USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1946 > Part 25
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Last June the Gridiron Club of Boston, of which the late Fred V. Ostergren was for many years an active mem- ber, presented a bronze tablet in his memory. This tablet has been placed in one of the dressing rooms which is used by the first team football squad.
Also on Prize Day last June the Fred V. Ostergren trophy was awarded to the best all-round senior athlete. This trophy is the gift of the Massachusetts Coaches' Asso- ciation and the award is to be made annually. The Amer- ican Legion, Post 39, award to the best senior baseball player was made on Prize Day.
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Prizes in the form of appropriate medals which were given by Rensselaer Polytechnic Institute for the outstand- ing senior in the study of science and mathematics and by Bausch and Lomb Company for the best senior student of Physics were awarded last June.
Under the auspices of the Middlesex County Tubercu- losis Association all of the pupils in the junior class were given the opportunity of being X-rayed and a report was rendered to show the results of these X-rays. Five hundred twenty students were X-rayed. The report showed two active cases, two cardiovascular cases and seven cases for observation and further study. The parents of all of these pupils have been informed and instructed as to the proper procedure to follow. Undoubtedly this will result in the saving of lives.
There is a growing belief on the part of many of us that our school day should be longer. Information derived from the Massachusetts Board of Education shows that a great majority of the high schools in the State have longer school days than ours. A committee of teachers and pupils will soon start an exhaustive study of this question and will make a report before next June.
Although our teachers are doing more with audio-visual aids than ever before, there is much need of placing the responsibility of heading up this phase of education in one person in the high school. Among his duties would be those of compiling a list of available films and other aids for each department of study, making a schedule for the use of the projectors and other equipment, and teaching teach- ers how to operate the projectors. Such a person, if a teacher, should be relieved of some of his classroom work in order to carry on his duties to better advantage.
Report of Director of Vocational Education:
In September 1946 the Vocational High School presented three courses to its pupils, namely, Machine Shop Practice, Radio and Automotive.
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When the Vocational Program was presented to the ninth grade pupils in April as an elective to start in Sep- tember, we had more applications than we could possibly admit to the three courses mentioned. It is necessary that pupils taking these courses be carefully selected. Through the help of the Guidance Department, a series of mecha- nical aptitude tests were given to determine which pupils could profit by a three year vocational course. The result of these tests plus a further study of the shop background of the pupils gave us the desired information to intelligently guide a selected group. Their aptitudes, abilities and ambi- tions must be considered in the choice of an industrial career. The school feels sure that the practical training and the theoretical work, together, will prove valuable to boys who desire industrial training.
The regular high school diploma is granted to pupils who satisfactorily complete the usual requirements of sixty points including three years of English. In addition, they will be awarded certificates authorized and approved by the Massachusetts Department of Education stating the type of work and the time spent on each unit of skilled training. State Department standards require at least thirty clock hours a week, 50% to be spent in the shops, the remainder in related work and in academic work. To meet these requirements it is necessary that Vocational School pupils adopt a work program which starts fifteen minutes earlier than the regular high school program and which ends approximately one hour later. The pupils are more than meeting the expectations of the faculty and are intensely interested in their work.
The Manual Arts work is required in the seventh and eighth grades. From the ninth grade through the twelfth grade it is elective for all pupils. This gives the Com- mercial, College, Technical and Civic groups an opportunity to gain an understanding of the problems involved in indus- trial production; and, at the same time extends the pupil's ability to become a competent judge of the quality of indus- trial products. Manual Arts education does not emphasize
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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: (1) more judiciously choose an occupation, (2) form an opinion of his ability and interest in constructive activities, (3) develop an interesting and wholesome hobby, (4) more wisely choose and purchase industrial products, (5) better understand the work done by men who serve society through the application of man- ual skills.
At present the need is for greater floor space for our Vocational School. Next year with the second year of our three year program, we will have twice the number of pupils, and in the following year approximately three times our present enrollment, with a probable pupil mortality of ten percent.
The Massachusetts Department of Education and the United States Army Reclamation Service have been excep- tionally liberal to us in their donations of machines and equipment. It is imperative that we have additional room to house the equipment which is coming and will continue to come from these sources.
Report of the Guidance Director:
The major portion of this report was prepared by Miss Ellen B. Fitzpatrick who, until the return of the Director in September, continued as Acting Director. She was given part-time assistance by Mrs. Martha Moffatt and Mr. Ray- mond S. Morrill. Miss Mary F. Barry was added part-time to the personnel of the Guidance Department in Septem- ber.
