1940-1950 Cleland 1952

Donald M. Cleland A History of the Santa Monica Schools 1876-1951, Santa Monica Unified School District, February 1952 (Copied for the Santa Monica Library, July 22, 1963). 140 pp., 1952, 1950s, 1940s

     Currently, the subjects of the high school are divided into eleven departments: art, business, English, foreign languages, homemaking, mathematics, mechanical arts, music, physical education, science, and the social studies. The high school program prepares the student for entrance into college or university, specific courses being offered as preparatory to advanced study in such fields as architecture, agriculture, art, business administration, dentistry, home economics, law, librarianship, medicine, nursing, optometry, pharmacy, physical education, science and mathematics, and teaching. [70. Ibid., pp. 13-14.]

The Counseling Program

     The high school counseling program has developed rapidly in the last ten years. With a competent staff and the time provided to insure the best results, the program has greatly helped students to plan future educational pursuits or to choose areas of vocational interest. Through the counseling program, the teachers and administrators have been able to provide classes that would meet the needs and interests of the present-day high school student in helping him to achieve his vocational goal. [71. Student Manual, p. 7.]

     Students are given individual counseling by the same counselors throughout their high school careers. This guidance program begins in the 9A grade when the students make their plans for the senior high school, and is followed by one or more individual conferences each succeeding semester until graduation. In the counseling offices are files which contain information concerning grades, activities, standardized test results, interest inventories, and special interview records beginning with the seventh grade. With this information at hand, the counselors strive to assist the students in understanding their own abilities, aptitudes, and personality traits, and then to make choices of the school opportunities that will most likely lead to their best development.

     Students are also given information concerning vocational opportunities and are assisted in the evaluation of their own interests and aptitudes for various occupations. In the 10A English classes and senior psychology classes, units of vocational study are presented. In addition, the counselors give further assistance in vocational guidance since the choice of courses, particularly in the major field, is closely related to the the student's vocational goals. Vocational materials are available in the library and in the counselor's offices. Special arrangements are made for students who wish to enter the special trades to take a portion of their work at the Santa Monica Technical School.

     In the spring semester each year, vocational conference is held for all students. Over forty meetings are planned in response to students' interests and each student attends meetings of his choice. A business or professional man or woman who is experienced in each field describes the vocation and answers the students' questions. Following the conference, the senior boys and girls have an opportunity to get further firsthand information about the world of work by going out into the community on Boys' and Girls' Career Days.

     " . . . A. Ewing Konold, principal since 1945, has been particularly successful in making the community aware of the excellent program that is carried on at Santa Monica High School. Many recent graduates have brought additional honor to the school by winning scholarships to colleges and universities with the state and throughout the the United States. [72. Personal interview with A. Ewing Konold, May 25, 1951; Santa Monica, California.]

     The community has actively endorsed and supported a program of athletics in the high school. The physical education department has produced teams that have won many conference and statewide championships. The trophy case in the foyer of the administration building is evidence of the success and interest shown by the students in the accomplishments of the school.

     An active student body program is governed by the Associated Student Body Officers and Cabinet. The elected representatives of the classes and other student organizations carry on a program of extracurricular activities including assemblies, rallies, boys' and girls' leagues and the like. The student cabinet sponsors and controls an active club program which is academic, hobby, honor, service, social, or vocational in character.

     In a period of sixty years, the Santa Monica High School has become an established part of the community. By having only one high school, the support and pride of the community is vested in the one institution. The years have brought many changes in subject and personnel to the high school, but for the most part the community, the Board of Education, and the administrators of the schools have looked favorably upon the overall educational program and the results that have been achieved.

     " . . .

     A summary of the period of rapid expansion in the schools would be incomplete without again giving credit to the electors of the Santa Monica City School District who, insistently spurred on by the women of the community, gave their support to providing adequately for the large increase in school enrollment and the constant betterment of the educational program.

     The present chapter begins with a description of a campaign waged by the Board of Education to establish a separate high school and remove the higher grades from their cramped quarters in the original Sixth Street school. Undaunted by the defeat of a bond issue to erect a high school, the Board submitted another proposition to the vote of the electors to build an additional grammar school. Upon the approval of the bonds and the construction of the Lincoln School , the Board proceeded to rent the new building to the high school. Thus was their original purpose achieved.

     As the city developed, the board helped to solve the problem of increased enrollment in the elementary schools by securing the passage, in less than one year's time, of three bond issues totaling $135,000 and used the money for the construction of six new buildings in various parts of the district. Five of the new buildings were of brick construction, which not only made them considerably safer from fire but created jobs for local labor and industry.

     " . . . Today, with community interest vested in one high school, the educational program at the secondary level is more nearly meeting the needs of all students. Not only does it prepare them for work in colleges and universities, but it provides also terminal courses in business, homemaking, and mechanical arts, as well as scholastic and cultural experiences that better equip the high school graduate for his role as an adult member of the community.

     In Chapter IV, analysis will be made of the further refinement and expansion of the organization of the schools, starting with the establishment of two junior high schools in 1912 and 1914, respectively.

(Back to Sources)

 Kelyn Roberts 2017