USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1928 > Part 13
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Faculty
While it is undoubtedly true that the Reading High School Faculty suffered considerable loss by the resignation of Mrs. Lyla R. Davis, Mr. Russell P. Taylor and Mr. C. Francis Woods, it is a source of great satis- faction to note that the vacancies occasioned by these resignations have been very well filled by the addition to the faculty of Miss Josephine Bar- low, Mr. Charles M. Gates and Mr. Edward L. MacArthur. It would seem front the work thus far produced by these new teachers that the high standard will be maintained.
Health
Health is always an important factor but I know of no age of childhood to which health plays such an important part as the adolescent age. While this period begins in the Junior High School it is really not in full swing in most cases until the pupils reach the Senior High School. It is for the health reasons that I urge you to do all you can to improve the facilities for serving lunch, and also to improve the locker room accom- modations. While the girls' locker room is fairly convenient there is op- portunity there for improvement. The boys' locker room, due to the fact that our Physical Instructor, Mr. Aldred, is doing an excellent piece of work in inducing a large number of boys to participate in the various ath- letic sports, is sadly in need of re-arrangement. Lockers of some sort should be provided. This should include enlarging, if possible, the locker room space. In order to do this it may become necessary to provide lockers in other parts of the building to accommodate the outside wraps.
In connection with the above it might be well to state that while ex- ercise, physical development, and co-ordination of mind and muscles is the chief objectives in football and basketball, it is always an additional satis- faction to have a winning teanı. Last year's basketball and football teams were very successful in winning their share of athletic contests.
Tests
The High School is co-operating more closely each year with the De- partment of Standards and Guidance. While undoubtedly the major work of this department lies in the grades and the Junior High School, never- theless we feel the need of its co-operation. Practically all students ex- cept those coming from other towns have been tested several times by the Department of Standards and Guidance. These tests are of tremendous value to us in determining the proper courses for students to take in the Senior High School. The results of these tests are also valuable as a check against the teachers' marks. We also are using a great many standard
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tests, prognostic tests, progressive tests, and hurdle tests. These tests are of extreme value in determining our standards as compared with that of other schools. We are using these tests extensively in Mathematics, Eng- lish, Latin, and History.
Opportunity Groups
The widespread use of intelligence tests in the Reading Schools, coupled with achievement and teacher ratings, has emphasized individual differences and made us aware that many children do not possess the neces- sary capacity to pursue successfully the usual courses. In order that these pupils may be included in the plan for universal secondary education they have in certain subjects been placed in special groups. Mr. Guarnaccia,, appointed by the School Board last year, teaches these groups along line's laid out by the Standards and Guidance Department and the Principal. It gives me pleasure to say that the mortality among' these pupils has been extremely small and their achievement exceedingly encouraging.
Vocational Opportunities
If we are to continue profitably the splendid policy which you and the School Board stand for in that you desire to provide for certain types of pupils who, in former years, were not admitted to high school, it becomes evident that the High School must expand its vocational work. We are sadly in need of more equipment and better quarters for Manual Training. One solution might be to have the High School students go to the Highland School for their work in Manual Training. The quarters there are larger and better, and if a few pieces of power machinery could be installed the work .could be vastly improved. The objection to having the High School work at the Highland School is the necessity of travel between the two schools by groups of boys taking the work. Classes going back and forth between buildings always present difficulties but these difficulties are not necessarily unsurmountable. I also believe that a department never func- tions so well if it is removed from the main center.
I believe that if our Cooking and Sewing Departments were in the High School building they would be more popular. Efforts should be made to make these departments,-that is, the Cooking and Sewing Departments, -more popular, more interesting and more valuable to our girls.
Delinquency
If one is to believe the statistics quoted so often in magazines and papers, youthful delinquency is on the increase. The old policy of students attending school regardless of what they got out of it is no longer tenable." Schools today must function in such a way that the student upon leaving has in his possession certain marketable skills. These skills may be pro- ficiency in the scholastics, in Agriculture, in commercial subjects, in Art, in Science, Manual Training or Domestic Science. Whatever the interests of the individual may be they should be so developed that they are market- able.
