USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1932 > Part 11
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Courses
Several years ago we developed our present system of constants and electives. The constants - mathematics, language, history and science, are, we believe, necessary for the development of the broader conceptions of life. The electives allow for an expression of individual interests. There is an insistence on our part for enough continuity to make for mastery. Says Koos, "not much training in the specialty is necessary if the foundational training has been thorough." The more highly specialized the training the smaller is the percentage of those who use it vocationally. The old system of promiscuous election of subjects with no objective or an election of subjects on a narrow basis
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of interest or ease, left the student at the end of the school year with a sort of training that was not flexible and capable of being used in definite situations only. A recent survey of labor turnover revealed that lack of skill was responsible for only one-third of the workers losing their jobs. The other two-thirds were discharged, not because of lack of efficiency, but because of lack of adaptability.
Honor Students in Colleges
Our graduates continue to establish satisfactory records in college. In many cases honor grades are held by our graduates as, for instance, this past year in Massachusetts Institute of Technology, Radcliffe, Boton University, Worcester Polytechnic Institute, Northeastern and Middlebury. But two failures have been reported in the past eight years and these failures were not recommended pupils, but pupils who. went on partial certification. The fact that the New England Entrance Board has extended our privilege for five years, the longest period allowed any school, is significant enough in itself to indi- cate that the high school is doing superior work in the matter of col- lege preparation. We can prepare conscientious pupils of good ability for entrance to schools and colleges of their choice. We cannot, how- ever, prepare for entrance to those institutions pupils of limited ability or those who will not apply themselves or consider outside activities of more importance than the establishment of desirable high school records.
Records
While we recognize the fact that scholarship is not alone the criteria of success, we do feel that it must form the backbone of any educa- tional institution. It is with this idea in mind that we are organizing a chapter of the National Honor Society, which is an organization com- parable with the Phi Beta Kappa Honor Society of the colleges.
Physical Education
This is carried on with the special purpose in mind to develop healthy bodies in our students and to give each student some training in recreational exercises for use in later life and more especially to de- velop self-discipline. A secondary result of this training, which is of course an important object in the maintenance of school spirit, is the development of athletic teams. We believe that externally imposed discipline is inevitably the basis of self-discipline and should give way to the latter whenever the capacity for intelligent and effective self- guidance has been achieved. Specifically, therefore, we are working in large groups with calisthenics-apparatus work, marching, drills, posture development, etc. The effect of this group discipline is showing results in our smaller team groups. Field sports during the fall and spring with a maximum of out-door exercises are being cultivated. We hope to give an out-of-door school demonstration this spring. I quote here from a Sargent School letter.
"The important fact which we desire to bring to your attention
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is the need of making the high school girls of today realize that there is now no future for them in the field of Physical Education unless they can meet the demand for cultural and scientific background.
"We believe that we can make a contribution to the welfare of many young high school girls who have an ambition to become teachers of Health and Physical Education, if we can make them realize early in their high school careers or even earlier during their junior high school years, that physical skill alone does not any longer make a success- ful teacher or coach in Physical Education."
Agriculture
For the sake of record I should like to present here some statis- tics recently drawn up by us for the State Board of Education.
Total number of boys enrolled in Agriculture for
the past 5 years
80
Number of Graduates
15
Largest enrollment
36
Smallest enrollment
12
Average enrollment
25
Present enrollment
28
Earnings of boys in Agriculture class for the past 5 years :
1928
$3,683.24
1929
6,934.05
1930
5,684.68
1931
6,191.39
1932
7,474.05
Total
$29,967.41
I present these data to show the effectiveness of our department. I lay the reason for this good showing to the fact that project work is compulsory. This type of try-out course seems to me to be the only really effective one. Learning to do by doing a real job which involves real economic disaster if not well done seems to me to be sound edu- cation. Would that we could use this educational device in our com- mercial and practical arts courses. A student apprenticed (even with- out pay) for a few weeks in what he feels will be his life work should find something of vital value which will either disillusion or encourage him. A few of our students, mostly girls, do get some experience in our various school department offices, but a further study of these chal- lenging problems may develop ways and means for all to do so.
These difficult times find the teachers, the principals, and the su- perintendent in the front line trenches in conflict with the desperate army of "General Depression". The seriousness of the attack produces many theories of ways and means for counteracting it. Only by care- ful study of all methods proposed by those skilled in education, and by the rejection of those methods which do not seem to fit the needs,
126
and the adoption of those which do, can we present a united front. As skilled workers in the field of education we should be able to in- tegrate our own ideas for the general good of posterity.
