USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1926 > Part 11
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One of the biggest criticisms of the more common class-room procedure is the development of a merely receptive frame of mind on the part of the pupil. Pupils have acquired the habit of sitting back in their chairs and allowing the teacher to cram them with information. As a result they lack initiative, real self reliance, independence, and a creative point of view.
In the individual plan of instruction the teacher must learn to keep still, and give the pupils a chance to work for themselves. By carefully watching the progress of each pupil and through the individual confer- ences which take place constantly, the teacher learns to quickly determine the difficulty confronting the pupil and to make the suggestions or to give the help which is needed. This means that the teacher is always working constructively just where her services are most needed, and safe- guards possibility of wasted effort.
The pupils learn to depend upon themselves. They learn to accept a job and carry it all the way through to completion. This kind of work fosters just the characteristics which the more common type of class-room procedure deadens. Under the individual plan of instruction it is im- possible for the lazy pupils to hide behind the efforts of the more ener- getic pupils who are willing to recite for the whole group. Both the teacher and the pupil know every minute exactly where the pupil stands in regard to his achievement. The pupils show a much greater interest in their work than formerly. It is not an uncommon thing for a pupil to request admission to the Remedial Club or permission to stay after school to do extra work, when he finds himself falling behind in the amount of work required.
At present the teachers find that the individual plan of instruction requires more work in order to check the progress and achievement of each pupil, and to keep each pupil working steadily to the maximum of his ability. However, the results obtained are so much superior to those under the old plan of procedure that they would not consider a change of policy.
This year, for the first time, we have sent home to the parents a Social Integration card for each pupil, rating him upon certain character- istics, such as honesty, respect for authority, courtesy, etc. We are be- ginning to recognize that attention to such qualities is even more im- portant than attention to the usual subjects in the curriculum. A boy's mark in arithmetic or English indicates a progress in the acquisition of certain information. The rating of the characteristics listed on the Social Integration card indicates what the boy or girl is. These characteristics
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are the things which go to make up the individual's character, and are just as much a part of that individual as his arms or his legs. The world is not so concerned as to the individual's progress in his subjects as it is with the question as to whether or not we are turning out from our schools boys and girls with the right conception relative to their civic and moral obligations.
Student organization is gradually becoming more effective each year. The pupils are getting a better understanding of the idea, and are accept- ing their duties and responsibilities more effectively, and intelligently. The Department of Sanitation has done good work particularly in regard to the inspection and care of the class-rooms.
Plans have been carefully made to integrate the ninth year with the Junior High School unit. By careful planning with the Principal of the Senior High School, we believe that this transition from the eighth to the ninth year and from the ninth to the tenth year will be made without mal- adjustment. The curricula offered in the ninth year will be practically the same as the curricula previously offered for the freshman class in the Senior High School.
In closing this report, I wish to express my appreciation to all who have contributed toward making the past year a successful one.
Respectfully submitted, RAYMOND W. BLAISDELL, Principal.
REPORT OF CENTRAL DISTRICT SCHOOLS
Mr. Adelbert L. Safford, Superintendent of Schools, Reading, Mass.
Dear Sir:
At your request I am submitting this report of some of the new fea- tures of the work in the schools under my supervision.
The total number enrolled in the Union Street School in September, 1926, was 146. At the present time the number is 155. In the Center School 258 were enrolled in September, and now there are 270 enrolled.
In the Union Street School there are first and second grades, and in the Center School second, third and fourth grades. The pupils are very well graded this year due to achievement tests, which were given at the end of last year and the intelligence tests which were given to the pupils who entered the first grades. By the results of these tests the pupils were divided so that each group can progress as rapidly as they are able. If
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the daily work of the pupil does not correlate with the tests, the pupil is given special attention to find out the reason why he is not doing as well as he ought.
With the youngest group of the first grade, the Courtis-Smith Picture Story Reading Lessons are used. It is very interesting to watch the pro- gression of the pupils in this room. Each pupil works independently and progresses as rapidly as he can. At the present time ten of the twenty- five pupils have finished the first book and have read two other readers.
