USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1920 > Part 9
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REPORT OF THE SCHOOL COMMITTEE, 1920
TO THE CITIZENS OF READING:
The School Committee in conformity to custom submits the fol- lowing report for the year ending December 31, 1920. Attention to the Superintendent's report together with the financial and other re- ports is earnestly solicited.
The past year has been a trying year for the schools and the ef- fects of the disturbance of the "world war" are manifest in many ways. The general progress of the cause of education has been ser- iously retarded during the past four years. The Commonwealth of Massachusetts cannot afford in any way to lessen her efforts to in- crease the extent and efficiency of her public school education. Massa- chusetts is one of the most prosperous manufacturing states in the Union, notwithstanding the many disadvantages under which the work is accomplished. Several years ago, one of her able governors, who, by the way, was a very successful business man, declared that the one great agency in the successful career of the State was her profound interest in education. The present governor, in his able address at the opening of the Legislature in January 1921, empha- sized the importance of the educational work of the State. I take the liberty of making a liberal extract from his address.
"To a peculiar extent the economic as well as the political and social welfare of the Commonwealth depends upon education. While it has no deposits of precious ore, of coal or iron; while it has no vast fertile prairies and no boundless tracts of untouched timber; while, in fact, Massachusetts is not rich in a reserve of natural re- sources, yet it has been a part of the fundamental belief of our peo- ple that we can compete successfully with any other people, pro- vided that we maintain an aggressive program of education by means of which we may develop our human resources to the full. In the period of reconstruction through which the country as a whole is passing, the greatest care must be taken to prevent any retardation of our educational program in comparison with that of other sections of the country. Throughout the land there is an awakened and widespread interest in the development of more efficient institutions of education. From the point of view of her material prosperity,, as well as from the larger consideration of her duty in the development. of American citizenship, Massachusetts must not sacrifice her educa- tional leadership.
The Special Commission on Teachers' Salaries made a report in August last which merits your thorough study. The compensation
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of the public employees of Massachusetts has been generally increased in the past two years, and in practically all departments is now at least the equivalent of that paid to those in similar lines of private employment. But this is not true of teachers. I cannot bring myself to believe that teachers have received altogether just treatment. We cannot afford to deal other than justly with them. Teachers in our schools today are called upon to do for children some of the things which parents in other days were glad to accept as their own duty to do. Teachers in our schools have it within their power to instill in the hearts of children a love of America and American institutions which will never grow cold. It has seemed to me that many of our well-intentioned efforts to teach Americanism have failed, and more and more we must look to the children of parents of foreign-birth as the instruments for breaking down family prejudices and distrust and winning respect and loyalty for America. We must reach them in the schools. The citizens of tomorrow are entitled to the best edu- cational advantages we can give. In a system of good schools taught by competent teachers of character and devotion we have assurance that the Nation may have able and upright leaders in the future. The salaries of teachers in the public schools must be increased suf- ficiently to attract into the teaching profession capable young men and women, to retain efficient teachers now in service, and, in the words of the commission, 'to enable all teachers to provide from sal- ary earnings the necessaries of life, and savings and insurance against disability and old age, as well as to make those investments that result in continued growth in professional efficiency."
The School Committee has considered very carefully the urgent needs of the schools and especially those relating to the salaries of teachers. We have endeavored to ascertain the amounts paid to teachers in other towns of about the same size and valuation as Reading. If we are to keep the teachers we now employ, it will be necessary to make the salaries about equal to those paid by other towns of similar size. The advances we have asked for are based on that calculation. We have reduced the amounts for repairs and books and other overhead expenses to the lowest limit consistent with true economy.
