USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1924 > Part 11
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This overplus of personality mentioned above is the most important product of our schools. In fact it may be considered the only worth-while product if one thinks of it in its broadest terms and applications. Every high school should fit and fit properly for college. Ample proof that the Reading High School is doing this is afforded by the appended list of students who went to college from her class-rooms. Ample proof therefor is shown by the following interesting brief study of the work in college of the Reading High School pupils during the last several years. This study includes colleges which are representative such as University of New Hamp- shire, Middlebury, University of Vermont, Simmons, Yale, Dartmouth, Mass. School of Osteopathy, Forsythe Dental School, Radcliffe, University of Ontario, Boston University, Mass. Institute of Technology, Bowdoin, Bates, Mt. Holyoke, Tufts, Harvard, and Wheaton. The total number of
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marks received was 257 distributed among 49 students. Of the 257 ranks 12% were "A", 34% "B", 35% "C", 14% "D", and 5% failures. In the group considered there are three girls who are now outstanding scholastic leaders at Radcliffe College and one boy in the University of Ontario who received maximum honors in the first half of his Freshman year. There are at least two Reading students who have been elected to Phi Beta Kappa. It seems rather striking that there is such a small per cent of failures, only 5% , while in the "B" and "C" group together there is the large perecntage of 70. As very few attain "A" in college work, this is a remarkable showing. I have purposely omitted subjects which might be considered non-academic. If these had been included the rating would have been considerably higher. The subjects I have taken are the standard ones such as English, modern languages, Latin, Greek, Economics, Social Sciences, Natural Sciences, Psychology, Philosophy, and Education.
Accompanying the scholastic statement from one of the colleges was a letter which said that the authorities were well pleased with the work of the Reading High School pupils and would be glad to have more of them come to their institution. We have had similar favorable comments from other colleges. Regarding the school's preparation of its commercial pupils I might mention the fact that we have more calls for graduates of our commercial department than we can fill. All in all, it seems that the High School is accomplishing its end which is to fit earnest students for life work by either sending them directly into the vocations or preparing them for higher education. But, in addition to the high school's duty toward the college pupil, it has a further duty to the larger proportion of pupils who do not prepare for college. In brief, the pupil must leave the school equipped at least with a scheme of knowledge that shall enable him to confront life fully armed and without fear. To do this we must make our objectives as plain and definite in our non-college courses as in our college course. I believe that there are four fundamental subjects that should be included in every course offered in the High School. These are:
1. English, 4 years.
2. Mathematics, 4 years.
3. Social Science, 4 years. History, Civics and Problems of Democracy.
4. Science, 2 years. General Science and one elective such as Biology, Physics, Chemistry.
Every man and woman needs a firm foundation in the above noted fundamentals. Any intelligent, well-rounded, modern life is impossible without a knowledge of them. The time has come when the so-called general course should be dropped and each course be more specific in its objective. This will become all the more possible and practical as the Junior High School develops and functions, for in this lower section of secondary education must the aims and bents of the pupils be better de-
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fined. With our present equipment and teaching force it will be possible to reorganize the courses slightly as follows:
1. College Course.
2. Scientific Course.
3. Commercial Course-Secretarial or Accounting.
4. Fine Arts (outside music credited).
5. Agricultural.
On separate sheet is outlined full syllabus for all courses listed above. I am, however, including in this report an abridged outline of requirements for outside school credit for music.
