USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1945 > Part 23
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When school opened in September, the enrollment proved to be a little larger than in the previous year, about fifty more. In Arlington the "back to school" move- ment was not noticeable because comparatively few of our high school pupils have left school to take war jobs.
Last year a report was published by the Educational Policies Commission, National Education Association en- titled "Education for All American Youth." This year a
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report has been published by Harvard University entitled "General Education in a Free Society." Both of these reports are important and deserve careful study by teach- ers and by laymen. They seem to indicate the need of some changes in our educational structure in secondary schools and colleges.' We want to be sure that such changes will improve the work in our schools and the results of that work before we adopt them.
On the whole, I believe that we have had a very satis- factory year due largely to the conscientious work of the teachers, their splendid spirit of cooperation, and the fine support given us by the Superintendent of Schools and the School Committee.
The Guidance Department:
Guidance is one of the most difficult of all educational subjects to discuss because there have been, and there continue to be, confusion and uncertainty concerning its nature and functions. Some guidance authorities feel that guidance is as broad as all education and that the whole program of the school should be set up for guidance pur- poses. The Arlington Guidance Department believes that no school can successfully conduct a few selected functions of guidance because the personalities of individuals can not be divided into compartments. Consequently, this de- partment has as its aim to teach an individual to under- stand his abilities and interests, to develop them as richly as possible, to relate them to life goals, and finally to reach a state of complete and mature self-guidance as a desirable citizen of a democratic social order.
Among the many activities of 1945 has been a survey of the June graduating class. It was gratifying to note that 8.7% more students from the class of 1945 are con- tinuing their education than did from the class of 1944. The Guidance Department would like to feel that this is, in some measure, due to the encouragement and counseling
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that have been given to our students through their school career.
The very active program carried out during this year will be repeated next year to inform college preparatory students about scholarships. The graduates of the class of 1945 were most successful in obtaining scholarship assist- ance, an honor not only for the individual pupil but also for the school, since all awards were based on scholarship. The school is especially proud that one student was awarded the Tufts College Scholarship of $1600.00 this year, which is the highest award given to a freshman by Tufts. The total awards given to the class of 1945 amounted to 65%, exclusive of those awarded by Arlington organizations and the Thompson Fund, allocated as follows :-
Amherst
$ 270.00
Boston College
1,050.00
Harvard
1,450.00
Hood Milk Company
1,000.00
M. I. T.
600.00
Tufts
1,600.00
Wellesley
300.00
Wheaton
300.00
$6,570
The testing program followed that of the previous year. Test experience was provided for all boys entering the Armed Services and for all students taking the College Entrance Board Examinations. Tests were also employed for administrative use, in the classification and placement of new pupils and formed one of the main bases for the grouping or sectioning of the sophomore classes. A com- plete battery of tests was given to all pupils applying for trade school education. The results of these tests formed the objective basis for recommendations concerning the instruction of these individual pupils. When the tests in the cases of certain individuals were very low in general achievement, suggestions were made to the department con-
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ARLINGTON TOWN REPORT
cerned that the teachers consider what could be done to bring these individuals up to grade levels.
War-time labor demands continued through the first part of the year, and with the advent of peace, it was ex- pected that there would be a sharp falling off in the de- mand for workers. This has not been the case, and at the present time the high school has 412 pupils working part- time. During 1945 the department made 184 full-time placements. It is interesting to note that of the 148 full- time placements of the class of 1945, 132 or 89.8% were made by the department. In the post-war era it will not be so easy for high school graduates to obtain employment as in some years past, but it is hoped that the good will created by cooperation with employers during the war period, will result in job calls for Arlington High School pupils and graduates during the coming years.
Another activity of the Guidance Department, which assumed some significance in 1944 but has become one of its most important functions this year, has been the problem of the returning veteran. Since Septem- ber, 1945, ninety-two service men or veterans have either written for help or have visited the high school for counsel- ing and advice. Every effort has been made by the school authorities to cooperate with these men to help them find their places in civilian life.
The counseling which has been given can be sum- marized under the following classifications :
1. Meeting the requirements for an Arlington High School diploma, or if this was not practical or possible, the Massachusetts State Equivalency Di- ploma. (As so many requests came for this in- formation, a bulletin was prepared for circulation and was also printed in the local papers.)
2. Preparing veterans for college entrance by evalu- ating high school credits and those involving work done in the Armed Services ; giving, when needed, Tests of General Education Development as de- vised by the Armed Services, Vocational Inven-
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tories, et cetera; preparing application blanks, recommendations, and personal interviews with college deans whenever possible. When veterans have had deficiencies, the college has been checked in light of present entrance requirements.
3. Helping veterans further early collegiate educa- tion by arranging transfers of credit or checking with the institution relative to the acceptance of credits before enrolling.