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Spoken English
Due to various reasons, largely because of the lack of time and the seeming importance of other subjects, Spoken English does not receive the' attention that it should. This is not only true in the Reading High School" but in most High Schools about us. I hope it will be possible soon to in- crease the number of teachers on our staff so that at least one teacher can. devote part time to this important subject. We do considerable work withv Spoken English in our plays and operettas but not enough. I feel that the; plays and operettas are very valuable in developing poise, improving dic- tion, making for clearer enunciation, and also in developing personality., In producing these plays and operettas we include as many students aș possible. However, it is impossible to include the entire school and, there- fore; some pupils, and possibly those who need it most, do not get. this. training. The debates sponsored by the League of Women Voters, are. of great value for those who are in them and an inspiration to those who. hear them ..
Library
Another very important addition to the Reading High School would be a well-equipped library and a library teacher. We need many more reference books quickly accessible to the students and, of course, organized, cataloged and supervised by an efficient library teacher. It is possible, to. combine the work of a library teacher and a teacher of Spoken English .: . ...
Respectfully submitted,
RUDOLF SUSSMAN, Principal.
REPORT OF AGRICULTURAL INSTRUCTOR
Mr. Rudolf Sussmann, Director Agricultural Department,
Reading High School, Reading, Mass.
Deär Sir:
I take pleasure in submitting to you my fourth report of the work - of the Agricultural Department. :.
The department has followed the prescribed course of study approved by the State Department of Vocational Education. The major subjects taught from January to September were Dairying and Market Gardening. From September on for the balance of the school year the majors will be Orcharding and Poultry Keeping. Along with the major subjects we plan to give a secondary or survey course which covers seasonable jobs and economic developments of interest. Much of the material for this work is taken from agricultural papers and livestock journals, catalogs, and the material furnished by fertilizer companies, makers of farm machinery, ..
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poultry and livestock associations, as well as bulletins and Experiment Sta- tion publications. Much of the information from these sources is more timely and modern than that we find in text books. Then we plan to get out on the job for actual work all we can.
In most cases the boys followed through with their projects and supervised work, nine completing ownership projects and eighteen super- vised work. This year we were able to provide an extra course in Automo- bile Repairing at the end of which the following concise report was made:
Ten boys in the Agricultural class had a three months' course in automobile mechanics and repairs under Mr. O. L. Dickinson. The boys were in the shop three hours a day four days a week. The course covered the theory of automobile construction, repairs, ignition, and maintenance. Most of the work was done on Ford cars, but some practice was obtained on Chev- rolet, Maxwell, Dodge, Studebaker, and Pierce Arrow, also on Fordson trac- tors, so that all types of cars except the Knight engine were handled. Be- sides working on the regular jobs which came into the shop the boys re- built and repaired several cars for themselves.
It is an interesting fact that much of the material used was salvaged from wrecks and junk and made into creditable looking cars. The boys also assisted in the construction of a "running in stand" and other per- manent improvements for the shop. No figures are available for the general work done in the shop but for the boys' own work we have the following:
Value of labor at regular rates $242.00
Value of new parts used 54.93
Value of salvaged parts used 77.50
Value created remaining with shop 75.00
Total cost of course to Town 144.00
On the whole this course was a very profitable one for the class, filling in the time when little agricultural work can be done, teaching the kind of work which every man who handles motors must know, and also showing the value of salvaged material in repairing old machinery and making it usable. This course is to be repeated in 1929.
Financially the year was the most profitable for the boys themselves of any since I have taught here. The total number of boys enrolled for 1927-28 was 19. Those completing the year were eleven. The number of graduates was one. The total number of hours worked amounted to 10,959. Amount earned in Agricultural work was $3,388.75. Amount earned in shop work, $294.50. Total earned by students in the Agricultural Course, $3683.25. High man, Malcolm. Bredbury, earned $429.70. Seven earned over $200.00 each and four earned over $300.00 each. Total number of students in the course January 1, 1929, was twenty-one.
In the past year the boys have remodeled two poultry houses and built one new one. Several of them have taken quite extensive jobs of pruning and orchard renovation besides many small jobs done in school hours as practicums.
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Last May the Department sent a stock judging team to the State Championship Contest at Massachusetts Agricultural College. They did good consistent work but did not capture any prizes. When we learned that some of the winners had done nothing but judge cattle for several weeks we did not feel quite so badly, for it seems hardly worth while to spend so much time in preparation for a contest of this kind when we are not in a dairy section.
