USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1952 > Part 20
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25
Arlington Evening Practical Arts
2,577.
4,808.
Vocational Tuition
1,672.
1,950.
Americanization Program
232.
328.
Tuition & Transportation - State Wards
6,508.
5,243.
School Construction Claims for State Aid
43,648.
43,648.
237,479.
$251,699.
Respectfully submitted,
(Signed) JOHN H. ALLISON, Chairman
291
SUPERINTENDENT OF SCHOOLS
ANNUAL REPORT OF THE SUPERINTENDENT OF SCHOOLS FOR THE YEAR 1952
To the School Committee of Arlington
Ladies and Gentlemen:
It is my privilege to submit for your consideration the following re- port of the schools for the year 1952. I am including in my report ex- cerpts from the annual reports submitted to me by various principals, supervisors and committees.
REPORT TO COMMITTEE ON ADVANCED PROGRAMMING AND BUDGETING
Each year the School Committee has reported to the Committee on Advanced Programming and Budgeting its estimated future capital expenditures over a six year period. By enlarging on this report the townspeople will be informed as to our future school housing needs. The report of the School Committee is based on our enrollment figures and on the growth of housing throughout the town. We have been anticipating an increase in enrollment in the lower grades of the ele- mentary schools for several years and this increase has become evident this year.
High School (Including Vocational School)
Jr. Highs
Elementary
Kindergarten Total
1951
1310
1231
(grades 1-6) 2880 2969
621
6042
1952
1272
1234
751
6226
In 1953 the report calls for the construction of a replacement of the present eighty year old Russell building. The plan also calls for the erection of a four room addition to the Bishop School. The tre- mendous growth in the Bishop area has filled the school beyond its capacity. The school library is now being used for a classroom and at least one, if not two, classrooms must be maintained in the assembly hall by next September.
Although the Six Year Program does not call for the erection of a school in the upper Ridge Street area until 1955, it is evident from the tremendous housing growth that serious consideration must be given immediately to the construction of a building situated somewhere be- tween the Ridge-Winchester Street area and the present Pheasant Avenue property. In view of the fact that the Pheasant Avenue lot is still owned by the Town, it may be desirable to construct a building there, although this area is slightly off center in comparing the dist- ances between the Cutter, Peirce and Bishop Schools.
Growth in the Appleton Street area has extended to the point where both the Locke and Brackett Schools are filled to capacity. It is the intention of the School Committee to take some land adjacent
292
ARLINGTON TOWN REPORT
to the Florence Avenue playground to provide for the erection of a modern elementary school on that site. This actually is needed in 1953, but should be a must in 1954.
In 1954 the Program calls for an extensive study of the Senior High School plant with the view of constructing a substantial addition by 1956 or 1957. The lot line must be extended by land-takings before that time. Additions to the Parmenter, Crosby and Junior High School West are included in the plans for 1954.
In 1955 it is apparent that an addition will have to be made to the Junior High School East. Consideration has also been given to an additional Junior High School building by 1958 or 1959 in the upper Ridge Street area.
DIVISION OF PUPIL PERSONNEL SERVICES
The Division of Pupil Personnel Services is concerned with-
1. Educational and Vocational Guidance of each pupil including post school planning and job placement. This is centered largely in the High School.
2. Group guidance with pupils in the Junior High Schools.
3. Study and therapy with pupils from Kindergarten through Grade Twelve who fail to make satisfactory academic and social adjustments, or who may be emotional problems.
4. Psychological testing throughout the school system.
5. Chronic school attendance problems.
6. Handicapped and special class pupils.
7. Homebound pupils who may profit from a visiting teacher.
8. Remedial work throughout the Elementary grades.
9. Mental Health and human relations instruction in Elementary and Junior High Schools.
10. Pupil Accounting (census) as required by State Law.
The work carried on by the High School Guidance Department has been described in previous Annual Reports. However, it is constantly necessary to evaluate the counseling which takes place in order to make certain that the results of the guidance work is effective. One of the most satisfactory procedures for evaluating this work is through follow-up studies in terms of how these pupils adjust to school and employment after they graduate from High School. For this reason a one year and a six year follow-up is made of each graduating class.
Of the graduates of the Class of 1952, 51% continued their edu- cation in colleges or other schools and 44% went to work. Approxi- mately 5% enlisted in the Armed Forces. It is significant to note that a good proportion of those who are working are also engaged in part-time formal education. About 2 out of every 10 pupils in the business course have gone on to business colleges and about 1 out of every 10 pupils in the college course has gone into employment.
Although it might be regarded as questionable guidance to have
293
SUPERINTENDENT OF SCHOOLS
pupils from the college course going into employment, actually these situations arise from changes in family situations and plans, or changes in the vocational objectives of the pupils. In any event, the propor- tion of such cases is small.