Many students have college ability but have desires, power, judgment, and insight in other fields and certainly it seems reasonable to suppose that these qualities should be developed. Some pupils do not fit the academic routine and to them it is often said, "Leave school and go to work." But this is not the best way to develop young intelligences. The school gives the breadth of outlook, a refinement of standards, and established cultural interests that will greatly increase a pupil's value to himself and to society. To shorten the young person's apprentice- ship to life in this busy world is often the foundation for success. And a good high school training certainly does shorten this apprenticeship. Quoting again from the Manchester Guardian I wish to show what our English neighbors think of the apparent breach between classical and vocational education :
"It is a common fallacy that education must necessarily be divided into classical and vocational. Culture versus Science! as if there could be science without culture or culture without science; as if industry can endure without a human background, or the humanities bo of any avail unless they are in close touch with present human needs. The study of ancient languages is a splendid mental discipline, it gives a kind of eternal horizon to the mind, but unless interwoven with modern scientific thought it may induce an undue respect for authority, and create minds which look regretfully back to the age of gold instead of possessing 'the rapture of the forward view' and greeting the unseen with a cheer. Modern science has accumulated an enormous mass of knowledge. For humanity at large it remains undigested. A forward movement in edu- cation is due, so that we can understand, without illusion or fear, the world we live in, the humanity of which we are a part. It has been a great loss to the world that faith in the universe has been so shaken. None of the problems that make us afraid today will be solved without faith. In the past faith was built upon general principles, from which all things were deduced. Today we have only one firm standing-place- the foundation of facts. From facts mankind must build up a new faith. It is the ultimate blasphemy to assume that a knowledge of the facts collated by modern science can contradict those hopes which, as Brown- ing said, are 'too fair to turn out false.' "
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I believe that some recognition should be made in the High School of outside music, provided it is done in accordance with school regulations, and I suggest the following:
Plan for Crediting Outside Music Study Under Private Instruction
Pupils pursuing the study of piano and other instruments may re- ceive therefor two and one-half credits yearly under the following condi- tions:
Application
1. Application must be made to the Principal of the High School before the opening of the semester for which credit is desired.
2. A copy of the approved Course of Study in piano covering seven groups will be furnished the pupils which they in turn will present to their music teachers. Music teachers will assign the pupils to the group for which they seem to be fitted. For other instruments courses will be planned in conference with the teachers of those instruments.
Reports
1. On the first Monday of each school month, on a form provided ry the school, the pupil must submit to the school a report covering the work of the previous month, as follows: (a) number of lessons; (b) number of hours practised per week; (c) material studied; (d) mark, on the plan used in the High School, giving the teacher's estimate of the pupil's rating. This report must be signed by the music teacher and the parent or guardian of the pupil.
Notes
A. The material studied must conform to the grade of proficiency under which the pupil is entered.
B. The pupil must take at least one half-hour lesson a week during the entire school term for which credit is desired.
C. The pupil must practise at least six hours a week during the entire school term for which credit is desired.
D. Lessons or practice omitted for any reason must be made up before credit for that term is granted.
Examinations
1. Annually, in the month of June, the pupils will be examined by an examiner appointed by the School Board.
2. The examination will be based on the private teacher's month- ly reports and the problems outlined in the approved course of study for the group to which the pupil has been assigned.
Marking System
As has been mentioned elsewhere in this report, habits formed and powers and interests developed are of as much importance as scholastic attainment. A marking system that does not take this into consideration is not correctly formulated. To he satisfactory a marking system should answer the following questions:
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Is the attainment in the subject
1. Of high excellence? Such as is ordinarily secured by only about 5 of 10 per cent of the class.
2. Good and satisfactory? This ordinarily means work above the average. This is a grade that would warrant certification for college.
3. Such that the pupil may proceed in the subject? This may be called a qualifying mark. This mark indicates that a thorough founda- tion has been secured in the subject and that the pupil may undertake the work of the next year with reasonable success.
4. Has the pupil secured results in his own education such that he should have passing credits for the course, even though he should not continue with the subject?
The following system of marks meets the above requirement:
A Superior Work-Warranting certification to college or normal school.
B Good Work-Warranting certification to college or normal school.
C Fair Work-Entitling the pupil to proceed in that subject.
D Entitling the pupil to credit, but not entitling him to proceed in that subject.
F Failure.