During the past year the Department has redoubled its efforts to provide all available guidance to the young men and women of Arlington with a view to obtaining the maximum service possible. Through counseling of the individual the pupil can find what educational opportu- nities are available, for what kind of further education he
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is fitted, and how his training may be made to relate to the national needs of our country.
The counseling of returned servicemen and service- women during the past year has assumed an importance it has never had before. It has become a part of the every- day function of the Guidance Department. The serviceman is facing real problems of adjustment, problems that cause him concern, and it is the hope of the members of this Guidance Department that help has been given which may in some small measure help the veteran in finding a place in society which will be desirable and satisfactory to him.
In January 1946 an Evening Veterans' Education Cen- ter under the auspices of the Massachusetts Department of Education, was established at the High School. The train- ing in this center covers three main classifications :
1. Meeting the requirements for a high school diploma, or a State high school equivalency certificate;
2. Preparing veterans to meet college entrance re- quirements ;
3. Giving further training in academic subjects which may be related to an occupation in which veterans are employed or for which they are preparing.
- The actual operation of this project has been delegated to the Guidance Department. The plan of instruction is somewhat unique in that provision is made for group or tutorial instruction as the need arises and permits the vet- eran to accelerate at his own pace. He may enter classes at any time. The instruction and required work are adapt- ed to the situation in each case. Every facility for helping the veteran meet his own problems and correct his own weaknesses in as brief a time as possible at his maturity level has been made available. Since the start of this school, which continued with a special summer session, veterans from Arlington, Lexington, Winchester and other sur- rounding communities have attended. As of December 1, 1946, fifty-one have earned high school diplomas, eighty-
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four have successfully completed sufficient work to have been admitted to colleges and universities, and sixty-nine have completed training in educational and vocational fields. The school is still continuing with a present active enrolment of 198. The veterans are very enthusiastic about this project and are very grateful and appreciative for the opportunity which has been provided for them to continue their education so close to their homes.
This fall the Guidance Department, as in previous years, made a follow-up study of the June graduating class. The record revealed that 41.5% of the class are continuing their education. Due to the large number of veterans applying for entrance to college this year, and the small number of high school students who were admitted, it is gratifying and a matter of much pride to the Arlington High School that Arlington students obtained admission to the out- standing colleges and universities of New England.
The testing program followed that of the previous year. Individual tests were given to pupils when a need was found for them and group intelligence and achievement tests were also given. Since curriculum, testing and guid- ance are inseparable aspects of a school program they must function as a unit for the welfare of each child. As a result of the testing program and counseling through the year, a definite improvement is reflected in the high school scholastic records of the boys and girls. Although the goal of the Guidance Department is not primarily academic, it is a matter of satisfaction to find that statistics do point to this improvement.
Part-time work, in some cases, may be a valuable expe- rience for the student but there is a decided danger of pupils working too long hours after school, with the result that their school work suffers considerably. 'Whenever such conditions are found, parents and pupils are contacted by the Guidance Department and some adjustment is at- tempted. During 1946 the Department made 612 job place- ments. Of the graduates of the Class of 1946 now em- ployed, 84.4% were placed by the Guidance Department.
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The Department is not unmindful that the post war era in employment has come. Youth moving into the labor market in competition with the returned veteran and the skilled worker will soon find conditions quite different from those to which they had become accustomed during the war years. During the past four years we have been emphasiz- ing short time occupational, single skill training primarily in line with production needs. Now we must re-emphasize vocational choice with long range planning and training.
During the coming year the following projects are being undertaken by the Guidance Department :
1. Revision of the psychological, prognostic and achieve- ment test program for the entire school system in order to: (a) unify the program in all schools from elementary through high school; (b) secure the best available tests to meet our needs ; (c) provide indi- vidual pupils with objective data concerning their special abilities and interests as it may relate to their particular educational and vocational choice.
2. A course in Occupational Information is being or- ganized for the senior high school to begin 1947-48.
3. A program for providing "after-school" tryout posi- tions in business offices for students in the com- mercial curricula, including close supervision and follow-up with employers by the Department. These students may then become aware of their strong points and deficiencies as employers see them and this experience will provide the pupils with some idea of what a clerical or stenographic position in- volves.
4. A comprehensive study is being undertaken by the Department to determine the most efficient method for keeping cumulative records on individual pupils from kindergarten through senior high school.
The major goals of this Guidance Department continue to be :
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1. To help every child develop into a desirable kind of person-a good citizen who can live and work hap- pily in society.