"Reading Schools Are Good Schools." It gives me a great deal of pleasure and satisfaction to render whatever small service I can in working with you to make them even better. In this spirit the teach- ers of the Senior High School and I salute you.
Respectfully yours, RUDOLF SUSSMANN
Appended hereto are some data relating to enrollment and distribu- tion of graduates, and also the report of the Agricultural Instructor. Enrollment as of December, 1932
Boys
Girls
Total
Seniors
66
70
136
Juniors
73
86
159
Sophomores
89
105
194
Post Graduates
22
12
34
250
273
523
Distribution of Graduates of the Class of 1932.
Post Graduates
22
12 194
College
7
Technical schools
1
Normal schools
3
Commercial schools
11
Music
1
Secondary schools
7
Definitely working
29
At home and part-time work
34
Moved away
1
Married
2
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REPORT OF THE AGRICULTURAL DEPARTMENT
January 20, 1933
To Mr. Rudolf Sussmann :
Dear Sir :
The following is a brief report of the work in the Agricultural Department for the past year. The enrollment in September was 36. Three graduates received diplomas October 15, at the end of the pro- ject year. Present enrollment is 28. There were 18 ownership pro- jects completed last year : 10 poultry, 1 bees, 8 gardens, and 3 rabbits
127
There were 22 boys engaged in other supervised work, either at home or for local farmers, florists, and market gardeners. The total amount of money earned from all sources was $7,474.05, the largest earnings in recent years.
It is doubtful if this mark will be reached again for some time, due to present economic conditions.
The major courses this year are poultry for the first year boys, with orchard and small fruit for the junior and senior group. This group also gets three months practical auto shop work. Combined with these majors is a general survey course covering all phases of agricultural practice in season.
The stock judging team took second place at Topsfield fair. They also judged at Brockton, but did not do so well. A poultry judging team competed at the Boston Poultry Show, one boy placing sixth. We have two candidates for the Vocational Prize Speaking Contest this winter.
All the boys in this department are getting both a thorough and comprehensive course.
Respectfully submitted, H. T. WHEELER Instructor
COMMENCEMENT EXERCISES OF THE READING HIGH SCHOOL Class of 1932 Shepardson Hall THURSDAY EVENING, JUNE SIXTEEN at 8 o'clock PROGRAM
PRIEST'S MARCH-(from Athalia) Mendelssohn High School Band
PRAYER-Rev. George Henry Gage
HUNGARIAN OVERTURE "ATILLA" Karoly
High School Band Salutatory CHALLENGE TO AMERICAN CITIZENS Celia W. Kinsley TYPES OF PAINTING AND APPRECIATION Arline Beatrice Nicholson
FANTASIA IMPROMPTU Chopin
Dorothy M. Crerie
TORCH ORATION
Kenneth Chester Latham
THE CORNERSTONE Robert Tilton Coolidge, Class Honors
.
