USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1932 > Part 8
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School
Name of Teacher
Graduate of
Year
Appointed
Salary 1932
Enrollment
Average
Membership
Attendance
Per cent of
Attendance
Home Economics
Ruth Bonney
*Framingham Normal, B.S. Ed.
1930
1800
Penmanship
Margaret Cameron
*Salem Nor., Zanerian Col. of Penmanship ..
1927
2000
Science
Marian D. Day
*Beverly High School
1924
1900
Printing & Metal Work . .
George R. Draper
*Fitchburg Normal
1927
2500
Drawing
Eleanor F. Emerson
*Salem Normal
1915
1700
Woodwork & Sketching
Lyman E. Fancy
*Mass. Normal Art
1918
2500
Social Studies
Lestina M, Goddard
*Gorham Normal
1920
1700
Social Studies
Grace M. Harriman
*Radcliffe, A.B., Harvard, Ed. M.
1928
1900
English
Grace N. Heffron
*Tufts College, A.B.
1930
1600
Science
Gladys Henderson
*Salem Normal
1928
1400
French, Latin
Genevieve P. Hook
*Univ. of Vermont, A.B., Radcliffe, A.M.
1931
1600
Social Science
Louise B. Jenkins
*Bridgewater Normal
1920
1700
Mathematics
Inez H. Lewis
*Gorham Normal
1923
1700
English
Helen T. McGill
*Wheaton College, A.B.
1928
1800
English
Claudia Perry
*Radcliffe, A.B.
1928
1500
Eng. & Math.
Dorothy W. Randall
Bridgewater Normal, *Radcliffe, A.B.
1929
1800
Special Class
Anna M. Reck
*Radcliffe, A.B.
1928
1800
Mathematics
William A. Rich
*Salem Normal, Boston Univ., B.S. Ed.
1928
1900
Physical Educ.
Margaret E. Tyacke
*Girls High Sch. Boston, Harvard Summer
1926
1700
Bus. Tr. & Typewriting ..
Ethel S. Williams
*Salem Normal
1922
1700
Social Studies
John M. Woodbridge, Jr.
*Har., A.B., Ed. M., Har. Bus. Adm., M.B.A.
1930
2000
Prin. Hghld. Cen. Un. St.
M. Grace Wakefield
*Salem Normal
1927
810
Grade 5
Dorothy A. Allard
*Salem Normal
1927
1500
Grade 6 ·
Doris E. Bauer
*Salem Normal
1929
1200
Grade
5
Lillian Brann
*Farmington Normal
1929
1500
Phys. Ed.
Marjorie H. Buckle
Fosse-Nissen
1927
1400
Grade 6 ·
A. Louise Fogg
Colby (2 yrs.)
1919
1500
Grade 5
Matilda J. Gamble
*Woburn High
1920
1500
Grade 6
Carolyn C. Grace
*Plymouth, N. H. Normal
1926
1500
Grade 6
Annie W. Quillen
*Salem Normal
1916
1500
Dom. Sc. Elem. & High ..
Pauline V. Rice
*Framingham Normal, B.S.
1931
1600
Opportunity
Helen D. Stockwell
*Salem Normal
1930
1400
Grade 6
Florence Thackleberry
*Plymouth Normal
1931
1500
Music 5 & 6
Margaret Whittier
*Salem Nor., Am. Inst. for Nor. Method Music
1916
1800
Grade 5
Eva C. Wilcox
*Nova Scotia Provincial Norm.
1927
1500
.
·
Highland ...
447
428.87 400.65
93.41
Secretary
Beatrice Bryden
*Reading High
School
.
·
*North Adams Normal
1919
1500
Grade 5
·
Florence Potter
.
.
Music Super. 1-4
Grades or
Subjects taught
Total
Average
.
1890
2400
*Salem Normal
1928
1300
Grade 2
Isabel L. Winchester
Grade 3
Halden L. Harding
*Salem
Normal School
1921
1400
21
21.
19.6
93.33
Center
Grade 3
19
17.13
15.94
92.72
Grade 4
Alberta D. Mathieson
*Salem
Normal
1924
1500
45
43.50
41.98
94.27
Grade 3
Norma E. Perkins
*Salem
Normal
1928
1300
43
41.01
38.25
93.64
Grade 4
.
.
. ..
