USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1929 > Part 12
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In my report for 1928, I spoke of the desirability of having rhyth- mic orchestras in the lower grades. I am glad to report that we now have five well equipped rhythmic orchestras in Reading. Much credit is due to the teachers who have started these, for it was through their efforts that money was obtained to procure the instruments. Let me restate the benefits of such orchestral work: namely, a sense of pleasure in being able to create music: a growing idea of working together for the good of the whole : a gradual building up of a sense of rhythm, which is an important element of all music.
The value of any subject is greater if it has some leaning upon other subjects, or can be correlated with them. Music lends itself to such correlation, and during the past year we have tried to do it, whenever possible. In May, during the National Music Week, two demonstrations of school music were given to the public. These were sponsored by the Central Parent-Teachers' Association, and made pos- sible by the heartiest cooperation of all the teachers. In these pro- grams, we tried to show work that had been done, correlating music with geography, history, drawing, literature, nature study, and health.
It was recently stated that the sense of rhythm was weaker in the American people than in those of any other nation, due to the fact that we have no national folk dancing. Because of this, special stress upon rhythm was placed by our rhythmic orchestras, by folk dancing, and rhythmic action songs, in the first and second grades. Re- cently, rhythmic work with balls and the victrola has been started in the third and fourth grades, which seem to be working out satisfac- torily.
'To a small extent, some creative music work has been accom- plished. Different classes have studied a simple poem, discussed the
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feeling of it, suggested different tunes, and eventually worked out a simple musical setting for the poem. Work in creative dancing, with a poem as a basis, has also been commenced. I trust that during the coming year more upon this line will be done.
The music in the fifth and sixth grades has shown a gradual prog- ress, both in vocal technique, and also in a more thorough mastery of the musical fundamentals. An orchestra, consisting of eight pieces is under way and promises to be an asset to the school.
The music work with the seventh grade of the Junior High School, is being conducted as last year. The groups meet twice a week, with a chorus period once a week. Good two and three part work is being done by them. A course in music appreciation is being presented to them, with study of the musical compositions, and study of the composers. This seems to be thoroughly enjoyed by the pupils.
A change in the eighth grade work was made this year by Mr. Blaisdell. Instead of having only chorus work, the groups meet twice a week for work with me, with the chorus period under Mr. Porrell's direction. A good tenor part among the boys has been made possible by this arrangement.
I have spoken briefly of the new things undertaken in our music work, but as always, the emphasis has been placed upon tone place- ment, tone production, group and individual singing, and a graded study of musical theory.
The development of any subject is gradual. I trust, however, that you will think that some degree of achievement has been attained in the music work in the schools during the year 1929.
In closing, I wish to express my appreciation of the teachers, for their splendid cooperation and willingness to undertake new things; my gratitude to the principals for their assistance and helpfulness; and my thanks to you for your constant faith, understanding, and encourage- ment.
Respectfully submitted, MARGARET E. WHITTIER.
REPORT OF THE SUPERVISOR OF DRAWING. 1929
Mr. Adelbert L. Safford,
Superintendent of Schools, Reading, Mass.
Dear Sir :
I herewith submit for your approval my report of the work as Supervisor and Teacher of Drawing for the year beginning Sept. 1929:
Since September in the lower grades we have taken up the study
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of color, nature drawing, lettering, creative concepts, design and poster work.
This work continues in the upper grades but with a more definite knowledge of the art principles. The principles are necessary that the child may learn to express his own ideas more clearly and to appreciate the beauty of the things seen about him in nature, art and everyday life.
I plan to use an ample proportion of the program during the year for creative work. The giving out of ideas in picture form, all through the child's school days, from the elementary through high school, makes drawing a useful and alive subject, not always producing artists, but helps the average child to express his ideas clearly-"to talk with pictures."
A course in Picture Study is being given to the children of the fifth, sixth, seventh, eighth, and ninth grades. In this course we plan to make the study of three well known pictures and their artists.
The pictures are chosen to illustrate particular art theories that are being emphasized in the grade during the year. It is my desire to carry this along in note-book form to each succeeding grade, with the result that each child will have, when leaving the ninth grade, a care- fully planned book and the knowledge and appreciation of fifteen or more famous and interesting pictures. Since this work correlates with language and writing in particular, the progress shown from year to year may prove of interest to the teachers of these subjects also. The reason for teaching Picture-Study to children in the schools is to create in them a love for beauty and an appreciation of the best in pictures, to broaden their vision and to teach the correct use of the power of observation. Picture Study not only helps the child in his art work, but in its correlation with other subjects of the school curriculum.