In the other first grades the Bolenius syestem of reading is used. This system is built around
1. Reading through Doing.
2. Reading through Games.
3. Reading through interpretation of Directions.
The diagnostic tests, which are a part of this system, aid the teacher in checking up the work, and she can more readily detect where the pupils are weak and can correct these weaknesses. Both systems appeal to the child's interest because they deal with his daily activities and experiences.
In the Center School this year there are two student teachers from the Salem Normal School. These teachers stay for ten weeks and are training especially in the second and fourth grades, but are observing the work in all the elementary schools.
The two students who came the first day of school had a chance to observe school organization and all the necessary details of enrolment and dividing the classes into groups. Later they had experience in testing sight and hearing of pupils.
Each day at recess they have charge of a group on the playground where they supervise the games. Some days they have had charge of the fifty children who bring their lunches.
At first they observe the work of the regular teacher, supervise the study periods and give individual instruction to backward pupils. Then they prepare one or more lessons each day until they have taught all the subjects. The regular teacher writes her criticisms of the lesson plans so the student can see where she is weak.
Then they have charge of a room for a day, first under the supervision of the teacher and then without the teacher. When the student teacher has had charge of the rooms, the regular teachers have had an opportunity to visit schools in other towns and they have brought back many new methods of teaching silent reading and arithmetic. We are using these new methods and they are proving very beneficial.
Besides observing the work in the elementary grades and giving lessons in the different rooms in the Center School, they have observed the work of the Opportunity classes, the work of the dental and habit clinics, the school nurse and attendance officer and have watched the giving of the intelligence tests and have helped correct the tests.
They have been taught how to keep the registers and make out monthly reports, so at the end of their practice teaching, I feel that they have a good idea of the different phases of the work.
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The second period only one student was sent as the other one assigned here had moved from this district. She was to train in the fourth grade but at that time several teachers were ill so she was asked to do substitute work in the first four grades. This gave her charge of six different rooms and sixteen days of substitute teaching. This was fine experience for her and the work was not interrupted as she was accustomed to the methods and the pupils were used to having her in the room.
They have been a great help in assisting backward pupils as with over forty pupils, it is impossible for the regular teacher to give much individual instruction.
On Thursdays a student from the Posse-Nissen School of Physical Education gives half hour lessons in physical training in each of the ten rooms. It is part of her training to get the practice in the class room but I feel that we are fortunate in having her as the exercises and games she gives the pupils are a great help in the health work.
In spite of the fact that there were three new teachers and two others who had been transferred from other buildings so the work was new to them, I feel that the work is progressing remarkably well.
Respectfully submitted,
GRACE WAKEFIELD, Principal.
REPORT OF OPPORTUNITY SCHOOL
The work done at the Opportunity School which was opened last February had been, in large measure, an attempt to adjust the school to the individual needs of the pupils. The aim has been primarily to give each pupil an opportunity to do his best work in each subject which he studies, regardless of what grade under the old scale that work may be. It has been an attempt to discover what the specific needs of each child may be, to correct any bad behavior tendencies by eliminating their cause and above all to saturate the child's school day with opportunities to learn by doing.
When the children enter the school, tests are given to determine the exact amount of development made in each subject and to locate weakness. Remedial work is given to children who are having difficulty with special subjects. Sometimes the root of the trouble is found in a bad inferiority complex or in neglect of personal hygiene which causes lack of confidence and self-respect.
As different amounts of time are required by various pupils to master the various subjects, instruction was begun upon an individual plan. The children are allowed to progress at their own rate in the common essen- tials, arithmetic, spelling, reading, penmanship and English. Much atten-
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tion is given to development of self-expression by means of dramatizing, art and basketry work, committees, gardening, and particularly in the running and upkeep of our school home. Definite duties are assigned to each pupil and the responsibility rests with the one to whom the task is assigned. This has done much to develop self-reliance and dependability among the children.