About 19% of the class graduated from the general course and of this group a little more than half went into such employment as stock clerks, shipping clerks, office messengers, and semi-skilled industrial employment. More than a quarter of the general course group are now attending technical, business and preparatory schools. A little less than a quarter of the group enlisted in the Armed Forces. From what has been revealed so far on this one year follow-up, it is our feeling that this general course group so far has made a satisfactory adjustment and that the proportion of graduates in this group who are still floundering around is very small. But, we also feel that the course content in this curriculum should be constantly re-examined in order to present as interesting and useful material for such pupils as can be provided.
An analysis of the progress in school of this class of 1952 reveals that 38% began with the college course in Junior High School and continued with it through graduation.
36% began with the business course in Junior High School and continued with it through graduation.
6% began with the general course in Junior High School and continued with it through graduation.
This indicates that eight out of every ten pupils in this class made their course selections in Junior High School on the basis of the coun- seling, testing, and parent conferences and followed through on these courses to graduation.
The guidance efforts were not as successful with:
7% who were unable or unwilling to do the work of the college course and changed to the business or general courses.
4% who were unable to do the work of the business course and changed to the general course.
9% who made changes to and from the several curricula because of changes in their vocational or educational goals.
The reasons for pupil failure in school subjects is a constant source of concern to the Administration and the Guidance Department. Ab- sence from school and tardiness are very closely associated with sub- ject failure. The importance of good school attendance is also recog- nized by industry for it is the first and most common question among prospective employers of our High School graduates. Another common reason for subject failure is lack of interest in the particular subject; the least common reason is lack of ability. One of the major functions of counseling is to keep pupils from getting in "over their heads", but this occasionally does happen because of pupil or parental insistance that, despite all the evidence against it, the pupil be allowed to try a particular course or subject.
294
ARLINGTON TOWN REPORT
About 80% of the graduates of the Class of 1952 were placed on jobs by the High School Guidance Department. A follow-up with these employers has just been completed to determine how well our graduates are doing and to find out from employers in what way our training program can be improved. A number of excellent suggestions were made and these were turned over to the High School administra- tion. Some of the general comments were so flattering we have taken to liberty to include them in this report. The original letters are on file in the Guidance Office and are available for inspection.
American Mutual Liability Insurance Company-For many years we have had a number of fine girls from the Arlington High School and we would like to have a great many more.
Boston Herald-We were interested in your annual survey and be- lieve you are to be congratulated on having such an active Guid- ance Department.
Cambridge Savings Bank-We appreciate your interest in following the careers of your alumni.
Christian Science Publishing Society-We appreciate the fine train- ing Mr. K. received in the Arlington High School which shows in his application to his work and in his cooperative attitude.
Dewey and Almy Chemical Company-You must be aware that I have always enjoyed my association with your Guidance Depart- ment and our repeated requests for its assistance in our recruit- ing only emphasize the point. I would like to take this opportunity to thank you for the help which you have given us in the past.
Federal Reserve Bank of Boston-Our experience with Arlington Graduates has always been very good and I can offer no sugges- tions for improving the excellent services we have had from your Guidance Department.
First National Bank of Boston-We are very pleased to have R. on our staff and if you have any others like him we shall be very glad to discuss employment opportunities with them.
Frost Insecticide Company-The girls we have been getting from the Arlington High School, over a long period of time, have been of very high type.
General Electric Compny of Lynn-I know of no other school that follows through in such a fine way as does Arlington. Based on your survey and your follow-up of each of your graduates who are in industry, I, too, can only feel that you should be very helpful not only to the student but to industry as well. I hope that other schools will follow in your footsteps.
John Hancock Mutual Life Insurance Company-We have found that your graduates have worked out very satisfactorily in our or- ganization. Certainly you have done a fine job in evaluating the students for placement in the John Hancock.
295
SUPERINTENDENT OF SCHOOLS
Harvard University-Briefly, Harvard's experience has been that the training is good. We only wish that you produced a greater quan- tity of your product.
Hathaway Bakeries, Inc .- Both girls have worked out very well. Thanks again for your usual fine cooperation in getting us valuable employees.
Massachusetts Institute of Technology-Miss R. is considered to be outstanding. We would be more than happy if you could send us more girls of her calibre. In at least one department, whenever there is a need for someone, they always ask that we check with Arlington High before calling other schools.
Negea Service Corporation-It is our opinion that the girls obtained through Arlington High are very desirable.
New England Telephone and Telegraph Company-We find Arling- ton one of the most cooperative schools with which to deal.
O'Brien Russell Company-If you turn out pupils like this one, we do not think you could improve your services to anyone.
Polaroid Corporation-We feel that your sincere interest in attempt- ing to help your pupils in every way is a worthy service.
