USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1934 > Part 13
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While our school is larger than ever before in its history, and while there are many physical improvements that would be welcome, we are as a whole comfortably quartered. In one respect, however, we are seriously handicapped and a study considering the ways and means of improvement of this particular aspect of our high school should be considered. I refer to the study periods in school. We have the longer school day, which, theoretically, is organized to allow the student time to study under direction at school. As the school operates now, it is impossible to have the students study in rooms where there are no recitations going on. This means that a student attempting to prepare his history lesson, for instance, may find himself in the back of a room where a mathematics recitation is going on. It is obviously impossible for the teacher to devote any time to the supervision of the student studying history while teaching mathematics. Thus, the student is left to his own devices except in the matter of discipline, and he is hamp- ered in his study by the fact that a recitation is going on in the front of; the room. There are several solutions to this problem : making pos- sible the use of the boys' lunch room through certain structural and heating changes; using the library as a study room, which would also necessitate changes in furniture and also additional heating; other more elaborate building changes, and curriculum changes. If we are to continue the longer school day with supervised study at school more equipment and additional teachers are necessary.
I would again refer to the opening paragraph of this report in which we make passing note of early secondary education in the country. These early schools stressed not only the three "Rs" but also a fourth one. This "R" was righteousness. In those days expediency was not necessarily compatible with what was right. The pragmatic idea of "if one can get away with it, it's all right" had not yet become a popu- far idea. Education as a means of perpetuating the ideals of Ameri- can. Democracy and good citizenship was the current ideal of both par- ent and pupil in 1635. One hundred-two hundred-three hundred
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years ago the home co-operated in imposing this ideal of education, sometimes rather vigorously, but in any event usually effectively. Since these early days American education has survived the ravages and raids of many a depression. It has been at its lowest ebb when the fourth "R" was neglected and when old and tried methods were questioned and new and untried panaceas and experiments introduced. And so in closing it will not be amiss to quote from a recent article by Joseph L. Powers, Headmaster since 1929 of the Boston Latin School. ". .... But this old school has seen generation after generation of boys pass out through its doors and, despite the uniformity of their rigidly classi- cal training, win for themselves eminence in widely various fields of human endeavor. It will take a good deal of persuading to break down our conviction that it is possible to develop trained intelligence."
Our future is uncertain, our institutions are in a state of flux. But does this necessitate that we rush feverishly into fresh educational ex- periments? I think not. Now, if ever, is the time to emphasize certain educational standards and truths. We must urge our teachers to in- sist that students produce work on a high level, that shoddy work in any form is not acceptable, that if time does not permit to do a whole lesson then at least that part which is done should be done thoroughly and well. We must insist that the students develop the habit of think- ing for themselves and thinking straight to the point. We must imbue them with the spirit of stick-to-itiveness, with the desire to finish the job and finish it right. We must continue to point out that only by individual effort and by that alone can a student hope to acquire an education. Further than this the student must be brought to realize that the state does not support education for the sake of the student and for the benefit of the individual. The state does not owe this duty to the pupil in school. The state considers education as an investment. It expects in return loyal, useful, intelligent, co-operative citizenship on the part of him who accepts this freely-given chance to acquire an education. One has but to note the orderly manner in which this country is adjusting itself to new conditions for justification of our faith in public education. In few other countries of the world has this adjustment to new economic conditions taken the orderly form and procedure that it has in America-without violence, without panic, without hysteria. Through the ordinary channels of government America is adjusting itself to the conditions in which the world finds itself.
Those familiar with the high school teachers in Reading recognize that we are fortunate in having, on the whole, a superior staff, who, in spite of salary cut and increased pupil load, are giving their best to the children. It is imperative, however, that Reading citizens recognize the fact that good teachers are as scarce as ever and that we are in com- petition with other towns in the matter of salary. Reading must con-
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tinue to make teaching positions attractive if it is to keep its superior teachers.
1934 enrollment-Sophomores 189
Juniors 180
Seniors 136
Post Graduates 42
547
College enrollment
18
Respectfully submitted,
RUDOLF SUSSMANN, Principal.
REPORT OF THE INSTRUCTOR IN MUSIC, JUNIOR AND SENIOR HIGH SCHOOLS, FOR YEAR ENDING DEC. 31, 1934
Mr. Arthur E. Pierce,
Superintendent of Schools,
Reading, Massachusetts.
My dear Mr. Pierce :
For the past three years the music department in the Reading Pub- lic Schools has been planning and evolving a well-rounded and well- balanced program of music education. All three phases of music study, namely; the vocal, instrumental and theoretical (including music ap- preciation) are now receiving their due emphasis in the present course of study.
The instrumental work in the schools is firmly established, with orchestras in both the Junior and Senior High Schools, a band in the Senior High School, and instrumental classes for students of all the grades.