I wish to call particular attention to the excellent showing made by our Agricultural Department. The total amount of earnings from project profits has steadily increased during the past four years. 1917, $4,780.64; 1918, $5,036.25; 1919, $5,311.17; 1920, $8,502.98. The increase for 1920 is very remarkable, being over sixty percent more than in 1919. There are other evidences of the successful function- ing of this department. Recently, a former pupil from a neighbor- ing town purchased and is now operating a farm on West Street in Reading. Another pupil from another town owns and operates an extensive greenhouse in Reading. A survey of the occupations of
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former pupils shows that a large percentage are engaged in agricul- ture as their chief business, while a large number of others are carry- ing it on as a side line. Under the present arrangement the state reimburses the town one-half the total cost of agriculture, including one-tenth of the overhead maintenance of the High School plant. The cost is still further reduced by onehalf the amount of tuition received from pupils from outside of Reading and by the- amount of the Smith-Hughes fund received from the United States Department of Agriculture.
The terms of Mr. Arthur N. Mansfield and Mrs. Elizabeth H. Brown expire in February, 1921. These two vacancies are to be filled by election at the annual town meeting.
WALTER S. PARKER, Ch'm'n, ELIZABETH H. BROWN, RUTH A. LUMSDEN, ARTHUR N. MANSFIELD, JESSE W. MORTON, LEONE F. QUIMBY,
School Committee of Reading.
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REPORT OF SUPERINTENDENT OF SCHOOLS, 1920
To the Honorable, the School Committee of the Town of Reading, Massachusetts :
I beg leave to present for your consideration the following report of the Superintendent of Schools for the year nineteen hundred twenty. This is the twenty-seventh annual report from this of- fice, the eighth report made to you by the present incumbent.
THE PRESENT CRISIS
This year has been a critical one generally in education through- out the United States, and in Reading it has presented to a greater or less degree the same problems as elsewhere. The shortage of teachers, the steadily failing sources of supply of teachers in the in- stitutions for teacher-training, the unrest and loss of morale in the teaching force now at work, the greatly increased cost of books, sup- plies, repairs, transportation of pupils and other overhead expenses. the almost prohibitive cost of new buildings and other permanent im- provements have all conspired to create a situation unprecedented in school administration in recent years. Fortunately thus far the
Reading schools have not been greatly disturbed by these adverse conditions, but serious consequences might easily result if the citi- zens and voters should waver in their faith in their schools and the necessity of holding them up to past standards and improving them where possible to meet the new needs of the present social, in- dustrial, and political readjustment of the world.
The question is sometimes asked, "Can we afford to spend so much for education?" Mr. W. Trotter sums up an extended discussion of "The Instability of Civilization" with this conclusion, "The only way in which society can be made safe from disruption or decay is by the intervention of the conscious and instructed intellect as a factor among the forces ruling its development." Mr. H. G. Wells in "The Outline of History" says, "The essential factor in the organization of a living state, the world is coming to realize, is the organization of an education." These observations obviously suggest an alternative question, "Can we afford not to spend on education any sum necessary for the highest development of our social, political, and industrial life?" More than ever before Massachusetts is dependent upon edu- cation to enable her industries to prosper in competition with states having greater natural resources. More than ever before the foun- dations of our liberties embodied in American institutions are threat-
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ened by disruptive bolshevistic forces. More than ever before is there need of integrating the moral forces of all individuals in the community in order that there may be unity in social action directed by a complete moral homogeneity. It is time to force forward, hold fast to our ideals and not yield to tendencies toward regression, even if the financial burdens temporarily entail some sacrifices in certain matters less essential to our future welfare.
RESUME OF THE YEAR
The most important event of the year was the passing of the annual budget providing for increases in salaries, for several addi- tional teachers, for an "Opportunity-room" for pupils requiring a regime different from that of the regular classes, and for a teacher to visit all schools below the High School, investigate the causes of failure of pupils, make adjustments in their programs, give indi- vidual help, and conduct standard tests for the purpose of afford- ing accurate measures of the results obtained in comparison with those obtained elsewhere.
