USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1928 > Part 12
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The Basket Ball season opened with a new policy. Mr. Sussman has decided to place Reading High School on a par with other progressive schools by discontinuing inter-school championship games for girls. As schools are primarily in the business of education and as no educational
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advantages accrue from this type of competition which cannot be met by other kinds of games, it is thoroughly in keeping with the best physical education ideals to give up inter-school competition. The same amount of coaching time is devoted to a larger number of pupils. Early in the sea- son a series of games between the different gymnasium classes was played off. This is to be followed by interclass games for class numerals. A. final varsity squad will be chosen to play three invitation games with other schools. These are to be more in the nature of a play-day and informal sports meeting than for championship play.
For the spring season other sports such as baseball, tennis or track are to be featured.
The regular class work is planned to progress from simple gymnas- tic exercises to those requiring more strength and skill. The apparatus ordered for the gymnasium will be of inestimable advantage to the girls. It is almost impossible to develop muscle and courage without it, and un- less they are developed by the end of the high school they are not likely to be acquired at all. Many girls are fortunate in possessing a background which brings them to school already possessing considerable initiative and skill. If the less fortunate are to be made their equal, they must have opportunities to hang, to climb and jump under safe supervision which is just what gymnasium apparatus offers.
Posture training has received special emphasis. Every month each class is given a posture test. Those who show continued deficiency are assigned to supplementary work in a special class. Any serious cases are recommended to the Orthopedic Clinic under Dr. McAusland. Most faulty posture is due to ignorance or carelessness and this can largely be corrected by regular class work. No girl is assigned to the special class until she has had an opportunity to correct herself by her own efforts, and has shown that this is not sufficient for her particular case.
For the first time this year physical examinations by the school phy- sician, Dr. Henderson, were extended to the High School. These examina- tions have become part of the regular school routine in all the lower grades. It is important to carry through this work, and also to check on the health of pupils who enter the Reading Schools for the first time. Every effort is made to make the examination easy and pleasant for the girls. At first there was some misunderstanding as to the desirability of taking such an examination, but most of the pupils were glad of the opportunity to secure the necessary approval for their participation in school sports at this con- venient time. A number of physical defects requiring treatment were dis- covered. This alone was enough to prove the value of such an annual health check.
The posture work in all the schools has been organized around the Orthopedic Clinic as a center. In all the grades through the sixth, posture training is given all the pupils. The efficacy of this work is checked by posture tests. Five hundred and forty-nine pupils have been helped by a
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little instruction and stimulation to better effort. The balance are being given special help in small classes. Since there is very little space and no equipment available for this work not much can be accomplished. Seri- ous cases are recommended to the Orthopedic Clinic. The follow-up work advised by the clinic is also carried on in these special classes, but that, too, is handicapped by inadequate facilities. What is most necessary for these pupils, however, is systematic physical education beginning in the first grade to teach correct posture. At the same time exercises to strengthen the muscles of posture and to counter-balance the excessive amount of sitting necessary in school work, is absolutely essential. Such work, to be effectual, needs trained supervision and whole-hearted co-opera- tion from teachers. It is not possible to let these five hundred children reach Junior High and then expect to straighten them out. Some of them will have acquired permanent body defects by that time. The remainder will form too large a proportion of the school enrollment to receive in- dividual help. Correct posture is an individual problem. Each pupil must be placed in correct position by a skilled teacher, over and over again until his muscles learn the feeling and it seems more natural than faulty posture. This kind of help cannot be given in large classes. Moreover, unless the children have had some practice in simple gymnastic exercises they are very much harder to teach correct posture. If adequate posture facilities and skilled supervision are not available until Junior High School, the program is not on the best basis.
At Junior High School there is every facility for good posture work, but the problem is so large that there is not time for the excellent teaching staff to handle it. The special camera is in constant use to make a graphic record of cases needing attention. They stand as mute testimony to the in- adequate program of the lower grades, where these cases originate and where, under trained supervision, they could be cured.
