USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1933 > Part 13
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Then comes the Social value. Decidedly, music is an agency for creating social morale. It develops habits of teamwork; it unifies feelings, through group participation.
We have tried to show even the youngest children that the work of the whole class depends upon each one.
In the fifth and sixth grades, there is an opportunity afforded in the assembly period, for work of this kind. Different operettas have been produced by the children. The Music Contest held in June, with every one in the Highland School participating, made an important school project.
The third point is that of Health. Music is an aid to physical well- being, and we have striven to emphasize that aspect. There is a good effect of music upon the feelings of the children. Correct breathing and good posture are as essential to the music as to the physical edu- cation lesson. Every child can benefit by music, even if he is out of place in other studies.
In the lower grades, music has been correlated with the other sub- jects whenever possible, especially the social studies program.
The instrumental classes have a definite place in the school music education program. As an outgrowth of them, we have an orchestra of fifth and sixth grade pupils, which is worthy of commendation. Miss Wakefield kindly arranged for a rehearsal period in school time.
Some of the sixth grade classes are privileged to listen to the music appreciation concerts by Walter Damrosch. This is also part of the school program.
I have emphasized the appreciation side, but we are teaching tech- nique as well ;- only trying to do it, so that "technique is simply the opening of a door, a broadening of the horizon."
Dr. Mursell has said, "Education is simply a process of living, here and now." We are trying to give the child a chance to live music.
I wish to thank the teachers for their loyal support, Miss Wake- field for her co-operation; and you Mr. Safford, for your helpful in- terest.
Respectfully submitted,
Margaret E. Whittier,
Music Supervisor. Grades 1-6
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REPORT OF THE SUPERVISOR OF PENMANSHIP, 1933
Mr. Adelbert L. Safford,
Superintendent of Schools, Reading, Massachusetts.
Dear Mr. Safford:
The aim of penmanship instruction is to teach pupils to write easily and well and to establish habits of good penmanship.
Unless the principles taught in the formal writing periods are ob- served in all written work, the time spent in drill is lost. The time of habit formation is during the "carry over" work. All written work should be required to meet definite standards. The habit of good, easy, rapid writing should be the acquisition of every teacher and of every child while in school.
A course in handwriting is successful only when it teaches the pupils to write compositions, to write letters, to write arithmetic and spelling lessons. If they can write beautiful drill exercises but cannot write well in other subjects, their handwriting practice is of no value.
We do not expect to make professional penmen of our pupils, but we do hope to train the students so that by the time they have com- pleted the work of the eighth grade, they can write an even, legible hand with ease and a fair amount of speed.
This is the goal toward which we are aiming in our Reading schools and I earnestly feel that every teacher is working to accomplish this purpose.
Of course, we still have some poor writers in every class, but at the present time, there are no illegible writers in the upper grades, and from the certificate list, it can easily be seen that the percentage of good writing is steadily advancing.
In one eighth grade class in the Junior High School, twenty-five out of thirty-five pupils have attained a standard of at least 75% in their handwriting. Fourteen of that number have reached a standard of 85% and six won the Advanced Certificate which is awarded for a standard of 95%.
The certificate list for grades five, six, seven and eight follows :
Highland School
4 Certificates of Excellence 70%
90 Grammar Grade Certificates 75%
29 Business School Certificates 85% Junior High School
10 Certificates of Excellence.
74 Grammar Grade Certificates.
61 Business School Certificates.
19 Advanced Certificates 95%
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I appreciate your guidance and support, Mr. Safford, and the co- operation afforded me by your teachers and principals.
Respectfully submitted,
Margaret A. Cameron, Penmanship Supervi or.
REPORT OF THE SUPERVISOR OF DRAWING, 1933
Mr. Adelbert L. Safford, Superintendent of Schools,
Reading, Massachusetts. Dear Sir :
I herewith submit for your approval my report of the work as Supervisor and Teacher of Free-hand and Mechanical Drawing in the Reading Schools for the year ending December 1933.