2. To help every child acquire the basic knowledge, skills and understanding considered essential tools in the society in which he lives, and be able to use these in solving life's problems.
We have no adequate objective measures to determine our progress each year toward these goals, but as we ob- serve our students and graduates in Arlington it is our impression that our type of guidance program helps in some small measure to contribute toward the attainment of those goals.
Junior High Schools:
As mentioned in the 1945 report the Guidance Syllabus in use since 1942 has been revised and brought up to date and the revision is now in use. It is the feeling of princi- pals and teachers that textbooks could be used to tie up and make more definite all our Guidance teaching. Several books are being considered and it is hoped that an adoption can take place in the near future.
A new outline of work for Algebra I and Mathematics was introduced in May 1946. This outline was the outcome of a study made to more directly correlate the teaching of Alegebra with the courses of Mathematics in the Senior High School. It now has been sanctioned and is in use in the three schools.
In the spring of 1946 the Junior High School Center purchased a new motion picture projector so that each school is now equipped for film showing. The motion pic- ture is not a new educational aid but it has made rapid growth since the outbreak of hostilities. Schools are now using this aid with new enthusiasm. Large libraries of sponsored and rental films are available. We have compiled a careful selection of the films which are previewed before
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showing. This schedule is closely correlated to Science, History, Art, Music and allied subjects.
Teachers in the schools are examining more modern Social Studies texts with a view to replacing the outmoded ones now in use. The books now coming off the presses carry us through the period of World War II, and also acquaint us with atomic energy and scientific trends and developments. It is hoped the committee may finish its work and that new texts will be available for the ensuing school year.
We have time allotted each week to those who desire to play band instruments and also a period available for be- ginners who wish to try out instruments with a view to choosing one. Since September we have loaned to the Senior High School a number of pupils to play in the High School band at the football games. These pupils, compos- ing a large percentage of the band, have been sent to the High School each week for a rehearsal and again on Satur- day to play at the football game.
Almost all of our teachers have returned from the Armed Forces and are assigned to the grade and teaching field that they left. During the war years we took on sev- eral military substitutes, some of whom had years of teach- ing experience and were exceptionally capable in their sub- ject fields. Many of these have been absorbed in our own schools.
Junior High Industrial Arts School:
The school continues to function as a Junior Citizens' Club which gives actual daily practice in training for good citizenship, thus helping our boys and girls to better de- velop physically, mentally, and morally. The year 1946 has presented more difficult problems than usual. The problem demanding most concern has been a constantly rising wave of emotional upsets among the pupils. These are brought on by the apparently ever increasing irregularities of home life; the employment of youth at exorbitant wages and
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the reckless spending of same; the uncurbed desire of boys and girls for exciting outside interests with the too often keeping of late hours, thus causing a lack of rest which is so necessary to stabilized standards of living. An intensive drive toward preventing juvenile delinquency among our pupils is being made through our own inventive methods ; a more thorough study of each individual, careful observa- tion of his life outside the schoolroom, a closer cooperation with parents, securing and checking proper part time em- ployment, if possible, and permitting use of recreational facilities of the school from seven to eight o'clock in the morning and for one hour after school, and special attempts on the part of teachers to create new interests inside and outside of school hours.
Report of the Supervisor of Elementary Education:
The routine activities of the elementary school depart- ment claim much of the supervisor's time but there has been a concerted effort to make certain changes in the school curriculum and in the educational policies in order that we keep abreast of what is educationally sound and generally accepted.
Two special problems for the year have been to provide an enriched program for children of exceptional mental ability and to provide a remedial reading program for chil- dren with reading disabilities.
Individual differences are very apparent by the time a child enters school. The earlier they are recognized and provided for, the better the chance of adjusting success- fully the child to the school and the school to the child. The enriched program for superior pupils is organized around and coordinated with the work of the average groups. Each pupil is expected to contribute according to his ability. Some children can dispense with many repeti- tions of drill material and use the time to follow a wide range of activities. Children are encouraged to read exten- sively and are given guidance in the selection of worth-
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while books. Children like to share knowledge with one another and are encouraged to do so by their special re- ports on their research findings, particularly in social stu- dies and science. Teachers endeavor to utilize special talent through creative experiences such as the writing of original stories, poetry, and songs. Occasionally these are compiled in a class newspaper. In carrying out the enriched pro- gram there is no thought of infringing upon the work of ยท the next grade.
