USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1933 > Part 14
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well qualified to do the work. There are 84 eighth grade pupils and 72 ninth grade pupils enrolled in this course.
Beginning French was offered in the eighth grade this year. This enables pupils to begin either French or Latin in the eighth grade and to continue the subject through the ninth grade for one unit's credit on a college preparatory basis. This change is intended to pro- vide a better preparation in first year foreign language and, again to make a more gradual approach to senior high school work. Further- more, the change cuts down on the amount of home work required of ninth grade pupils who limited themselves to one major elective. It should be added, too, that these changes still make it possible for a pupil to meet the foreign language requirements of the most classically minded college in the country.
Some people are concerned about our Social Science course, be- lieving that we have displaced the teaching of Geography, History, and Civics with something quite alien to their own school experiences. This is not true, and I suspect that more people than need be are frightened by the name of the course. At the risk of repetition, may I again say that the seventh grade work lays considerable stress upon such fundamental geographic principles as weather, climate, soil, topo- graphy and their effect upon man in his effort to secure a living. Fur- thermore, more emphasis than formerly is being given to place geo- graphy and map locations. The seventh grade also tells the story of the Industrial Revolution, the change from hand labor to machine labor, the migration away from the small community to the large fac- tory towns, changes in transportation, communication and ways of living. The eighth grade course deals almost exclusively with United States History, and we find such unit headings in the course as "The Struggle for the Red Man's Continent;" "The Forging of a New Na- tion ;" "The Rise of Democracy ;" "Westward Ho !- from Seaboard to Prairie and the Golden Gate;" "Sectional Conflict and Brother's Blood -the Civil War-Years of Turmoil;" "The End of the American Fron- tier ;" "The Coming of 'Big Business'"; "America in the Age of Im- perialism ;" "World War and the Inevitable Aftermath." The ninth grade course deals with the consideration of social problems with which our rapidly changing civilization is confronted-such problems as public leadership in politics ; modern citizenship in a changing world; changing home and family conditions in America; public education in a democracy, public safety involving fire and accidents, police, crime, law, and welfare; federal government and the "New Deal;" foreign affairs.
The course is presented in problem form inviting the pupil to search for data, weigh evidence, and form conclusions based on facts. In other words, pupils are encouraged to think as well as memorize. Pupils are provided with work sheets prepared by the Department to
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raise problems, suggest reading assignments bearing upon the prob- lems, and to provide learning activities such as listing facts, outlining, summarizing, making diagrams, forming conclusions or generalizations.
This whole course is an effort to help future citizens to under- stand better the civilization in which they live and in which they must take an active part, a civilization that is rapidly changing and can best be understood by studying the underlying reasons for the change.
Here is another general, introductory course consistent with the junior high school policy which precedes the more specialized courses of the senior high school in the field of social sciences, such as eco- nomics, history, government and sociology. Furthermore, it is an excellent example of an effort to modernize the content of the curricu- lum so that we may give a better education for intelligent citizenship. Is the course difficult? Yes, but so is algebra, French and Latin. Do the pupils get anything worthwhile from the course? Very complete tests covering each unit of work, as well as cumulative mid-year and final examinations indicate that the majority of pupils assimilate the course to a surprising degree. The greatest difficulty is with those pupils in the lower range of the classes who are handicapped by their inability to read on a seventh, eighth or ninth grade level, or are un- able to apply the problem-solving technique because of the inability to deal with abstract ideas. For those pupils, the work has to be sim- plified by teacher explanation and less exacting requirements. The recent addition of easier textbooks in the eighth grade is helping ma- terially in meeting the needs of this group.
The mathematics department continues to stress the application of fundamental skills which are taught in the elementary school and standardized test results indicate satisfactory progress. In the words of Mr. Rich of the department, "the general mathematics of the seventh and eighth grades is designed to further more mechanical skill in computation by providing application of these skills in life situa- tions, and to present a genuine, thorough, informal start toward a work- ing control of the formula, the equation, and some practical aspects of geometry. In brief, the course in general mathematics introduces new life and material of a practical nature from the broad field of mathe- matics, while at the same time it demands a constant growth and facility in the arithmetic fundamentals. Here again, we have evidence of a gradual transition from the elementary school to the senior high school, a policy which is characteristic of the junior high school. Mr. Anderson reports the three ninth grade groups taking college prepara- tory algebra as well prepared, and standardized tests at mid-years show these three groups to be well above the norm for the test.
Space does not permit a complete report of activities in the other departments of the school. In general, they are making satisfactory progress and are worthy of commendation.