TEACHERS
The flat increase of three hundred dollars in salaries for regu. lar teachers and twenty per cent for principals and special teachers went into effect as of Jan. 1, 1920. It had to be done to keep the teachers on the job. While there were several changes in the corps during the year, the number was not excessive. The teachers were apparently satisfied with the amount granted, regarding it as a sub- stantial step towards the higher maximum salaries which they hope to obtain eventually. However, in filling vacancies that occurred, it was found necessary in most cases to pay new teachers for grades below the High School the maximum salaries paid the older ones al- ready in the service. While this created some dissatisfaction, it was unavoidable and served to show that the maximum salaries paid last year in the Elementary and Junior High schools were about one hun- dred fifty dollars less than the prevailing amounts obtained by the class of teachers required in Reading. The teachers of the Elemen- tary, Junior High, and Senior High schools have presented requests for the establishment of regular schedules with the minimum initial salaries and annual increases until a maximum is reached. These requests propose an annual advancement of the present maximum for several years. It has not seemed feasible in view of the present unsettled conditions to attempt to make definite recommendations be- yond provisions for salaries for the year nineteen tyenty-one, for which I would recommend the following schedule: Elementary School, two years of Normal School preparation or equivalent, minimum sal- ary $1,000; maximum, $1,400. Junior High School, three years of Normal School preparation or equivalent, minimum, $1,100; maxi- mum, $1,500. Senior High School, four years Normal School or Col-
:
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lege preparation or an equivalent, minimum, $1,300, maximum, $1,800. Annual increases in all classes, $100.
Experience elsewhere counts the same as in Reading, less one year. Each year completed satisfactorily in Normal School or Col- lege in excess of the amounts specified above in each class may be counted equivalent to a year's experience in teaching in Reading. Similar credits may be allowed for approved summer courses or af- ternoon, Saturday, or evening Normal or University Extension courses, according to length and character of the courses, and the amount of work accomplished, as determined by the Superintendent of Schools or the School Committee. If conditions in the future should warrant further increase of the maximums, it is suggested that the foregoing schedule be extended by continuing the annual increases for a greater number of years.
HEALTH PROGRAM
Material progress has been made the past year in the develop- ment of a health program for Reading schools. Hygiene has been taught all pupils in the Elementary schools for many years. Since the inception of the Junior High School, Hygiene has been taught and a full period has been devoted each day to physical training, un- der the instruction of a graduate of the Sargent School of Physical Education. This instructor, Miss Lengyel, has given some time to supervising the work in physical training in the Elementary schools and, in nineteen hundred nineteen, introduced the children's organi- zation called "Health Crusaders." Scales for weighing have been provided for all the schools and weights of pupils are put on the report cards. Pupils found to be underweight are advised about their diet. In the Junior High School a hot lunch is provided to supple- ment sandwiches brought from home. Milk is on sale. Several lec- tures, some of them illustrated by lantern slides, have been given in the High School and Junior High School on subjects relating to diet, and particular stress has been laid by lectures and printed matter on the value of milk.
In the Senior High School, although Physiology and Hygiene have been offered as elective for many years, Hygiene was made a required subject for all pupils for the first time this year. It is given in the Freshman year. Boys and girls are in separate classes with a teacher of their own sex. A half-year is devoted to Hygiene; the other half-year is given to Community Civics. The same teachers- who give the instruction in Hygiene have the classes in Physical Training. Each pupil in the school is expected to devote two per- iods a week to physical training. It would be given daily, as in the Junior High School, but the teaching staff is not large enough to provide teachers for daily exercise for each pupil at present.
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The appropriation for a School Nurse, requested by the School Committee last year, was not granted, but, fortunately, the Red Cross, assisted by the Anti-Tuberculosis Society through the Christ- mas Seal Fund, came forward and provided a Public Health Nurse to work in the schools of Reading and North Reading beginning in October 1920. A large amount of important work has been ac- complished. In addition to the regular inspection of children by the School Physician with whom the School Nurse co-operates, there has been an immense amount of fellow-up work dealing with teeth, ton- sils, defective vision, and many other matters.
