USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1951 > Part 21
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$121,484
$ 43,648
Total Receipts from the Commonwealth
$288,242
$234,442
The Committee expresses its appreciation to the Superintendent of Schools and other school officials, teachers and employees for their loyal and conscientious efforts. We thank the Town officials, members of boards and departments and the citizens of the Town for their cooperation.
Respectfully submitted,
(Signed) JOHN P. MORINE,
Chairman.
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SUPERINTENDENT OF SCHOOLS
ANNUAL REPORT OF THE SUPERINTENDENT OF SCHOOLS FOR THE YEAR 1951
To the School Committee of Arlington
Ladies and Gentlemen:
It is my privilege to submit for your consideration the following report of the schools for the year 1951. I am including in my report excerpts from the annual reports submitted to me by various princpals, supervisors, and committees.
Housing and Building Problems:
The maintenance of adequate school plant facilities proposes a constant problem. Obsolescence through physical deterioration and the introduction of new revolutionary plant layouts requires a ceaseless vigil by the school administration to insure the relative adequacy of the plant facilities in use.
Sufficient housing capacity is another important facet of the problem of maintaining adequate plant facilities. The shifting of student population between school districts frequently burdens some schools with more students per teacher than advisable while adjoining schools may possess a low average enrollment per teacher. Recently the Crosby School district has been affected by a population change.
Crosby School-The construction of new Veteran's Housing units within the Crosby district has nearly filled the school to capacity. The present enrollment at the Crosby School is 542 children. A maximum of 32 students per class is believed desirable for efficient instruction prac- tices. Total desired capacity of the Crosby School is about 510 students or 32 students less than the present enrollment. An extra room is being renovated in the basement to accommodate some increment in future kindergarten classes and to reduce the size of all kindergarten classes to a more workable enrollment. The average size of classes for grades one through six is 32 students. In itself the average size of classes is satis- factory, but in relation to the two adjacent schools an overall improve- ment could be made by apportioning teaching facilities more evenly. The average per class in the Hardy School is 28 children while the Russell School average is about 21 pupils per class. Although the Russell School enrollment is now 170 students, it could conveniently hold 350 children. The district line between the Russell and Crosby Schools could be extended toward the Crosby School. This would more evenly apportion the students per class between the two schools and would provide more elasticity for future enrollment expansion in the Crosby School. There seems to be less advantage in moving the Hardy School district line closer to the Crosby to help relieve the Crosby enrollment. By leaving this district line as it is, the Hardy School will have sufficient plant capacity to care for an increment of 90 children before its class enrollment reaches the maximum of 32 pupils per class.
The adequacy of the present Russell School structural facilities is now under consideration by a special building committee.
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ARLINGTON TOWN REPORT
Russell School-The Russell School, constructed in 1872, is in need of internal repairs and remodeling. While the foundation and walls are in excellent condition, a new heating plant, new sanitaries, new lighting fixtures, modern furniture, tile floors and acoustical-tiled ceilings are urgently needed to meet the minimum in adequate plant facilities. New construction has been considered as an alternative. There seems to be no available site in the Russell district for new construction. In addition, a new school would cost twice as much as the remodeling program. For these reasons, the special committee favors remodeling. The remodeling program was estimated to require several months. As the summer va ation would not be sufficient, the children could be housed on the second floor of the Center building during the remodeling. Center Schoo'-At the present time, approximately one-third of the available space in the building is unused. Two special committees have studied several proposals concerning the utilization of this space. The first of these proposals was to move the administrative staff of the Superintendent into the building. The second proposal was to offer the unused space to the Town Hall, which is sorely in need of additional office space. After an extensive survey, both proposals have been re- jected. The cost of renovating and remodeling to make the vacant space suitable for offices is estimated at approximately $80,000 dollars. The portion of the building occupied is extensively used by the Junior High Industrial Arts and by Adult Education classes. The general con- sensus in rejecting the proposals was that the resulting improvement would not justify the expenditures. In addition, office help, children, and teachers trafficking over identical areas would create unwelcome administrative problems of control. A Town Hall office staff in the building, placing the building under the jurisdiction of more than one department, would increase the burdens of administrative cooperation due to the increase in the diversity of interests.
Classroom Lighting:
A substantial sum of money was provided the Department for the inauguration of a four year classroom lighting program. Through the use of a light meter, all rooms were checked and the darker rooms have already been improved. Foot candles were increased from three to ap- proximately twenty-four. It is assumed that funds will be provided to continue this essential program until the classrooms are completely equipped.
The Elementary Department:
The selection of teachers in the elementary field is seriously hampered by the shortage of new teachers. This year we selected teachers directly from the teachers colleges, limiting selection to those in the upper quarter of the graduating class. These selections have proved to be worthwhile and the new teachers are doing good work in Arlington.