My program allows me to visit all grades in the Elementary Schools and the Highand School, to observe the work of at least one class of each grade in the Junior High School at frequent intervals and to teach each day at the Senior High School.
Elementary Schools
Beginning in January and continuing through March the general outline centered around Design and its application, varying the lessons to fit the interests and needs of the classes. The results were to me so interesting and satisfactory, that, at the end of the time allowed for this work I collected the best examples from all schools and all grades illustrating the same design principles, and displayed the same in each building, including the Junior High School, an exhibition which proved to be of worthwhile interest to the teachers as well as pupils. It is my intention to repeat this project this coming year, to note the improve- ment of work in the corresponding grades. I feel there should be much improvement from this careful preparation. The basic principles of design are of real value to all phases of art, and for this reason we allowed ample time for design in the curriculum.
The latter part of the year we applied these principles of design and other facts we had learned almost entirely to Creative Representa- tion. At this time we also check up on all work done during the school year to make sure the classes have accomplished all that they should and measured up to their grade in the State Art Curriculum.
Generally speaking in September we emphasize Color, branching into some forms of Representation-as Nature Drawing, Animal and Figure Construction, various types of Lettering, closing the term with projects suitable to the holiday season.
This sounds perhaps to be a very cut and stilted schedule, but I feel it is very elastic and the classroom teacher has every opportunity to vary the lessons suggested to meet the particular needs of her class.
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In the past the art program has been either a list of things for the children to make or a number of skills for them to acquire, making the art period a subject apart from all else in the daily work of the school. Today this l'. t of things and materials are closely correlated with as many subjects as possible, many times finding a place in more than one. In Miss Wadleigh's Course of Study for these grades there has been made a very definite need and place for art correlation in the Social Studies, and I have allowed time in my schedule to help and assist the teachers, in the special activities connected with this work. Art today, then, is not taught as a school subject sufficient unto itself-"Art for Art's Sake"-but as a help to the understanding of all other subjects.
The Intermediate Grades
Here the outlines involve a more definite study of Color, Perspec- tive, Lettering, Composition and Design, as well as a great variety of Creative Illustrations, the subject of which are taken from the child's interest in other subjects on their program. It has always been my opinion that one should! fut an accent on the connecting linka, rather than on dissimilarities thus making drawing a practical study in close relation to all studies.
An interesting project for the sixth grade in the Spring was a poster competition, as suggested by the local American Legion Post. First it was a local contest and then the best posters were sent to the National Competition. Community posters are often times a stimulus po good work and this one se med of special interest to the boys and girls. Even though a new venture for this grade the results were most gratifying.
The Junior High School
The same general outline has been carried on as in previous years. However, this year we tried to make a more practical application of all learned theories.
The purpose of the Art Course in the Junior High School should be to bring to the pupil's attention an appreciation of the beauties in Nature and art that he Guds in his everyday life, as well as an apprecia- tion of the finer things of art. Here in the Junior High School perhaps the majority of the pumpils are having their last opportunity to study art-and therefore the course should aim :
1. To develop good taste and a discrimination for choice in the selection .and arrangement of things intimately connected with his daily life.
2. To train him to spend his leisure time profitably. Giving him an opportunity to verci e his imagination through creative problems, closely allied to his own experiences.
3. To encourage the talented, letting these gifted pupils make the most of their natural ability.
This general outline included problems to illustrate the various
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art principles, while the last term was given over almost entirely to a brief course in Picture Appreciation, using the text books recommended by the New England Study Course and in use in many Junior High School Art Departments. The notebooks made and the picture studies from the seventh grades through the ninth will help to create in the students, a love of beauty and an appreciation of the best in pictures, as well as to broaden their powers of observation.
It was our misfortune to lose, by her resignation in June, the ser- vices of Miss Eleanor F. Emerson, the teacher of Art at the Junior High School for many years. Her unfailing interest in her work and in the welfare of her pupils will be greatly missed by all who knew her.