Instead of quantity of work being stressed, the quality is what counts and time is the variant among the different pupils. A child may take as much time as he needs to master a piece of work, but as the work is carefully selected to suit his ability, master he does, before going on.
Much opportunity is given to satisfy the individual desires of the children. Every boy who is interested in gardening is given his plot of land to plant. The fertilizer and seeds are furnished by the school, and to compensate, the boy donates some of his produce for the girls to can for the school lunches which are served during the winter.
In the fall the girls canned many quarts of fruit, tomatoes, beans and piccalilli. Some of these were sold and the rest stored in the school pre- serve closet. The boys raised enough potatoes to supply the needs of the school for two months.
The hot luncheons carefully planned from a health standpoint and prepared and served by the girls did much in improving the weight and health of some of the pupils who are underweight.
A regular bath schedule is carried out, and on the wall in the bath- room is posted the names of the children desiring hot baths and the time when they are scheduled to take them.
Tooth brushes and paste are kept in the desks of some children, who have not established the habit of brushing their teeth at home, and it is not uncommon to see a child hurry to the bathroom to brush his teeth before school in the morning.
Many such activities have been introduced in an attempt to make the school more like home and to carry over to it the same consideration for the child that he should get in his home.
The general conduct of the children appears to have improved because in the regular graded classes pupils who for one reason or another find that they are not suited to the work, try to compensate by attracting at- tention in mischievous behavior. In their new school they have become leaders in one line or another in which they are especially interested and consequently they have gained self-respect and are doing serious, con- scientious work.
The kind of education that has been afforded for these children may materially affect their social and economic status in after life. If a child is trained into well established practices in regard to health, work and play, there is strong likelihood that these behavior tendencies will last.
Reading Evening School
An Opportunity Evening School for adults was opened in Reading on November first with a total registration of thirty pupils and two teachers.
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The classes are held in the Grouard House School which, with ex- cellent lighting and comfortable seating accommodations, meets the needs very well.
At registration each pupil was given an opportunity to express his choice of subjects and tests were given to determine his grade. His work began immediately at this point and each pupil is progressing at his own rate of speed regardless of what others in the class may be doing. Except when the members of a small group all need the same work, individual instruction is given, based wholly upon the needs of the pupil.
Although the registration might not seem to warrant the need, the interests of the pupils are so varied and extensive that a relief teacher was taken on temporarily. The following outline of subjects pursued may make this clearer :
English for Business, Advanced English Grammar, Elementary Eng- lish, Americanization and Government, Commercial Arithmetic, Advanced Spelling, Intermediate Spelling and Reading, Elementary Spelling and Reading, Penmanship-Advanced and Elementary, Algebra, Advanced Arithmetic-Percentage, Mensuration, etc.
A noticeably fine type of pupils have registered and the Individual Plan Instruction seems to be working out very satisfactorily to them. A large amount of home work of a high grade is handed in each night by the pupils taking advanced work.
The Evening Program of Classes
Teacher 1, Period 1-Advanced English, Grammar, English for Busi- ness, Advanced and Intermediate Spelling, Advanced and Intermediate Penmanship.
Teacher 1, Period 2-Business Arithmetic.
Teacher 2, Period 1-Advanced Mathematics, Algebra.
Teacher 2, Period 2-Intermediate Mathematics, Elementary Mathe- matics.
Teacher 3, Period 1-Intermediate Mathematics.
Teacher 3, Period 2-Intermediate and Beginners' English, Interme- diate and Beginners' Spelling, Americanization, Penmanship.
Undoubtedly these classes will form a nucleus for a larger and more extensive evening school in Reading in successive years and different types and interests of the people will be met.
Respectfully submitted,
JOSEPHINE H. CARLETON,
Principal of the Opportunity School.
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REPORT OF STANDARDS AND GUIDANCE
Mr. Adelbert L. Safford,
Supt. of Schools, Reading, Mass.
