USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1940 > Part 37
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"The source book on Arlington compiled last year by the teachers is being used with success in grade four cov- ering a three to four month period. Due to the newness and consequently weaker way it was handled last year we are using a month as a kind of summary of this work this year in grade five. It will not be necessary as the work grows in organization.
"A committee is working on a course of study or teachers' guide in safety. We need an educational program to back up the safety patrol and other safety activities. Much material has been collected showing how this prob- lem is met elsewhere and the study of this material and our local conditions will result in a course for Arlington before June.
"The old course of study in English is far out-dated and has just fallen into disuse naturally. There is no unity to our work in English. Our textbooks are out-dated also. We have a committee doing preliminary study along the
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ARLINGTON TOWN REPORT
lines of our English needs and we hope to put out a very brief tentative course soon. This is our next great step in curriculum work.
"Every teacher in the elementary schools is working on one of these four committees, a committee upon which she chose to work this year.
"The general testing program used last year was re- peated this year with the exception of intelligence tests in the upper grades where we picked up only those entering our schools for the first time. This was done in the early fall or individually as the children came in so that we might use the I. Q. or mental age in grade placement and in meet- ing individual differences.
"Dr. Lincoln gave group intelligence tests to 525 first grade children and individual intelligence tests to sixty- five problem pupils. This group testing is invaluable early in the child's school life. It helps in placement and gives the teacher much information that at best it would take her weeks, if not years, to find out.
"Every case of individual testing has been followed up by the supervisor with principal, teacher and often with parent. It is my privilege to interpret the findings and di- rect the follow-up work. Every child thus tested receives individual attention based on Dr. Lincoln's findings and recommendations. When the problem is too great for us we have turned, as previously, to outside clinics and specialists. Nine of our children have profited by the Boston University Clinic for Remedial Reading during the past year.
"Entrance from private schools by testing was done by Dr. Roens of the Harvard University Clinic. As a result of his findings we admitted in September forty-four chil- dren to grade two, six to grade three, and eight to grade four.
"Over a hundred of our elementary school teachers are
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SUPERINTENDENT OF SCHOOLS
taking the course in Social Studies given by Dr. Burton and Dr. Wilson of Harvard Graduate School of Education. The course was arranged to meet a long standing request of the teachers and seems to be getting enthusiastic approval. It is very practical, and both men while bringing us the best of educational thought from the outside world are try- ing to meet local conditions. Each teacher is invited to work out under their guidance a unit at her own grade level and on her own choice of topic. Extensive reading goes with the course and numerous books are furnished from both Boston and Harvard Universities and circulated by our own Robbins Library which has also bought many for us. This guided reading and directed thinking is already show- ing results in classrooms."
CHANGES IN THE TEACHING STAFF
Resignations:
Geneva Starrett-High School, Household Arts Lois B. Wright-High School, English
Dorothy Richardson-High School, Physical Education Constance Kennedy-High School, Household Arts Rita McCarthy-Brackett School, Grade V Cecilia C. Morytko-Brackett School, Grade II M. Esther Bullock-Crosby School, Grade IV Bernice E. Walkinshaw-Crosby School, Grade V Elizabeth Stratton-Cutter School, Grade III Barbara S. Donelson-Hardy School, Grade III
Retirements :
Evangeline Cheney-High School, Commercial Sub- jects
Edith W. Emerson-Russell School, Principal
Leaves of Absence:
Mary J. Herlihy-Junior High School East, French Mary K. Conlin-Junior High School West, Business Practice
Agnes McCabe-Peirce School, Grade VI
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Appointments :
Madeline Monroe-High School, Household Arts
Marjorie Williams, substitute-High School, Physical Education
Mary M. O'Connell, substitute-High School, English Benjamin R. Lang-High School, Commercial Sub- jects
John S. Sampson, substitute-High School, Mathemat- ics and Chemistry
Mary H. O'Donoghue, substitute-Junior High School East, Household Arts
John D. Haley, substitute-Junior High School East, Mathematics
Margaret Moran-Brackett School, Grade II
Mary K. Carter-Brackett School, Grade V
Rosella Gallagher, substitute-Brackett School, Grade III
Mary L. Hart, substitute-Crosby School, Grade II Florence Pacetti-Cutter School, Grade IV Helen Anderson, substitute-Locke School, Grade I Zulma Simonds, part time substitute-Speech Correc- tion.