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GOD TOUCHED THE ROSE Brown
Peggy Brady ETERNAL VIGILANCE IS THE PRICE OF LIBERTY Patricia Sussmann, Faculty Honors GOIN' HOME- (from the Largo of the "New World Symphony") Dvorak Senior Class
PRESENTATION OF CLASS GIFT Ross E. Chapin, Acceptance by Principal CONFERRING SCHOLASTIC HONORS
Valedictory WHEN YOU HAVE TRIED EVERYTHING ELSE Mary Catherine Riley
CONFERRING DIPLOMAS Arthur W. Coolidge, Chairman of School Board
BENEDICTION-Rev. Marion Franklin Ham
READING HIGH SCHOOL MARCH Kostick
High School Band (Conducted by the composer)
CANDIDATES FOR DIPLOMAS
Accounting Course
George Francis Bowers William C. Foye Paul H. Gerard George F. Gormlie Kenneth Robert Ivester
Joseph W. Mills
Edward William Petkewich
Walter Leroy Reynolds Leighton Millage Wallace Donald Chase Wescott
Agricultural Course
Carl Edward Holden
Robert N. Howard
Gardiner A. Lester Classical Course
Thelma Ethel Brenton Ruth Olive Cheyne Robert Tilton Coolidge
Mabel Eleanor Crowe Barbara Jewett Celia W. Kinsley
Patricia Sussmann
College Course
Ross E. Chapin Bettina T. Cook Dorothy M. Crosby Thomas Leo Cullinane
Lawrence W. Emery Raymond R. Heselton Barbara Wilkins Ives George C. Ricker
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Commercial Course
Nora Carney
Audrey Alice Carter Junius Niles Carter
Helen Martha Curtis
Mamie Mabel Doucette
Martha Elizabeth Fletcher
Ruth Albertine Froburg
Elsie Emily Gage
Alice May Goodwin
Charles A. Gowing
Eleanor Frances Holmes Norman Rolfe Hurd
Myrtle E. Whicker Ethel Frances White
Madeline Eva White
Fine Arts Course
Arline Beatrice Nicholson Stratford John Ryland
Martha Jeanne Shay
Normal Course
Henry C. Merritt
Edith Constance Mussells
Peggy S. Brady
Clinton Byron Newell
George K. Brown
Dorothy M. Crerie Woodrow A. Cutcliff
Wendell L. Esterberg
Evelyn Winship Rand
Warren A. Fleming
Theodore Gerald Richards George Raymond Sailor
Mary Catherine Fortune
Richard Dermon Gale
Edward George Schultz
Miriam A. Hazelton Charles Edward Hilts, Jr.
John Edward Sidelinger Philip Alger Small
Robert Earl Stewart
Albert Monroe Taber
Helen Elizabeth Tibbetts Betty Wilcox
Hildur Yunghans
Practical Arts Course
Grace Elizabeth Atkinson Lawrence John Babine Warren M. Burt Herbert Francis Carter James E. Carter Ruth Jean Connor
Charlton Perley Conrey Harold Leonard Coron
Logan R. Dickie, Jr.
Eleanor Blanche Eisenhaur
Anna Antonia Enos Francis E. French Ada Marion Griswold.
Leonard S. Hubbard Mary Elizabeth Lewis. Elizabeth Virginia Livingstone
16
17
0,
2.2
Kenneth Gray Horton Lawrence Dennison Kinsley Kenneth Chester Latham Robert L. Legg
Marion Louise Mason Mary Elizabeth O'Keefe Cora Alma Pitman
1
Lillian Irene Richmond
Mary Catherine Riley
Louise Beatrice Roxbee Gennaro Paul Scollo Mildred Florence Sias
Shirley Margaret Southwick
Laurence Sprague Stephenson
4
Elise Marie Beaudry Louise T. Cook
Robert Harold Bemister Ruth Edna Berglund
Luman Sidney Nutter Effie Stewart Poole Robert E. Putnam
130
Practical Arts Course
Vincent Leon DeLong
Nina Priscilla Metcalf
Ruth Lena Zanni Secretarial Course
Ruth Ainsworth
Alice Lydia Arsenault
Elizabeth Chase
June Eleanor Clark
Mary Lucy Doucette
Dorothy Elizabeth Eaton
Marion Beatrice Gould
Gwendolyn Louise Hunter Hilda Mae MacIntire
Ethel Louise McCoubry
Phoebe Frances Mercer
Verna Eileen Mitchell
Lenna May Phipps ·
Ruth Elizabeth Pomfret
Irregular Course
Elizabeth Arlene Lewis Henry A. Murphy, Jr. Priscilla Louise Richman
2
Thelma Skidmore
REPORT OF THE PRINCIPAL OF THE WALTER S. PARKER JUNIOR HIGH SCHOOL
Mr. A. L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
Dear Sir :
It is my purpose in this report to do four things: (1) to present a brief historical background of the junior high school; (2) to point out the functions of the junior high school and to indicate the extent to which our own school is organized to carry out those functions : (3) to outline economies that are being made this year; (4) to draw certain conclusions relative to the school and its work.
Historical Background of Junior High School
Junior high school organization has its origin in a movement for the re-organization of the American public school system which began in the last decade of the 19th century, approximately twenty years before the establishment of the first junior high school. Previous to 1890, public attention had centered more on what might be termed the external modeling of our school system which finally culminated in national acceptance of free, non-sectarian, tax-supported, and state con- trolled public schools as indispensable to our democratic state.