We are continuing our evaluation of curriculum materials, with the trend of coordinating toward high school needs as a general ob- jective. The arithmetic program is to be specifically worked upon in the near future, depending upon the availability of course instruction. At this time, several teachers on all grade levels are taking a course in Methods of Physical Education.
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SUPERINTENDENT OF SCHOOLS
There have been two changes in the report card form. The first is to add the height and weight record to the card. The second change is the inclusion of "subjects needing improvement" and "subjects in which improvement has been made."
The new Pupil Personnel Service Division has added greatly to the functioning of this department. The problems of exceptional chil- dren are quickly and professionally handled, and information is made available to the teacher and parents.
The school-police safety program, now in its third year, functions well. The objectives this year are 1. better coordinated patrols; 2. a better patrol inspection system; 3. improved marking of school zones and crossings. The excellent coordination between the Police and School Departments is a primary factor in the program's success.
We urge rapid improvement in the better lighting program through- out the town. Rooms already renovated show what can be accomplished by using modern lighting and painting. .
New teaching guides in Science, Social Studies, Reading, English, Music and Penmanship have been completed and issued to teachers. These guides were developed by teacher committees representing all grade levels; and teacher selections to this committee were made on the basis of teacher interest in the subject to be reviewed. These com- mittees made comprehensive studies of the needs of Arlington boys and girls and the instructional material which would best serve their needs. The completion of these teaching guides and the continued re- search of the individual teacher committee insures our department a modern effective teaching system.
The coordinating factor in our department is a weekly meeting of all elementary principals with the Superintendent. At these meetings all immediate problems are reviewed and discussed, and in the light of current needs adjustments are made to the teaching program. De- partment heads and Committee chairmen are invited to present their needs and problems to the principals' group. We have found that this regularly planned meeting is an efficient and desirable means of meet- ing school problems.
Progress in Physical Education:
The modern program of physical education in the schools aims primarily to give every pupil wholesome physical activity which will meet the needs, interests, and capacities of every child. The values inherent in the modern physical education program are gradually being recognized by progressive educators today. Physical education through sports, games, rhythmics, aquatics, and gymnastics is educa- tion itself. It is based on a doing or functional philosophy. It exposes the individual to a wide variety of play activities which serves as developmental sources during childhood and youth and as recreational and leisure time pursuits in adutlhood. We in Arlington have tried to develop the program of physical education in our schools around these principles.
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ARLINGTON TOWN REPORT
The scope of our program in correctives is based upon the knowledge of health problems of the sub-physical child, so as to help him to de- velop as normally as possible. Individual exercises based upon the general or specific need of the individual are carried on throughout the program. These exercises may have many functions such as correc- tion of pronated feet and various types of poor postures. Following a period of indvidual physical education conducted by a member of the physical education staff, the pupil is reexamined by the school physi- cian. The frequency of this supervision will depend upon the individual problem involved. The size of the class is kept to a minimum in order to give as much individual attention as possible.
One of the main reasons for the intramural program is to offer each pupil an opportunity to participate in athletics of his own choice. It is the laboratory in which the boy may test out the fundamentals taught in the physical education class. Many a boy who does not possess the skills necessary for playing on a varsity team, does find in intramural sports the realization and desire, if not to excel, at least to do well and win the approval of his group. The thrill of competing. team play, effort needed to win a game, group loyalties, developing in- terests and skills all contribute to make intramurals a most worthwhile experience for later life. There is a need and place for both intramural and inter-scholastic athletics in the physical education program and each one can supplement and create interest in the other to the benefit of both.
The first Senior High girls gym meet to be held in the evening proved so popular with both the girl participants and their parents that another meet was held this year. The competitive spirit built up over a period of years has stimulated the girls to try to attain perfection in their class work as well as in athletics. The Girls' Athletic Associa- tion, a club ever increasing in numbers and popularity, provided the funds for class decorations, individual emblems for participants and costumes for the original skits.
With the completion of the new gymnasium at the Junior High West, the parents were given an opportunity to see the physical educa- tion activities of both boys and girls. The girls' marching and rhythmic exercises received many favorable comments from the spectators. The girls also demonstrated folk dancing, sport skills, stunts and square dancing.
Miss Gallagher does all the corrective work in the nine elementary schools. She takes all pupils selected by Dr. Foye and by Dr. Easter, all pupils who fail the posture tests given in classrooms, and any other pupils on parents' requests. These classes are very satisfactory and the results are good.
Elementary School Health Council:
In order that we might develop a more sound administrative plan coordinating and directing our elementary school health program, a school health council was initiated this school year. Dr. Leslie W. Irwin, Director of Health Education, Boston University was invited to our first meeting to direct and guide the development of the council. The
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SUPERINTENDENT OF SCHOOLS
council is composed of the two school Physicians, Head Nurse, Director of Pupil Personnel Services, eight Elementary School Teachers, two Principals and a Supervisor of Girls and Boys Physical Education.
