decided to appoint a committee to ascer- tain the proper location for the proposed area school suggested for the sector adjacent to the Mystic Avenue housing develop- ment, so that the arrangements for the acquisition of the site might be completed at once. It can be readily anticipated that the early months of 1952 will see very definite actions taken by the School Committee with relation to these factors, and upon several subsequent steps so that a long-term building plan will be actually in process by the opening of the next school year.
Early in the year 1951 the School Committee followed its usual custom of spending considerable time in studying the bills concerning education submitted to the Legislature. In consequence S-118, which if adopted would provide additional State Aid for Education, was endorsed and the Committee was properly recorded in favor of the passage of the bill. No action resulted. H2309, a bill calling for minimum requirements for state certification of all candidates for teaching positions, was endorsed, but the so-called Clampitt amendment which would make these minimum requirements necessary only for teachers of sixth grades and above was opposed. The bill passed as amended by Senator Clampitt. This was a step in the right direction, but it is the hope of the School Committee that it should include all teachers. Opposition was also recorded against H2275, a bill which attempted to reduce the pensions. of state employees including teachers who would reach the re- tirement age within the next few years.
In the Superintendent's report for 1950, it was noted with great rejoicing that a legislative bill sponsored by the Repre- sentatives of Somerville was enacted which authorized the Metropolitan District Commission to construct a suitable ath- letic plant for outdoor games at Dilboy Field. The citizens were encouraged and hailed with enthusiasm the prospect that the Somerville High School football team would play its sched- ule on the new field in October and November of 1951. How- ever, it was announced that a ruling from Washington would; delay construction of this stadium and other such projects throughout the country because of restrictions on necessary building materials.
Through the continuous and strenuous persistence of His. Honor, the Mayor, and local legislators, definite assurance was given during the last days of November by the Commissioner of the Metropolitan District Commission that suitable accom-
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modations, seating 7000 spectators, and a proper playing field with the necessary appurtenances will be available for the use of our football games in September of 1952.
One further important matter to which the School Com- mittee gave much time, thought, and deliberation was the continually recurring problem of attempting to compensate the School Committee employees in an amount for their ser- vices so that they could maintain the same standard of living and have the same purchasing power from their compensation as was possible in 1939.
During recent years increases in salary have been granted by the School Committees in amounts which it was felt could be afforded from available revenues received by the City. It appears to be almost an impossibility for the city to afford a sufficient amount to maintain the 1939 standard of living. However, the School Committee of 1951 in adopting its bud- get for the moneys necessary to support the public schools tor 1952 made provision for a flat increase of $300 for all its in- structional and clerical employees, to be effective January 1, 1952.
In the preceding pages an attempt has been made to give a word picture of the results of the work of the policy-making and legislative body of the public school system during the year 1951.
REPORT OF THE WORK OF THE SCHOOLS
The following is a brief discussion of the manner in which the administrators and the supervisory and instructional force have performed their tasks in accordance with the plans and policies formulated by the School Committee.
HIGH SCHOOL
Once again, the threat of war touches all phases of national life. Somerville High School, like the schools of the nation, has once again been called upon to make adjustments in order to prepare the pupils for whatever exigencies may arise in the days to come, be they peaceful or otherwise.
From the founding of the Republic in 1789, it has been the expectation of each American child to be able to live out his days in a world free from armed strife. Therefore, educa-
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tion in America has built its aims, methods, and contents to this end. At the moment, this generation of pupils has never known, through their school days, the absence of war or the threat of war. Such a condition certainly leaves a permanent impression on the young people.
As this 1951 school year opened, the youth of the land were faced with a state of uncertainty as to their future. Future drafts, the demands of National Guard units, and Reserve Corps groups all tended to turn the minds of young people from their school and studies. The administration of a large high school, such as Somerville High, holding the place it does in the community, is being called upon daily for advice from both pupils and parents as to their future course of action in the problems facing them.
After a survey of all the boys in the High School to deter- mine their age groups and their possible commitments to National Guard or Reserve groups, a determined effort was made in conjunction with the military groups of our Nation to have boys and also girls "Stay in School".
This "Stay in School" program developed to the extent that boys in the group most likely to be immediately affected were interviewed individually and properly advised for their best interests. The recruiting officers of various armed ser- vices were most helpful in these matters. Representatives of the Army, Navy, Coast Guard, Marines, and Air Force have all advised the boys to remain in school until after graduation. As a result of this program, few boys have left school prior to graduation. The few who did were already members of a Marine Reserve group ordered to active duty.
A First Aid Course, in conjunction with the problems of these perilous times, has been formulated as a part of the Civil Defense Program of the schools. The major portion of one teacher's time has been allotted to a teaching program in First Aid, leading to certificate award for a large number of seniors and juniors. This program is being carried out without inter- ference with the pupils' regular studies. There is also an elective course for all girls in the school in Home Nursing and First Aid. Many girls are enrolled annually in this course, which is taught by one of the High School nurses.