In its early stages, this re-organization movement stressed the need for an equal division of time between elementary and secondary edu- cation on a 6-6 basis. The arguments favoring this plan are summarized briefly :
The elementary school was too long. It took 8 or 9 years to ac- complish what most European systems achieved in 6 years. Further-
3
7
Mary Margaret Curtis
Anna G. Hurley Alice Gracen Leach
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more, the work of the upper grades or grammar school was character- ized by too much drill, and by :mphasis upon materials both narrow in content and inconsistent with the needs of modern life. The work, methods, and atmosphere of the school were not adapted to the re- quirements of adolescent youth.
The four years high school was too short in comparison with the six year secondary schools of Europe which began at the age of 12 and ended at the age of 18 years. It was found that our 4 year students could not compete with the six year students from abroad. Further- more, the American high school was undemocratic in that it catered to the selected group of intellectually superior pupils. Inasmuch as the elementary and secondary schools had developed separately, no pro- vision was made for a gradual change from one school to the other in subject content, methods of teaching, and administration. The trans- ition was abrupt and difficult to make successfully.
Thus at a time when rapid changes in our economic and social life were demanding a more broadly trained and intelligent citizenship, large numbers of pupils were leaving school between the 7th and 10th grades. Some of them left because of economic necessity, but most of them left school because they could not "make the grade" of high academic requirements or were not interested in the narrow offerings that fell short in meeting the practical needs of everyday living.
During this twenty year period preceding the first junior high school, a good many investigations and experimentations were com- pleted which helped to mold the opinion of educators and the public in favor of a six year period for both elementary and secondary edu- cation, and with the final division of the latter period into junior and senior high units. The Department of Superintendence, which is a branch of the National Education Association, led the way in these investigations through its specially appointed committees which re- ported almost yearly. It should be mentioned, too, that the Depart- ment of Superintendence was at that time the accepted authority in this country with respect to educational practice.
I mention these investigations in order to dispel the idea that the Junior High School is a fad in education too hastily conceived and inadequately considered. Certainly, no other movement in our educa- tional history was motivated by more clearly defined aims and pur- poses. If the junior high schools are found "short", they will be found "short" in practice and not in purpose. By that I mean that the junior high school can function properly only under certain conditions : (1) that the public understand it well enough to give it adequate support, moral and financial: (2) that the personnel of any junior high school have sufficient intelligence, training, and experience to understand thoroughly its functions and to make them realities in practice as well as in theory. On this basis many junior high schools are not even en-
132
titled to the name, and our own Junior High School will be found "short" to some extent.
The twenty year period between 1890 and 1910 has been character- ized above as the birth and infancy periods of the re-organization movement in American public school education. By the end of the period, the movement for reform had centered upon the junior high school, comprising grades 7, 8, and 9, as the most logical and psychologi- cal agency for correcting many of the weaknesses in our public school structure. (1) It was a new institution, free to correct the defects of the old grammar school and not loaded down with passe tradi- tions of the senior high school. (2) It held a strategic position, be- tween the elementary grades below and the senior high grades above, as the unit to provide a more natural and gradual transition from one school to the other. (3) It could provide an environment best suited to maturing boys and girls between the ages of 11-15 years of age.
The progress of the junior high school in its early years was handicapped by several factors. There was a lack of teachers trained with the junior high point of view. It was common practice ,to trans- fer the better teachers of the elementary school to the junior high school for seventh and eighth grade work, and to bring down teachers from the high school for the ninth grade work. They had to acquire a new point of view and a new technique while on the job. They had to experiment to some extent in finding out better ways of achieving their new objectives. There was a scarcity of textbooks written ex- pressly for junior high school work. It was common practice to bring down senior high school subjects as well as teachers, intact from the upper school. Thus we had Latin, French, Algebra, as well as com- mercial subjects, pushed down below the ninth grade. Even the prac- tical arts course reflected too much the atmosphere and practices of the trade school.
Even this situation had its compensating results. The mingling of elementary and high school teachers in the same school helped to soften conflicting attitudes, practices, and points of views with a re- sulting definite contribution to the junior high school as a transitional unit pledged to bridge the wide gap between the grammar and high schools. The broadening of the program of sthdies helped to reach the interests and needs of more pupils.
This period is often referred to as the experimental period of the junior high school. During the twenty years since the organization of the first junior high school, teachers have improved their profes- sional preparation; textbooks have been written embodying junior high school objectives; the somewhat varying practices of different schools have disclosed better ways to achieve junior high school functions. Of course, the movement has been aided greatly by experimental schools,
133
professional schools, and investigations conducted by the National Ed- ucational Association.