A-Excellent
B-Good
C-Fair
D-Passing
E-Failure
A
B
C
D
E
12 %
34%
35 %
14%
5%
Graph Showing Standing of Reading High Pupils in College
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Dean of Girls
A dean of girls tries to understand the high school girl as an indi- vidual, sometimes a difficult problem for a man to undertake. A woman advisor can often, and does often save the girl high school pupil from making unsocial and unhealthy blunders, to say nothing of being able to advise her about her life work. The dean strengthens and refines the social manifestations which develop so rapidly at high school age. By personal conferences the dean discovers natural tendencies and personal characteristics and helps the girl to determine how these can best be brought to a successful issue in maturity. We are very fortunate in having for our dean of girls a woman of such fine and balanced char- acter as Mrs. Mingo. Confidence in the advisor is of prime importance and this confidence on the part of the girls of the high school Mrs. Mingo unquestionably enjoys. It is our plan to expand and develop the field of activity of the dean of girls more as time goes on, especially along the lines of guidance.
Health and Physical Education
The first factor in a sound physical education program for schools is the protection of boys and girls from disease and contagion. That healtlı is an asset to any community is of course obvious. It is estimated that on the mere basis of earning power alone $2,000,000,000.00 are lost annual- ly by adult sickness. This does not account for blasted hopes and troubles that come from this same illness. It is the business of education through science and other agencies to convince people that health is a community problem and that such scourges as whooping-cough, measles, tuberculosis, and other diseases can and must be reduced by co-operative effort. This part of the general physical education problem is taken care of in a splendid way by the teacher of health, the school nurse, and also by the diligent supervision of the basement, heating and ventilation given by the school janitor. The lessons in health are taught in such a way as to carry over into living situations and the men and women of tomorrow should be living in a cleaner, healthier world.
While the gymnastic program as followed out in the High School furnishes a legitimate means for engaging the leisure of high school pupils and serves to entertain the school patrons through athletic con- tests, its chief object is to develop good citizenship, ethical character through the agencies of well-developed bodies. Twice a week the boys and girls under the skilled and conscientious guidance of a man and woman instructor respectively are given such exercises as will build the youthful bodies into more perfectly organized machines. Poise, grace and strength, and a co-ordination of muscles are emphasized. Through the voluntary efforts of Miss Drury, specially trained to diagnose physi- cal defects in girls, and Miss Smith, physical director, we have this year given one hour per week to corrective gymnastics. The results justify the time and effort spent.
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Lunch
Because of the size of the school we are forced to use the two- platoon system; that is, half of the school have lunch while the other half is having assembly. The system does very well and seems to be the only one to use with the present accommodations. The kind and quality of the food served leaves little to be desired. Cleanliness and regard for the proper nutritive values are paramount with those who have the charge of the kitchen. We must, however, provide better facil- ities for the lunchers themselves and on account of the shape and size of the lunch room this is a difficult problem. It is hoped that some change for the better may be accomplished soon. As usual the lunch counter is run at almost cost to the pupils. Any surplus is turned into the counter in the form of equipment. This averages about $75 per year.
Janitor Service
Public service long and faithfully rendered has it disadvantages in that it often leaves a void in daily affairs difficult to fill. The death of our faithful and beloved "Clem" Gleason, janitor for many years, left us in somewhat such a position. Fortune favored us in that we were able to get the services of Mr. Richardson, a man of sterling character and splendid abilities for the work required. Although Mr. Richard- son has not yet learned all the many details of this responsible position he has taken hold in such a manner as to make it possible for the school to function properly.
In conclusion, then, the policy of the Reading High School is to bring about a balanced development of character, intelligence, and power. Because of the fine spirit and working together of the teaching force, definite progress in this direction has been made this year. The kind of supervision that you have always practised, that of helpful suggestion, has acted as a great steadying force in our progress.
Respectfully submitted,
RUDOLF SUSSMANN, Principal. Reading, Mass., Dec. 31, 1924.