Senior High School
By the elimination of the Manual Training teacher at the High- land School it became necessary for me to carry on his classes in Mechanical Drawing at the Senior High School, with no extra time allowed for them on my program. This means the teaching of two divisions of Mechanical Drawing and two divisions of Free-hand Draw- ing in the same periods. Because of this I feel that I cannot do justice to the work in either subject and for the benefit of the students-some rearrangement in this matter should be made.
Under the circumstances the art work of the Sophomore Fine Arts Group has had to be quite general and in my opinion in many ways slighted compared to the work of previous years. This group has as its general course of study problems relating to color, lettering, de- sign, composition and crafts, including many posters for school activi- ties.
The work of the Junior-Senior Group is of every lay interest based whenever possible on appreciative historical research. Here too, each day some of the students are working on projects pertaining to class or school activities.
I feel one might term our High School Art Room, a veritable work-shop, where the boys and girls are being trained in most practical problems which will prove a benefit to those not going on with the subject after High School, and these problems, together with those given entirely to illustrate a certain art principle, have been proved most helpful to the many students who after graduation have chosen to make some form of art their vocation.
May I at this time, thank you, Mr. Safford, and the members of the School Committee, Principals and Teachers for their interest in my department and their helpful co-operation.
Respectfully submitted, Mercie V. Nichols, Supervisor of Art.
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REPORT OF THE PRINCIPAL OF THE HIGHLAND, CENTER, AND UNION STREET SCHOOLS, 1933
Mr. Adelbert L. Safford,
Superintendent of Schools, Reading, Massachusetts.
Dear Mr. Safford :
I herewith submit my report of the Highland, Center, and Union Street Schools for the year ending December 31, 1933.
Many changes have been made during the year. In September, for the sake of economy, manual training and household arts were dropped from the curriculum of the fifth and sixth grades. This has been a benefit in one way, as the room formerly used for manual train- ing is now used for the gymnasium. On the other hand, by losing two teachers, it has increased the teaching load of the remaining teachers. One teacher teaches every period in the week and several have only one or two free periods during the week. It is no small task to teach 160 or more pupils a day. Those teachers who teach in both fifth and sixth grades have 240 or more pupils in their classes some days. This is too great a load.
Owing to the large number of pupils in the fifth and sixth grades, it was necessary in September to use all the rooms in the Highland School for those grades. The pupils of the lower grades were sent to the Center or Lowell Street Schools. Miss Winchester was transfer- red to the third grade at the Lowell Street School. In order to relieve the crowded conditions of the 'Center and Prospect Street Schools, a third and fourth grade room was opened at the Junior High School. Mrs. Harding was transferred from the Center School to this room. The small room at the Center School was opened and a second grade was assigned to 'this room. Three new teachers were elected for the Center School: Miss Cogswell for the fourth grade, Miss Cronin for the third grade, and Miss Donnelly for the remedial third and fourth grades. Soon after school began the second grade was transferred to the Union Street School in order that the room could be used for a first grade room. The object of this was to eliminate the need of first grade pupils crossing Main Street. Mrs. Copeland was transferred from the Union Street School for this room and Mrs. Mathieson was transferred with her class to the Union Street School. Now Mrs. Mathieson is the head teacher of that building and Miss Perkins the head teacher of the Center School.
At the present time there are two first grades and two second grades at the 'Union Street School. At the Center School, there are one first grade, two third grades, two fourth grades and a remedial class for third and fourth grades. This year we have remedial classes for every grade, which is a great benefit to the pupils and also a saving
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of the taxpayer's money, as many of these pupils would not be able to make the grade in a regular class 'of 40 or more pupils. These classes are smaller so the teacher is able to give each pupil individual help.
