USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1925 > Part 10
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
Commercial Education
Much evidence that the commercial department is doing its work well can be found right here in Reading. This is the evidence given by the employers of our graduates. They do the work well and faithfully is the report and the demand exceeds the supply. A banker in a near- by city was recently quoted to me as saying that he considered the training received by our commercial pupils to be of the highest order. The manager of one of the large placement agencies in Boston gives preference to our graduates because they "know their special work well and have had the culture that makes them fit well into the scheme of things." It is because of this broad culture necessary to make social contacts today that we are requiring World and United States History, two sciences, a year of modern language and commercial geography, be- sides English and the special commercial subjects of our commercial graduates.
Art
The work of the drawing and manual training departments is of an exceptionally commendable order this year. The fine pieces of furniture made and the pictures, posters, and scenery in color designed by the art students is the best in years. Through this work we are developing not only performers but appreciative audiences and lovers of art, a high- ly important factor in a civilized nation. One of the reasons for this improvement is because more time is allowed for this work. The work in "outside" music is still in an experimental stage but I believe it will work out satisfactorily.
Teachers
More sympathy, patience, and faith are required of teachers than of workers in most other lines. There exist of course many places where there are to be found teachers who labor with high professional 'spirit and love for their pupils. But I believe that I am well within the truth in saying that few groups of teachers anywhere can be found to show greater zeal or higher standards than those in Reading High School. Their co-operative spirit for the common good of the pupils is remarkable.
Home Study
It is necessary that every student in every course do considerable home study. To be sure we have the longer day during which some studying is to be done in school. That, however, is intended only to allow time for study under direction. With the advent of the radio this
1
141
school study period is a salvation, but the home conditions should be so arranged that every child can have a quiet place for at least two hours of study. We should do all we can to encourage the old time "round the lamp" family study circle, not only for scholastic reasons but for moral ones as well.
Lectures and Assemblies
The school has outgrown its auditorium so much that it is difficult to hold assemblies of the entire school as often as we desire. However, we . do hold assemblies every Monday in two platoons and gather the whole school at least once a month for a special programme. We have been fortunate in our outside speakers this year. Dr. Hshieh and Dr. Barker were well worth hearing. Dr. Barker left a moral message never to be forgotten. We expect to continue our monthly outside assemblies.
Dean of Girls
"Leisure is freedom to live and its use is a mark of character." The leisure American women have secured does not always have value. Edu- cation properly directed can give value to women's life and leisure by promoting good health and a knowledge of the laws of life, by teaching orderly living and developing sound character and social purpose. To see that the young girls of the high school have proper direction and right purposes is the duty of the Dean of Girls. Those girls who have a definite life-work planned are less of a problem. It is the girl with no specific aim that needs the guiding hand of such a woman as our dean. Her work is so well known to you and to the school committee that I need say no more in this connection.
School Lunch
The School Lunch is functioning well in very cramped quarters. As was the case last year we are serving an increasing number every day. Due to numbers pupils come in two platoons. It would be hard to find a better cooked, more nutritious lunch anywhere than is served at Read- ing High School and, best of all, the prices are low. We are hoping to enlarge the counter and kitchen space somewhat this year and to pro- vide some sort of tables in the space outside. The problem here is to find something that will not take up too much room and, at the same time, be serviceable. We invite parents and others interested to visit us.
Gifts
From the class of 1925 we received the fine statue of Abraham Lin- coln which now stands so imposingly in the entrance hall. From the class of 1924 we received recently two comfortable wicker arm chairs which have been placed in the reception room.
Respectfully submitted,
RUDOLPH SUSSMANN, Principal.
December 31, 1925.
142
REPORT OF PRINCIPAL OF JUNIOR HIGH SCHOOL, 1925
ยข
Mr. Adelbert L. Safford, Superintendent of Schools, Reading, Massachusetts.
My dear Mr. Safford:
In submitting my third annual report as Principal of the Reading Junior High School, I wish to stress certain features of the year's work, which I believe, are particularly worthy of mention-improvement in methods of conducting class work, changes in the program of studies, expansion and improvement of the club work, and greater pupil partici- pation in school administration.
Formerly, we have thought of the recitation period as a time when the teacher was expected to test the class on the lesson assigned. It was characterized by extensive questioning by the teacher, and a more or less memorized recital by the pupil of material found in the text- book. The purpose of the class period has undergone considerable change in recent years, and the real test of class room procedure is not depend- ent upon the amount of material which the pupil can recite to the teacher. It is rather determined by the pupils' increased power to work independently of the teacher, and to carry through investigations and projects to successful and satisfying conclusions. This objective has been quite influential in originating several plans for conducting class work, such as the socialized recitation, the project method, supervised study, and directed study, all of which have contributed to the im- provement of class room procedure.