John H. Pray and Sons-We find the technical and scholastic achievements of your students to be excellent and it has been a pleasure working with them.
Recording and Statistical Corporation-I would also like to say that of all the high schools which have given us employees, the Arling- ton High School is the only one with enough interest and acumen to follow-up with a survey of its training and placement results. United States Trucking Corporation-Miss M. is a credit to the training program of Arlington High School. Your interest in, and concern for your pupils is worthy of commendation and we are glad of the opportunity to endorse heartily your program of guidance.
The results of the six year follow-up made with the graduating class of 1946 revealed that more than one quarter of the boys continued their education beyond the level they had anticipated because of the availability of the G.I. Bill. Where 42% had gone into higher educa- tion in 1946-47, 54% of the class are now graduates from colleges or technical schools. About 45% of the boys in this class served in the Armed Forces. Space does not permit the listing of occupations in which members of the class are now engaged, but the range covers highly skilled professional workers to factory and unskilled labor with a predominance of office and business positions. This would seem to justify the prominent position given the business curriculum in the High School course of studies. The large number of graduates engaged in mechanical and trade work indicates the importance of the Voca-
296
ARLINGTON TOWN REPORT
tional School in the training of Arlington pupils for their future occupations.
Throughout the year the Guidance Department has continued to conduct series of vocational conferences for different groups of High School pupils. During the present school year the following topics have been covered:
Your High School Record - Does It Count? Preparation for College Employment Opportunities for Arlington Graduates Careers for Men and Women in Chemistry and Physics Careers in Music and Allied Fields Techniques of Job-Seeking
With the appointment of a Reading Consultant this year for the Elementary Schools some significant changes have been made in the reading program. During the past fall reading readiness tests were given to all first grade pupils. It is generally recognized by reading experts that one major cause of failure in beginning reading is the introduction of the child to a formal program of reading instruction before he is sufficiently matured in the functions that are essential to his success in reading. These tests provided the first grade teacher with evidence of the range of maturity of her pupils and indicated their particular learning problems. If we are to insure greater success with our pupils in reading, more emphasis must be given to reading readiness. Through our Reading Consultant, facilities are now available whereby pupils with reading difficulties may be examined individually, and diagnoses and appropriate remedial suggestions are made to the teachers. A follow-up of these cases is maintained by the Reading Consultant.
Plans are now underway to have a systematic testing of reading each fall at the opening of school for each grade. This type of testing would aid in determining the range of individual differences within each grade and would enable the teacher to instruct each child on the basis of his or her needs and capacities. In this way each teacher would know on what level of achievement to begin her work regardless of the actual grade in which the student was enrolled. This procedure should aid considerably in alleviating a number of the type of reading problems we are meeting in our schools now.
Home instruction has been provided for 27 children who were handicapped for a period of two months or more during the past cal- endar year so that they would not fall behind in their school work. During this same period there were 269 home visits made for inter- views with parents of children who were having difficulty making satis- factory adjustments in school. A number of these involved school attendance problems.
An important innovation in the Pupil Personnel Services program has been the human relations or mental health units conducted for all pupils in the Junior High Schools one period each week and in the 4th, 5th and 6th grades in the Elementary Schools. It is hoped that next year we shall be able to bring our mental health program into the
297
SUPERINTENDENT OF SCHOOLS
3rd, 2nd and 1st grades. This is a partial solution to the following problem presented by these statistics which the New York Committee on Mental Hygiene compiled. "Out of every hundred school children in the United States, failure to reach emotional maturity will blight the lives of thirteen; eight will be shattered by emotional breakdowns; four will end up in mental hospitals; one will turn to crime."
Every attempt is made to discover pupils who present symptoms of emotional disturbances and where it seems feasible therapy is attempt- ed by the staff of the Division with permission of parents. In extreme cases referrals are made to appropriate agencies. An arrangement has been made whereby assistance is obtained from the psychiatric staff of the Metropolitan State Hospital with pupils who receive therapy in the schools. Although this procedure is not too satisfactory, it serves a very important function until such time as more comprehensive psychiatric services may be made available to our children.
SUMMER INSTITUTE
For experimental purposes the emphasis of the Institute during the summer of 1952 was changed from purely creative activities to motivation of reading. A workshop for training of five of our teach- ers in remedial reading techniques was set up and provided for the opportunity to assist thirty-five selected Elementary School pupils who needed help. A project with one of the Little League teams in reading motivation was also undertaken as part of this program. A group of boys, by making use of books and library facilities, constructed weather predicting instruments under the supervision of a Massachu- setts Institute of Technology professor. The Theatre Group did some research in dramatic production and presented a series of one act plays at a public performance. A Nature Study Group made a series of field trips in their study of insects, animals and plants, as well as making use of available literature at the age level of the group. Crafts, which attracted the largest group, experimented with techniques of having pupils read up on the projects which they were interested in constructing, and on reporting upon them to the group.