. . . .
41
40.29
38.63
95.86
Grade 4
. ..
. .
12
37.97
34.06
89.58
Union St.
Grade 1 .
*Plymouth, N. H. Normal
1920
1500
13
41.41
37.50
89.31
Grade 2
1925
1500
31
30.38
26.34
86.62
Addie A. Copeland
*Caribou High Sch., Emerson 1 yr.
1919
1500
42
39.77
36.93
92.80
Grade 2
Glenna Dow
1920
1700
40
39.84
38.79
97.39
Lowell St. ...
Prin. Grade 4
...
*Lesley Normal
1926
1500
34
32.09
28.33
88.76
Dorothy L. Burgess
1927
1400
35
33.9
31.6
93.76
Grade 2
Doris R. Cleary
*Salem Normal
1930
1500
39
38.42
37.44
97.44
Grade 3
Ada Dow
*Lowell Normal 1 year
1908
1700
15
43.35
41.51
94.73
Prospect St.
Prin. Grade 3
Velma E. Herrick
*Perry Kindergarten
1927
1500
27
25.14
22.85
89.72
Grade 1 .
8.83
95.56
Grade 2 .
Jessie Little
*Bridgewater Normal
1926
1500
45
43.05
40.37
93.75
Grade 2
Olive S. Perry
*Wheelock Training
1916
1500
45
42.14
40.51
96.12
Grade 4
1928
1600
11
10.5
9.72
92.57
Prin. Grade 1
17
17.
15.65
92.06
Grade 2
*Lowell Normal, Boston Univ., B.S. in Ed. ..
1932
1440
13
12.1
10.88
89.99
Grade 3
Josephine Carleton
21
20.1
18.8
93.53
Grade 4
.
Grace Talbot
*Salem
Normal
1930
1100
42
39.33
36.38
92.57
Grade 3
Edna M. Thompson
*Salem
Normal
1930
1100
Alice D. Berry
*Bridgewater Normal
1927
1500
Winifred Cochrane
*Dover, N. H. High School
Grade 1
·
..
·
Dorothy B. Cotton
*Lowell Normal
.
.
9
9.
Chestnut Hill
Irene Royea
*Aroostook State Normal
Grade 1
Nellie P. Beaton
*Danvers High
.
*Have taken additional courses in education and graduate work.
BUDGET, SCHOOL DEPARTMENT, 1933
1933 Estimated Appropriation
Expended 1932
Expended 1931
Expended 1930
SALARIES :
1. Salaries-Supt. and Teachers'
$166,516.83
$167,417.69
$157,759.47
2. Janitors
16,913.20
16,270.00
15.813.00
3. Other Salaries :
Attendance Officer
500.00
500.00
500.00
Medical Inspector
1,000.00
1,000.00
1,000.00
School Nurses
3,138.67
3,166.67
3,187.00
$164,500.00
Total Salaries
$188,068.70
$188,354.36
$178,259.47
Contributed by school employees to welfare fund
$ 7,675.98
MAINTENANCE :
6,500.00
4. Transportation of Pupils
6,427.76
6,983.43
6,599.00
200.00
5. School Tuition
92.00
52.00
4,250.00
6. Books
4,081.78
7,029.53
5,475.94
6,500.00
7. Supplies for Pupils
7,377.13
9,231.74
7,441.00
1,000.00
8. Apparatus for Teaching
926.13
564,88
774.64
9. Administrative Expense :
Printing and Advertising
343.37
500.68
62.85
Office Supplies
511.38
519.64
1,044.08
Telephones
826.86
890.37
823.19
Graduation
306.60
306.84
228.99
Superintendent's Expense
40.00
34.35
Lectures, Public Meetings
30.00
Insurance
*
125.42
54.00
Supervisor's Expense
463.09
578.01
1,147.05
Prof. J. B. Davis
800.00
2,500.00
Total Adm. Exp.
$ 2,451.30
$ 2,960.83
$ 4,224.51
5,500.00
10.
Fuel
5,355.63
6,252.86
6,930.88
11. Building Maintenance :
2,500.00
Gas and Electricity
2,259.02
2,391.61
2,427.79
1,400.00
Water and Sewer
1,284.47
1,623.80
1,512.95
450.00
Trucking, etc.