It is unfortunate that the Senior High School classes are as large and so arranged that Sophomores, Juniors and Seniors have draw- ing the same period. The arrangement gives no chance for a graded program, for if each class were given its suitable lesson, too much time would be taken away from individual criticism, essential in creative work, particularly in the case of High School students. Therefore, a general outline has been given to these pupils. Graded lesson plans have other advantages other than the suitability of problems to the age and grade: two outstanding reasons being-a graded course gives the pupil a consciousness of a definite aim in the work; and the work of the more advanced pupil encourages the lower class pupil to a better technique which inspires him to strive for a certain goal.
Since September we have made a study of color terms in art and nature, craft problems, and work in lettering, much of which has been applied to posters for school activities and of local interest. We are also making a brief study of historic costume, using this as a basis for a
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project to recognize types of art of the different ages and to use this analysis for the development of creative work.
In my work I have found the pupils interested and enjoyable to work with, and at this time I wish to thank the Superintendent, the teachers and all concerned with the schools for their helpful co-opera- tion.
Respectfully submitted, MERCIE V. NICHOLS,
Supervisor of Drawing and Teacher of Drawing in the Senior High School.
REPORT OF SUPERVISOR OF PENMANSHIP, 1929
Mr. Adelbert L. Safford,
Superintendent of Schools, Reading, Mass.
Dear Mr. Safford:
I submit herewith a brief report of the work of the Penmanship Department :
In my previous reports, I have spoken of the importance of good penmanship, the need of establishing a permanent foundation in our schools, and my aims or plans for the future which I hoped might be realized. I am pleased to state that in general, these plans are being realized in a most satisfactory manner.
The Primary Grades
Last year, the first grades did some unusually fine work as shown by the fact that the second grades at the present time are showing the best results of any of the primary grades. These classes should con- tinue to do well as both correct position and letter formation have been firmly stressed. Although marked progress is shown in the work of the third and fourth grades, it is somewhat slower than in the sec- ond.
The third grades of course, start using ink for the first time and this retards them somewhat for a few weeks, while the fourth grades were not specially drilled in handwriting in the first grade. Next year, these grades should be doing some fine work.
The children greatly enjoy their writing lessons and the progress made should be largely credited to their enthusiasm and that of the teachers.
Highland Intermediate
The penmanship in the Highland School has so greatly improved, I need only to report on the number of certificates earned to show what was accomplished there last year.
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Fifty-six certificates were won in all, four of these being won by pupils of the fifth grades.
35 Grammar Grade Certificates-at least 70%.
21 High or Business Certificates-at least 80%.
The most encouraging part of all, is the fact that the majority of these students "carried over" good writing in all written work, and the pride and enthusiasm shown in their writing lessons was most notice- able.
Junior High School
With such splendid co-operation from Mr. Blaisdell and the teachers of the seventh and eighth grades, one could not fail to achieve the desired results. I stress this co-operative spirit here because in so many towns and cities, the writing in the Junior High School drops below the required standard mainly because of lack of co-operation in correlating handwriting with other subjects.
Here, the seventh and eighth grade teachers list the names of students whose work in writing is below standard. This work must be done over to satisfy both teacher and supervisor. Pupils continue to be excused from class work in penmanship as soon as they reach the required standard. In some classes, as many as twenty are excused out of thirty-five students. Many of these students, however, are doing advanced work in penmanship through choice, such as broad pen letter- ing, rapid pen lettering, advanced business work, etc.
Many favorable comments were made by visitors last year, on our note-book writing.
I feel very much pleased and encouraged with the progress and enthusiasm shown in these classes. Our certificate record follows :
Grade Seven
65 Grammar Grade Certificates.
37 High or Business Certificates.
2 Advanced.
Grade Eight
79 Grammar Grade Certificates.
77 High or Business Certificates.
10 Advanced.
This makes a total of 270 certificates won by the students of the seventh and eighth grades.
In closing, I wish to express my sincere appreciation to you, Mr. Safford, and to all others who have helped to make our work success- ful
Respectfully submitted,
MARGARET A. CAMERON.
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REPORT OF THE PRINCIPAL OF THE SENIOR HIGH SCHOOL
1929
Mr. Adelbert L. Safford,
Superintendent of Schools, Reading, Mass.
Dear Sir :
I herewith transmit to you for approval my annual report as Principal of the Reading High School.
Numerically the school has grown in a normal way, there being 29 more pupils than last year: a total of 430 pupils. In June the High School graduated a class of 107 students. These have now gone on to take up their tasks in the work-a-day world or in search of higher school training. All have given evidence of being well prepared for their new tasks, and will, without doubt, add in a splendidly creative way to the numerous excellent records established by the Reading High School Alumni.
Even a cursory examination of the returns from the various col- leges indicate that our graduates are continuing to do excellent work. Dartmouth, Smith, Radcliffe, University of Maine, Harvard, Bowdoin, Wellesley, Middlebury and Yale, to mention only a few, number Read- ing High School students among those doing outstanding work.