Dear Sir:
Whatever our personal opinions, the fact remains that educational ideals and practices are changing. While there is much of fad in some of these new ideas and much which is advocated has been only half thought out and is therefore useless, still if our Reading young people are to get the best possible educational fitting for life we are obliged to study these new movements and adopt whatever is of proven worth. Teaching meth- ods, text books, examinations and report cards are being closely scrutinized with a view to improving the results obtained.
It is a fair question to ask the department just what we have ac- complished. This can best be answered by giving specific cases rather than by indulging in glittering generalities. In January, 1926, several new rooms were opened to relieve the overcrowded conditions in some of our buildings. Aided by our testing program the teachers and directors were able to choose boys and girls who for various reasons should have been doing more work than they were. These were not necessarily the "A" pupils in their respective classes. Many of these "A" children are work- ing as hard as they ought and to push them ahead would be to subject them to an unwise strain. Some are so young that it is impossible for them to be socially adjusted in an older group. Others again who were getting lower marks on their report cards had found the work so easy as to be uninteresting and were in danger of developing habits of mental laziness. In some cases they were proving to their teacher the truth of the old proverb, "Satan finds mischief for idle hands to do." These chil- dren were given an opportunity to go ahead as fast they wished, and in June were given another battery of tests and placed in the grade where they could work to the best advantage. Fifty-four pupils covered three years work in two. As it costs practically seventy-five dollars a year for the schooling of each child the town has been saved $4150. While the money saving is not our object, it is worth considering. The real benefit is that derived by the children themselves. A teacher noticed a girl who was taking no real interest in her work and who was getting only fair marks but who seemed capable of doing much better. She was given a series of tests and passed so high that she was advanced a grade at once and today she is one of our honor pupils. These accelerated pupils have had two sets of marks on their school work in their new grades and not one has failed to make good and many are on the honor list.
We have already graded the children so carefully that except for ill- ness or unavoidable reasons hardly a child in our whole system fails and
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is made to repeat a whole year's work. If he has been unable to accom- plish all the regular work of his grade he is grouped with others who are at about the same place in their work and begins the next year where he left off in June. This means that as far as is feasible we have three groups in each grade. For example, take the 5th grade; the 5C will be composed of those who have not completed the work of the 4th year, the 5B who have done the whole work of the 4th year, and the 5A who have done the whole work of the 4th year plus a part of the 5th. This plan works equally well for all the pupils. The child who needs more time to thoroughly grasp new steps in his educational progress does not have to leave a subject half-mastered in order to keep up with his class, neither does the quicker pupil have time to learn bad habits by marking time while waiting for his class to catch up with him. Some by this method may reach the Junior High in five years, others in six, and others in seven, the latter having this extra time without repeating.
More and more as our plans mature we shall individualize the drill work so that each pupil can progress at his own rate, devoting his time to his individual needs and not spending time in places where he is already proficient. Perhaps this is best illustrated in spelling. In some classes the words for the week are dictated the first thing. The pupil who is a hundred percent does not spend any more time on them but is at liberty to do other work. The others instead of studying all the words concen- trate upon those that they do not know. This should be equally true of all drill subjects. This means that the teacher must know the individual pupil as never before.
Every pupil in the 6th grade is being given a careful diagnostic test in the fundamental processes of arithmetic. This test reveals exactly the type of example where he needs extra drill and he is given a set of ex- amples to strengthen that particular weakness. One boy who was getting "D" in his multiplication work proved to be making only one mistake. He did not know how to deal with the zero. Five minutes explanation, some special drill and his troubles were settled.