4. Advising on further training in special fields not necessarily leading to a diploma or degree.
5. Informing the veteran of his rights and eligibility under Public Law No. 346 or Public Law No. 16, or advising him to check with the local advisory center. (To aid the veteran a simplified bulletin was prepared.)
6. Keeping in touch with the veteran as he pursues his work so that he will get feeling of confidence from knowing that the Arlington School Depart- ment is sincerly interested in his problem.
The Director of Guidance has made every effort to cooperate with the local Veterans' Information Center and the Massachusetts Department of Education. As stated before, although the Guidance Department in no way can take the place of any government agency or committee, it can be, and we sincerely believe it is, of real service to these veterans in their educational and vocational re- adjustment.
Counseling of the individual pupil has continued to absorb the major part of the counselors' time. Every ef- fort is made to obtain a developing picture of the student as a whole so as to place him in courses to eliminate or reduce failures and to help him reach a successful goal in school and in adult life. Parent conferences have been encouraged in every way, as it is needless to emphasize the point that cordiality and mutual understanding be- tween the school and the homes of the pupils are the cornerstone of any effective guidance program.
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Veterans' Education Center-
The Massachusetts Department of Education estab- lished a Veterans' Education Center, formerly called a Massachusetts Regional High School, at Arlington High School on January 3, 1946. Classes are held on Tuesday and Thursday evenings from 7:30 to 9:30 o'clock. The training in this center covers three main classifications:
1. Meeting the requirements for high school diploma, or if this may not be practical or possible, the State high school equivalency certificate;
2. Preparing veterans to meet college entrance re- quirements ;
3. Giving further training in special fields not neces- sarily leading to a diploma.
The plan of instruction is somewhat unique in that provision is made for group or tutorial instruction as the need arises and permits the veteran to accelerate at his own pace. The program is flexible enough so that an instructor may have one veteran or several in the same subject, or possibly different subjects, advancing at the same or dif- ferent rates. The instruction and the required work will be adapted to the situation in each case.
At the time of writing this report seventy-six veterans have availed themselves of these opportunities. It is ås- sumed that the enrollment will increase as more of the younger men are released from the armed services.
Report of Junior High School Principals-
The subject of Guidance in the junior, as well as in the senior high school, is one that has been gradually re- ceiving greater emphasis during recent years. In 1942 a Group Guidance Course of Study was adopted for the jun- ior high schools which provided that all classes in the subject should meet once a week throughout the year.
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SUPERINTENDENT OF SCHOOLS
During the three junior high school years, an attempt is made, briefly, to familiarize the pupils with the school in general, its purposes, teachers, rooms, subjects and courses ; then, attention is focused on the subjects of personal im- provement in habits and character traits, consideration of the proper use of leisure time, how to study, and educa- tional and vocational opportunities. As a result of experi- ence with the present guidance syllabus, it appears that its revision is now needed. It is the belief of the teachers and principals that certain of the topics could be taken up more effectively by means of individual counseling than by the present group guidance plan. A committee is at present working on the revision which is to be completed during the present school year.
Last year a committee made up of algebra teachers, representing the senior and junior high schools, met peri- odically for the purpose of working out plans to increase the effectiveness of instruction in algebra by establishing more uniformity in methods of instrucion in the several schools concerned. It was agreed that certain uniform teaching techniques be adopted and tried out during this year. It was also decided to select a more modern algebra text which would be designed to administer more effectively to the needs resulting from individual differences in pupils of the algebra classes. To indicate one important way in which pupils of different abilities in algebra are aided, the author of the teachers' manual of the new text is here quoted : "Many good teachers believe that it is not wise to give the same assignments to all classes and all students, but rather that the assignments should be made with a consideration of the pupil's ability. For these reasons we offer the following tabulations suggesting assignments for each of three groups. Group III is the group below the average. The assignments in this group represent the minimum essentials of algebra. Group II is the average group, and Group I the superior group." As a result of change in procedure outlined above, we hope to report im- provement in algebra instruction.
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In addition to similarity in courses of study and use of text books, the organization and administration of the three junior high schools are approaching uniformity in certain fundamental aspects, without in any way affecting the individuality of each school. For instance, the number of times seventh grade pupils are required to pass from room to room is being reduced by assigning two subjects to certain grade teachers. This makes a more gradual transition from the sixth grade, where pupils remain in one room most of the day, to the departmenalized junior high school organization. Also, promotion by subject is provided for, where possible, by programing each major subject the same period in each of the three grades, 7th, 8th, and 9th.
The physical training program of the older boys in the junior high schools has been greatly benefited by the organization of groups for instruction in track, basket ball, and baseball, as well as in football. This is the second year during which the expanded program has obtained, with gratifying results.
