USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1932 > Part 9
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We have in our Elementary Special Class under Mrs. Stockwell's able instruction one of the happiest and hardest working groups of pupils in the school system. Children who are discouraged by failure in straight grades never fail to take on a new attitude and interest in school achievement when given the special help and the hope and in- spiration of success offered them in this class.
There are fifteen boys enrolled in the Junior High School Section of the Special Class. The Director gave tests in the fall to determine how much academic work we have a right to expect of this group and in co-operation with Mrs. Reck planned a school procedure for each individual in the group, fitted to the highest potential goal we may expect of him. In this group the social adjustment and training must be our first objective. Mrs. Reck does outstanding work with the boys in realizing this objective.
I would summarize the year of 1932 in the field of Guidance and Supervision as one of the most satisfying and profitable of all years. The teachers are achieving outstanding results in administering the courses of study established for them. The children are happy in classes and groups fitted to their individual needs.
We of the Elementary Grades are united in closer co-operation than ever before in carrying into practice the educational policies of our Superintendent.
In closing my report I would speak for the Elementary teachers
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whom I represent, as well as for myself personally, a word of sincere gratitude to you Mr. Safford for the opportunities for creative work and professional growth that we enjoy under your leadership.
May I take this opportunity to express my appreciation to my loyal co-workers, the Elementary teachers of Reading to whom the desirable achievements of 1932 are largely due.
Respectfully submitted,
Verna L. Wadleigh, Director of Research and Guidance.
REPORT OF THE SUPERVISOR OF MUSIC IN THE JUNIOR AND SENIOR HIGH SCHOOLS
Mr. Adelbert L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
My dear Mr. Safford :
Music, according to Dr. Payson Smith, Commissioner of Education for the State of Massachusetts, ranks second in importance among the subjects offered in our school curricula today.
In work or in play, in worship or in recreation, throughout our childhood, youth, and old age, music ministers to our needs. In the home and at the theater, over the radio and in the concert hall, in the church and at group gatherings in times of peace and in times of war, music exalts, inspires, and recreates. It is a language universal, capable of expressing the whole gamut of human emotions, much en- joyed but little understood.
A century ago, public school music, as such, did not exist. The influence of the Puritans, who held that the exercise and cultivation of the emotions was fraught with great dangers to individuals and to society, still lingered throughout the first half of the nineteenth cen- tury. By 1884, however, as the result of the pioneer work done here in Boston by Lowell Mason, 247 towns and cities, employing some 90 special teachers, had incorporated music in their school curricula. Today nearly every school system in America includes some music in its program of studies.
Music in the schools of Reading has been organized into a unified, thorough, and well-balanced course of instruction progressively cover- ing grades 1 to 12. The principles of time and tune are thoroughly taught in the lower grades, and the pupils very early acquire, through the use of syllables and the "movable do" system, proficiency in note reading. Good music, and only good music, is taught in the schools of Reading.
Following is a brief summary of the music courses now being offer- ed in the Junior and Senior High Schools :
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Junior High School
Seventh grade: Music required of all students. Classes meet two twenty-five minute periods a week. Thorough review of all tech- nical work previously taught, mostly through part work, unaccom- panied.
Eighth grade: Music required of all students. Classes meet two twenty-five minute periods a week. Review. Arithmetic of music, scale formations, key signatures and measure structure. Three and four part work, unaccompanied.
Ninth grade: Music elective. Meets two fifty-three minute periods weekly. Continue work of grade 8.
Junior Orchestra : Rehearses in school time two periods a week.
Enrollment, 19.
Senior Orchestra : Rehearses in school time two periods a week. Enrollment, 19.
Band: Rehearses Saturday mornings, 9 to 11. Enrollment, 28.
Piano and instrumental classes : Held after school and on Saturday mornings.
Special assembly : Held every Thursday morning. Musical program entirely, and given by the students. Guest artists occasionally.
Senior High School
Mixed chorus : Elective, but also selective. Meets twice weekly, in school time. From it cast for operetta is drawn. Four part work entirely. Enrollment, 105.
Orchestra : Rehearses every Wednesday from 2 to 3. Enrollment, 25. Band: Rehearses every Friday from 2 to 3. Plays at all football games. Enrollment, 26.
Elementary harmony: Elective class. Meets daily.
Individual work: Training student conductors and soloists.
Last year the high school band played at the State Band and Or- chestra Festival Contest held at Norwood. This year Reading will be represented in the chorus which is to sing at the National Music Super- visors' Conference, Providence, R. I., March 17, and also in the New England Band and Orchestra Festival Contest to be held at Newport, R. I., May 27.
The Reading Civic Orchestra
Reading is fortunate in having among its cultural organizations a civic symphony orchestra of fifty players. This orchestra, now in its second season, provides an opportunity for graduates of the high school, as well as the townspeople, to continue and further their in- terest in music. Eight high school students are numbered among the present membership, and one of these will appear as soloist at a spring concert.