423.08
485.39
551.81
1,800.00
Janitors' Supplies
1,678.89
2,269.52
1,988.42
12. Maintenance and Improvement of
Buildings
9,508.81
9,929.72
7,219.76
Furniture and Equipment
1,173.41
1,514.83
106.60
Grounds
1,424.33
4,024.49
4,655.55
9,500.00
Total Maint. and Imp.
$ 12,106.55
$ 15,469.04
$ 11,981.91
350.00
13. Blanket Insurance .
* 346.95
TOTAL FOR MAINTENANCE
$ 44,810.69
$ 55,262.63
$ 49,960.85
TOTAL EXPENDITURES
$232,879.39
$243,616.99
$228,220.32
.
.
42,450.00
BUDGET, SCHOOL DEPARTMENT, 1933
Expended 1932
Expended 1931
Expended 1930
Receipts not from tax levy :
State Reimbursement, Chap. 70
$ 17,615.00
$ 16,930.00
$ 16,160.00
Tuition, etc.
9,876.76
8,858.72
17,171.51
Sundry Receipts
74.29
95.68
76.09
Due, but not paid (Tuition)
7,273.39
8,460.39
1,344.94
AGRICULTURAL ACCOUNT :
2,765.81
2,941.59
2,696.64
175.96
185.70
176.68
38.25
20.17
2. Light, Fuel, Repairs
300.00
3. Books, Apparatus, Supplies
251.97
170.18
251.33
Receipts not from tax levy :
State Aid to Industrial School
1,459.13
1,437.07
1,357.52
Smith-Hughes' Fund
310.48
175.96
185.70
George-Reed Fund
35.83
38.23
20.17
Tuition
853.11
500.40
1,003.85
Due but not paid
566.26
441.33
1,500.00
INDUSTRIAL TUITION :
1,742.94
1,155.47
1,040.21
Tuition paid Reimbursement from State
555.03
509.57
205.21
SPECIAL APPROPRIATIONS:
Land Purchase Account
3,400.00
Grading Jr. High Playground
3,398.85
5,000.00
Unexpended Balance ($101.15)
3,400.00
1. Teachers,' Supt's. and Janitors' Sal. Smith-Hughes' Fund George-Reed Fund
..
97
REPORT OF ATTENDANCE SUPERVISOR FOR 1932
Mr. Adelbert L. Safford, Supt.
Reading Public Schools
Reading, Mass.
Dear Mr. Safford :
You have requested a report from me concerning the attendance of children in the schools for the year ending December 31, 1932. I present such a report herewith.
As I have done for years past I have continued in 1932 a daily check-up of attendance with the daily reports from each school of any cases which seem to need special attention. I have made many home visits and written many letters, record of which visits and letters I have kept. In addition I have an alphabetically arranged record of all cases involved. Careful investigation has been made wherever it seemed required of individual cases, with recourse often to the Town Welfare visitor, Miss Helen Brown, the district nurses, the local churches and pastors, the local police, and many other social service agencies. I work in close co-operation with the school nurses and the other super- visory members of the school department and consider the teachers. have helped me in a very satisfactory manner. Space is too limited and costs too much to give details of cases which have been handled in this department this year, but, with the help of various other agencies and people, we can report preventive or remedial measures taken wherever it has been necessary. We have dealt with delinquent children, depraved home conditions, unworthy parents, but we have also found much to encourage us in our contacts with the homes of Reading. Naturally, the teachers are not reporting to me the children who are on time, who are there every day, and who give them no trouble. Most of the time of this supervisory agency is spent with the misfits, mentally unfit, those living under poor or immoral conditions, or those unfortunate children who for one reason or another need the help of others to ad- just to their environment. I find that the school nurses and the guidance teachers, as well as Miss Wadleigh, also spend a good deal of their time on the same people whom I am called upon to look after. There are a number of families in Reading which are not giving the children the opportunities they have a right to expect. In some we find co-operation. In others, with every agency we can muster work- ing, we find very little to work upon. In every instance we are doing the best we can to better conditions.