Report of the Supervisor of Elementary Education-
As we witness the end of the school year and face a new period of time, it is with great gratitude to all those participating in the elementary school department that the supervisor reviews the accomplishments.
The kindergartens which claimed so much attention last year, and of which I reported at length, are progress- ing splendidly in each district and now demand only their proportionate share of consideration. From our observa- tions of the work being done by the present first grade pupils it is evident that children who have had the social experience of a year in kindergarten acquire a readiness for skills earlier and more easily than those who have not had this training.
The advance in the age of admission to school has shown beneficial results. In the kindergartens there are
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SUPERINTENDENT OF SCHOOLS
fewer children who were not able to adjust at once to the group activities. The quality of their performance is supe- rior also. Although some children were allowed to enter school at the former age requirement, they had a mental age of at least five years as shown by an intelligence test. The conditions in the first grades are equally satisfactory. It seemed highly desirable that several children who were tested delay entrance for a year. In each case the reasons were carefully explained to the mother and the splendid cooperation which was received was all that could be de- sired. We reiterate that we feel confident that with greater maturity will come more security and a happier school ex- perience for each child.
Research shows, and study of elementary pupils by school people substantiates the conclusion, that in a single grade children vary as much as three to five years in any skill or subject tested. With each child, learning should begin where he is in his understanding of a given area of content. We try to discover early any child who has dif- ficulty, diagnose the difficulty, and provide special help until he can fit into the regular class work. Children re- spond with appreciation for this help and beam with hap- piness at their success.
Our country is facing an era when intelligent, cour- ageous, and upright leaders are needed as never before. The phases of cooperative group living in a democratic society are many and varied and much trustworthy plan- ning will be necessary to solve the political, economic, and religious conflicts which are now disturbing the world. We aim to provide a program to benefit pupils of excep- tional ability and achievement as they will be our leaders of this new era. Our policy is to group pupils according to age but to offer an extended and enriched program in order that each child may have the opportunity to fully develop his potentialities.
It is a pleasure to report that the library activities have been extended so that fifth grade pupils, as well as
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sixth grade pupils, have been scheduled for library periods at Robbins Library, or at one of the branch libraries, for class instruction. A school-library reading program has been introduced whereby any child who reads five books listed on his own grade level, the grade below, or the grade above, may apply to the head librarian of Robbins Library for a five-book certificate. A twenty-book certi- ficate, or honor certificate, is awarded in lieu of the fourth five-book certificate. At least five of the twenty books read must be non-fiction. Book reports to the librarian must be written; they must include the title of the book, the au- thor's name, the principal characters and the pupils' own opinion of the book in question. The library activities offer a challenge to all pupils and serve as an unlimited stimulus to the superior mind.
Science contributes to the development of a child by helping him to adjust himself to the world in which he lives. A child in the elementary grades has spontaneous enthusiasm and interest in the things about him. First hand experiences, excursions, and real materials must be the basis for science beginnings. Science provides a real- istic background for purposeful reading and it helps a child to be a more careful thinker and accurate observer. Children who are guided to read for a purpose look upon reading as a valuable means of obtaining information. Science experiences aid language development because they give the children an urge to express themselves as well as the material to talk about. Creative ability is aroused and vocabulary is increased. All too often a child's natural curiosity is thwarted instead of being developed during the early years of his life. Even in the kindergarten science has a place as it offers opportunities for the development of reading readiness. The first attitude towards science is open-mindedness. Children often have very definite no- tions about their experiences and do not easily change their ideas. Willingness to change opinions, to search for the whole truth, and to base judgments on facts are funda- mental attitudes to be cultivated. We are endeavoring to
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SUPERINTENDENT OF SCHOOLS
give science an increasingly important place in the elemen- tary school curriculm.
Health and Physical Fitness:
The physical stamina of our youth was rigidly tested by the war. Almost one out of three men were turned down by the draft boards. Many who were accepted did not have the physical fitness required for effective duty at the front. Had these men been in good physical condi- tion it would not have been necessary to submit them all to such a long period of training. Likewise, absenteeism due to health that was under par greatly retarded essential production of materials of war. It is apparent, therefore, that each community should make a survey of its health needs and to make possible sufficient facilities to meet these needs. Cooperation is necessary from teachers of health and physical education, from doctors, dentists and nurses, and from directors of recreation and other youth programs. Schools have long recognized health as a princi- pal objective but the health building program is not as complete as it should be. The formative period of youth is the time to lay the foundation for strong bodies. Our program should include a more thorough physical examina- tion in order that any remedial defects and handicaps may be discovered and corrected. Closer relationships between physical education and school health services should be established to the end that the objectives of both may be better realized.