More than ever before is music needed to rest our minds from the cares and worries of a fast-moving mechanical age. No other
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one subject contributes as much to the seven cardinal principles of education. Music exalts life and enriches the soul, and in the develop- ment of a deeper love, appreciation, and understanding of good music among his students, the supervisor fulfills his responsibility.
Respectfully yours,
Samuel A. W. Peck
REPORT OF THE SUPERVISOR OF MUSIC IN GRADES I-VI INCLUSIVE, 1932
Mr. Adelbert L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
Dear Mr. Safford:
An annual report of any department affords an opportunity to review the aims of that department; to check its permanent growth during the year, and to plan for increased growth during the ensuing year. For your helpful consideration, I wish to submit the following re- port of the music work done in the first six grades, during the year 1932.
Our aim in music remains the same,-although new methods may be used to realize that aim,-and that is, to give every child a love for music. During these past months, I have felt more keenly than ever before, that music is the right of each child. So many of them have been feeling the mental depression of their parents; so many have lost some of their childish gaiety, as these hard times have reached them. In music, they forget themselves, and find joy in singing.
Calvin Coolidge, a few years ago, expressed this feeling so splen- didly, that I wish to quote the following :-
"At a time when we need to summon all our energy, there is a new revelation of the important value of music to the individual and to the nation.
"It is as one of those who are moved by music, rather than one learned in its scholarship or profession, that I speak. It is that qual- ity which provides its distinguishing characteristic. It is not merely for the few, but rather for the many. Its appeal reaches to all, its response comes from all. Chief among the fine arts, it is, and should increasingly be established and recognized, as an important national asset."
As carefully as we can, with our available material, we select for the children, songs of value, containing a good melody, a good rhythm, and words that have an appeal to them. In the lower grades the new desk copies of the Foresman Books of Songs, contain many such songs, and the children are enjoying them.
In the first grade, the song is the important thing, together
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with teaching the children to sing. For the first time since I have been supervising here, we started very simple sight reading from the board during April, May, and June. I tried it questioning its value. It proved successful, however; the children enjoyed it, considering it a game. This has shown in a favorable way, in the second grade work, from September on.
In the second grade, we continue to have many rote songs. They also learn the value of the different notes, and to read very simple songs by themselves. The last half of the year, books are placed in their hands for the first time.
I need not continue specifically with each grade. Each year, as their mental ability increases, they are given new problems to solve, and are encouraged to work more and more independently of the teach- er. But the song itself, the pleasure in singing, the use of good tones, always holds first place.
Whenever it is possible, the teacher is urged to use songs that will correlate with her activity and social program. This adds to their activity work, and broadens their music experience.
In the lower grades, some of the teachers have their Rhythmic Orchestra. These are of value in establishing a sense of rhythm, an idea of reading music according to instruments, and following their leader.
Departmental work begins with the fifth and sixth grades. Here the pupils have three music periods a week, one of which is a chorus period. The pupils enjoy these chorus periods, and gain the experi- ence and joy of large group singing. The fifth grades are doing good two-part music, and the sixth grades, three-part music.
A victrola was given to the school, and occasionally a chorus peri- od is devoted to a music appreciation lesson.
In May, the fifth and sixth grades held their second annual music contest. This is a summing up of their year's achievements. Each room is judged in its rendering of a part song, as to tone-quality, enun- ciation, watching direction and song interpretation. Mr. C. Francis Wood, Mr. Samuel A. Peck and Mr. Joseph Murray were the judges.
A glee club of sixty boys and girls meets once a week after school and has charge of several assemblies during the year. A Thanksgiving operetta, a Washington cantata, presented also at a Parent-Teachers' Meeting, and a program of Negro music were presented in a praise- worthy manner. It is considered an honor to be chosen for this club.
Mr. Peck will speak of the instrumental classes, I am sure. Let me emphasize the benefit of these classes. It is affording many a chance to express themselves musically. In the fifth and sixth grades we have recently been able to organize an orchestra of twenty play- ers, with violins, cello, trumpets, clarinets, mellophone, tuba, trombone, saxophone and drums represented. Although composed of just be- ginners, this orchestra shows promise.
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This, briefly, summarizes our achievements during the year. Let me say, please, that none of this could be done without the coopera- tion and effort of the individual teacher, and I wish to express my ap- preciation of this.
Music and its place in public school education justifies itself. In closing, I should like to quote from Mr. Zanzig's book, "Music in American Life."
"Indeed, so long as education is regarded as having to do with the whole man-with his spirit, emotions, imagination, and his capacities and need for beauty, as well as with his intellect and body-so long should every boy and girl have the right to music instruction fully commensurate with his capacities and needs."