Transfers:
Marguerite Holland-from Brackett School, Grade V to Crosby School, Grade IV
Grace E. Fettretch-from Crosby School, Grade II to Russell School, Grade I
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SUPERINTENDENT OF SCHOOLS
Helen O'Brien -from Hardy School, Grade I to Brackett School, Grade II
Miriam Braley-from Locke School, Grade V to Locke School, Grade VI
Frances P. Moran-from Peirce School, Grade VI to Brackett School, Grade V
Natalie E. Burke-from Peirce School, Grade IV to Cutter School, Grade III
Helena A. Sullivan-from Russell School, Grade II to Hardy School, Grade III
Of the changes in personnel in 1940, ten of our teach- ers resigned to be married, two retired and three are tak- ing a year's leave of absence. In the elementary schools, due to reorganization, we found it unnecessary to make new appointments to fill vacancies in seven cases. In the high school three additional teachers were appointed due to in- creased enrollment in the English, Commercial and Math- ematics departments.
MAINTENANCE DEPARTMENT
Following is the report of the supervisor of mainten- ance of some of the major items of repair accomplished dur- ing the past year, including recommendations for the near future :
Work Completed
Spy Pond Field
Both girls' and boys' locker buildings were painted in- side and outside. Considerable grading and drainage work was done on the field and around the grandstand. Several seats and footboards were replaced. A new coach's room was constructed in the boys' locker building. All this work was done by the W. P. A.
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Playgrounds
Two swing frames with eight swings and one see-saw with four boards were installed at the Brackett School.
One swing frame with four swings and one see-saw with four boards were installed at the Peirce School.
One see-saw with four boards and one Goal-Hi were installed at the Hardy School.
One Goal-Hi was installed at the Crosby School.
All other equipment at the above playgrounds was re- paired and put in first class condition.
Crosby School
The sprinkler system in this building was extended to cover the first and second floor corridors, the stage in the auditorium, dressing rooms at rear of stage, all stairways from basement to the third floor, and all classrooms and closets on first and second floors.
The entire building was painted on the inside and outside by the W. P. A.
New cement walks were installed at the rear of the building by the W. P. A.
The bulkhead leading to the boiler room at the rear of the building was removed and a new entrance was con- structed of brick walls and copper roof with double entrance doors. This work was done by the W. P. A.
A new cement sidewalk the full length of the school property on the Oxford Street side of the building was in- stalled by the W. P. A.
A new floor was installed in the gymnasium by the W. P. A.
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SUPERINTENDENT OF SCHOOLS
Two new pairs of doors with new hardware were in- stalled at the rear entrance to the building by the W. P. A.
All semi-circular windows were remodeled by the W. P. A.
Junior High School Center
New asphalt tile flooring was installed in classrooms Nos. 9, 10, 11, 12 and 13, the library, teachers' room and second and third floor corridors. Also Linotile and rubber nosing were installed on all stair threads and landings lead- ing from the second to third floor.
One hundred fifty-four sets of single pedestal pupils' classroom furniture were installed in classrooms Nos. 9, 10, 11, and 12.
Classrooms Nos. 9, 10, 11, 12 and 13, the library, teach- ers' room, second floor corridor and two stairways were painted by the Maintenance Department.
Junior High School East
New asphalt tile flooring was installed in the principal's office and outer office.
An iron picket fence was installed at the entrance to the auditorium.
Locke School
All gutters, conductors, ridges, open valleys and flash- ings were replaced with new 18-ounce copper.
Junior High School West
The old wood floor of the kitchen adjoining the cook- ing room was removed and a cement floor with asphalt tile was installed. A new cabinet, counter and gas range were also added to the kitchen.