In September the boys struck their winning streak. Fletcher was placed second in stock judging at Topsfield Fair. E. Munnis and McKeague won a special award at Reading Grange Fair. Robert Wheeler with his brother took two firsts and a second at Reading' Poultry Show, while Bell won a first, a second, and a sweepstakes at the Boston Poultry Show. In all the cash and prizes amount to over $25.00 in value. The department also provided part of the Vocational Agricultural Exhibit at the Union Agricultural meeting at Worcester.
The boys in the department are doing good work and sticking to it clear through. This year we should have four graduates. They are doing their part in school activities and taking their share of school honors. We have three letter men in football and the captain of the basketball team is in our department.
A survey of former students made last fall showed several who have become very successful greenhousemen and market gardeners. A number are in poultry, fruit, and dairying who are doing well. All these men paid high tribute to the training they received in the Agricultural Depart- ment. Several expressed the opinion that we should find some way to give more training in Floriculture as that is becoming one of the big industries of this town.
During the past year we have had an increasing number of requests for help and advice from the people of the town. This is very gratifying. It is just what we are here for and the students of this department and your instructor will gladly be of service whenever possible.
Respectfully submitted,
HERMON T. WHEELER,
Agricultural Instructor.
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READING HIGH SCHOOL COMMENCEMENT EXERCISES Class of 1928
Shepardson Hall Thursday evening, June Fourteen at eight o'clock
PROGRAM
PRIESTS MARCH FROM ATHALIA
Mendelssohn
PRAYER-Rev. Charles F. Lancaster
CHORUS-Devotion
Mascagni
Senior Class Salutatory
SKIRTED SUCCESS Esther Emily Malonson
VIOLIN SOLO-A Flower of Italy
D'Agastino
Louis Levine Accompanied by William Goodwin Day
TORCH ORATION
Malcolm Edward Weeks, President, Class 1928
ESSAY-Louis Pasteur
Isabelle Gould Parker, Class Honors
TRIO
Kenneth William Henchey Sara Gould Harnden, Virginia Nodding
ESSAY-The Present Day Foes of Democracy
Boyd Harrison Parker, Faculty Honors
CHORUS-Triumphal March from Aida Verdi
Senior Class Valedictory
THE LADDER
.
Eleanor Boit Crafts
CONFERRING DIPLOMAS
Carl M. Spencer, Chairman of School Board
CLASS ODE-Words by Alice Victoria Hodson
BENEDICTION-Rev. Marion F. Ham
EXIT MARCH-Militaire Schubert
High School Orchestra Edith Marion Woods, School Honors, highest average rank. Not eligible for Valedictory as two years was in another school.
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CANDIDATES FOR DIPLOMAS, 1928
Accounting Course
Harry A. Copeland Mary Rita Flaherty
Helen Dorothy Gowing Addis Alma Jones
Agricultural Course
Warren Luce Munnis
College Course
Harold Nickerson Boyle
Eleanor Boit Crafts
Edward Francis Halligan
Sara Gould Harnden
Arthur Edward Moyer
George Albert Mussells, Jr.
Frank Richmond Heselton
Boyd Harrison Parker
Isabelle Gould Parker
Evelyn Frances Remick
Louis Riseman
Commercial Course
Iris Lillian Birnie
Doris Raye Brown
Lois Cheney
Genevieve Louise Coron
Katherine Frances Doherty
Ruth Field
Doris Perry Gleason
Carrie May Jones
Edith Elvera Lindquist Margaret Mason Lindsay Esther Emily Malonson
Thelma Mcclintock Berenice Parker
Ethel Marie Pratt
Ruth Gertrude Stevens
Ruth Marion Wilkinson
General Course
Naida Harriet Ainsworth Grace Alberta Black Mary Claire Brennan Eugene Herman Bronson Francis Daniel Canty
Dorothy Kathleen Chase William Goodwin Day Agnes B. Desmond
Alfred Kimball
Warren Kimball
Jesse Whitman Morton, Jr.
Kenneth William Henchey .