A preliminary survey with those enrolled in the Summer Institute has revealed that there is some definite carry-over with Elementary School pupils in the motivation of reading when it can be stimulated by their particular interests. It is hoped that this experiment may be continued along these same lines because of the important implica- tions which may be revealed in the motivation of reading. Already the program of this Institute has received national recognition from read- ing specialists and educators.
THE SENIOR HIGH SCHOOL
The school plant has been improved in each of the past few years. Redecorating, fluorescent lighting and surfacing the parking area are in progress with part being done each year. The redecorating is nearly completed throughout the school. It has improved morale and given the pupils pride in their school. We feel that the townspeople can now be proud of the appearance of our forty year old school, even though
298
ARLINGTON TOWN REPORT
some of its facilities are inadequate for a modern school program. The fluorescent lighting helps immeasurably. We feel that there is a cor- relation between the paving of the parking area and the decrease in the number of windows broken by stones at night as well as improving the cleanliness of the building.
The Vocational High School added a teacher and requested another room half-time. Its classes now use three shops and four classrooms full time and another room on alternate weeks. Their current en- rollment is 124. They used three classrooms on the first floor of the new building where all the other rooms are needed by the Home Eco- nomics Department. Their shops and one classroom are on the base- ment level. The fifth classroom is on the second floor. Their time schedule differs from the regular High School and difficulties arise when the two schools use adjoining rooms. A temporary solution could be made by taking over the space now used by the Main- tenance Department. This would not solve the problems caused by the present location of the machine shop and the dispersed location of the various units. The permanent solution is to have a separate building for Vocational High School.
Each year we try to improve the curriculum, both by change in subjects which we offer and in the content of the subjects, to better serve our pupils and the society which supports the school. There are valuable subjects which we might add, but subjects required to meet pupils' objectives leave little time for them. About thirty per cent of our pupils enter four-year degree-granting colleges. Four or five of the subjects that they take each year are established by college re- quirements. Forty percent of our pupils choose vocational training for commercial work. The knowledge required to make them vocation- ally competent determines most of their subjects. Many of them pre- fer to repeat skill subjects, or to add commercial work instead of work of more cultural or homemaking emphasis. The Guidance Counsellors try to help pupils to choose programs best suited to their needs as in- dividuals, but a free choice of subjects is restricted, except in the general course.
Courses accordingly compete with each other for enrollment. Changes occur for causes beyond mere decrease in school population. Home Management has dropped to one division although it is planned specifically to prepare girls for the home life that will come to most of them. The enrollment in foreign languages steadily decreases as colleges allow other subjects as substitutes for their former language requirements. Music Harmony and Appreciation did not enroll enough pupils to justify its continuance this year, but we hope that it will in- crease for next year. Salesmanship and Consumer Education, which seems to be well taught and to have many direct contacts with the community, still enrolls only enough for one division and its pupils come almost entirely from the general course. We would like to offer a third year of Foods but there is insufficient enrollment.
Last year we arranged a series of assemblies for all boys of draft age as preparation for military service, and taught a special unit in our social studies classes to give them the background of our present international situation with special reference to its effects on their
299
SUPERINTENDENT OF SCHOOLS
individual lives in the near future. We seem to be pioneering in such work in this area. We now hope to improve the program by combining the assembly approach with some small group instruction given by men teachers who have had military experience.
Driver Education and Training is divided into two distinct parts- classroom instruction called Driver Education and behind-the-wheel practice called Driver Training. All eleventh and twelfth grade pupils are urged to take the classroom work. It requires about 25 class peri- ods. It is offered during the winter term when driving conditions are bad. Pupils who complete the course and earn a grade of 80% or higher on an examination approved by the Registry are excused for a year from the mental part of their examination for an operator's li- cense. This year 225 pupils started the work; 207 passed with grades of 80% or higher. Driver Education is a prerequisite for Driver Train- ing. Pupils are taken in groups of three every period for Driver Train- ing. About 30 periods of 45 minutes are needed to train a group of three for their operator's examination. This year one teacher gave full time to the program so that he had six groups of three as classes every day. In addition two teachers alternated in teaching after two- thirty, taking a group of three for two hours every other day. They instructed 128 pupils of whom 122 received licenses. 98 were taught during the school day; 30 in the afternoons. The Registry Inspector said that 75 is considered a good number for a school to train in one year with one car. The program is much more concerned with creat- ing attitudes of responsibility and safety among our young drivers than in merely training pupils to drive. The Registry of Motor Vehicles is conducting a long-term survey of the number of accidents involving drivers who have had the training in the school program; preliminary results fully justify the costs of the Driver Education Program in com- parison with others in their age group.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.