To date four meetings have been held at which time each depart- ment dealing with some phase of health has presented a program toward improving coordination in our elementary schools.
Medical Department Report:
The full value of health protection and improvement services is never realized unless these opportunities are made a part of stu- dents' learning experience. Attention should be paid to giving students a full understanding of the services provided for them. The new plan for spaced examinations was started this year. Pupils were examined in the first grade, fourth, seventh and tenth grades. Emphasis was placed on poor posture and orthopedic defects. During the month of May, registration and physical examinations were held for pupils entering school for the first time, either in kindergarten or first grade. Special examinations were arranged during the school year for any pupil participating in strenuous physical activities. More time will be available to have parents present at the examinations of elementary school pupils and for the follow-up of all remedial defects. The health examination given in the presence of a parent provides an opportunity for the nurse to learn more about the child and to provide health coun- seling and guidance through the interpretation of the total findings. Parents have the primary responsibility for the health of their children.
There seems to be a great need to help pupils in the care of their teeth. Last year 430 were notified their teeth needed attention. The younger pupils are able to attend the town clinic which is under the direction of the Board of Health. If the pupils do not enter the clinic in the first grade they are not allowed to attend later, unless it is an emergency. The pupils who are enrolled may attend this clinic every year until they are through the fourth grade. Pupils are accompanied by one of the school nurses to the Forsyth Dental Infirmary in Boston where they may have their teeth cleaned. Very few pupils are able to have fillings. As you will see by the yearly report, some pupils had vision retests by the nurse. Six hundred and sixty (660) were found de- fective and eighteen (18) were found to have very poor vision requiring special consideration in their classes. Two eye clinics were held by the nurses to help 48 pupils have their eyes examined and secure glasses. The Division of Pupil Personnel Services:
The recommendations set forth in the Annual Report for 1950 concerning the inclusion of all special services (guidance, attendance, home visits, special classes, remedial work, testing, handicapped pupils) under one supervisor of a Division of Pupil Personnel Services, was implemented with highly satisfactory results.
In both elementary and junior high schools, pupils who present serious emotional, behavior, or learning problems are referred to the Division for special study and recommendations. In the Senior High School these cases are handled within the Guidance Department. The number of cases referred from elementary and junior highs from
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ARLINGTON TOWN REPORT
September to December has already taxed the services of the Division to the extent that a back-log is developing. Unfortunately, the test- ing and study of these maladjusted pupils is a slow process and any type of therapy is time-consuming. However, the progress and results to date seem to more than justify the time and effort involved.
Within the junior high shools human relation classes have been set up in grades seven and eight covering such topics as personality growth, how personality traits develop, meeting people, aids in con- centration and so on. The ninth grade guidance continues to involve a comprehensive achievement and aptitude testing program, the re- sults of which are made known to parents and pupils on an individual profile chart and are explained at a ninth grade evening meeting in March. In High School the major portion of the counselors' time is spent in individual interviews with each pupil to insure proper academic placement and to discuss future plans as well as any immediate school, social, or personal problems which the pupil may bring up. The evalu- ation of this counseling is determined each year from the follow-up study of the graduates. During the present school year there was a one year follow-up of the Class of 1951 and a six year follow-up of the Class of 1945. The statistical analysis of the 100% follow-up of the Class of 1951 has been computed and it is encouraging to note that the number of students seeking higher education after high school ha's increased despite the open labor market. A careful analysis has been made of pupils who graduated in 1951 from the general course. Actually, this represents 27.3 percent of the group who graduated that year. About one-quarter went on to other schools (business, technical, pre- paratory or junior colleges) and more than half went into factory work, truck driving, general office work, retail sales, shipping, stock work, and the New England Telephone and Telegraph Company as operators. The administration is now engaged in the problem of how it can im- prove its curriculum for this segment of our school population. The 40.6 percent who graduated from the college preparatory curriculum and the 32.1 percent who graduated from the business curriculum seem to have made a satisfactory adjustment for the most part and their needs would seem to have been met from counseling and course of instruction which they pursued. In our six year follow-up information on as many as 82 percent of the Class of 1945 was obtained. Of those who were located it is interesting to note:
17% graduated succesfully from a four year college
21% graduated successfully from a business or technical school
58% of the boys served, or are now serving, in the Armed Forces 44% of the girls are now married and 34 of those are still working 57% of the girls worked, or are now working as typists, stenogra- phers, bookkeepers, machine operators and general office workers.
18 graduates received degrees beyond their bachelors'
18 girls entered the teaching profession
18 boys became salesmen
12 boys sought employment in banks and insurance companies
11 boys entered trades
11 girls became nurses
10 boys became engineers
7 boys became accountants
2 boys each entered law, journalism, architecture
(Because of limited space, we are unable to reproduce the entire tabulation here, but it is available upon request).