The Orthopedic Clinic is of immense value. It acts as a constant check on the work of training for posture in the lower grades. It stimu- lates parents to co-operate on efforts to correct defects. It remedies serious defects which could receive help in no other way. As a center for the corrective work it is unifying all the physical education work of the town, setting a high standard for all the departments to attain. With the as- sistance of a practice teacher a program of supervision and posture train- ing for the lower grades is being tried out. Before cases can be recom- mended for clinical attention it is only reasonable to see if ordinary teach- ing methods are not sufficient to meet the pupils needs. Therefore it is necessary to start a teaching program. In many cases this has proved sufficient to correct mild postural defects. At the same time pupils are prepared to do better physical training work when they reach the depart- mental classes at Highland School. The program at Highland School has been definitely co-ordinated with Junior High work so as to prepare the pupils for their larger interests there.
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If the physical education department can be gradually developed along these lines a continuous improvement in the health, appearance and efficiency of the school children will be the reward.
JULIA E. LANCASTER,
Director of Remedial Gymnastics.
REPORT OF THE ART DEPARTMENT, 1928
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Mr. Adelbert L. Safford,
Superintendent of Schools,
Reading, Mass.
Dear Sir:
Herewith I submit my 7th annual report of the Art Department.
The major objective in the course of Art is the appreciation of beauty which is being developed through knowledge of the basic laws that control the appearances of nature and art. During the process of acquiring such knowledge certain clearly defined attitudes, habits, and skills have been developed in the children namely :
I Attitudes :
1 Respect for one's own efforts.
2 Respect for the efforts of others.
3 Desire to create.
4 Joy in work and pride in doing it well.
5 Willingness to take the initiative.
6 Willingness to co-operate.
7 Enthusiastic use of graphic modes of expession.
8 Desire to improve.
II Habits:
1 Applying laws to everyday problems.
2 Seeking beauty in one's environment.
3 Independent thinking.
4 Self-criticism of work.
5 Orderly procedure.
6 Intelligent purposeful collecting.
7 Seeking information from books, pictures and people.
8 Accuracy.
9 Discriminating observation.
III Skills :
1 Hand control.
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2 Control of pencils, crayons, brushes, scissors, lettering pens, etc.
3 Selection or choice between good, poor, fine and mediocre.
The pupils are taught to love and appreciate beautiful line, pattern, and color in textiles, in furniture, in pottery, and in all art subjects. It is not necessary that they laboriously draw fine period furniture, but it is necessary that they recognize the beauty in it. The children are becoming acquainted with the world's great masterpieces of painting, sculpture and architecture. It is hoped that the pupils look for beauty instead of ugli- ness and find happiness in doing so. Henry Ford, some few years ago, said, "I would not give five cents for all the art in the world." He made a car on up and down lines and it went that way. It is rather interesting to note that he has since spent twenty millions of dollars to get a little art into his car.
Beauty undoubtedly has a great effect upon character and, while we do not believe that all children reared in beautiful surrounding's are neces- sarily good, we do believe that their chances are better for being. good; that if their lives are filled with beauty, if their eyes are trained to see beauty, they haven't time for ugly things. Beauty, truth, and goodness go hand in hand.
A great deal of this work has been accomplished by lessons in lecture form. The illustrative material used in connection with the lectures comes from my personal collection which has taken years to accumulate. Many of the plates come from choice art books and magazines; many are large photographs suitable for class work while others have been purchased on my trips through Europe. For example, I have a picture of a finely de- signed wrought iron gate, a photograph which reproduces a small part of the exquisitely carved ceilings in one of the chateaux of France, pictures of rare old lace with elegant pattern, gorgeously colored Italian pottery, and many other things of similar nature. The classes seem to enjoy these im- mensely.