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Unfairness of Cost Comparison with Other Schools
The State Department of Education publishes an annual report showing the costs of junior high schools throughout the State as re- ported by the towns and cities for the period July 1 to June 30. This report is valuable in showing the trend of costs, but it is a sound con- clusion that the cost of any one school cannot be compared fairly with another without first hand information as to local conditions, and with a detailed evaluation of all the items entering into the comparison. Reading, for example, pays approximately $4.00 per pupil for trans- portation of pupils to the Junior High School, an item that docs not enter into the cost of our Senior High School and is a negligible item in the cost of many junior high schools with which we are compared. The cost of repairs and replacements in any single school varies greatly from year to year, and it so happens that Reading spent last year, nearly $4.00 per pupil more on this item that at least ten other junior high schools with which I have personally made comparison. The un- usual expense last year was due to outside painting and waterproofing the brick walls. Again, Reading uses the Junior High School to quite an extent as a community center for many activities. This is as it should be and yet it is one other reason why citizens should not draw unfair conclusions as to comparative costs with other schools.
It has been mentioned above that the largest item of expense in any school is the cost of instruction which includes teachers, textbooks and supplies. It would appear that here at least is one item which might be compared fairly with other schools, but even that is not true without proper evaluation of conditions. For example, I find that one of the ways most junior high schools have met the need for economy is by enlarging the size of classes. This, also has been true of Read- ing, but the structure of the building definitely limits the maximum size of classes to 35 pupils. Thus, the foresight of the Town when the Junior High School was constructed guaranteed that classes should not become excessively large for good school work even in a period of depression. The ratio of pupils per teacher this year is approximately 25 to 1 which is considered standard practice by most school people.
Furthermore, the type of organization differs in different schools. Many junior high schools provide free study periods in grades seven and eight where pupils are assembled in large numbers in study halls under the direction of one teacher. The Reading Junior High School was constructed for a type of organization in which pupils in grades seven and eight should do their work in the class room under the dir- ection of the subject teacher, who is best fitted to give pupils the help they may need to make the most satisfactory progress. Social Science (geography and history) class rooms are organized as work shops, in which all the materials suitable for the teaching of those subjects are maintained and to which the pupils go for all of their work in that
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field. The same is true of mathematics, English, art and general science. Educational experts from whom the Reading Junior High School Building Commission sought advice when the building was constructed believed this type of organization superior from an edu- cational standpoint.
It has been mentioned elsewhere in this report that the Reading Junior High School provides a small amount of time within the school day for remedial work in some of the basic subjects. The stress of economy has made it necessary to curtail this work at present, but the teachers believe that these remedial periods assist materially in cutting down pupil failure. I do not find this feature duplicated in any of the schools with which we are compared.
Perhaps enough has been said to justify the contention that one school can not be compared fairly with any particular school without a careful evaluation of all items entering into the comparison. It is, of course, wholly within the province of the taxpayers of any town to determine the standard of their schools, and, as indicated above, Reading set some of the standards of its Junior High School six years ago when the building was constructed. The Reading Junior High School has been organized on sound and progressive educational poli- cies, and is highly regarded by school people who are acquainted with its organization. It makes no pretext of being the cheapest school in the state. It does desire to be a good school from an educational point of view. More than that, it desires to give value received for money expen ded.
Lack of Understanding
The public did not begin to think much about the Junior High School until the depression and there is still a good deal of misunder- standing relative to its nature and purpose. A complete statement of Junior High School aims may be found in last year's Town Report. In brief review may I say that the Junior High School is not an alien unit crowding itself into the public school system. It is rather a part of the movement for the reorganization of the American Public School system which started over thirty years ago in response to definite needs for reform. Briefly, the reorganization movement proposed (1) to establish a unified public school system which did not exist under the old 8-4 plan of organization; (2) to make this unified system con- form to the democratic principle "the greatest good to the largest number." More specifically this movement advocated (1) six years of elementary school and six years of secondary school with the latter often divided into 3-3 units as in Reading. (2) Re-evaluation of sub- ject content in terms of pupil needs and the needs of good citizenship. (3) A frank recognition of individual differences among pupils in the organization and administration of the schools. (4) A more gradual transition from the work and practice of the elementary school to those
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of the senior high school. (5) A better understanding of the individual pupils and more aid in making wiser choices.
A national survey of secondary education completed last year under the direction of the Federal Commissioner of Education reported a third to one half of the secondary school pupils of the United States as enrolled in reorganized secondary schools. The survey also dis- closed that a good many school systems have effected a good many of the reorganized school reforms while still retaining the 8-4 type of organization in name. For that reason, it was difficult to make a clear cut comparison of reorganized schools with the so-called conventional schools as to educational efficiency, but the evidence available favored the reorganized school.