Our records showed, at the end of October 1932, 2,268 children in our schools, divided as follows: Senior High, 540; Junior High, 547; Highland, 5th and 6th, III, II, and Opportunity, 438; Center, 211; Union Street, 159; Lowell Street, 143; Prospect Street, 168; Chestnut Hill, 62. Our enrollment last year about the same time was 2,249, so raising the
98
entrance age and having no 9th grade pupils here from North Reading apparently has not helped to decrease our numbers very much. The truth is that Reading is growing all the time and new pupils are coming in in all grades. All schools are crowded and teachers are working at top speed to give the children the individual attention for which Read- ing schools are noted. We all note in the children a restlessness which seems widespread. It is a reflection of the strain of the times which we must all meet as best we can.
The annual school census has not as yet been completed. I have assurance from Mr. Dixon that he will send his history class or some pupils selected from those groups on a house-to-house canvass, making of it a project that he can correlate with their school work, and in this way we can find out many things we need to know to check our records of residents of the town between the ages of five years and twenty-one.
Working certificates have been issued through this department, as in the past, but to only about 50% as many young people in 1932. There are out of school very few of school age and in school many between sixteen and twenty-one who legally may be out if they wish. There are a number of cases of children unable to attend school on account of feeble-mindedness, for whom in at least two cases we are anxiously awaiting word that admission to a state institution is pos- sible. The waiting lists for these schools are long and we must have patience. There are a few children unable to attend school on account of their health and two or three who have left to work, where it has been legal for them to do so, but, in the main, Reading children are in school with good records of attendance, behavior, and school work.
Respectfully submitted, ABIGAIL H. MINGO,
Supervisor of Attendance.
REPORT OF THE SCHOOL CAFETERIAS FOR 1932
In accordance with the custom of past years, I am submitting for your information and approval the following report of the activities of the school cafeterias for the year ending December 31, 1932:
We started the year with about the same policies and the same personnel as in 1931, realizing that we had a hard pull ahead of us and a strong probability of further diminishing receipts. We have not been disappointed nor yet discouraged but, without the co-operation of loyal workers, undoubtedly 1932 would have spelled disaster for us. How- ever, we have managed to pay nearly all the bills and have on hand about $180 worth of goods. We have taken in and deposited $12,142.17 and paid out $12,199.64 for salaries, food, equipment, and miscellaneous supplies. We carried over in our checking account from 1931 $71.50. Our checking account balance this year is only $14.03. We have about
99
$200 in bills unpaid which we fully expect to clear up during January. We have paid out from our very small savings account, accumulated in 1929, about $140 for repairs and equipment in the High School cafe- teria. This included buying and installing a new gas range of the heavy duty type and rebuilding the cabinets and building a work table under them. This savings account stands at $82.57 at present and at no time has been above $356. In 1930 we had to draw upon it to finish pay- ing for different items at the close of the school year. We hope to be able at some time to put back what we have drawn out because we like to feel that we have something for emergencies. In 1933 we hope to install a new gas range in the Highland school and do some cleaning up and painting there where it is necessary.
This coming year I am taking back into my own hands the actual bookkeeping and accounting connected with the lunch rooms. All bills are paid by check and a set of books accurately setting forth receipts and disbursements of each cafeteria is kept. These books have been in the hands of an outside person for two or three years, at a small expense to the lunches. We will save that amount this year because I receive no salary from the lunches myself and can include it in my other duties in connection with the school department.
In connection with the salaries paid to the workers I would like to say that for over a year they have been receiving less money than formerly, inasmuch as they have had to lose their pay every day when there has been no school, for whatever reason the sessions have been omitted. For instance, at Thanksgiving time we served lunches only two days and that meant only two days' pay because there was no money available to pay more. This has happened right along now for over a year and if anyone thinks the cafeteria employees are in a "preferred" class, he is mistaken. They were among the first to feel the pinch and receive a cut and there may be more of a cut in salaries because we cannot pay out what we do not receive. Some school em- ployees, the janitors for instance, are paid for 52 weeks of the year. These workers never receive pay for more than 36 or 37 weeks at the most.
During 1933 I hope to plan and economize even more, so that we may have a better financial report to offer. I do not apologize for the service or the quality of the food the lunches have served at any time. With very few exceptions this has been excellent in both instances. If at any time during the year it appears that we cannot go on without a serious deficit piling up, I realize that in order to best take care of the matter, it must be brought to the attention of the School Com- mittee in ample time for them to decide whether or not this lunch ser- vice under existing conditions is something we can continue. Reading has never subsidized its lunch rooms so that children could buy food below cost. I do not believe this should be done. It has a tendency
100
to make children and adults too think they can get something for noth- ing and that is bad psychology. I feel that the cafeterias should pay their way as they have done in the past and that, unless things become much worse than they are now, this can be done.