The teachers in the Reading Junior High School have made notable progress in their methods of conducting class work. I wish to mention particularly the method which Miss Hood is using in eighth grade Eng- lish. The plan is based upon that used in New Britain, Connecticut. This, in turn, is an adaptation of the Dalton plan which has received so much publicity in recent years. The year's work is divided into care- fully planned, self-directing assignments which cover a period of two weeks. Longer assignments do not seem desirable in the Junior High School because of the immaturity of the pupils, and also, because of the need for checking up on the pupils' work at shorter intervals. The as- signments are prepared on three levels of achievement, and are de- signated A, B and C. Every pupil is required to do all of Assignment C one hundred per cent perfect before he is allowed to go on with the next assignment. He may also do Assignment B or A, which is more advanced work, for the successful completion of which he is entitled to
V
143
a grade of B or A. If, however, he simply does Assignment C, he is only entitled to a grade of (. No marks are given for any assignment until it has been fully completed. The class room is conducted quite simi- larly to a well regulated library. All of the material needed for the assignment is kept in the class room and is accessible to the pupils. From time to time, class conferences are held with the teacher for the purpose of explanation and presentation of new work. More often small group conferences are held when the pupils and teacher find it advis- able. Individual conferences may be arranged at any time, at the re- quest of the pupil. All of these conferences help the pupil to check up on his work. Each pupil is allowed to progress as rapidly as he is capable. As soon as the assignment is completed, the pupil takes a posi- tion on one side of the class room which indicates that he is ready for a conference with the teacher for the purpose of checking up on his work.
There are several advantages to this plan which are well worth men- tioning. From the teachers' standpoint, it enables her to better gauge each pupil's possibilities, and to keep him working much nearer to a maximum of his ability. From the standpoint of the pupil, the definite assignment enables him to better gauge his own progress and to feel the satisfaction of carrying a job through to a successful completion. He forms better study habits, and learns how to acquire and organize material. He learns to depend upon himself and not on the other pu- pils in the group, or on the teacher. Last, but not least in importance, he develops such qualities as initiative, judgment, self-reliance, and per- severance which are indispensable to the successful man.
In the seventh grade arithmetic work, Mrs. Lewis is gradually put- ting the "Winnetka Plan" into operation. This plan, like the one I have just described, provides for the organization of the arithmetic work into small units of achievement and permits each pupil to progress as rapidly as he is capable.
I have discussed more fully the method of conducting the class work in English and Arithmetic, because they are a little more definite in their attempt to organize the work in such a way that it is individual- ized, is definite in its requirements, and provides for individual advance- ment based on actual achievement. Other examples of good class work might be mentioned. Our method of teaching General Science has long been a feature of the school. Many of the Social Study classes at work resemble a well regulated work shop in which the pupils, working indi- vidually or in small groups, are busily and happily engaged in the ac- complishment of their tasks. I believe that a visit in our class rooms would be quite convincing that our teachers are complying with the very best practices for conducting class work.
A more general agreement among educators relative to the ob- jectives of the Junior High School has resulted in more uniformity as regards the programs of studies. We are trying very hard to make our
1.
144
program of studies conform with the best junior high school practices, as evidenced by careful study and experimentation.
Mathematics was one of the first subjects to be considered in the re- organized program of studies attendant upon the organization of the Junior High School. Careful surveys were made to ascertain how much and what type of mathematics was used by the average citizen. As a result of these studies, it was found that undue stress was placed upon certain arithmetical processes taught in the seventh and eighth grades. It was also disclosed that the average individual did need to know some of the simpler processes of algebra, such as the graph, formula, and equation, as well as the less complex portions of geometry, which have to do with lines, shapes, and angles. In 1923, a special committee of the National Education Association reported on the re-organization of mathematics in grades seven, eight, and nine. This committee, which had been working on the problem since 1916, recommended a course in general mathematics, based upon the needs which I have suggested above. This report has been quite generally adopted by junior high schools. General mathematics was introduced last year into the Reading Junior High School, and is apparently justifying itself although it is a little early to speak too definitely as to its results.
Permit me to call your attention to a course in social studies, which has been introduced this year in grade seven. The plan which is being followed was prepared by Harold Rugg and his associates of Teachers College, Columbia University, and is best explained by the author's own statement. "The course is an attempt to construct curriculum mater- ials that will prepare young people for intelligent participation in the complex and changing life of the present time. It covers the general field included in courses in history, geography and civics, economics, sociology, etc. It is not, however, an attempt to merge into one course the material of the existing courses. It is rather a new departure in curriculum construction, based upon the hypothesis that the traditional courses and the older methods have proved inadequate to meet the im- perative demands of contemporary life." Both teachers and pupils are enthusiastic about the course. I consider it one of the biggest achieve- ments in the year's work, as it is quite in accord with the real business of the junior high school which, according to Dr. Charles Judd of the University of Chicago, "is to organize a new body of constructive ma- terial which shall be richer and better for the children."