Junior High School Functions
With this historical background in mind, I wish to present speci- fically the peculiar functions of the junior high school insofar as I am able to understand them after some investigation of existing theory and practice. Economy of space necessitates that this be done in out- line form with very meagre explanations. I will try to indicate the extent to which our own school embodies these functions.
I INTEGRATION :
A What it is: The kind of an education we all need in common for intelligent citizenship; building an all-around personality. It includes skills, understandings, habits, abilities, attitudes, and appreciations that all need in common regardless of future vo- cation. The requirements for intelligent citizenship have in- creased to keep pace with rapid and drastic changes in our economic and social life. A knowledge of the 3 R's no longer suffices. Integrating education is begun in the elementary school and continues in a diminishing degree through junior and senior high schools and even college.
B How achieved :
1 By the clinching of the so-called fundamentals or "tool" knowl- edge began in elementary school, (largely determined by scien- tific investigation from frequency in everyday use).
a What are they ?
1 Skills necessary for inter-communication-reading, writing, spelling, language usage.
2 Computational skills in arithmetic, and ability to apply thein.
b How accomplished ?
1 Drill and memorization process as in old grammar school.
2 Application to new material with enrichment and exploratory assets as in General Mathematics.
2 By enriching the curriculum.
a How? Revamping old subjects and adding new ones to make curriculum consistent with life's needs.
b What subjects ? Nature of subject.
1 Social Science.
7th-Introduction to modern industrial civilization and how it came to be-economic geography.
8th-American history with social aspects emphasized. 9th-Social problems largely growing out of industrial revolution as changing populations, public leadership, pub- lic services, recreation.
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2 Art and Music-appreciation ; some ability to perform.
3 General Science-Introduction to field of science-deals with natural phenomena with which we come in daily con- tact as fire, air, water, growing things, elementary astron- omy, weather, home hygiene.
4 General Mathematics-Introduction to field of higher mathematics-angles, geometric figures, mensuration, graphs, equation, formulae.
5 Household arts for girls (7th grade)-Practical training for home management, sewing, fabrics, cooking, food val- ues, budgeting, child care, etc.
6 Shop for boys (7th grade)-Practical knowledge of com- mon tools and how to use them, manual dexterity.
7 Physical education-neuro-muscular co-ordination, game skills, health habits, character traits through game com- petition as self-control, fair play, courage.
3 By moral-social-civic training.
a How? Class room contacts, teacher personality. home- room and assembly programs, student organization activi- ties, general policy of pupil control.
C Results :
1 Better than normal progress in clinching tool knowledge as measured by standardized test norms.
2 Objective and subjective tests in other subjects indicate sat- isfactory results.
3 Activities and experiences of school more consistent with life's needs.
4 Final test will be the test of life itself-Can the pupil live a happier, more useful, and well balanced life? If he can, there is evidence of integration.
II EXPLORATION AND TRY-OUT EXPERIENCES: (justified by knowledge that pupils are different as to interests and abil- ities.)
A Purpose-to discover special interests, abilities, and weaknesses in order that pupil and teacher can plan the next step ahead with greater assurance of success. It may indicate strong vo- cational tendencies as definite artistic ability and interests, or simply that the pupil is an excellent candidate for college train- ing.
B How achieved :
1 All of the enrichment courses suggested above have explora- tory values. Examples : General Science-Special interest and ability in things of a scientific nature. General Math- ematics-definite evidence of pupils' ability to handle higher
135
mathematics. Shop Work-interest and ability in practical arts.
2 Elective subjects offered in the eighth grade as :
a Latin, as test of pupil's ability to do foreign languages, and to give a more gradual approach to requirements of first year Latin on college preparatory basis.
b Elementary business training, giving a knowle lge of com- mon business services and elementary business principles instructive to all as well as the duties of junio · clerical po- sitions. An introduction to commercial tra ning.
C Conclusions
1 General courses dealing with material of practical value in life are in order here preceding definite specialization.
2 More and broader experiences furnish a better basis for differentiation.
3 The results of exploration are closely allied with the guidance function.
III
GUIDANCE-really a part of exploratory function.
A What is it?
1 The school's assistance to pupils in selecting courses and curricula more wisely and with greater probability of suc- cess.
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