Respectfully submitted, ABIGAIL H. MINGO, Manager of School Cafeterias.
REPORT OF THE DEPARTMENT OF RESEARCH AND ELEMENTARY SUPERVISION, 1932
Mr. Adelbert L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
My dear Mr. Safford :
I present herewith a report of the Department of Research and Guidance for the year ending December 1931.
The testing program, individual adjustments, promotions and ability grouping have followed the routine of past years. Emphasis this year has been on Remedial Work in Arithmetic, Reading and Spelling and Curriculum construction in the field of Social Studies.
Promotion and Placement
We had 50% less retardation in June 1931 than in 1930 and a smaller percentage than in previous years. This shows the results of care- ful educational guidance of the children in our schools. They are kept from the stigma of failure by having their needs promptly recognized and treated at the time they arise during the year by means of teacher co-operation, and tests followed by remedial work outlined by the Director.
The following statistics show figures and definite reasons for such cases of retardation as we were forced to make:
Grade I-13 Pupils who did not complete Unit IV due to absence, illness, and immaturity.
Grade I1%-10 Partial Promotion to 11/2. Did Unit III. Will begin Unit IV and become a low II before end of year.
Grade II-6 Definite failure to work satisfactorily.
Grade III-7 Work Habits, Attendance, Late Entrance, Limited Ability.
Grade IV-3 Two cases of poor health. One case transferred to Special Class.
Grade V-6 Limited ability; Poor effort.
Grade VI-1 Poor health and attendance.
Total 46. Including 11/2 pupils.
Note that exactly one half of our repeaters were in Grade I: pupils
101
who were under age and required a longer preparation period for school work than the average child.
Out of an enrollment of 1190 in June 1931 this gives a retardation percent of 3.8. Eliminating the 11/2 group the figures would run 10 lower or 3%. When we compare our retardation of 3.8% with the average for the State, 13%, we have very definite proof of the economic value of careful child-accounting, promotions and placements handled by a central office.
Raising the entrance age to 5 years and 6 months gave us a slightly more mature entering class this year in September. The numbers were 60 pupils less than last October. The present school enrollment, Octo- ber 1, 1932, is listed below:
School Enrollment
Grade I
143
Grade II
205
Grade III
225
Grade IV
207
Grade V
196
Grade VI
186
Special Class
19
Elem.
1181
Jr. High Special
15
Jr. High
547
Grade VII
191
Sr. High
540
Grade VIII
191
Grade IX
150
1047
Grade X
203
Grade XI
165
XII
136
P. G.
36
1047
2268
134
Remedial Work
1181
The reduced number of repeaters is largely due to the carefully planned remedial instruction given to those pupils in each grade who for some reason or other have failed to master the essentials of the grade work required for further progress.
Pupils needing remedial instruction are determined in several ways, but more commonly by teachers reporting unsatisfactory work to the Supervisor, by a careful study of the quarterly report cards for each pupil, and pupil failures on survey tests in fundamentals. These pupils are given individual diagnosis and placed in a class or group where they can receive extra help and attention to their needs.
Last year stress in remedial work was placed on Arithmetic. This year it is largely confined to Reading and Spelling disabilities. We are fortunate to have the expert advice of Dr. Donald Durrell of the Boston University Clinic for treatment of Reading disabilities.
102
Testing Program
The drive on Arithmetic fundamentals in Grades 4, 5 and 6 in 1931 resulted in very high test scores in April and June.
The Stanford Achievement tests in. Arithmetic in April gave the following results :
Grade
Test-Grade
Norm 2.6
Reading exceeds Norm
II
2.9
3 months
III
3.7
3.6
1 month
IV
4.7
4.5
2 months
V
5.7
5.5
2 months
VI
7.1
6.5
6 months
The Schorling-Clark-Potter Arithmetic tests in Fundamentals in June gave unusually high median results of Grade V: 7.0, exceeded norm by 11 months; Grade VI: 8.2, exceeded norm by 13 months.