Perhaps the greatest need of art in the public schools is to teach the thing called good taste. Unfortunately few people have this naturally. Many times every day we are called upon for choices between good and poor in design, in color, in arrangement. We must apply principles of art and color, theory along with appropriateness, if we are to solve these prob- lems correctly. This ability the pupils are learning to acquire in all grades through the study of art. They are being taught to apply the principles as working tools whether in school or elsewhere.
The use of posters for advertising the school activities has increased to such an extent that special attention is being given to this phase of the school art work in the Junior High School and the Senior High School. It involves tremendous amount of free hand drawing, design, composition, color, and lettering. The boys and girls are showing some very fine drafts- manship, originality and creative ability.
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Last year four girls, graduates of Reading High School, entered the Massachusetts School of Art; after four years in this free state school they will receive a degree and good positions, I am sure. One other graduate entered the Vesper George School of Art. The year before last one girl entered the Scott Carbee School of Art and won a scholarship.
In concluding this report, I wish to express my sincere appreciation to all the teachers, to Miss Emerson, my assistant, and to you, Mr. Safford, for your interest and assistance.
Respectfully submitted,
M. ADELINE LAHAISE.
REPORT OF THE SUPERVISOR OF PENMANSHIP, 1928
Mr. Adelbert Safford, Superintendent of Schools, Reading, Mass.
Dear Mr. Safford:
I submit herewith my second annual report of the work of the Pen- manship Department.
In my report of last year, I endeavored to bring out the importance of writing in our schools, and gave some of the essential points in establish- ing a permanent foundation.
I am very happy to state that we are well started towards laying this foundation.
All classes are supplied with the Zaner and Freeman books, and from all reports, both teachers and pupils are enjoying them.
THE PRIMARY GRADES
Throughout our primary grades much enthusiasm is being shown by teachers and pupils alike.
It is surprising to see how much progress has been made in one year.
The first grades at the present time are doing some unusually fine work. Last year, these grades covered the greater part of the small alpha- bet and a few of the capital letters.
The third and fourth grades are earnestly striving to form the habit of keeping a correct position in all written work. To help this cause along, we are giving certificates of position and improvement in writing in these grades.
One of the most important points to be developed in the first four grades is rhythm. This is absolutely essential to develop speed and light- ness of lines.
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To develop rhythm, we are using nursery rhymes, simple songs, or poems instead of the usual method of counting. There are also many in- teresting stories that we are using for developing the various letters and bringing out the essential points of position. The children enjoy these stories and rhymes greatly.
I have also used the victrola in connection with the writing lessons a number of times during the past year.
Penmanship, to-day, is not the slow, uninteresting subject that it was a number of years ago. The children thoroughly enjoy the work and look forward to the lesson with great anticipation.
HIGHLAND INTERMEDIATE
The work in the fifth and sixth grades, last year, showed little prog- ress, owning to certain difficulties encountered.
However, this year, these difficulties have been overcome and marked progress is already being shown. The children are interested and enthusias- tic.
Last year the writing was so low in standard that no certificate test was given until June, and then, only four students passed.
This year, the first test was given early in December and fifteen students passed and will receive the Grammar Grade Certificate.
It is the wish of the supervisor to lay a secure foundation in the primary grades so that the majority of the pupils in grades five and six may be able to attain the standards now required in the Junior High School. In this case, penmanship, in time, may be eliminated to a certain extent in grades seven and eight except for a possible clinic for those who find handwriting exceedingly difficult and for those whose writing drops in quality.
JUNIOR HIGH SCHOOL
Penmanship in the seventh and eighth grades is being carried on with most gratifying results as shown by the number of certificates awarded this past year.
118 Grammar Grade Certificates
56 High School or Business Certificates
6 Advanced Certificates
To receive the Grammar Grade Certificate, a student must have a standard of at least 70%. To receive the High or Business Certificate, a standard of at least 80%, and to receive the Advanced, a standard of at least 90%.
The Advanced Certificate is the highest award that can be given a student in handwriting.