I wish to thank you, Mr. Safford, for your support and encourage- ment, and will always welcome suggestions or advice from you.
Respectfully submitted, MARGARET E. WHITTIER Supervisor of Music-Grades 1-6
REPORT OF THE SUPERVISOR OF PENMANSHIP, 1932
January 12, 1933
Mr. Adelbert L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
Dear Mr. Safford :
Herewith, I submit a report of the work of the Penmanship Depart- inent. In my report of last year, I gave in full detail our system of correlation in connection with the activity programs and with all writ- ten subjects used during the school day.
This year I shall present the aim of each grade along with certain essential things to observe in the teaching of handwriting.
In all lines of work there are certain fundamental things necessary for success, and these are called Essentials. In learning to write, there are certain things to observe that are necessary.
One essential is study and another is practice. Neither alone can produce good results but the two insure success.
Study is necessary to learn the forms of letters, to space and slant correctly, to detect mistakes and to dictate the remedy.
Practice is necessary to learn to produce the form which study has evolved. It is also necessary to train the muscles. Studied practice brings about perfection.
It is not enough to try to do good writing during the writing period only, but all writing should be done with the greatest possible care in correlation with other studies.
Too much attention cannot be given to the study and practice of
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penmanship in childhood, and through the entire period of school life there should be constant effort to develop a more legible standard of handwriting for daily written work so that each child may receive full credit on the work he has done; for development of pride, accuracy, and neatness; for business efficiency in his later life, and for trans- cribing his signature so that it may be instantly read.
This is the one tool acquired in school which is carried forward in daily life for all years and all places.
Grade I
Aim: The ability to write well all the small letters and more com- mon capitals, simple words and short sentences suited for this grade. In position, the attainment of a healthful sitting position and a com- bination of whole arm movement with slight finger movement.
Grade II
Aim: The ability to do the things accomplished in Grade I with such words and sentences as are suitable for this grade. Days of the week, numbers, and daily spelling words should be included in the writing lessons.
Grade III
Aim: The chief new aim of this grade is to learn to master the pen. Special attention has to be given in the care of the pen, method of taking ink, preventing blotting, and lightness of touch. Smaller writing is demanded than in Grades I and II with a slight increase in speed.
Grade IV
Aim: A decided change in the child's training takes place in this grade. As a result of his previous training, and his physical and mental maturity, he is now ready for more intensive drill work. This tends to improve his quality of writing and to establish certain fundamental writing habits.
Grades V and VI
Aim: More intensive drill to establish skill and refinement in writing is required in these grades. The pupil's writing should be more mature. He should also master correct slant, heights and spacing of words and letters. Great stress is placed on "carry-over" work, speed, correct position and spacing.
Grades VII and VIII
The aim of instruction in the Junior High School is to bring the writing of every pupil up to a reasonable standard.
The fundamentals include posture, position, movement, rhythm, and form. Further training includes the application of handwriting to social life and business and the "carry-over" of legible writing into every class lesson.
In learning to write legibly in all written work, many pupils who
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were having difficulty have come up to higher standards in their aca- demic studies.
The certificate list for the year follows :
Highland School 78 Grammar Grade Certificates
15 Business School Certificates
17 Certificates of Excellence Junior High School
38 Grammar Grade Certificates
14 Certificates of Excellence
11 Advanced Certificates
In closing, I wish to express my sincere appreciation to you, Mr. Safford, and to all others who have helped to make our work successful. Respectfully submitted, Margaret A. Cameron, Penmanship Supervisor
REPORT OF THE HEALTH DEPARTMENT, 1932
Mr. Adelbert L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
Dear Sir :
I herewith submit the report of the Health Department for the year 1932.
The aims of health education as outlined by the Joint Committee on Health Problems in Education of the National Education Associa- tion and the American Medical Association, are
1. To instruct children and youth so that they may conserve their own health.
2. To establish in them the habits and principles of living which throughout their school life, and, in later years, will assure that abundant vigor and vitality which provide the basis for the greatest possible happiness and service in personal, family and community life.
3. To influence parents and other adults, through the health edu- cation for children, to better habits and attitudes, so that the school may become an effective agency for the promotion of the social aspects of health education in the family and com- munity as well as in the school itself.
4. To improve the individual and community life of the future; to insure a better second generation, and a still better third gen- eration ; a healthier and fitter nation and race.
With these fundamental aims in mind, the school health program
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has carried on, striving through its various services and departments to realize its objectives.
The past year has seen some degree of progress, not so much in the way of new projects started, but in the intensive performance of functions already in operation. The year has been significant in that it has been particularly free from serious infections among the school population, the large number of exclusions of pupils from school being in the main because of skin infections. The prevalence of these in- fections this past year has been more or less general in the surround- ing communities as well as in Reading.