There is another side of this work which is being developed slowly but surely and that is a guidance program. To quote from the Providence Public School Bulletin, "A rapidly increasing amount of attention has been awakened throughout the country in the need of some efficient system of student guidance, especially in the high schools. When such guidance is neglected large numbers of students make serious mistakes in their choice of studies. They also need personal suggestion and advice to enable them to establish proper habits that will be helpful in school and through- out their lives. In the departmentalized program of the high schools, ac- cording to prevailing methods of the past, students pass from one teacher and subject to another during the day without much opportunity for per- sonal relationship and general training." The Habit Clinic has been in session each month during the year and has rendered much help.
The Achievement Club work has had another successful year and this winter has been under the direction of Mr. and Mrs. Rolland Perry. Two
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of our girls won prizes in the county contest for "The Room Beautiful." Several members of the Poultry Club won prizes at the Boston Poultry Show. One boy held highest record in the county for egg production per bird for one of the winter months. Many thanks are due the Reading Grange for their co-operation with the work of the Garden and Canning Clubs.
In conclusion I wish to express my sincere appreciation to all those whose sympathy and help have made this work possible.
Respectfully submitted,
IDA C. LUCAS, Director.
REPORT OF ATTENDANCE OFFICER
Mr. Adelbert L. Safford, Superintendent of Schools,
Reading, Massachusetts.
Mr. dear Mr. Safford :- In compliance with your request I submit my report for the year ending December 31, 1926, which was in many respects not so good a year for school attendance as some previous years have been. There was a great deal of absence caused by the so-called childish diseases, measles, mumps, and the like. Our average was a little over 90% for the whole town, with an average membership of 1,876 and an average attendance of 1,688 obtained from the teachers' registers. By schools the per cents. were as follows: Union Street School, all very small children, 87.4%; Center School, all below 5th grade, 92.1%; Prospect Street School, all grades to 6th inclusive, 92.5%; Lowell Street School, all grades to 6th inclusive, 91.1%; Chestnut Hill School, all grades to 5th inclusive, 93%; Highland School, grades 5 and 6, 94%; Opportunity School, 98%; Junior High School, 92% ; Senior High School, 92%. The highest average for any room was at the Lowell Street School, Grade 6, 95.9%.
Tardiness, also, is rather in evidence. One room at the Prospect Street School has the greatest number of tardiness per pupil, while the Opportunity School, the Junior and the Senior High Schools also have rather poor records. A pupil has to be in his seat when the tardy bell rings in order not to be marked tardy. The teachers follow this ruling conscientiously and "let the chips fall where they will." Of course the faithful mothers can get younger children to school on time and do so in the main, but as the boys and girls come to Junior High and Senior High School ages and have to rely on themselves more, unless the schools co-
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operate closely with the parents to prevent it, tardy marks become more common. Perhaps in earlier years mothers have been too much inclined to take this responsibility on themselves and our tardy marks should be in the registers of the lower grades rather than in the Junior and Senior High School records. We are trying to develop character and it seems to be a necessary thing to insist on regularity and pomptness in this endeavor.
The School Committee requires that teachers investigate and find out the reasons for non-attendance, tardiness, and dismissal. Written excuses from home are the best means of accomplishing this. The law states: Chapter 76, Section 2: "Every person in control of a child described in the preceding section shall cause him to attend school as therein required and, if he fails to do so, he shall, upon complaint of an attendance officer, be punished by a fine of not more than $20.00." Again, Section 4 says : "Who- ever induces, or attempts to induce a minor to absent himself unlawfully from school, or unlawfully employs him or harbors a minor who, while school is in session, is absent unlawfully therefrom, shall be punished by a fine of not more than $50.00." It is therefore evident that parents and guardians cannot keep children home from school to help with the work, take care of younger children, go to Boston or on visits to relatives, etc., and that anyone harboring a child who should be in school is breaking the law. The School Committee in the same chapter as that from which the above quotations are taken is instructed to see that school attendance is strictly enforced. It is also laid upon the school authorities by the law to search out and report to proper persons all cases of children suffering through neglect of parents by reason of poverty, immoral conditions, unfit- ness of parents or others in charge, etc. This has been done a number of times this year and we have certain well known social agencies working on cases now.
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