The type of music played by the instrumental groups is largely governed by the suggested lists of music which are given out by the State and New England Music Festival Associations. The High School Band is now classified as a class "B" band, since the enrollment at the high school exceeds 500. This means that at the State and All-New England Music Festivals the Reading band is required to play pieces of a certain degree of difficulty. At the Massachusetts State Music Festival held in Melrose on May 12, our band received an Honor Rating of "Excellent" on its performance of the required numbers. In 1935 the band expects to participate in both the State and the New Eng- land Music Festivals which are to be held in Quincy, Mass., and in Newport, R. I. respectively, some time in May.
The Reading High School was represented by Elsdon Richardson, principal clarinetist in the high school orchestra, in the New England Festival High School Orchestra which performed at Hampton Beach, N. H., in June, as a part of the New England Music Festival program.
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The choice of the vocal music which is used in the public schools is governed by two principles. First, the object of music instruction in the public schools is not to make musicians of the students, but rather to fit the music into their normal, general life, where its artistic leaven may work toward higher elevation. Second, the function of an educational work is not to present merely what the student likes in his commonplace moments, but rather to offer that which he will recognize and love as belonging to his higher moods.
Between the music that merely fits the lower levels of life and the great and permanent music that demands for its appreciation mature experience in life and musical scholarship, there is a middle ground where can be found material that is thoroughly acceptable to the musicians, as well as attractive to young people. Such music is dis- tinctly artistic to the student, in that it stimulates the imagination, sensibilities, and finer impulses; also an acquaintance with it quickens the desire for fuller knowledge and experience. This is the type of music with which the vocal groups in our Reading schools come in direct contact.
Some music appreciation is given as a part of every regular music class period in the Junior High School; and in the Senior High School a course is given in this subject, the class meeting daily.
A want for victrola records and good victrolas is still keenly felt, although the music department has on hand some old records which were donated by some of the townspeople here in Reading during the past year.
In closing may I thank you and the School Committee for the fine moral support that the Reading Symphony Orchestra has received since its inception nearly four years ago. This orchestra probably has done more to raise the standards of instrumental music in the public schools than any other single influence, since it regularly includes in its membership about a dozen high school students.
Respectfully submitted,
SAMUEL A. W. PECK
REPORT OF PRINCIPAL OF THE JUNIOR HIGH SCHOOL, 1934
Mr. Arthur E. Pierce
Superintendent of Schools
Reading, Massachusetts
My dear Mr. Pierce
In looking back upon the year just closed, I feel that commendable progress has been made in several ways.
I called attention in last year's report to the fact that the course in "Introduction to Business" had been completely revised for the purpose of giving a much broader approach to the business field with consider-
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able emphasis upon business information and principles needed by the average citizen. I feel that the most progress has been made in that course this year in the careful selection of actual life cases as a medium through which certain principles could be made clearer and more vital to the pupils. May I illustrate by means of a few cases in point. Unit II deals with the Management of Money in one's personal affairs, and in business. Here are a few of the life situation cases which are used in class to make the principles involved real and vital. All of them have a basis of fact, although in some cases the true names have not been used.
Case 11. George Jarvis-Handling Money and Making Change.
Case 12. John Richardson-Setting Up a Budget.
Case 17. Carl Henderson-Short Time Financing: Borrowing on Notes.
Case 21. Manville Shoe Manufacturing Co .- Long Time Financing for a New Building.
Case 25. Mr. Avery Harwood-Lifelong Savings Plan.
In the Social Science Department, I believe that progress has been achieved in two directions.
Heretofore, there has been a break in the chronological continuity of the social science course from the sixth grade through the ninth grade, by interposing the content of economic geography taught in the seventh grade, between a study of old world backgrounds taught in the sixth grade and the history of American people and modern times taught in the eighth and ninth grades. By interchanging the content of work in the seventh and eighth grades, we now have an unbroken story of man's progress from the beginnings of civilization and through the his- tory of the American people to the present time. A new textbook called "Exploring American History" by Casner and Gabriel has been intro- duced for the seventh grade course which gives a simpler treatment of history than did the Rugg book used in the eighth grade.
It should be re-emphasized that our program of social science is not a displacement of geography, history and civics, but rather it is an effort to get closer co-operation between those subjects and to use them more directly in interpreting conditions of society today. A more de- tailed statement of the content of the Social Science course in the Junior High School appeared in last year's report, as well as a brief consideration of advantages in the problem method of approach used in the construction of work sheets designed to aid the pupil in study.
Frogress, too, has been made in the construction of new work sheets as study aids for pupils in the new seventh grade history course, as well as in the revision of work sheets used in the ninth grade course. All of this work requires an endless amount of time and energy on the part of the teachers in the department.
In the Physical Education Department, mention should be made
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of the very complete syllabus prepared last summer by Mrs. Tyacke giving in detail the objective and procedures of the year's work for the girls in that department. It is an excellent piece of work deserv- ing the highest commendation.