With the exception of a reduction in the physical education de- partment there have been no changes in the organization or personnel of the department during the year, a factor which has contributed to the efficiency of the program.
Medical and Nursing Service
In accordance with his duties prescribed by law, the school phy- sician has continued to render the following services: the detection and control of communicable disease by the daily inspection of pupils hav- ing signs of contagion; the admittance of pupils returning to school after a communicable disease without certificate from the Board of Health; the examination of pupils applying for working certificates ; and the examination of all pupils through the senior high school. In addition he has conducted a diphtheria prevention program. An en- couraging feature of the school physician's work has been the growing appreciation on the part of the parents of the value and importance of the annual health examination. It is also encouraging to note the decreasing number of pupils who are having the examination made by their family physician, approximately only two per cent this year.
The work of the nurses has been carried on along the same gen- eral lines as in previous years. We have continued to make monthly inspections of pupils through the junior high; have weighed and meas- ured pupils in the first six grades; have assisted the school physician with the annual health examinations; have kept accurate and detailed medical and nursing records; have made regular sanitary inspections of the school buildings; have investigated cases of absence because of illness and exclusion; and have followed up all defects found at the time of the annual health examination to secure their correction. The few changes which have been made in the routine procedures will be discussed briefly.
It has been the custom to weigh and measure all pupils three times a year and the underweights, tuberculosis contacts, and special cases once a month. Since studies have shown that it is not the child who fails to measure up to a certain standard weight that pre- sents a health problem, but the child who fails to grow and gain regu- larly, we have changed our method of procedure. Since September
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all pupils in the first six grades have been weighed monthly. The case of any child who shows a loss in weight or failure to gain is investi- gated in an effort to locate the factors that contribute to his condi- tion.
Audiometer tests of hearing which were given last year from the fourth grade through the senior high school were given this year from the third grade on, thus increasing the total number of pupils tested in this manner by approximately two hundred. As a result of this test and subsequent checking by an otologist, it is now known that there are several children in Reading who are definitely and per- manently hard of hearing. Such children should have lip-reading in- struction in order that they may not go through life handicapped by a hearing loss.
In spite of the almost unprecedented economic situation, the num- ber of corrections obtained was unusually high. This was possible to a large extent through the excellent cooperation which was given us by the various Boston hospitals, especially the Boston Dispensary, where many children whose families were unable to pay were treated free, and to the assistance of local organizations that in many instances paid for glasses, tonsil operations, and other services. Thanks are again due to Dr. Richmond, Dr. Baisley, Dr. Halligan, and to Miss Harrington, the visiting nurse, for the splendid work on tonsil cor- rections which they did last July.
The correction of dental defects is still the most difficult prob- lem, perhaps because dental defects are ever with us and cannot be as easily eliminated as some other defects, such as diseased tonsils. Then too, it is now realized that dental caries is a deficiency disease and that proper nutrition is essential not only for building teeth, but for protection against decay. Dental health work, if it is to be ef- fective, must be more closely integrated with the whole child health program. To quote from a recent dental bulletin, "Physicians as well as dentists, nurses of every kind as well as hygienists, welfare depart- ments distributing food as well as health departments giving dental care, agricultural extension workers as well as nutritionists, must com- bine their efforts." The distribution of milk in the homes and the schools, through the channels of the visiting nurse and the school nurse, made possible by funds contributed by the Reading Woman's Club, the Rotary Club, the American Legion, and the Tuberculosis Committee together with contributions from private individuals, is an attempt in a small way, during the present emergency, to supplement the diet in some cases where the family income is known to be wholly inadequate to provide even the minimum essentials of proper nutri- tion.
Regular sanitary inspections of the school buildings reveal them, with few exceptions, to be in a satisfactory condition. The installa-
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tion of more lights in the classrooms at the Union Street School was a much needed improvement. The addition of more drinking foun- tains at the Union Street and Lowell Street Schools would result in a saving both of the pupils' and the teachers' time.
There have been times, especially since the fall, when the nurses have been called upon to give material relief. Realizing that except in times of unusual stress it is not the nurses' function to give such relief, there has been an effort to keep this phase of the work at a minimum. Cases have been referred to the regular relief organiza- tions whenever possible.
Clinic Services
The effectiveness of the health examination, which is comparable in the educational program to the diagnostic test, is in direct relationship to efficiency of the corrective or remedial programs. The efficiency of the latter in turn is dependent upon the facilities that are available for the treatment and correction of defects. With families that are able to secure medical attention at the established cost, there is no problem, but with families of limited income some means must be fur- nished whereby they may secure such services at a minimum charge. In addition to the various Boston clinics that render this type of ser- vice, there are several clinics organized and financed by the state and various local organizations that contribute to this important phase of the work. While these clinics work in closest cooperation with the school and in many instances are supervised by the health depart- ment of the school, they are in no way supported by school funds.
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