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REPORT OF AGRICULTURAL DEPARTMENT
The following is the report of the Agricultural Department of the High School for the year 1924:
The type and kind of work carried on was of the same high grade as in past years. Mr. Stewart Batchelder, now no longer teaching but hap- pily employed in business, was a distinct loss to the school. His back- ground, training, and personality were exactly suited to the requirements of the department. However, Mr. Hermon T. Wheeler, a graduate of Massachusetts Agricultural College and several years head of Breck's retail seed department, is admirably fitted to carry on the work. Mr. Wheeler is farm bred and trained and now owns and operates a fruit and poultry farm. He brings with him a great store of new and first- hand teaching material.
The total earnings from all sources of farm work by 18 members of the department was $11,489.29. This is lower than it should be, but a disease which swept the New England poultry farms this year caused a considerable loss to the students.
A few Veterans' Bureau men are still with us and most of these are doing well but lack capital for the best results in project work. I wish something could be done to start several of these deserving men in the poultry business.
One of our graduates who entered Ontario Agricultural College at- tained highest honors in his mid-year examinations. He writes, "My agricultural course at Reading certainly helped me tremendously in my studies here." This sentiment has also been expressed by our boys at M. A. C. Agriculture, as noted by the President in several of his mes- sages and as indicated by several authorities in recent speeches and writings, is of prime importance in the United States and especially in New England. We must continue to direct our young men of rural bent in this line.
The project-study plan of teaching agriculture first used in Massa- chusetts is now the plan used all over the United States and in many for- cign countries. Representatives of other schools here and abroad con- tinue to come to Reading to observe our system. Many of our graduates are in practical farming, several are in colleges of agriculture, and only a few are in other lines of work. New England is still one of the leading poultry and fruit centers and many young men will do well to go into this field as a life work. One of our students took several prizes in the Boston Poultry Show with birds raised on his project. We had the usual number of applications from nearby and
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distant farmers for boys of our department for summer work. A Read- ing Agriculture boy can always find good farm employment.
The local fruit, poultry, and dairy farmers have co-operated as usual with the department in allowing us to use their plants as proving grounds. We extend our hearty thanks for this and other help received during the year.
Respectfully submitted,
RUDOLF SUSSMANN, Director.
Reading, Mass., Dec. 31, 1924.
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REPORT OF PRINCIPAL OF JUNIOR HIGH SCHOOL
To Mr. Adelbert L. Safford,
Superintendent of Schools.
Dear Sir :- I take pleasure in submitting herewith my second annual report relative to the aims, progress, and needs of the Junior High School.
I beg permission to repeat again this year some of the principal aims of the Junior High School, because it is only with those objectives clearly in mind that we can intelligently discuss practices and measure progress. Furthermore, the educational policies of the school must be the starting point for any consideration of building plans.
Pupils are eligible to enter the Junior High School who have success- fully completed the work of the first six grades, or who, because of over- age, can profit more from special work in the Junior High School than from a repetition of grade work.
The work of the elementary school is largely devoted to a masterv of the fundamental processes such as reading, writing, spelling, aritlı- metic and oral and written English. Mature proficiency in those subjects is not attained in the first six grades, and they must be carried on by the Junior High School. The subject content, however, should conform more closely than formerly to present-day needs and practices, and greater stress should be laid upon creative work by the pupil. In the practical working out of this aim, we often find pupils working together in small groups on some common project, or preparing a special report for the class. In some of the newer Junior High Schools, small work rooms have been provided for this type of work.
The health objective should be given careful attention in the Junior High School, as in the whole school system. Permit me to quote from the report of the Commission on the Re-organization of Secondary Educa- tion, which has received nation wide consideration in recent years. "Health needs cannot be neglected during the period of secondary edu- cation without serious danger to the individual and the race. The sec- ondary school, therefore, should provide health instruction, inculcate health habits, organize an effective program of physical activities, regard health needs in planning work and play, and co-operate with home and community in safeguarding and promoting health interests."
I cannot emphasize too strongly the inadequacy of the present equip- ment and facilities in the Highland School for physical training. The work is being carried on in the boys' basement which does not have a single feature to commend it for physical training purposes. The room is much too small, unattractive, poorly lighted, and poorly ventilated.