We were fortunate in securing 'Miss Donnelly, one of Dr. Durrell's pupils, for remedial third and fourth grade class. Some of the pupils in this class attended the reading clinic which Dr. 'Durrell held here last July. The recommendations, which were made as the results of the tests, have been carried out with very pleasing results. Miss Brann and Miss Thackleberry, the teachers of the fifth and sixth grade reme- dial classes, and Mrs. Potter are taking a course with Dr. Durrell and they are using his plan with their classes. Dr. Durrell is keeping in close touch with these classes and is giving us many helpful sugges- tions.
The new Winston Geographies have been introduced in the ele- mentary grades from the third through the sixth. These are proving more satisfactory than the old ones which had been in use for many years.
The fourth grades are continuing the use of Dr. Wilson's Social Science Stories and the sixth grades arc using the second book of the series in connection with the regular history outline. This takes the place of the work books, Directed History Study-Scheck & Orton, which were discontinued to save the expense.
The Highland School a semblies under Miss Whittier's supervision have been varied and interesting. The aim has been to have them instructive, to give the pupils a chance to express themselves, to gain confidence and poise, to be able to carry out their ideas, not entirely those dictated by the teacher, and to give every child a chance to be in at least one assembly. They have correlated with almost every subject, such as art, history, English, reading, music, health and geo- graphy. With the co-operation of the teachers many of them have been entirely the children's work. The special days have been observed with appropriate plays, pageants, or operettas.
The orchestra which Miss Whittier has formed has played very acceptably at these assemblies and also at the P. T. A. meetings at the Highland School and at the Prospect St. School.
Student teachers from Salem Teacher's College are training at the Lowell St., Center and Highland Schools. They are of great as- sistance, especially in rooms where the classes are large.
The pupils in the elementary special class under Mrs. Stock- well's able instruction are doing exceptionally fine work this year. Sev- eral are doing straight grade work and will be able to enter the High- land School next year in the regular classes. Those who were assigned to the regular classes this year are doing good work. Pupils who have difficulty in working with larger groups soon make rapid progress in this room where they advance at their own rate of speed. The
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thorough training in self reliance and group spirit which they learn in this room is a great asset in later years. A pupil is fortunate, indeed, who can have this instruction. It is unfortunate that we are not able to have two special classes as there are many in the element- ary schools who would profit by this individual instruction which they cannot get in a large group. A year's work with this group may mean a year gained in the child's school life.
Additional rooms will be needed next year at the Highland School to accommodate the large entering fifth grade and to relieve the crowd- ed condition of the Lowell St. School.
In spite of the many changes and large classes it has been a success- ful year. There is a better professional spirit among the teachers. The Highland School teachers are revising their units of work to fit the new geographies and the teachers of the lower grades are working on a course of study in Social Studies. Many are taking extension courses which help in this.
In closing my report, I wish to thank you, Mr. Safford, for your co-operation and kindly assistance at all times.
Respectfully ·submitted,
M. Grace Wakefield
REPORT OF THE PRINCIPAL OF THE WALTER S. PARKER JUNIOR HIGH SCHOOL
January 30, 1934
Mr. A. L. Safford,
Superintendent of Schools,
Reading, Massachusetts.
My dear Mr. Safford :
During the past year, the Reading Junior High School, as many others, has been faced with the necessity of making practicable re- trenchments consistent with the present need for economy, and with the least loss of education advantages to the children. I believe that the Reading Junior High School has met the situation more than rea- sonably well.
Curtailments in Program
In the Practical Arts department, metal-working and printing have been discontinued, and the time allotted to woodworking has been practically cut in half. This has made it possible for one man to teach all of the shop work for the Junior and Senior High Schools. The time in the program allotted to household arts has been cut in half, which also has made it possible for one teacher to do the household arts work for the two schools.
Prior to 1931, provisions was made for two teachers on the staff to devote half of their time to guidance work. Each teacher was as-
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signed half of the pupils in the school, and she was expected to exer- cise very close supervision over those pupils individually in an effort to aid them in making more satisfactory adjustments to their various school experiences. Special teacher time for guidance has been entirely eliminated this year. The Department has been completely reorganized with the Principal and the homeroom teachers attempting to carry on partially the duties formerly shared by the two part time guidance specialists.