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Russell School
The repairs and replacements on the three steam boil- ers recommended by both the State and Insurance inspec- tors were made. The boilers are now in a fairly good con- dition.
Brackett School
The entire inside and outside of the building were painted by the W.P.A. Thirteen rotted sashes were also replaced.
Copper hoods over all Uni-vent fresh air intakes were installed.
High School
A sprinkler alarm valve with a new fire box was in- stalled in the old building.
The parapet wall on the roof of the old building was repointed and the capstone of the wall was covered with fabric and asphalt.
A new lighting system was installed in room No. 6.
The two large laboratory tables in room No. 33 were remodeled.
A reinforced cement floor was installed in the room under the manual training room by the W. P. A. This room was also painted by the W. P. A.
Rooms Nos. 7 and 8 were remodeled so that they could be used for classrooms.
A new brick walk was installed between the old build- ing and the front entrance of the new auditorium. Also a cement apron was installed the full length of the steps leading to the front entrance of the auditorium. This work was done by the W. P. A.
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SUPERINTENDENT OF SCHOOLS
Recommendations for the Near Future ,
Locke, Peirce, Russell and Cutter Schools
Install complete equipment for supplying hot water to all plumbing fixtures.
High School
Remove galvanized hot and cold water supply piping in entire new building and replace the same with brass pipe.
Cover capstone and wall on main roof of old building with lead coated copper.
Paint exterior and interior of old and new buildings.
Crosby School
Remodel girls' and boys' sanitaries on second floor.
Peirce School
Remove galvanized cold water supply piping in entire building and replace with brass pipe.
Install asphalt tile flooring over worn mastic floor in new section of building.
Russell School
Remodel boys' and girls' sanitaries.
Replace all gutters, conductors, valleys and flashings with new copper and repair slate roof.
Locke School
Remodel boys' and girls' sanitaries on first floor.
Insulate attic space to prevent heat losses.
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ARLINGTON TOWN REPORT
Junior High Industrial Arts School
Remove two hot air furnaces and one small steam boil- er and connect heating system with Parmenter School boilers.
Junior High School West
Install asphalt tile flooring over worn mastic floors in new section of building.
Hardy School
Install asphalt tile flooring over worn mastic floors in entire building.
Complete the covering of capstone on wall of roof with lead coated copper.
General
An additional carpenter should be employed for the maintenance department.
RECOMMENDATIONS
1. An appropriation should be made at the annual town meeting to provide plans and specifications for the completion of the high school auditorium.
2. An appropriation should be made to paint the ex- terior and interior of both the old and the new high school buildings. These buildings are in dire need of painting.
3. Consideration should be given to building an ele- mentary school in the Morningside district, and to meeting the needs at the Hardy School.
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SUPERINTENDENT OF SCHOOLS
4. If we are to continue using the Russell School, con- siderable money should and must be spent there in the near future. This building has not had any expensive repairs for several years.
5. I repeat my recommendation of last year in refer- ence to a vocational school. The demand for this type of school is growing very rapidly and many towns and cities in the commonwealth have started such schools during the past year. At the present time it is costing the town of Arlington about $10,000. to pay the tuition of boys and girls who are attending vocational schools in surrounding cities. I believe, after much study, that there is a place for voca- tional training in the school system of Arlington and fur- ther believe that such a school could be inaugurated with but very little cost to the town. I hope consideration will be given to this matter.
6. I again call attention to the need of a telephone system in the high school. As has been pointed out before this is a building with an enrollment of approximately 1900 boys and girls and it is essential almost continuously dur- ing the day to get in touch with some pupil or teacher in other parts of the building. At the present time the only way to do this is by sending messengers. This takes a great deal of time and necessitates some pupils leaving their work to do the errands. Surely, if ever any school building needed a telephone system, this one does. I would suggest that an article be placed in the warrant again asking the town to give consideration to this problem.
7. You will note that Mr. Roens' report of the Harvard-Arlington Guidance Study is appended to my re- port. I hope that the School Committee will give serious consideration to continuing this work which is so much worth while. The grant for this purpose will be all used by the end of June this year.