Last year, the club work was completely reorganized in accordance with a plan in operation in the Holmes Junior High School of Philadel- phia. One type of club, called the opportunity club was organized for the purpose of giving each pupil the privilege to participate in an ac- tivity in which he had a special interest. An effort was made to organ- ize a sufficient variety of clubs to meet the interests of all pupils. The other type of club, called the remedial club, was organized for the pur- pose of giving special help to those pupils who, for various reasons,
V
145
were not doing good work in the basic subjects such as arithmetic, Eng- lish, spelling, and penmanship.
The same general plan is being followed again this year, although some changes have been made in order to eliminate difficulties which manifested themselves last year.
In order to make the work most effective, it was found necessary to. organize smaller clubs. This was particularly true of the remedial work; because each pupil in the club needed special help, and the time avail -. able was comparatively short. This problem has been solved by sched- uling one class for music in the assembly hall, while the other class is having their club work. As only two teachers are required for music, practically the entire teaching force, as well as all the class rooms are available for club work.
Last year each pupil belonged to two clubs, each of which met for one half hour each week. This year each pupil belongs to one club which meets for two half hours each week. This change has justified itself in practice in that it gives more time for the club to function to a greater degree.
Believing that mandatory methods do not produce the best results, admittance to the remedial club has not been compulsory this year. If a teacher wishes a pupil to join a remedial club, that pupil is advised, through special conference with the teacher, relative to his needs and is invited to join a remedial club. The purpose of this procedure is to make the pupil himself feel a need for special help, thereby guaran- teeing the right incentive and attitude.
I believe that the club work is functioning very well-particularly the remedial work. There is still a tendency for some to regard the op- portunity clubs as recreation periods instead of a chance to do some . creative work. The interest evidenced in some of the clubs proves that this difficulty is gradually being overcome.
The experience of society at the present time would indicate that; there is an urgent need for a stronger moral fiber and a greater civic- righteousness in the boys and girls who are graduating from the public schools. The development of habits and attitudes, and the acquisition of civic knowledge cannot be left to chance if the American ideal of democracy is to be realized. Although training for better citizenship should be a primary objective all through the public school life, yet it must be one of the particular aims of the junior high school. The period of adolescence is a time of social awakening when the child begins to see himself in his true relationship with respect to society. He begins to appreciate the meaning and value of organized society, and is capable of feeling his own duties and obligations.
There is probably no better way to teach these truths and to incul- cate civic habits than through actual experience. With these thoughts in mind, we have attempted to center civic activities in a student organi-
146
zation which provides for active student participation in school admin- istration and government. Through the department of safety, a traffic squad supervises the passing to and from classes, and a fire squad makes sure that all exits are clear in case of fire or fire drill. Quite recently, a Junior Safety Council has been organized to promote safety both at school and in the community. The department of sanitation, through its different bureaus, provides for daily inspection of the class rooms, corridors, basements, and playgrounds. It furthermore tries to better regulate the temperature of the class rooms through monitors, who in- spect the thermometers between class periods. The department of pub- lic works endeavors to arouse a feeling of personal responsibility in re- gard to property, and to enlist the support of the student body in pre- venting thoughtless or wilful destruction of property. The department functions through its bureaus of school and neighborhood property, and its bureau of lost and found articles. Without going further into the detail of this organization, I will say that every effort is made to get the pupils to accept their responsibilities and to practice civic virtues.
. I wish to call your attention to the management of the school lunch. 'Since my connection with the Junior High School, this department has been wholly supervised by the Assistant Principal, Miss Emma Page. The food is prepared by the girls in the household arts course under the direction of their instructor, Miss Chalmers. The school lunch has not only been entirely self supporting, but it has also supplied most of the food materials used by the household arts girls in their work.
. In concluding this report, I wish to pay tribute to the splendid spirit of co-operation which has characterized my relationship with the teaching force. I also wish to commend them for the effort at profes- sional improvement which they have evidenced. Nearly every teacher, either last summer or during the present school year, has taken special course's to make herself more proficient in her work. The teachers de- serve the maximum of credit for any school progress which may have been attained during the past year.
Respectfully submitted,
RAYMOND W. BLAISDELL, Principal.
T
147
REPORT OF AGRICULTURAL INSTRUCTOR
To Mr. Rudolf Sussmann,
Director of the Agricultural Department,
Reading, Mass. .