There is a mistaken opinion on the part of a good many people that junior high schools are excessively costly. In reality the cost of seventh and eighth grade work in the Junior High School is no greater and often not so great as the cost of seventh and eighth grades in a good many systems under the 8-4 organization. It is equally true that the cost of the ninth grade in a junior high organization is usually less than the cost of the ninth grade in a senior high school unit. Thus, from a cost point of view, it is not a question of the junior high school system versus some other type of organization. It is rather a question of to what extent the voters of any town wish to heed the cry for better schools.
May I conclude this report by paying tribute to the fine corps of teachers who, in reality, are responsible for whatever good work has been accomplished at the Junior High School. No truer statement was ever made than that a school is no more efficient than its corps of teachers.
Respectfully submitted, RAYMOND W. BLAISDELL, Principal.
REPORT OF THE PRINCIPAL OF THE SENIOR HIGH SCHOOL 1933
Mr. Adelbert L. Safford, Superintendent of Schools, Reading, Massachusetts.
Dear Sir :
I herewith present my yearly report concerning the program and ac- tivities of the Reading Senior High School for the year ending De- cember 31, 1933.
Aims and Objectives
The question of a secondary education for every boy and girl who has completed the elementary education of our American schools is
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now merely academic. The time is already here when the dangers of technological unemployment will compel society to retain all adolescents under some sort of secondary educational supervision. In a short time secondary education will become compulsory. However, those pupils who are normal and will not take full advantage of the educational opportunities offered by the local government will be treated with much less consideration than they have been in the past. The home and the pupil alike, I feel sure, will in the future be com- pelled to co-operate more closely with the school than has been the case in many instances during the past ten or fifteen years. A study of reports of the Senior High School for the past five or six years will indicate that the Reading Senior High School has provided an equality of educational opportunity for all. The aim has been to avoid sterile standardization. Nine distinct curricula with fundamental basic requirements have given the program quality; while allowing flexibil- ity for individual abilities. While the school has catered to the needs and desires of individual students (who, by the way, fall into more or less large groups) the track has been left clear for those with talent to de- velop at top speed. We have found by experience that homogeneous grouping is impossible, (this fact is borne out by statements of studies made by the National Survey Group, U. S. Department of Education). We have, however, reduced heterogeneity in our grouping to a work- able minimum. Ability grouping, capacity, interests and pupil needs within the curriculum have been given serious study and attention by the faculty. Students entering the Senior High School are graded on the basis of interests whenever these have been discovered by the guidance teachers of the Junior High School. When no special inter- ests are noted they are grouped in ability groups on the basis of In- telligence Quotient (I. Q.) derived from studies made by the depart- ment of Standards and Guidance. Our program, as is noted, is so con- structed that as new interests are discovered the student is guided into such studies as will be of the greatest benefit to him in what he feels will be his career. Throughout the whole curriculum runs a basic thread of fundamental requirements in English, History, Science and Mathematics.
All of our courses have definite objectives and these objectives are divided into definite units. Every eight weeks our faculty checks and revalues the units and objectives. Thus we are reasonably sure of running a true course in shaping the educational journeys of our pupils.
It has been very evident to every one that our American society and the society of the world at large has suffered a decided change since 1927 and before. This condition has, of course, made us all more social-science conscious and many new plans have been propounded and tried to make the American school child civic minded. So while
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the Senior High School course in History has always been strong, we decided three years ago to give special attention to the study of the best ways and means of presenting history and civics to our pu- pils. By a process of co-operative planning by the writer with the head of the history department, Mr. Dixon, and by class room trial and summer study our new and complete history course for all three years has been consummated. This course, we feel, is well designed and full of vastly important material for every high school child regardless of what course he pursues. Mr. Dixon deserves much credit for his fine painstaking effort in supplying the material for this complete course of history units. It has been so well done and is considered so valuable that the Harvard School of Education has seen fit to print it in the National Council for Social Studies Report for 1934. Of course only continued study and improvement will make this course of lasting value. Its present use in class work is gratifying.
In Mathematics, Art, Science and English, definite studies have been made to add important material and methods and eliminate waste motions and useless material. Thus, this past year, more than ever before, the faculty has worked long and faithfully to examine the qual- ity and validity of all subjects and material offered to the pupils.
Scholarship
This year, as always, we have tried to keep our scholarship level high. Our best efforts, however, are sometimes thwarted by conditions beyond our power to control. Irregular attendance, late hours, inade- quate preparation of home work, indifference to make up work; in other words, carelessness on the part of the pupil and lack of home co-operation, more often than lack of ability on the part of the pupil, make for poor scholarship. To aid in bringing about a closer home co-operation we have continued our system of quarterly home reports of progress interspaced by personal letters and interviews when neces- sary. The writer is interested to report that his observation in past town reports in regard to the relation of high school scholarship and college performance is borne out by experimental evidence as noted in a report of the National Education Association bulletin. This re- port shows that the relation between units of work, industry and per- formance in the high school and college is very definite and in favor of those students who excel in these qualities in high school.