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Of particular concern were six graduates of the Class of 1945 whose economic and social adjustments were not too satisfactory. It is from the mistakes and difficulties of these pupils that we are able to learn how we may help subsequent graduates avoid such pitfalls.
It was extremely gratifying to find the small amount of job turn- overs among those who were placed on jobs by the Guidance Depart- ment. In extremely few cases was it found that graduates changed companies or firms more than three times over the six year period they were out of school. In most cases our pupils seemed to remain and advance with the same companies in which they were placed. During the past calendar year the Guidance Department has placed a total of 499 boys and girls at one time or another on part-time or full-time jobs. Job placement also continues during the summer months. The fifth annual survey of employers of the graduating class of 1951 was completed in September. The results indicate that graduates as a group have satisfactory skills and employers appreciate the opportunity to discuss with us methods of improving the preparation of these pupils for employment. Letters from employers are kept in bound copies and are available for inspection.
Throughout the year the Guidance Department conducts a series of panel discussions for interested pupils, with the assistance of outside speakers. Following are the areas included:
Preparing for Education Beyond High School Planning for the Future Jobs for High School Students What It Is Like To Work In A Profession What High School Seniors Should Know About Unions Working for the Government Opportunities in Nursing, Engineering, Retailing and Office Work The Current Employment Market and Jobs for the Summer
Speakers from the New England Telephone and Telegraph Company, Dewey and Almy Chemical Company, New England Mutual Life In- surance Company, Franklin Technical Institute, Tufts, Boston College, Harvard, Wheaton, and Northeastern University are only a few of those who have generously given of their time to participate in these discussions and answer questions.
The Arlington Summer Institute was conducted once again by the Division of Pupil Personnel Services for a six week period during July and August with funds made available by Mrs. Ruth Hornblower Greenough. In addition to the Theatre, Crafts, Music, Art and Creative Writing activities, a new group in Sculpturing was added. From the testimonials received there is little doubt now about the benefits gained by our pupils who have participated in these creative activities. Private support for this program cannot continue indefinitely and it is recommended that the School Department give serious consideration toward the support of a Summer Institute.
Two research projects, which are closely related, are now being carried on by the Division of Pupil Personnel Services. One concerns pupils who drop out of school before they graduate and the second concerns pupils whose needs do not seem to be met within our present
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ARLINGTON TOWN REPORT
school curriculum. Actually these are problems which public education all over the United States is facing, but within our own community it affects a small minority of our entire school population. Of particular concern is the pupil of very limited academic or mechanical ability, who is a very slow learner, who seems totally unconcerned about his or her future vocational plans, and in whom we have been unable to arouse a spark of interest in anything. If allowed to do so, this pupil usually would drop out of school at the age of 16 but most have been persuaded by us to remain for whatever the school experience had to offer them. However, it should not be unreasonable for us to expect to accomplish more with this type of pupil than has been done in the past.
From the Junior High School Principals:
The corrective program in Physical Education now provides proper corrective exercises taught by trained teachers to such pupils as are selected by the school physician. The school physician prescribes the exercises. Special equipment has been constructed in the school shops at cost of materials. This equipment has been designed by Mr. Russell Peterson, who deserves credit for the initiation of this progressive practical program for promoting health. In addition, under his leader- ship a game program is available to every boy interested in sports for after school hours. Participation, especially in basketball, has far exceeded anticipations.
Art teachers have extended the work of the classroom to the pro- vision of attractive seasonal decorations for their respective buildings. This gives practical application and enriched opportunity in Art to the pupils while making the school environment a more pleasant one for all.
Junior High Industrial Arts School:
A course, similar to that of former years, has been followed to prepare the non-academic pupil for future living in the community. There are many menaces to "right living" surrounding children of today. We have tried to counteract these menaces contributing to de- linquency by improving our school program. This year's program has been more extensive and intensive toward a goal of the highest existent standards of living. Much individual work has been done requiring ingenuity on the part of teachers, for latent interest must be aroused in the atypical child if he is to meet the problems confronting him. Only alert inventive minds can provide impressive, persuasive solutions to the problems of these pupils. In this way the basic qualities of good citizenship can be instilled in the minds of our boys and girls. Decisive, persistent, patient teachers are successful. Special emphasis is laid upon choice of companions, use of leisure time, and self-improvement through gainful and healthful occupation. Different methods of ap- proach must be employed but the "Junior Citizens' Club" (entire school -both teachers and pupils) continues to be the controlling element and most powerful ruling influence for the success of the school. "Growth" in all worthwhile ways has been stressed. Thus we aim to teach boys and girls to grow in character, to gain from doing right, and to live as good citizens.
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