Alice Victoria Hodson Frank Howard Evelie L. Irving
A. Roger Hickey Sidney Harold Lassell John J. Doherty Arthur Lawrence Doiron Donald P. Gray Thomas James Greene Ethel Doris Griswold F. Lillian Harnden
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Eleanor Wright Lovering Arthur Ernest Marchetti
Angus E. R. McLeod.
Kenneth O. Morrison Frances Eleanor Nash Virginia Nodding Alberta Louise O'Brien John Edward Palmer Richard A. Pomfret Elaine T. Ruggles Mary Ryland
W. Gordon Sargent Wilbur Smith Sias, Jr. Gilbert Mills Soule
Charles Newhall Sweetser
Faith Winslow Thaxter
George R. White Lincoln Alvin Whitehouse
Anna A. Williams
William Henry Willson, Jr.
Eileen Frances Wilson Elizabeth Hildur Yunghans
Normal Course
Dorothy Mary Babine
Dorothy Seward Barnes
Miriam Leora Blood
Helen Alberta Bredbury Florence Louise Estabrook
Marjorie Lucie Hayward Harold Laurence Henchey
Evelyn Mae Holmes
Louis Levine
Mary Carolyn Lewis
Helen Arie Richardson
Lucille G. Ware
Malcolm Edward Weeks
Albert Lewis Wellman, Jr.
Edith Marion Woods
Scientific Course
Ralph Wendell Burhoe
George Joseph Riley, Jr.
Alfred F. Staeger, Jr.
Secretarial Course
Phyllis Marion Gray
REPORT OF THE PRINCIPAL OF THE WALTER S. PARKER JUNIOR HIGH SCHOOL 1928
Mr. A. L. Safford, Reading, Mass.
Dear Sir:
1 I take pleasure in submitting to you my sixth annual report as Principal of the Reading Junior High School.
A new school building is like a new house in that it requires a year of occupancy to make it thoroughly livable. This has been true of the Walter S. Parker Junior High School and many needs have presented them- selves, mostly in the way of equipment. Many of those needs have been taken care of, and the others are receiving the attention of the School Committee as rapidly as finances permit.
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The present enrollment of the Junior High School is five hundred and forty-three, which is an increase of thirty-seven pupils over that of last year. Increased enrollment without an additional teacher necessitated larger groups this year. Although this has not been a serious problem yet, the size of the class rooms will not permit the class groups to further increase to any extent. It will, therefore, undoubtedly be necessary to plan for an additional teacher at the Junior High School next year.
Believing that pupils can become good citizens only by practicing citizenship, it has always been a policy of our school to encourage pupil participation in school management in every way possible. Particular stress has been given to this policy this year in the organization of the cafeteria. In accordance with a plan presented by a special committee of the student council under teacher supervision, the pupils have been allowed to form their own groups around the tables in the cafeteria. Each group through its self-appointed host or hostess is responsible to one teacher in charge of the cafeteria. This means that the group at each table constitutes a self organized unit responsible for the conduct of its members. The teacher in charge of the cafeteria meets the hosts and hostesses at regular inter- vals, at the end of the lunch period. This is important. It provides an opportunity for those pupils to discuss their problems and serves as a clear- ing house for bright ideas. Pupils of junior high school ag'e may not have the mature judgment and stability to carry out such a plan all by them- selves, but they can do a good deal with a little help, if given a chance.
It is very gratifying to observe the splendid spirit and effectiveness with which the pupils are co-operating with this plan. Recent visitors from a nearby city were kind enough to say that it was the best bit of cafeteria student organization that they had seen in operation. It has of course re- quired a great deal of preliminary work on the part of the teachers in es- tablishing a standard of conduct. Assembly talks, in some cases by pupils, have helped in making clear the need for organization, in creating a co- operative attitude and a feeling of responsibility.
The fundamental principle involved is that any organized group is a co-operative enterprise. It necessitates certain obligations, and some times a curtailment of personal desires on the part of its members. In return, the organized group makes possible conditions that are for the mutual benefit of all. The task for us as teachers is not only to make that principle clear to the pupil, but in some way to get it to function in action as a part of the pupil's developing philosophy of life. A large portion of this report deals with efforts that are being made to make that principle vital in the life of the Junior High School.