Vocational Education
Our Agricultural Department has definitely shown how well vo- cational education functions and what fine returns, both civic and in- dividual, it returns when properly taught and provided for. We hear much these days of fads and frills and undoubtedly the school-men have been as guilty as the merchants, bankers and professional men in that they allowed their usual good judgment to be swayed by post- war hysteria. Undoubtedly the vertical expansion of courses in some
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school systems has gone too far. Not in Reading, however, where con- solidation of educational ground gained has been the watchword. We must be clever enough to preserve the good when we eliminate the superfluous. We must offer certain students more in the line of manual training. For the present the work shop at the Junior High School provides the space and equipment necessary and much credit must be given to Mr. Fancy for the work he is doing. We need, however, additional teachers, at least one, if we are to give those boys who should have manual work as equal an opportunity as is now enjoyed by their more fortunate fellow students whose major interests lie in other fields of study. Manual skill at maturity comes from early training, and since modern methods of housing and living have done away with the home shop, the barn or cellar work bench, where your son and mine could "make" things, the town should provide for this lack of opportunity. Undoubtedly many a good engineering pros- pect, brilliant in his studies, is "all thumbs" in his applied work due to the lack of early training. I hope you, Mr. Safford, and the School Committee will give this part of our educational program even more consideration than I know you already have in the past.
In connection with this paragraph on vocational education it will be fitting to note that Albert W. Richardson, a pupil in the Agricultural Department, brought honor and fame on himself and the town by being acclaimed at Kansas City, America's best speaker on agricultural topic. Richardson's topic for his address was "Why Be a Farmer." His monetary reward for this fine achievement wa's the first prize of $300 and all expenses to Kansas City and return. Much credit goes to one of our ablest English teachers, Miss Elizabeth A. Batchelder, for her interest and hard work in coaching Richardson.
Athletics
To you and the School Board should go much credit for bringing to our school and town such an able athletic leader as Mr. Henry J. Downes. The spirit that Mr. Downes instilled into his boys while teaching the best fundamentals and technique of football has had its effect throughout the town.
The definite move made to arrange Mr. Althoff's program so that he can. now really act in his capacity as Director of Athletics was a splendid one. Mr. Athloff's knowledge of the needs of athletic teams makes him an ideal faculty manager of athletics. Mr. Downes' new and fine leadership and co-operation with Mr. Althoff's aims as director plus the director's good work in smoothing out the way have resulted in a most excellent fall and winter season in physical education and sports. This uplift in sports and physical education has had its effect also in the girl's department where Miss Florence Nichols has, with limited equipment and opportunity, done a splendid piece of work. We should do more for girls' sports than we have. As the Athletic
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Association becomes better off financially we shall do more for the girls.
Other teachers, namely Mrs. Jenkins and Miss Ernst, have given liberally of their time in the development of extra curricular sports activities. The Riding Club, guided largely by Mrs. Jenkins and Miss Ernst, and which this fall enrolled as high as forty members, proved to be a splendid bit of after school activity.
The Preparatory School
Fifty years ago nearly every secondary school was a preparatory school for college. Something over 5 per cent of the school population was in high school then. Now we have about 53 per cent in second- ary schools. As a result of this influx of students, only a' small per- centage of whom desire or are fitted to go to college, the college prep- atory work is now done in a department of the secondary school. Most of our educational difficulties come from the adjustment of the cur- riculum to this new crop of non-college pupils. Of course many of these pupils have the ability, but not the desire or the means for high- er education. They demand, however, preparation for life.
Now the function of preparation for college is largely determined by the dominant control of the New England colleges. Many educa- tional leaders maintain that the subject matter as determined by the New England colleges constitute the best that can be afforded to the high school pupil. Other educational leaders take just the opposite view and loudly proclaim that college requirements are a real hindrance to the educational program and progress. Again some colleges take pupils by certification, others by examination only. Who is right?
All high schools must solve this problem as local need demands. We are solving this problem by putting our college preparatory course on the highest college entrance examination plane. That is, we point our college course work to meet the requirements of the leading New England colleges such as Harvard, Radcliffe, Yale, Smith, Massachusetts Institute of Technology, Wellesley, Vassar, Mt. Holyoke. A student prepared to meet the entrance requirements of these institutions can enter any college of which we know.
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