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ARLINGTON TOWN REPORT
CONCLUSION
As never before, the goal of all education must be training for character and good citizenship.
Society has too long considered education in terms of making a living. Vocations too often have been regarded solely in terms of financial income. We believe that the future demands that we all be concerned with the moral and social issue of making a life. Therefore, the objective of education must be enlarged and adapted to modern world conditions. Greater responsibilities will be placed on the public schools than ever before and it is obvious that there will be a need of greater cooperation and understanding of all persons affected. There will undoubtedly be an increased need of change in the school subjects and toward such change there should be an intelligent and sympathetic atti- tude.
"Nothing is good or bad because it is new or old. Every- thing must be proved by its probable contribution to a high- er and happier life."
There will be need of closer cooperation of all agencies working for the better social and economic future. Parents should think of children en masse in the same way that they think of their own children.
I wish to express my appreciation to all who have as- sisted in improving education in Arlington. The past year has been one of much cooperation of all who served the Arlington school department. To you, the School Commit- tee, is due the gratitude of all of us who have the responsi- bility of administering the public schools. Your apprecia- tion of our problems and your wise and sustained guidance to their solution are an ever present incentive to our work.
Respectfully submitted, (Signed) JOSEPH S. KEATING,
Superintendent of Schools.
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SCHOOL DEPARTMENT
THE HARVARD-ARLINGTON GUIDANCE STUDY
Graduate School of Education, Harvard University
January 4, 1941.
Mr. Joseph S. Keating
Superintendent of Schools,
Arlington, Massachusetts.
Dear Mr. Keating:
In accordance with your letter of December 30th, I am submitting herewith the report of the Harvard-Arlington Guidance Study for the academic year 1940. During this year the Harvard-Arlington Guidance Study has entered into its final phase as a privately supported guidance de- partment in the Arlington school system. It was organized five years ago by the Harvard Graduate School of Educa- tion from a grant made by the late Chester Noyes Green- ough, former dean of Harvard College, who realized the need for guidance in our public schools and who donated this money in order to have a model guidance department set up to serve as an example to other communities. During the past three years this department has been generously supported by his wife, the former Ruth Hornblower, herself a graduate of the Arlington public schools.
The general aim of the Guidance Department is to pro- vide assistance to students in order that they may recognize their limitations and potentialities, develop their abilities to the fullest possible extent, and to utilize this knowledge and development in planning their school and post-school careers.
More specifically, the Guidance Department performs the following functions :
1. It administers and interprets psychological tests to pupils. Such tests, which help to determine spe- cial abilities, are very useful in advising students in their course of study and in preventing unneces-
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sary failure which may cause the pupil to spend additional time in high school. Practically every pupil in the junior and senior high school has at least one intelligence test rating. Supplementary tests are provided in individual cases when needed.
2. The Guidance Department cooperates with teachers in helping them to understand individual pupils. Teachers request information on pupils which this department has gathered over a period of time, such as interpreting psychological tests which may determine pupils' special abilities and interests, and teachers are aided by this Department in analyzing and working out programs of treatment for pupils with behavior difficulties.
3. The Guidance Department is equipped to deal with the educational and vocational problems of pupils and during the current year it has provided infor- mation on colleges, scholarships, technical schools, requirements for various types of occupations, how and where training for such jobs can be obtained, as well as openings, remuneration, advantages, dis- advantages, and chances for advancement in occu- pations in which pupils are interested.
4. The difficult problem of selecting pupils for trade school has been studied by the Guidance Depart- ment during the past five years. It has interviewed and tested for mechanical aptitude pupils inter- ested in trade school and it has recommended to the principal those pupils who seemed favorable pros- pects for trade school training. About two-thirds of the pupils who think they want to go to trade school have been found to have little or no aptitude for such activity and have been counseled to follow other pursuits. On the other hand, there are a large number of pupils attending the high school who actually do belong in a trade school if their
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SCHOOL DEPARTMENT
abilities are to be developed to the fullest possible extent. Every candidate recommended to the prin- cipal for trade school and who has been admitted to one of these schools has succeeded.