Somerville High School is divided into three large depart- ments: the Preparatory Course, the Commercial Course, and the General Course.
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The Preparatory Course, well organized as it is and with the pupils' aims solidified as they are by the college entrance requirements, presents very little in the way of new problems.
However, since the majority of the students are enrolled in the Commercial and General Courses, much time and study have been devoted to what can be done to help and direct the pupils in these courses in finding their proper places in the future. One great aid has been the development of the place- ment service. World economic and political conditions have been making excessive demands on the national manpower and, in turn, opportunities heretofore unknown have been opened to beginning workers.
Therefore, during the past school year, any senior pupil having attained the proper grades, and having the recommen- dation of the placement service and teachers, has been placed in initial business positions. There were opportunities for graduates of Somerville High School in banks, insurance com- panies, and manufacturing concerns, not only in Somerville but throughout the entire Metropolitan Area.
The task facing the school placement service is that of assisting pupils to select the type of work for which they are best fitted and to place them with companies which can best use the special training, qualifications, or personality of the individual pupils. The function of the High School placement service has been to guide pupils into situations best suited to. their capabilities.
One of the current chief problems in American secondary schools is to provide an education that will be sound and prac- tical for those boys and girls who do not intend to go on to col- lege and who are not interested in preparing for commercial positions. Lacking any definite purpose, and without sufficient motivation, they become disinterested, and have a high per- centage of failures and drop-outs. Accordingly much atten- tion has been given to this group and its problems in the High School.
The Head of the General Course has had frequent con- ferences with such pupils and their parents. There has been a marked increase in the number of General Course pupils attaining honor grades and a corresponding decline in the number of General Course failures. There have been further developments in the course called Business Management, which is available to seniors in the General Course. Prominent businessmen of Somerville were invited to talk to the pupils in Business Management classes, giving the students practical
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guidance in the conduct of the various local business concerns, At the same time, an added incentive was furnished for a mature approach to the proper preparation for efficient living following graduation from high school. Arrangements were also made for the students in the above classes to visit certain business establishments in the community and see the actual operation of a business concern. Visits were made to the Som- erville National Bank; the A. W. Hastings Company; the First National Stores Office and Warehouse; and the W. T. Grant Company.
In September 1951, a new schedule was drawn up to in- clude concerns not included during the previous year. How- ever, the lecture by the businessman has been eliminated in favor of the round table discussion technique, with the businessman as the leader. This has already resulted in greater interest and study, possibly because it permits a greater amount of student participation.
Having dealt with the educational endeavors of the High School, the following will stress the disciplinary, attendance, and guidance programs, informal as they are, but very effec- tive in results.
During the past year, the High School fortunately, due to effective efforts, has been free from the more serious disciplinary problems. True, there have been cases of truancy, minor violations and evidence of disrespect for authority, but these are being kept at a minimum.
There has been a decided improvement in attendance. During the first quarter of this school year, the attendance nearly reached 95%, and as a direct result, improvement con- tinues to show in fewer failures, an increase in those on the honor roll, and in general a healthy outlook for the future. Results bear out the contention that if there be concentration on attendance the desired marks and other results will be achieved.
JUNIOR HIGH SCHOOLS
The aim of the junior high school is to teach the more advanced phases of the basic common learnings introduced in the elementary school - to add new studies such as industrial arts and household arts which are adapted to this age level, and to prepare, through exploration and guidance, for the more specialized program of the senior high school and of the voca- tional schools.
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The three junior high schools have recognized their re- sponsibility in this regard and have further expanded and developed their program of guidance during the past year. The Western Junior High School program is operating very suc- cessfully with group sessions being held one period each week for all pupils of the school. During this time all homeroom teachers act as discussion leaders and explore, with the pupils, various vital problems. The seventh and eighth grade program consists of a course of study developed by the Guidance in- structor and the headmaster. This course of twenty-two lessons is subdivided into four units of work dealing with the transition and adjustment to junior high school requirements. Some of the aspects of this program deal with cultural education, safety education, and vocational guidance. Students of the ninth grade have the opportunity to study and discuss problems of social adjustment. Various recognized testing instruments are used and scored, and the results have been of great assistance for purposes of individual counseling and for administrative handling of cases.