Due to the changes in teacher personnel last year, the Art Depart- ment was pretty well demoralized both as to pupil conduct and achieve- ment. However, Mrs. Frost has succeeded in greatly improving order and morale in the art classes, and I consider that at the present time she is achieving very good results.
Survey tests on Mastery of Fundamentals administered by the Mathematics Department at the beginning of the present school year were both encouraging and discouraging. The ninth grade as a group were well above the median of their grade in their command of funda- mental operations; the eighth grade were at grade level; but the seventh grade pupils fell badly below the norm for their grade in their ability to deal with processes in the fundamental operations of addi- tion, subtraction, multiplication and division of whole numbers, frac- tions and decimals. This survey test was followed later by the Bus- well-John test in fundamental arithmetical processes. On the basis of this more completely diagnostic test, the regular work of the seventh grade according to the existing course of study was modified to meet the needs of the pupils. Mrs. Lewis and Mr. Rich report satisfactory progress.
This is illustrative of the fact that whereas the Junior High School offers a broad and enriched program of studies, it is not unmindful of its responsibility relative to mastery of the so-called fundamentals.
I am particularly well pleased with the interest that is being ex- hibited this year in the work of the classes in Foods and Clothing. I believe that Miss Shelly is doing excellent work, and that she is giv- ing the girls in her department some of the training essential to better home membership. This department ought to be expanded at the earliest opportunity. It seems to me that the Junior and Senior High Schools are large enough to justify two teachers in that department.
The General Science Department this year is undergoing changes in teacher personnel, which, of course is not conducive to best results. Mrs. Cutcliffe resigned her position at the beginning of the new calen- tar year and her place has been filled by Miss Miriam Tilden, a teacher of excellent training and promise.
The English Department was not particularly well pleased with results of the survey tests in grammar given at the beginning of the year. There is the possibility that a change in textbooks may be advis- able in the seventh and eighth grades. I think that the present gram- mar text is a good one, but it does not seem to correlate well with the work of the sixth grade.
An effort is being made to accumulate a library of individual read-
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ing books for work in literature. I personally believe that the present practice of requiring all pupils to read the same book at the same time is not conducive to any degree of literature appreciation. Rather than purchase a complete set of one book for all pupils, it would be better to spend the same amount of money in purchasing single copies of good books that will arouse sufficient interest and enthusiasm for the pupil to read without teacher exhortation. By keeping a close check on the books which each pupil reads, by finding out why the pupil likes a par- ticular book and arranging for him to tell the class about it; by having the pupil read interesting passages to the class; by suggesting another book with the same element of interest appeal, but perhaps with a little higher literary value, the teacher can develop a higher level of literary appreciation.
In closing this report, I wish once more to express my apprecia- tion of the work of the teaching staff at the Junior High School. The teachers are the ones who deserve credit for achievement.
Very truly yours, RAYMOND W. BLAISDELL Principal
REPORT OF THE DIRECTOR OF PHYSICAL EDUCATION, 1934
Mr. Arthur E. Pierce,
Superintendent of Schools,
Reading, Massachusetts.
My dear Mr. Pierce :
I hereby submit my report covering the activities of the Depart- ment of Physical Education for the past year.
Elementary Grades
The presentation of the Physical Education program by the class- room teachers in the elementary grades began in September, 1934. After an era of encouraging the special teacher, the pendulum is swinging back toward the classroom teacher working under supervision. The year's program has been blocked out in daily assignments for each grade and every elementary teacher has the program for her grade in her possession. This elementary syllabus is in loose-leaf form, a definite but elastic plan of physical education activities that may be integrated with the time schedule and other subject matter.
The weighing and measuring of the pupils is a part of the pro- gram that is being carried out by the classroom teachers and monthly report of pupils losing weight are sent to the Director of Health, Miss Mabel Brown, while weight record cards are sent to the homes of the pupils in September, January, and May.
This program has been made possible through the generous and
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whole-hearted co-operation of the elementary grade teachers and Miss Florence Nichols who developed an excellent syllabus.
Highland School
The clearing of the floor space in the shop room for use as a gymnasium has greatly aided in extending the scope of the indoor activities. Squad organization has been made possible and dancing, group games, and relays added to the indoor program.
Classes now report directly to the gymnasium or playground, in- stead of the assembly hall. The granting of basement privileges is regarded as incidental and treated as in other school subjects. This change has resulted in an average saving of twenty-five per cent of the class time, which hitherto was consumed by the passing of the classes from the assembly hall to the playground and through the granting of general basement privileges. Miss Buckle has made plans to extend the after-school program of games this spring to reach a greater proportion of the pupils.
Junior High School
The addition of the new football field to our athletic facilities has been of great value. A girls hockey field was lined out on the lawn west of the school and was used by the senior and junior high school hockey teams.