In order to estimate the effectiveness of a guidance de- partment in the Arlington schools, a cross-section of about two hundred eighth grade pupils was selected in 1936-37 by the principals of the three junior high schools. Half of the pupils in this group were selected because they needed help and half were selected because they showed unusual promise in academic work. These pupils have been interviewed and tested each year. From time to time the results of these tests and interviews were discussed with pupils and parents in order to effect a better pupil adjustment in educational and vocational plans. Most of this group are during the present year seniors and have formulated definite plans for the future. (Their parents, frequently, have expressed ap- proval and praise for the help they have received from the counselors of this Department.)
Those pupils planning to attend college have had their guidance records forwarded to the colleges of their choice during their junior year in high school, and in many cases they were tentatively admitted to these colleges because of the extensive information furnished them from these guid- ance records. These records have also been useful in certain cases where colleges waived restrictions which would other- wise have prevented students from applying for admission. Pupils in this group who were planning to attend technical schools have had interviews with representatives of these schools and have obtained from them clearly defined ideas of what they are to get from this type of training. For those pupils who intend to enter employment immediately after the high school graduation, arrangements are now be- ing made by the Guidance Department to get them in con- tact with personnel men and employers in the types of in- dustries in which they are seeking employment. Employers favor obtaining detailed records of the type the Guidance Department furnishes. Partially as a result of repeated con-
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ARLINGTON TOWN REPORT
ferences with counselors over a period of five years, these pupils, with few exceptions, are graduating from high school with definite ideas and knowledge of the kind of em- ployment they desire. They are not going out with the idea of "looking for a job-any job."
Plans are now being prepared with the principals of the respective schools whereby the Guidance Department will be able to accumulate pertinent information concerning all pupils beginning in the elementary school and continuing through junior high school. Only with such information can better judgment be made in course selections in high school and in subsequent educational and vocational plans.
The Guidance Department also has been concerned with the problem of reducing failures and to that end it has just completed a study involving two groups of pupils selected five years ago when they were all in the eighth grade. Each group consisted of eighty-three boys and girls and they were matched in pairs according to sex, age, marks, intelligence quotient (I.Q.), and grade. One group was interviewed, tested and counseled each year with the purpose of helping these pupils to determine what were their special aptitudes, abilities and interests so that they could make wise educa- tional and vocational choices. The other group was given no assistance by the Guidance Department and was allowed to follow the usual school routine in its selection of courses and future educational and vocational plans.
It should be noted that the group selected for guidance was determined by the principals of the three junior high schools and it was largely made up of pupils who "needed help." The remainder of the group included those pupils who indicated considerable academic promise. Therefore, the percentage of subject failure within these groups is not a representative sampling of the junior high and senior high schools as a whole because both the "guided" and the "non-guided" groups are heavily weighted with pupils of less than average ability.
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SCHOOL DEPARTMENT
Below is a tabulation of the results of the study of sub- ject failures within the two groups in terms of percentages. These failures refer to average grades for the year and not to bi-monthly grades or final examinations. The left-hand column refers to members of the group who were inter- viewed and counseled by the Guidance Department from the eighth grade on, and the right-hand column refers to the pupils who were matched with the "guided" pupils ac- cording to sex, age, marks, and I.Q., but who were not giv- en any help by the Guidance Department.
"Guided" "Non-Guided" Group
Group
Pupils who have had to repeat one or more years in junior or senior high school
7%
15%
Pupils who received one or more subject failures in average year- ly marks from grade nine through eleven 38%
Pupils who have changed their course curriculum one or more times because of change of future educational or vocational plans, or because of previous "unwise" choice 8% 42%
62%
Conclusions which might be drawn from this study are :
1. By careful counseling and guiding of pupils, includ- ing a careful study of each individual over a period of time, the use of psychological tests, and by cooperative planning with parents, pupils, and teachers, approximately one-half of the pupils who are repeating one or more years in junior and senior high school could be saved from such a fate.
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