Dear Sir :- This is my first report of a full year's work in the Reading High School Agricultural Department. Being equipped with many years of actual practice and experience I have found many opportunities to use first-hand knowledge in dealing with some of the problems that come up in this kind of teaching, the solutions of which are not always found in textbooks. A sympathetic handling of the subjects taught is more to be desired than class room drill, especially since the study is of living things which must be dealt with in a kindly manner, if any measure of success is to come.
In point of fact success has come in a greater or less degree to all the boys in the department. None of them show a cash loss for their year's project work. All have gained valuable experience. Several have made very good records from small beginnings.
I have in mind one boy who started late on account of illness and had to begin with a box board hen house and four setting hens. He hatched forty chicks, raised thirty-nine of them and now has seventeen laying pullets which cost him nothing as the sale of broilers and roasters paid all the bills until the pullets began to lay.
Another boy had nothing to start with. He worked on a farm through the summer and saved his money. He now has as fine a poultry house as can be found anywhere in the vicinity. He will fill it with chickens this spring.
The boys who did not have an opportunity for project work at home have been aided in finding work with farmers, poultrymen, and market gardeners. They have all given a good account of themselves.
In September the term started with fewer enrolled in the department than it has had for some years. This is partly due to the fact that all of the Veterans Bureau men enrolled last year have finished their training, also a number of boys left school to go to work. The smaller number makes it possible to give more individual attention to each. A sincere attempt is made to find the vital problems of each pupil without neglect- ing the broader aspects of Agriculture and its economic importance to the country as a whole.
In May a judging team from this department visited the Massachu- setts Agricultural College and took part in the state championship stock
148
judging contest. Some good individual scores were made and the team compared favorably with others in its class.
This winter the department prepared an exhibit, showing the work of some of its graduates, for the Union Agricultural Meeting at Worces- ter. In a letter from the State Board of Education, the state supervisor referred to this exhibit as an "extraordinarily interesting contribution."
I wish here to acknowledge the many kindly suggestions and help I have received from yourself and Mr. Safford and the co-operation of the parents of the boys I have worked with.
Respectfully submitted,
HERMON T. WHEELER, Instructor of Agriculture.
149
REPORT OF DEPARTMENT STANDARDS AND GUIDANCE
Mr. Adelbert L. Safford.
Superintendent of Schools,
Reading, Mass.
Dear Sir :- The report of the work of this department is herewith submitted for your approval.
Since the report of a year ago we feel that the work of this depart. ment has gone steadily onward. It was organized with but one im- pelling motive, to help all our children in every way to live happier and more successful lives, and this aim has not been changed. For this reason much of our work consists of smoothing out rough places on the road to knowledge, correcting wrong attitudes, not always by any means confined to the pupils, and clearing up misunderstandings. Necessar- ily a large part of this work is of so personal a character that any mention of it would be an unpardonable breach of confidence.
The Habit Clinic in charge of assistants sent out by Dr. Thom from the State Department of Child Welfare has met once each month and will continue its services during the remainder of the year. When one of our children shows symptoms of some physical disability, with which we are unable to cope, we consult a physician. This is exactly the function of the Habit Clinic. If, for some unknown reason, the child fails to fit in happily with his environment or to take his part well in the world about him we can consult a physician who is an expert in diagnosing mental attitudes and who can often prescribe an effective method of cure.
The testing program has been continued as before and the results obtained are being used to fit the course of study more closely to the needs of our pupils. The diagnostic tests in arithmetic recently given in the fifth, sixth and seventh grades have shown the need of each child in the fundamental processes and he will receive help and drill on the operation where he fails and not waste his time on work in which he is proficient.
Much credit is due to the librarians of the Public Library for their co-operation with the schools. More and more the children are using the library and sometimes it looks as if the adults would soon be crowded out unless we can open another room for the children. At the beginning of the year a number of books are put into the different school buildings thus establishing, as it were, a branch library right at hand for the use of the pupils. In one group of twenty-seven children twenty-four had read at least one book since the beginning of the year.
150
From the third grade up at least seventy-five per cent of the pupils are using the public library. The books read are not all stories for their lists include books from all the realms of literature. Biography, nature, history, poetry are all represented.
The number enrolled in the achievement clubs in 1925 is not as large as that of some previous years but much good work has been done in gardening and canning, care of poultry, food and clothing projects. Our young people made a very creditable exhibit at the Grange Fair and also held a successful exhibition at the Highland School. Much credit for the successful work is due to Mrs. Roland Perry for her aid in car- rying on the club work. I wish to thank the Reading Grange and the many parents for their help in this work which means so much in the training of our boys and girls.
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.