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The windows are on a level with the playground, and when open, allows the dust to permeate the air. Furthermore, the size of the room and the location of the windows makes it almost impossible to prevent tlie wind from blowing on some of the pupils in the class. Some provision should be made as soon as possible relative to providing better facilities for physical training.
Perhaps the most important function which belongs to the Junior High School is that of exploring the interests and capacities of pupils in an effort to determine the general line of work which the pupil, because of inherent capacity and potential interest, can most success- fully pursue with the greatest satisfaction to himself and profit to society. This means that, preceding the final choice of an Academic Curriculum which is made in the ninth year, the pupil should have an opportunity to prove to himself and teachers that he is linguistically inclined, and that he possesses the necessary mathematical ability to master the sub . jects which, at present at least, are demanded from those who plan on going to college. Preceding the final election of a curriculum which leads into the trades, a pupil should be given the opportunity to dis- cover through shop experiences whether he is mechanically inclined and possesses the ability to handle tools skilfully.
This does not mean that the basic subjects, as English and arith- metic, are given less attention than previously. On the contrary, it ' can be proved that they are given greater prominence. It does mean, however, that when the pupil is ready to elect his senior high school work, he has a fund of experiences in various activities which will en- able him to elect confidently and intelligently with greater assurance of success. It also means that the administrators have some data with. which to approve elections rightly made, and to intelligently re-direct those who have made questionable choices. It helps to eliminate the trial and error method of electing courses which too often results either in a futile effort to fit the "square peg in the round hole," or necessi- tates a late change of curriculum with its attendant waste of time.
The Junior High School must also keep in mind that group of boys and girls who, for various reasons, will probably leave school soon after the law permits. This group of pupils must be given work of a voca- tional nature which has more immediate values, and which will help them to better cope with the problems of the work-a-day world.
It is evident that the realization of Junior High School Aims neces- sitates a broader and richer program of studies than that of the old grammar school. I am glad to report that our program of studies com- pares favorably with that of other schools of our size. I am inclined to believe, however, that Latin is the best foreign language that can be offered in a small Junior High School. In addition to its try-out value for determining linguistic ability, Latin has other advantages which have been well stated by Calvin O. Davis, Professor of Secondary Edu- cation, School of Education, University of Michigan. Professor Davis
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in his highly commended book on Junior High School Education states :-
(1) Latin is the mother of many of the modern European lan- guages, and a knowledge of Latin helps pupils later to acquire these lar .- guages.
(2) A large percentage of English words are derived from Latin, so that a knowledge of Latin contributes much to the comprehension and mastery of English.
(3) Whatever values of formal discipline inhere in any language may be found in Latin, and to a greater extent than in most other languages.
(4) Latin is prescribed for admission to many colleges, and in many colleges is accepted as satisfying the language requirement.
(5) Latin is prescribed for admission to many professional schools, such as those of medicine, dentistry, pharmacy, law and theology.
I am also inclined to believe that our Practical Arts Courses might profitably be broadened and enriched, although I am not as yet prepared to suggest definite changes.
The Junior High School has another extremely important duty to perform in developing those qualities of leadership, civic righteousness, and ethical responsibility which are essential to every citizen whatever his occupation. I think this latter objective devolves particularly upon the Junior High School because the child has reached the period when it begins to recognize itself as a social unit, and is conscious of develop- ing tastes and powers. "The age of adolescence is a cross section of lite characterized by idealism and distinctly marked by hero worship, love of authority, and desire for freedom." Taking this mental attitulo into consideration, it is the time for sowing seeds of civic and ethical virtues. It is the time when special effort should be directed toward helping each child to realize that though "one cannot always be a hero, one can always be a man, that the poise which makes possible successful leadership is attained only by him who daily ruleth his spirit and that the essence of true liberty is freedom to do what one should, not what one pleases."
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