Student organization for some time has operated in the supervision of the corridors during the short interval between classes and during the ten minute free time at the end of the lunch periods. That organization has centered in a traffic squad functioning under the Department of Safety.
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Even while this report is being written, some changes are being made in the plan for corridor supervision which ought to make the student organiza- tion much more effective than heretofore. Under the new plan all traffic officers, at least for the rest of the year, are to be selected from the Leaders Club organized by one of the Physical Directors, Mr. Althoff. The traffic officers are to meet every day during the second lunch period as a committee under the guidance of the club sponsor, Mr. Althoff, for the following pur- poses. First, to consider the cases of pupils who have been asked to ap- pear before the committee in answer to charges of not complying with the traffic regulations, which are as simple and reasonable as possible though very definite. Second, to consider preventive measures to be used in the cases of pupils who do not display a co-operative attitude in the corridors to the end that they may not become positive offenders.
Here again wise guidance is necessary. Pupils offend in many cases because they do not appreciate the necessity of controlling their desires and impulses when they conflict with the best interests of the group. They have not learned to play the game according to the rules. They do not distinguish between "Freedom" and "License "-"Freedom," being de- fined as the privilege of each individual to do what is best for his own welfare and the welfare of the group; "License," being defined as one's tendency to follow his own wishes or desires regardless of how they effect others-a very selfish attitude.
Successful student participation in school organization is not an easy achievement. It is justified, however, if it contributes a control that comes from within the child because he recognizes his relationship to the social group, and is not imposed from without through compulsion. This does not mean that compulsion does not play a part in school management as a means of temporary restraint. It does not effect a cure, however, unless the attitude and point of view are changed.
What should be done with the troublesome pupil who for some rea- son does not live up to his responsibilities as a member of a social group? This type of pupil, of course, reaps but never sows. He enjoys the freedom and advantages which the social group provides without any reciprocation. He does not play the game according to the rules.
Our past method of dealing with this type of pupil has been to force him by punishment to conform to school regulations, or to talk to the pupil in an effort to make him see his obligations. This method has its weak- nesses in that punishment is apt to arouse resentment without a change of attitude, and mere talking or friendly advice too often lacks the reality of experience. We are finding it very effective in many cases to completely isolate such pupils from their group and school activities for an indefinite period. The offender is asked to report to a room provided for pupils who are not in good standing as school citizens, and does all of his work under the direction of the teacher in charge. The pupil experiences for the first time the lack of freedom and advantages that he has previously enjoyed
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as a member of the group. The experience is an unpleasant one and it does not take long for the pupil to seek re-instatement. At this point again wise guidance is imperative and the guidance teacher must be ready with an accurate diagnosis of the case and a definite knowledge of wherein the pupil fails to play the game according to the rules. In this process both experience and advice play leading parts in helping the pupil to properly adjust himself to organized group life.
Quoting from last year's report "The junior high school in practice is doing a good deal toward eliminating the distinction commonly recognized between the so-called extra-curricular activities and the other activities of the curriculum. From the point of view of self activity (learning by doing), interest, and co-operative learning, these special activities possess exceptional educational values." Furthermore, they are often indicative of special abili- ties in pupils that suggest vocational possibilities. These activities or clubs, which are scheduled this year the third period on Tuesday, are listed as . follows: Aviation Club, Sketching Club, two Dramatic Clubs, Nature Club, French Club, Penmanship Club, a Leaders Club for boys and one for girls, the Parker Quill Editorial Staff, the Glee Club, and the Orchestra. The club work is not compulsory and it is this year limited to the eighth and ninth grades. Pupils who do not take the club work are assigned to the study hall during that period.
During the Tuesday club period, the seventh grade pupils meet with their home room teachers. The activities for this period are planned to contribute to character building) and good citizenship. The pupils are en- couraged to supply as much of the program as possible, and the materials used are largely of the following nature: (1) Poetry and stories with a strong emotional appeal; (2) biography that can capitalize the factor of hero worship; (3) pageants and short plays; (4) short compositions writ- ten by the pupils that contribute to the purpose of the period; (5) school and class organization is thoroughly considered and an effort made to in- culcate the ideas suggested above in the discussion of pupil participation in school organization. In fact, it is hoped that this guidance period will act as a kind of preliminary training school for a student body that learns to become good citizens by being good citizens.
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