When a student passes the test for the High or Business Certificate, or as I explained above, a standard of at least 80%, he may be excused from
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the penmanship work but must submit a paper every week that is written in some other class. Should that pupil's writing drop below the 80% mark, he must return to the class work in penmanship until he has again reached the standard for being excused.
I might state here that this idea was presented to me by Mr. Blais- dell and it is working out with great success.
It is very gratifying to a penmanship teacher to receive such ex- cellent co-operation from the principal.
¡Speed and quality tests have been frequently given in all classes this past year to see that the writing compares favorably with the chart standards issued by penmanship authorities.
I feel that a secure foundation has been established in our seventh and eighth grades and that even greater results will be obtained in the future.
In closing this report, let me thank both teachers and principals who have contributed towards making the past year a successful one; the stu- dents for loyalty and you, Mr. Safford, for your faith, counsel and con- structive helpfulness at all times.
Respectfully submitted, MARGARET A. CAMERON, Supervisor of Penmanship.
REPORT OF THE SUPERVISOR OF MUSIC, 1928
Mr. Adelbert L. Safford, Superintendent of Schools, Reading, Mass. Dear Mr. Safford:
It gives me pleasure to submit to you my first report as music supervisor of the first seven grades. In so doing, I wish to express my ap- preciation of the splendid spirit of co-operation found among the grade teachers.
We have heard many times, and from experience, know it to be true, that a person gains happiness and relaxation by listening to good music. How much happier, then, is the person who can, himself, produce this music, either vocally or instrumentally.
It is believed that there is potential music in every child. It is, therefore, the duty and privilege of the music teacher to help each child to feel the desire to express himself musically, and to teach him how to do it, thus building for a happier nation.
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It has been my desire to establish a definite gradation of work, so that each year the child may feel the delight of building upon knowledge already his. With the assistance of the teachers, this will be fairly well ac- complished by next September.
In the first and second grades the children must be taught to hear a soft, lovely tone correctly, and to produce a similar tone. If care is taken here, the monotones in the higher grades will be few. In these grades special attention has been given to rhythmic work, by means of singing games, action songs and folk dances. This rhythm has been continued in some of the third and fourth grades, by having the children draw to some familiar song. This has been enjoyed, and greater proficiency will be gained with continued practice.
Each lesson should be a lesson in music appreciation. That is, the children's attention should be called to the text of the song, and how they can best express it with their singing. In addition, there has been specifla appreciation work; such as the recognition of different rhythms, how cer- tain rhythms make us feel, listening for definiite things, learning voices and instruments. The purpose of this is to furnish musical tools that may be used to enjoy music heard anywhere.
The work in the fourth, fifth and sixth grades must necessarily be partly drill. In these grades they enjoy discovering their new problems and solving their difficulties. The pupils of the fourth grades have made individual key charts, which have helped them in learning the names of the lines and spaces, finding "do,"' and in interval study. This year, in the fifth and sixth grades, the program has prevented much group work; therefore, the pupils, in a chorus of one hundred and fifty, have been unable to have the necessary drill work. I strongly urge, that next year the time allotment be so divided that there is more individual group work, with only one chorus period a week.
On the other hand, Mr. Blaisdell wisely divided the seventh grades of the Junior High School into six groups, meeting twice a week, with one chorus period. This has enabled them to do excellent two and three part work, and to have time for music appreciation as well.
There are some children, who, because of mental or physical handi- caps, will never make good singers, but who can, and do, respond to rhythm. Take, for example, the Opportunity School. The older pupils there have made drums from flower pots, Indian rain rattles from boxes, sounding boards from wood covered with sand paper, and with a few bells, have the nucleus of a crude rhythmic orchestra. They are learning team work by playing together, obedience in following the leader, and gaining confidence in themselves, and pride in their accomplishment. These orchestras are splendid in the first three grades. The value of them is far reaching. I hope that soon we may be able to have them in the lower grades.