As has been noted in previous reports, while general objectives in education seem to be in a process of change, the requirements in the leading Eastern colleges have changed little, and any change has been in the direction of emphasis on more intensive preparation. The col- leges still require fifteen units for entrance and we must be sure that the pupils have four full years of preparation. Of course it is possible to take a post graduate year, and in many cases this is advisable. This, however, is not the best procedure for many reasons. I would urge at this time to consider making the regular college course in the High School a four-year course.
This procedure would provide for a little more leisurely prepara- tion and, as a result, would relieve the student from the over-stimulus of the extreme high pressure to which many are subjugated under the present system. It would also allow a little more latitude in the choice of material presented to the student, and should guarantee much better preparation. The heavy investment of time and money in college edu- cation should be properly insured by thorough preparation.
The comprehensive plan and the varied opportunities offered in the Reading High School are attempts to meet the needs of all pupils however widely they may differ in ability and in educational objectives. All departments aim to educate for the particular life interests of each group.
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The graduates of a comprehensive high school are to be found in various professions, business pursuits and in all kinds of skilled and un- skilled labor. In most communities, however, the high school is rated not alone by the success of the majority of its graduates but by the standing and success of those who enter higher institutions of learning. This basis of judging the value of a High School, whether just or un- just, nevertheless is the judgment that high schools must meet. If a high school is unable to have its students pass the increasingly difficult college entrance examinations, or if its students fail to do good work after entering college, that school is criticized severely. One of the great problems that high schools are attempting to meet today is the difficulty of holding students up to the high plane of scholarship neces- sary to meet the present severe demands of college examinations. Col- lege examinations are intended to eliminate a large percentage of those taking them. As mentioned elsewhere, the Reading High School is doing exceedingly well in preparing and keeping its students in college. There is no question but that the work of at least that third of the pupils who are heading towards college is largely created and deter- mined by the dominant control of privately endowed Colleges and uni- versities in New England. However narrow that policy may seem, we are bound to meet these conditions. Of course there are many educa- tors who believe that this requirement on the part of the colleges, that the high schools meet these requirements is based on poor educational psychology. There are, on the other hand, just as many prominent educators on the other side of this question. A few statistics taken from a reliable source may be of interest at this time.
"In New England 76 per cent of those who graduate from High School do not go to college. Of those going to college only five and 9/10 per cent enter through the college examination route. In New England, Harvard, Yale and Massachusetts Institute of Technology are now the only colleges for men requiring college examinations. Welles- ley, Wheaton, Mt. Holyoke, Smith and Radcliffe are the colleges for women requiring entrance examinations. Other institutions admit by certificate. Our high school pupils, however, expect to be fitted for any or all colleges. This forces us to adopt the highest standard; that is, college entrance examinations. In recent years because of the tre- mendous increase in numbers of those wishing to go to college, the colleges have been placed on the defensive. In 1928 in nine colleges from which information is available, 7942 candidates were refused ad- mission. Some colleges have registration lists complete six years in advance. One women's college has had over 600 applications for 165 places. Another examined 1400 candidates for less than 500 places. Many men's colleges have four or five times as many candidates for Freshman classes as there are places. Therefore, it is necessary for the colleges to set a definite limit and any candidates above this num-
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ber, no matter how worthy, is refused admission."
The simplest method, of course, for limiting enrollment is to raise the entrance standards. I could quote many additional statistics which all definitely show that entrance to college is becoming increas- ingly difficult. The Reading High School has met this situation in the past and must continue to improve its methods in order that those pupils who wish to go to college may be definitely prepared. This is one of the reasons that I have urged you above to consider making the High School College Course a four-year course. Even then we will be one year behind numerically, when we compare our curriculum with that of the better college preparatory schools, both public and private.
If the high school is to compete favorably with the best prepara- tory schools in the country it must insist upon careful and complete home co-operation in the matter of home study. In the private school the pupil is supervised twenty-four hours a day. Special quiet study periods are arranged for. This condition must be approximated at home as nearly as possible. More time for college preparation, smaller class- es, grading of pupils according to ability and performance, and good teachers are fundamentals necessary for proper college preparation. This may, although not necessarily, mean a slight increase in cost per pupil, but the citizens of the town should realize that the cost per pupil in private schools runs from 5 to 10 times as much per pupil as in the local High School.
As mentioned in my 1928 report, only such pupils who have the determination, the purpose, the mentality and the industry necessary to do first class work should take the so-called college-preparatory course. The daily record of the pupil indicating his mental stability and ability to perform consistently is one of the determining factors which the colleges use in selecting pupils. Most colleges have done away with fall examinations so that the pupil who is not a consistent performer does not have the opportunity to cram during the summer in order that he may pass examinations in the fall. A few years ago a list of names of Reading High School graduates in college was published in the Town Report. A study of this list is sufficient evidence of the earnest and serious attention given to college preparation work by our teaching staff.