As the Red Cross is not expected to continue this work indefinite- ly, it is important that a sum should be provided in the budget for carrying on this work after the close of this school year.
Under this topic "Health Program" I ought not to omit to men- tion the "Home Making School" carried on in the Grouard House. Food, clothing, and cleanliness are being constantly dealt with in the most practical manner in this department. The matter of Athletics in Junior and Senior High Schools for both boys and girls should also be mentioned as a feature of our Health Program.
THE OPPORTUNITY-ROOM
The legislature of 1919-20 passed a law requiring cities and towns to provide special classes for pupils retarded three years or more in their school course, provided ten or more pupils could be found. This law was the immediate cause of organizing this room, but, in carrying out the project, plans were made for providing for any child below the fifth grade who needed individual treatment. It is called an "Opportunity" room because it affords an opportunity to study the child's needs and deal with them individually. The re- tardation of pupils may be due to different causes of which lack of ability is only one. Dr. Wallin, an expert psychologist, estimates that not more than two per cent of backward children have been re- tarded because of feeble-mindedness. It is therefore the aim of the teacher of the "Opportunity-Room" to restore to the regular classes as many as possible of her pupils. In this she has been to a con- siderable degree successful. Besides enabling these pupils to sur- mount their difficulties and procure an education, the Opportunity- Room saves money by reducing the number of years repeated. Dr. Ayres' well known studies on "Laggards in our Schools," shows con- clusively the enormous cost in money as well as time occasioned by the large number of repeaters.
STANDARDS AND ADJUSTMENTS
The educational standards of the past have been by far too great a degree matters of impression or mere opinions. Until recently there were no standards of measurement or technique of evaluating re-
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sults in comparison with other similar educational efforts. It is now possible to determine with scientific accuracy the relative efficiency of two classes-for example, in fourth grade arithmetic, or to com- pare the fourth grades of one town with the fourth grades of other towns. In a recent tabulation of all the schools of a particular grade in Reading, it was shown that the percentage of speed and accuracy in one particular school excelled all others by a wide mar- gin. The work along this line deals with the fundamentals of arith- metic, reading, language, and penmanship.
Another line of testing that has proved useful is the general ability test. This is sometimes worked out to show the mental age relative to the chronological age. The pupils in the first grades of the Union St. School were all tested when they entered school in September and arranged in classes with the more mature ones to- gether, as shown by the tests. It has been found that many of the causes of retardation are emotional disturbances capable of adjust- ment if handled tactfully. In one case a little trick of memory and a "ceremonial" in addition made the pupil slow in getting the answer and gave the impression of lack of ability. After a little adjustment the pupil was sent back to her regular grade and has gotten along satisfactorily. Miss Fannie Whittemore, who conducts this work, has written an interesting report which is appended. Your atten- tion to this report is invited.
I would also call attention to the valuable reports of the Junior High School and of the Agricultural Department.
SCHOOL ACCOMMODATIONS
In my report for nineteen hundred eighteen considerable space was devoted to discussing needs for a new schoolhouse for the ele- mentary schools near Reading Square, in the near future. As the conditions have not changed materially in their general aspects, I would invite your attention again to that report. This problem should be carefully studied in order that when the time comes to act a wise plan of building may be promptly undertaken. The large in- crease in numbers in the Junior High School and in the Senior High School suggests the need of relieving that first named building of elementary pupils at no very distant date. A careful study of the distribution of pupils is being made as preliminary to a study of de- sirable locations for future buildings.
PARENT-TEACHER ASSOCIATIONS
In the Prospect Street School and in the Lowell Street School organizations have been formed of parents and friends of the schools and important studies have been undertaken by groups of parents outside of the lectures at the regular meetings of the associations. It is a hopeful omen for the welfare of the schools.