At the Southern Junior High School a scientific testing program is likewise carried on, which involves the general testing of the intelligence level of all pupils entering the school. A Guidance Handbook is given to each pupil on enter- ing the Southern Junior High School in order to acquaint the pupil and parent with the aims, functions, regulations, and problems of the school. This Guidance Handbook (the printing and distribution of which was made possible through the et- forts of the Student Activity Club) is used as a supplementary textbook in the Guidance classes. The Guidance classes in grades 7, 8, and 9 include topics in Social, Educational, and Vocational Guidance. Individual guidance is made available to pupils having educational or vocational problems. In the ninth grade the emphasis is on Occupational Guidance. Classroom instruction is supplemented by the use of audio-visual aids in related subjects. Co-curricular activities of the school are car- ried on in conjunction with the formal guidance program. The social, recreational, and cultural attitudes of the pupils are directed by such activities as are sponsored by an organization in the school called the Activity Club. The activities include weekly socials, afternoon movies, talent shows, suppers at- tended by pupils, parents, and faculty, and a Hobby Exhibit. An exhibit of hobbies of the pupils of the school, held in May, displayed more than 2,000 individual specimens of hobbies of more than 500 pupils. This exhibit was visited by 950 pupils and more than 1400 parents and friends.
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The Northeastern Junior High School guidance program has also proved to be quite successful. This has been accom- plished by providing exploration and try-out courses in which the teacher observes carefully each child, and also by tests and measurements and by conferences with teachers, pupils and parents.
As part of our school program of Civil Defense, all sev- enth grade children are being instructed in First Aid. Neces- sary equipment has been provided by the local Civil Defense Committee.
There has been continued growth in audio-visual aids for instructional purposes during the past year.
The aim of the Art Program in the Junior High School is the enrichment of the life of the child so that he may find en- joyment through painting or coloring, thereby developing good taste in the individual and in the community. The successful implementation of the art program is due in large part to the well qualified individuals responsible for that program.
The instructor of art in the Northeastern Junior High School entered his students' work in the Scholastic Art Awards Contest for all junior and senior high schools of the nation. In the Massachusetts Division there were 4000 entries. From these, the work of 500 students was selected to be exhibited in the Institute of Contemporary Art in Boston, of which three were students of the Northeastern Junior High School. The 500 entries that were displayed were again judged, and 250 entries were awarded gold achievement keys and certificates of merit. In this very close competitive judging, the North- eastern Junior High School again had two achievement win- ners. Subsequently, the 250 key winner entries were forwarded to Pittsburgh to compete for national honors. Of the thousands of entries from all junior high and senior high schools in the country, George Bracci of the Northeastern Junior High School distinguished himself by having his entry chosen to be one of those exhibited in the Fine Arts Museum of the Car- negie Institute in Pittsburgh. He was awarded a certificate of art, merit, and achievement, bringing prestige to himself, his school, and his community.
The Parent-Teacher Association of the Western Junior High School during its many years of existence has been very helpful to the school. Among the gifts presented to the school have been sound motion picture equipment, record players,
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modern eye testing machines, an expensive public address system, and during the past year a modern television set.
There has been conducted in the junior high schools, in addition to the regular academic program, a well balanced and successful program of pupil activities, which contributes to the general educational needs of the students.
ELEMENTARY SCHOOLS
In the elementary schools, during the past year, constant attention has been devoted to analysis and revision of teaching content, methods, and techniques, for the purpose of improv- ing the efficiency of the educational functions.
A plan for the improvement of the teaching of Geogra- phy, which was started a few years ago, calling for a revised course of study, has finally reached a successful conclusion by the use during this year of the new course. This course is de- veloped in considerable detail and already it is evident that the committee of teachers, who gave thorough study to the prepa- ration of the document, have done a fine piece of work on this worthwhile project.
During the year it has been necessary to prepare a course for the use of the schools in Civil Defense. This task was one requiring speed and much thought, but the committee deter- mined that no unnecessary delay would eventuate and the course is now completed.
The In-Service Training Program inaugurated some time ago to orient quickly the new primary and elementary teachers, by a series of weekly lectures by the Supervisor of Elementary Instruction, has been continued with great success, as has also been the plan of providing opportunity for the young teachers to visit classrooms in other schools for the purpose of observ- ing the effective work of the more experienced teachers.
The annual presentation of the work of the year in the elementary grades was made through the open house period in the spring with the usual enthusiastic response in the form of commendation. This unit also made a worthwhile contribution to the teachers' project, "The Schools are Yours", held in the spring at the High School.
In the report for 1950 it was reported that during the latter part of the calendar year three experimental classes in
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Remedial Reading were established at the Proctor School, after thorough testing of those pupils from grades IV to VI who had the highest intelligence quotients but whose reading achieve- ment was at least six months below their normal grade.
After six months of such instruction, through the use of Durrell-Sullivan Capacity and Achievement Tests, it was found that of the twenty-five pupils involved, nineteen made gains of seven to eighteen months in their reading ratings, while six made gains up to six months.
At the opening of school in September 1951, the pro- gram was accelerated, and it is hoped that the success of this experiment will result in an extension of this very important work.
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