The high caliber of the work of the instructors was evident at the annual physical education demonstration held last April. Particul- arly worthy of commendation is the complete program of the girls physical education activities, divided into "Leaders' Bulletins", writte- by Mrs. Tyacke, and which her classes are now following with en- thusiasm. The regularity with which the sophomores win places on the varsity teams of the high school speaks well for the training the boys have received with Mr. Hawkes.
High School
An effort has been made to extent the scope of high school athle- tics to include more students. Interscholastic competition has been started in two new sports, golf and cross-country. The development of soccer, wrestling, hockey, tennis, and track into interscholastic sport teams is being made via the intramural route. In most cases, all that is necessary for interscholastic competition in these sports is a suitable playing area.
The trend toward larger varsity squads is also effective in reach- ing a greater number of students. Over fifty boys remained on the football squad the entire season, and larger squads than usual have been retained in other sports. The high quality of Mr. Downes' meth- ods of instruction and his capable leadership and ability has had its effect by awakening an active interest in athletics throughout the student body and among the townspeople.
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Due to this greater participation in athletics by the students, changes had to be made regarding the awarding of proper insignia. An additional letter has been adopted for all sports other than football, basketball, and baseball. This letter is a black R with a crimson border.
After winning his first R, the student receives gold stars which are sewed on the letter to signify his additional achievements. The captains of teams receive a silver star. In addition to receiving a star, all seniors who have been members of the football squad for three years and who have won a letter and a star in their junior and senior years, are awarded a miniature silver football.
The financial status of the athletic association shows a definite im- provement. In September, 1933, there was a balance in the treasury of $141.39, and accounts payable to the amount of $946.37. In June, 1934, there was no cash on hand and accounts payable to the amount of $274.10. We are looking forward to the elimination of this deficit by June, 1935.
Respectfully submitted,
PHILIP W. ALTHOFF
REPORT OF THE DEPARTMENT OF RESEARCH AND ELE- MENTARY SUPERVISION FOR THE YEAR ENDING DECEMBER 31, 1934.
Mr. Arthur E. Pierce,
Superintendent of Schools,
Reading, Massachusetts.
My dear Mr. Pierce :
The work of the Department of Research and Elementary Su- pervision is cumulative, that is, mostly an extension of what has gone on in preceding years. No changes have been made in the duties assigned to this department as described in my report of 1933 therefore under the headings of the major fields covered by my supervision I submit a partial summary of achievements of the year ending December 1934.
Promotion and Placement
In the spring of 1934 it seemed necessary to restate and describe our definite Promotion Policy for Grades I to VI. This was accepted and approved by the School Committee. The policy reads as follows :
Promotion Policies, Elementary Grades Reading Public Schools, 1934
The principal makes the actual promotion based on the teachers' marks and the results of standard tests as interpreted by the Director of Research, who represents the Superintendent. No promotions or
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change of pupil from one group to another may be made by the Prin- cipal without first consulting with the Director of Research. Teachers should make recommendations for changes of pupils to the Principal, but shall not change a pupil except by the direction of the Principal. It is presumed that substantial agreement will be found between class-room teacher, the Director of Research and the Principal and that the parent will be satisfied. If any of the parties interested are in doubt or dissatisfied, the case should be reported to the Superin- tendent for adjustment. If he is unable to make a satisfactory settle- ment, the matter will be referred to the School Committee whose de- cision is final.
The items of the policy are in part :
1. Promote all children who have satisfactorily completed the re- quirements for their grade and who pass a grade level of achievement of six months below the norm and over on an objective test .. - --
2. Undergrade children shall be treated as follows:
Pupils who are one or more years too young for the grade and who are normal and superior mentally shall be made to repeat. :
Pupils who are one year retarded with one or two subjects only undergrade shall be promoted to Low Groups or On Trial.
3. To Remedial Groups shall be assigned :
Pupils in need of special help in one or more subjects.
Pupils who on account of absence due to illness or other un- preventable causes, shall be given the privilege of making up back work.
Pupils showing a special disability in reading and spelling who require teaching by special techniques and procedures in those subjects.
4. Pupils shall be grouped homogeneously by ages : Educational Age, Mental Age, and Chronological Age, plus school ratings. In Under- grade groups by Social Age and Subject Needs. !
The following statement of our Promotion Procedures was approved by the Reading School Committee as a part of our Promotion Policy.
Promotion Procedures Reading Public Schools, 1934
1. Tests administered by Director of Research.
2. School Marks in all subjects averaged by teachers.
3. Personality traits, handicaps, days absent, etc., are written by teachers.
4. School Marks and Personnel (2 and 3) passed in to office.
5. Test results collected in office.
6. Director places both test ratings and teacher's ratings, pro- motion recommendation and absences on office cards and in promotion book.
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