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I wish to thank the teachers for their steadfast efforts in these trying times and parents and citizens for their support and co-opera- tion. I would also express my deep appreciation of the harmonious relations that have characterized the work of the School Committee. In times of great stress and unrest it is rare to find such uniform consideration and courtesy and such cordial cooperation and harmon- izing of differences in view points.
Respectfully submitted, ADELBERT L. SAFFORD,
Dec. 31, 1920.
Superintendent of Schools.
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REPORT OF INSTRUCTOR IN AGRICULTURE
MR. A. L. SAFFORD, SUPT. OF SCHOOLS, READING, MASS.
DEAR SIR :- I herewith submit for your approval my fourth an- nual report on the work and progress of the Agricultural Depart- ment, for the year ending December 31, 1920.
The word "progress" in the above paragraph has been used ad- visedly, for I believe that there never has been a more prosperous and progressive year in the Agricultural Department than the one through which we have just passed. A comparison of project prof- its between the seasons of 1919 and 1920 alone proves this state- ment, last year's total was $5,311.17 as compared with $8,502.98 for this year. This represents the amount earned by the boys on their own projects this year.
In January of this year the Department came under the direct supervision of the Federal Board for Vocational Education through the operation of the Smith-Lever Act.
Beginning directly after the Christmas recess and continuing for eight weeks both divisions of boys devoted their attention to a course in First Aid to Animals, given under the direction of Dr. Playdon of Reading. This course is to be given every fourth year and is of great value to any boy contemplating farming as a business. It not only gives him a clear insight into the common diseases of animals and their treatments, but also puts him in a position to judge when a sick animal is in need of professional services and what to do until the veterinary arrives.
Dr. Playdon is to be highly commended for the way in which he so ably instructed the students in this very necessary branch of agri- culture.
After this eight weeks' course the regular class work was re- sumed. Projects were organized for the summer as usual. Several boys selected general farm work for their summer projects. I be- lieve this is an ideal project, providing all the factors entering into it are of a proper nature. First, the man under whom the boy is to work should be in sympathy with the education of the young farmer and should give him every opportunity to get all the experience pos- sible in as many different operations as time allows. Secondly, the farm on which the student is placed must be of such a nature that it offers a diversity of work and be of the progressive type. Thirdly, the living and social conditions must be such as will not discourage the young apprentice.
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I found that the boys who were placed under the above conditions this last summer came back to us with a fund of new knowledge, ex- perience, and enthusiasm. In all cases where students were placed on farms, I insisted that a boy be given full charge of at least one de- partment in order to develop in him managerial ability.
The department was inspected from time to time by the state and Federal authorities and each time the work was approved with- out reservation.
The younger division again put up small packages of seeds for the children of the lower grades. This work is very valuable to the students in that it makes them very familiar with all types of garden seeds.
The fall enrollment was larger than ever and the new students proved to be bright and keen. Fruit and Poultry were the main subjects for this year, last year's having been Dairying and Garden- ing. Picking, packing and marketing apples were demonstrated and made into a practicable project by having the boys do work in various Reading orchards under the supervision of the instructor.
It is the plan of the Department to do as much practical work as possible directly in the field.
A labor record of each student is kept. From time to time the instructor gives tests in these practical operations and ranks the stu- dent. Each boy must pass with a grade of 80 in about two hundred practical operation tests during his four years in school in order to receive a diploma of graduation.
Beginning November 5, 1920, the students started their shop work under the instruction of Mr. Alfred Boehm. We have had sev- eral good shop instructors but never one who could compare with Mr. Boehm in adaptability and resourcefulness. The fact that two large cities made bids for his services is some indication of his value. The boys constructed wheelbarrows, ladders, benches, poultry appliances, etc. All the work was done in a thorough going workmanlike man- ner.
We again have a number of distinguished visitors from var- ious parts of the United States and the World at large. Prof. Works of Cornell University again brought two classes to inspect our de- partment.
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