It would be advisable and profitable to furnish supplementary books for the lower grades. There are music books, recently published, which
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aim to correlate music with the child's social and school life, with art, and physical culture. The better the correlation with other subjects, the more music will become an integral part of the child.
In closing, I should like to quote from a recent lecture by Mr. Os- bourne McConathy, one of the editors of the Progressive Music Series, now in use in our schools. "During' the next few years, there may develop a great musical crisis. With the arrival of the radio, the phonograph, the phototone, and the television, there is grave danger that the American youth may become simply passive listeners, and not participators in music, which should be a part of them. It is for the music teacher to guard against this in every possible way."
Finally, let me thank you, Mr. Safford, for your sympathetic interest and kindly assistance.
Respectfully submitted,
MARGARET E. WHITTIER.
REPORT OF THE PRINCIPAL OF THE SENIOR HIGH SCHOOL
Mr. Adelbert L. Safford, Superintendent of Schools, Reading, Mass.
Dear Sir :
I am submitting my yearly report for the year ending December 31, 1928.
The purpose of the American High School is being expanded. Today it is planned for all the children of all the people who show themselves able to profit by an education prolonged to the eighteenth or nineteenth year and whose parents are able to support them while they remain in school so long. Today the position is taken that the high school should offer a program of studies sufficiently varied so that all children will have the opportunity to engage in profitable educative activities. The responsibility of the mod- ern high school does not end here. It goes beyond instructing its pupils in mere subjects. It is expected to guide them in selecting vocational activ- ities after they leave school. This new and elaborate system is a far de- parture from the old high school system which functioned only for the in- tellectual aristocracy. Of course such a comprehensive scheme carries with it many new problems, an important and difficult one being standards of scholarship. Some parents look upon the high school as an avenue to col- lege; others expect the high school to prepare pupils directly for office posi- tions; while still others look upon the high school as a place where their children can be kept happy and busy until they are able to fend for them- selves, can be sent to so-called finishing schools or become old enough to
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drop into the ordinary domestic and social stream of life. Thus with so many varied views the school must have a carefully thought out policy of its own, one particularly adapted to its own community and one which will prescribe to the permanent advantage of most of its pupils and prepare them for a wider and better life. Excellent results have been obtained in the various departments of the Reading High School with all pupils who have brought to the school a reasonable amount of character, industry and in- tellect.
1928 Graduates
The total number of graduates were ninety-six. Of this number three are at home and four unaccounted for. The remainder of the group is distributed as follows:
Post Graduates
7
Normal Schools
7
Music
2
Fitting Schools
12
Business Colleges
5
Office Positions
25
Nurse
1
Physical Education
1
College
14
General Work
14
Married 1
Thus it becomes evident that the school is functioning properly in all its departments. Approximately one-fourth of the students of the graduat- ing class are in office positions, due to their commercial training. Approxi- mately a quarter of the students are found in higher institutions of learn- ing, including college and normal school, and a great many of those doing so-called general work are those who use as a basis for their work the commercial education which they have received, preferring to begin work in other departments than the office. Of the twelve to be found in fitting schools eight did not take the college course and the four who did take the college course did such poor work that they could not be certified or recom- mended for examinations.
Eight students took the College Board Examinations. Of that num- ber two took the so-called Competitive Examinations; that is, they were in competition with hundreds of students for a rank high enough to be listed within this year's college quota; two took the so-called Comprehensive Ex- aminations, and the other four took the Old Plan Examinations. Of those taking the College Board Examinations three had honors in Mathematics and one had honors in Latin. The colleges in which last year's graduates are this year's Freshmen are Harvard, Boston University, Wellesley, Middle- bury, Radcliffe, Bowdoin, Dartmouth, Smith and University of Maine.
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Not only are the students well prepared for the fields in which they are interested but they do excellent work in these fields. We have had this year, as usual, many flattering comments on the quality of our commercial graduates, and the fact that we have honor students in Radcliffe, Clark University, Dartmouth, Smith, and Harvard, is an indication that our students are well prepared.
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