The passing of our revered coach, Mr. Fred Ostergren, left us without the services of a Supervisor of Physical Activities, a position which he had filled during the last school year. With the return of Mr. George Fusco from the Navy in December, the responsibility of this office was delegated to him. In the brief time he has had to act in this capacity he has presented a number of objectives and a tentative program. His plans call for an appraisal of student's physical status, to be determined in accordance
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ARLINGTON TOWN REPORT
with previously established standards; the development of students' physical fitness, through utilization of mass exercises, games, athletic instructions, athletic competi- tion both intramural and interscholastic; the evaluation of the program results by means of established research techniques, which aid in validating our findings, improving our methods and discovering essential needs; and a de- finite over all correlation of physical training and varsity competition from the junior high schools through the high school.
We have two gymnasium spaces in the high school but no gymnasium equipment. The Junior High School Center has no gymnasium or facilities. The Junior High School West has poor facilities and space, but is sufficient to cover needs temporarily. The Junior High School East has the only good facilities in town. Should a survey be made it would show no doubt that Arlington, the second largest town in the Commonwealth, has less gymnasium floor area than any community half or even a quarter of its size. In spite of this dearth of facilities every effort will be made to carry out a coordinated program of health and physical fitness. More intensive physical examination, a recording of defects found and a corrective program will do much to promote progress.
Visual Education:
The war has opened up new opportunities to educa- tion by the development of new tools and methods of teaching. The production of modern weapons and the training in the use of them have called for learning far beyond demands made heretofore. This vast program of training has been greatly facilitated by teaching films. Motion pictures have been produced for almost every phase of the war effort. Estimates of time saved in training technicians for war production and in the training of the personnel of the various services vary from twenty-five to seventy-five per cent. It follows, therefore, that educa-
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SUPERINTENDENT OF SCHOOLS
tional films will aid in the teaching of practically all of the school subjects. The book material used in the teach- ing of the three R's can be presented in a more interesting way and at the same time children will be motivated to do the work that is required in acquiring these basic skills. Teaching films will create a lively interest and strong motivation and learning will be not only faster but more permanent. It was proved by military tests that through the use of visual training aids students learn up to thirty- five per cent more in a given time; the facts learned are retained up to fifty-five per cent longer; more uniform results are obtained in different schools and students are given more confidence in their ability to accomplish a given task.
A number of our schools are equipped with sound projectors. Additional machines will be procured as they become available either from government salvage or direct- ly from the manufacturer. Teaching films on a wealth of school subjects are or will be available on a rental basis for use in our various schools.
The Activities of the Manual Arts Department:
Manual Arts seeks to promote an appreciation of the importance of tools and machines in modern society. It lays the foundation for an understanding of the problems involved in industrial production; and, at the same time, extends the pupil's ability to become a competent judge of the quality of industrial products. Manual Arts education does not emphasize the specialized skills of a single trade; but, rather, provides exploratory experiences in several types of industrial skills.
As a result of Manual Arts experiences the pupil should know how to be able to more judiciously choose an occupation, form an opinion of his ability and interest in constructive activities, develop an interesting and whole-
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some hobby, more wisely choose and purchase industrial products, better understand the work done by men who serve society through the application of manual skills.
During 1945, we continued Pre-Induction Vocational courses in automotive work and radio construction and theory, as suggested by the U. S. Office of Education and the Pre-Induction Training program of the Massachusetts Department of Education. The instruction prepares stu- dents for work as wiremen, testers, and repairmen in radio factories, or for work in the Army Signal Corps. Through the cooperation of the Massachusetts Department of Edu- cation and the Salvage Department of the U. S. Army, many hundred dollars worth of instructional equipment has been given to Arlington for use in the Pre-Induction courses at the High School. The automotive work has been brought up to date by the study of various internal combustion engines. Three of these engines have been presented to us by the U. S. Army. Practical instruction in the use of gauges and precision instruments used in modern inspection methods, along with the use of alloy steels, is given in this work. In the mechanical drawing work, aeronautical drafting has continued. Through the cooperation of Pratt & Whitney and the Republic Aviation Corporation, detailing of airplane parts is taught and is an important and interesting part of this work. Isometric projection, a pictorial type of drawing, has been adopted to meet the war-time demand with special emphasis being placed on blueprint reading. Our Printing departments have cooperated in every possible way in aiding the schools and the war effort: They have printed Civilian Defense and Red Cross bulletins in addition to many school forms. General Shop pupils have constructed stretchers and splints for the Civilian Defense. During the summer, through the cooperation of the Massachusetts Department of Educa- tion, machines were allocated to Arlington in sufficient numbers so that machine shop instruction may be presented to our pupils just as soon as our teacher of this subject is released from the armed service.
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