Reading and Spelling tests showed a steady improvement in all grades. In Grades 2, 3, 4, Reading tested from 2 to 4 points higher than the national norm. Progress in all subjects was markedly even.
This year we have renewed the 1929 drive on the 100 Spelling Demons in Grade IV. This includes a list of 100 words commonly used in composition work which are most frequently mispelled. The drive on the first 50 words was checked by tests December 15 with a high average of 94% for the entire .4th grade in the town. The final test on the 100 words is scheduled for February 1. The best spellers as measured by the test are to participate in a Spelling Bee sponsored by the Parent Teachers' Association February 13.
Curriculum Research
The emphasis in curriculum making this year is on the revision and reorganization of the course of study in the Social or Content Sub- jects of Geography, History, and Citizenship in Grades I through VI.
In the first four grades we are carrying on for the third year the Unit plan of instruction which combines and integrates the informa- tions required for each grade in geography, history, citizenship, health, and safety, into Units of Work centering around social-civic interests and given expression through pupil activities.
The following outline shows the Units assigned to each of the first four grades :
PROGRAM FOR CITIZENSHIP THROUGH ACTIVITIES FOR READING SCHOOLS, GRADES I TO IV
GRADE I. HOME LIFE. Teach the child his relationships to his home; his duties and responsibilities. Living together in small group.
Units of Work :
I. Play House; making dolls ; keeping pets.
103
II. Farm Life; Animals; Milk; Gardening.
Parties for smaller brothers and sisters: Manners and Social Customs.
Study of Holidays and Social Types dependent on children's own interests.
GRADE II. COMMUNITY LIFE. Enlarge child's experiences in life about him. Give him an appreciation of the work others do for him, the forces which protect and care for him.
Units of Work :
I. Build a Town of Reading, Mass.
Schools; Public Buildings ; Post Office; Library.
Fire Dept .; Police Dept .; Light Dept .; Water system. Marketing; Grocery Stores ; Banks.
II. , Indian Life.
Study of months or holidays such as Chrismas customs, etc. Vacation Activities.
GRADE III. GOOD CITIZEN'S CLUB: SCHOOL DAYS: OUR OWN AMERICA.
Develop child's civic responsibilities. Develop appreciation of the contributions of history, and hardships, struggles and faith of the pioneers and builders of our country. Give child under- standing and respect for other types of people.
Units of Work :
1. Transportation See Home Folks Geography also Storm, Stevens & Clouser, Rob. Neely.
II. Local and Pioneer History; Stories of American Pioneers, Heard Colonial Life, Stevens.
III. Studies of Social Types; Dutch, Swiss, Japanese, Chinese. GRADE IV. TENTATIVE TEAM WORK. PEOPLE OF OTHER LANDS. Interdependence of people in World re- lationships. Co-operation in the field of Industry. Contribu- tions of the Industrial world. Responsibilities of good employer and employee.
Units of Work :
I. Study of FOOD; CLOTHING; SHELTER.
II. Industrial Life.
Farming, Manufacturing, Shipping, Trading, Banking.
III. Child Life in the Jungle, Clouser, Robinson, Neely. Life on the desert; Life in the Northlands.
In Grade IV in addition to the Citizenship outline we have the priv- ilege of using for the first time the Social Science course made by Dr. Howard Wilson of Harvard Graduate School of Education.
This course includes both History and Geography. It is being personally supervised by Dr. and Mrs. Wilson. Both the teachers and
104
the children have given enthusiastic response to the course and the new texts supplied gratis by Dr. Wilson.
The Social Science Curriculum Committee consists of Mr. Imrie Dixon of the Social Science Department of the Senior High School, Mr. J. M. Woodbridge of the Social Science Department of the Junior High School, with the Elementary teachers of Geography and History as sub-committees. Our aim is to have a twelve-year course of study based on accepted social objectives, fitted to the needs of Reading children, which compares favorably in subject matter with those for other localities, and which will be economical in materials and time for administering.
The Curriculum building of the past three years has given us definite standards and uniformity of requirements in all subjects for each grade. This is the chief reason for the more uniform and higher test results.
Classes for Special Instruction
One of the first steps in the economy program was the elimination of one of the elementary groups of the special class. This combined the Primary and Elementary section into a class of 19 pupils requiring special instruction.
In June we were able to transfer six pupils into straight grades and one to the Junior High section of the Special Class.
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