Failures in reading give us constant concern. In each case we study we endeavor to discover the cause and pro- vide a remedy for the deficiency. Needless to say, absence from school, especially over a prolonged period, is one con- tributory factor. This is particularly evident in the first three grades where the children are less able to help bridge the gap for themselves. Another pertinent factor is the immaturity of the children who are failing. In order to learn readily a child must have reached a proper level of mental maturity and have a background of experience that gives meaning to what he is about to learn. We expect the advance in the age of admission to school to in part take care of this condition. In each school special work, some- times on an individual basis and at other times in a group situation, has been planned for the pupils failing in read- ing. Then the pupils have received extra help from the classroom teacher, substitute teacher, principal, or super- visor. In some extreme cases a tutor has been employed by the parents. I wish to recommend that as soon as it is financially possible a remedial reading teacher be employed to take charge of the cases of reading disabilities.
Work is being done on a course of study in science but it is not sufficiently complete to make a definite report.
The enrollment in the kindergartens has increased to such an extent that it has been necessary to make certain adjustments. In September we opened with two full time kindergartens at Hardy School and early in October we were obliged to employ an assistant teacher for the fore-
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noon session at Crosby School. We were indeed fortunate in having the new, spacious, up-to-date kindergarten room, which was completed last spring at Brackett School, to take the place of the small, inadequate classroom which had been used previously. The maintenance department is due grate- ful commendation for the efficiency and speed with which this beautiful room was constructed. The class work on the kindergarten level is continuing to progress on the same high plane of achievement and parents are still ex- pressing their appreciation for this early phase of school experience for their children.
Greater interest is shown each year in the library activ- ities. Many pupils of grades four, five, and six have read extensively, written book reports, and received book certi- ficates from the head librarian of Robbins Library. The Library Department has continued to provide books and related service at Peirce School and a new library is being organized at Cutter School. The library service is especially appreciated in these two school districts because of the long distances from a public library. The creation of a per- manent interest in books and the cultivation of a taste for good reading are fully as important as teaching the mecha- nics of reading.
Report of the Home Economics Department:
The Home Economics Classes in Foods have been in- structed in the preparation and serving of simple, health- ful, and nutritionally well balanced meals. Every effort has been made to adapt the present course to the many prob- lems concerned with present day food conditions. Substitu- tions for foods that are scarce and lacking have been featured. Nutritionally adequate meals, using cheaper sub- stitutes for excessively expensive foods, have been planned and prepared.
The Nutrition Classes, begun during World War II, in an effort to meet the pressing problems of the critical food situation, were continued this year since the need for this type of education still exists.
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With shortages and poor material still prevalent in textiles, the Clothing Classes continue in peace time on the war time policy of adjusting the program to meet the needs of the individual girl within that grade level. Stress con- tinues in related work on care and renovation of clothing. After their first problem the girls are urged to make some- thing useful, either for themselves or for a member of their family from a garment which has lost its attractiveness and wearability. The girls in the Senior High School, be- cause of the difficulty in getting material, combined their finances and bought material directly from the factory. The required problems were exceeded by most of the stu- dents. Several of the Seniors made spring outfits, consist- ing of a dress, suit and coat. Most of the Seniors made their graduation dresses. The aim in the clothing classes is not only to teach the girl clothing construction for the purpose of making a garment that she will be proud to wear, but to apply this knowledge of good workmanship when purchasing ready-to-wear clothing to insure real value for money expended. The Arlington Allied War Re- lief furnished material for children's pinafores, skirts and dresses, and the clothing classes completed forty-nine gar- ments for them. Red Cross work was also continued. The classes made Christmas stockings for veterans, baby blan- kets, sleeping garments, and children's dresses. The baby's layette, which is given to the Visiting Nursing Association, was completed with some very nice additions of an em- broidered jacket and cap and coat to match.
In the Home Management class for Seniors in the High School, the girls are taught the fundamentals of home and family living. They study the relationship of the family within its own circle, and within the larger circle of the community; the care and guidance of children from in- fancy to maturity; the use of the family income, the selec- tion and care of home furnishings and equipment, and how to make a house a home.
The aims of the Home Economics Department are the same as in previous years. We try to adapt our courses to
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meet the present day needs of the students, and to provide them with instruction and help which they may find useful today as well as in the future.
On November 1, the Senior High School lunchroom put into effect a project known as The School Lunch Program. This program is sponsored by the Department of Education in cooperation with the War Food Administration. Its primary objective is to assist communities in the develop- ment, maintenance, operation and expansion of programs providing school lunches which will meet certain specified nutritional requirements and will, therefore, strengthen and safeguard the nutritional status of the school children of the entire nation.
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