One of the organization features of the Junior High School is the inclusion of some time within the regular school program for remedial work in the basic subjects. I believe that this extra time and teacher assistance has helped many pupils bolster up weaknesses and complete the year's work successfully. However, lack of available teacher time has made it necessary to curtail this work to some extent.
The Junior High School has absorbed an increased enrollment this year of about forty pupils without adding extra teacher service as would be expected normally. In order to do this, the teachers have had to carry heavier programs, in spite of reduced salary, and the size of regular academic classes has been increased to very nearly the maximum capacity of the class rooms.
Elimination of a subject does not usually mean the saving
of teacher time
It should not be overlooked that curtailment of work in one de- partment does not mean necessarily the cutting down of teacher re- quirements for the school. For example, the curtailment of practical arts work resulted in a saving of 11/3 teacher's time in that department, and the elimination of teacher time for guidance resulted in a saving of one teacher's time in that department. However, it required one teacher's time to care for extra classes necessitated by the reassign- ment of pupils from the practical arts work to academic work. Thus the net saving to the school was 11/3 teachers. The reason that any saving was possible was due to the fact that the size of the practical arts classes are about one half as large as the usual academic class. Thus in the reorganization referred to above, one new academic class absorbed two of the old practical arts classes.
Reduction in Costs
The total cost of the Junior High School includes (1) instruction- teachers, supervisors, text-books, supplies; (2) operation of school plant-janitor service, fuel, other expenses of operation such as water, light, power, janitorial supplies; (3) maintenance of school plant such as repairs, replacements, and equipment ; (4) auxiliary agencies such as promotion of health, transportation, library, etc. A good many of the items that enter into the operation and maintenance costs of the Junior High School are, to quite an extent, fixed charges that could not be reduced regardless of the type of school maintained. It is only in the
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cost of instruction, which constitutes approximately 75% of the total cost of any school, that material reduction can be made. The follow- ing table shows to what extent the Reading Junior High School has reduced its cost of instruction (teachers, textbooks, supplies) during the past three years :
Year
Per pupil cost of instruction
1930-1931
$109.25
1931-1932
108.20
1932-1933
93.39
1933-1934
76.17 (Estimated)
This represents a total reduction of more than $33.00 per pupil, and this was made possible by the program of retrenchment outlined in the first section of this report, together with the cut in teachers' salaries effective January 1, 1933.
School Progress
It could not be expected that such a reduction could be made pos- sible without some loss to the school's effectiveness, commendable as that saving might be under the stress of economy. I think that at present the program is over-balanced academically and too little em- phasis is given to the practical arts. Eventually, consideration should be given to a further reorganization of the guidance department- effective educational guidance that carries through the entire second- ary school period anad helps pupils make more wisely the many choices which they have to make. However, I think that the Junior High School has adjusted itself reasonably well to these changes and that progress has been made in increasing the effectiveness of the school in several ways.
New textbooks have been purchased for the course in "Introduc- tion to Business." Furthermore, the content of the course has been revised completely, giving less emphasis to junior clerical skills and more emphasis to business information and principles needed by the average person regardless of his vocation. One writer justifies such an introductory course to the business field in the Junior High School as follows: "The first step should be the study of business as a whole, rather than one part or detail. A better understanding of the world of business is needed by young people generally, and a study of busi- ness activities might well form a part of their general education." At the same time this pre-view of the business field affords the pupil a more intelligent basis upon which to decide whether or not he wishes to pursue one or more of the more specialized courses in the business field which are offered in the senior high school. This is in line with the exploratory function of the junior high school as well as providing a more gradual and intelligent approach to the senior high school work. Credit for the revision of this course belongs to Mr. John Woodbridge who is a graduate of the Harvard Business School and
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