I am below submitting a list of life activities of last year's gradu- ates.
College
24
Higher institutions not college grade 15
Art 2
Commercial
4
Post Graduates 5
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Nautical Training 2
Nurse
1
Physical education 1
Office work 30
Skilled labor
4
Unskilled labor
16
At home 3
The Commercial Department of the High School is also doing an excellent piece of work. Our students come to know their work thoroughly if they will apply the effort. Recommended graduates from the Commercial Department find and keep good positions.
The Agricultural Department is as usual doing its work well and continues to attract a group of earnest, industrious workers who are interested in manual work. Its graduates can be found doing success- fully in Reading the things they learned to do in school. Many of these young men are rapidly becoming leaders in the agricultural pursuits of their choice.
The art work in the school is progressing well. A great deal of new interest is being developed in spite of the fact that there is a de- cided lack of equipment and teaching time. The field for art is today expanding in every direction. Commercial art such as is found in ad- vertising is a highly organized profession and yearly needs many new recruits. The demand for trained workers in this field, as well as in the field of teaching art, is increasingly noticeable. Some provision should be made to organize again the drawing room so that at least part of it be reserved entirely for art work. At present the drawing room is simply another recitation room which is used but two periods a day by the class in art. I feel that we should have a minimum of four periods a day for art in order that the instruction, which in this particular field is quite individual, may be available to all those who wish to take this work.
The manual training situation, while not ideal, has been im- proved to a considerable extent. The reorganized shop in the Highland School which is used by the High School students two periods a day, equipped with several pieces of motor-driven machinery, offers much more than did the old shop. However, here again we are limited in time. We have to crowd a large number of boys into two periods. This situation should be remedied, and more time in Manual Training and other shop work be given to the High School pupils. I would suggest two double periods or four forty-minute periods daily as a minimum.
Had Achilles' mother been properly educated she would not have left her son's heel unimmersed when she dipped him into the Styx, and
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so while the High School has become in recent years a school for all the children of all the people, we must be careful to build our courses so that all will be prepared for that which they wish to do next. Stu- dents come to the school to prepare for life as a whole. If they are instructed only in some limited phase such as in vocational training it is because they are unaware that life has many phases. We must not allow them to graduate unaware of the major life issues. Nowhere but in the school will they receive this help. To this end we should de- velop more fully our art courses, manual training courses, cooking courses and sewing courses, but always with the idea of rounding out these courses and not making them purely vocational. In other words the students must become not only vocationally proficient but also have their ethical feelings developed. Ethical feeling is meaningless without the conviction that the outcome of the human adventure depends to some degree on our own efforts. Students must be encouraged to extend themselves, to grasp the things which we know are essential but in which they may perhaps not be, at the time, interested. To build up the body only, may lead to nothing higher than a prize fighter. To train the wits only may lead to the spurious profession of bootlegger or crooked politician. To become a Roosevelt, a Franklin, a Lincoln, or even a less great all-around American citizen, character education based on "doing the next thing next" whether we like it or not should be part of our educational system. Some one has said that "comradeship can live only on common interests." The greater the range, depth and width of these interests, the greater is the possibility of a compatible fellowship. Men and women cannot expect to get along together suc- cessfully unless they have a community of interests. To this end a sound introduction to literature, science, history, the classics, mathe- matics, esthetics and hygiene is necessary for every high school pupil. There is a vast difference between education and culture. That is why we feel there are certain fundamental subects which all students should study. Intellectual capacities that are not bookish are recognized in our school. A student may not be able to understand the rhetorical flight of some English poet but if he can learn to write a good business letter he will find encouragement in our school system. In order to promote successfully these various interests there should be at hand in the High School a good reference library in charge of a library teacher. The town library is accessible only after school hours and it is im- possible for all students to find opportunity to use its shelves or to find many books which they should have access to as often as minimum necessity demands. We appreciate the fact that the Library Trustees are rendering some aid in this direction in that the Library is open from ten to twelve Monday morning but this, or course, is entirely in- sufficient for high school needs. The library teacher should be one of excellent training and must be very versatile. It should be part of her
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duty to assist and tutor those students who find intellectual effort diffi- cult. We have waited long for the development of this department and if we are going to continue to absorb all the students who are sent to us we must make some provision as mentioned above for those stu- dents with lower abilities.
A word more about physical education. We have at present two excellent physical education teachers on our staff. They are doing a noble work, as already mentioned; but they need more equipment and more assistants. Our slogan should be "A complete physical program for every boy and girl." This means adequate playing fields, more equipment, and enough assistants so that all the high school pupils may take part in some sport under proper direction.
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