USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1936 > Part 16
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Jr. High-Grades 3 and 4 June
Mildred Holden
High School-Latin June
Margaret Leviston
Jr. High-Art June
Helen T. McGill
Jr. High-English June
Frances K. Shelley
Jr. High-Household Arts June
John M. Woodbridge, Jr. Anne Gutman
Jr. High-Soc. St., Bus. Pract. June
Highland School Oct.
Jeanne Sweetland
Center School
Dec.
Appointed :
L. Reginald A. Kibbe Esther P. Smith
Art Supervisor
Chestnut Hill
Harriet S. Beattie
Jr. High-Art
Jean M. Butters
Center School
Sept. Sept.
Helen E. Randolph Neil C. Robinson Chester G. Seamans
Jr. High-Soc. St., Math. High School-Latin Sept. Sept.
Ruth E. Wetmore
*Helen R. Zimmermann
Maud Adlington
Jr. High-Household Arts Sept. High School-Biol., Pract. Science Sept. Highland School Oct.
*Substituting for Mrs. Lillian H. Jenkins who is on leave of absence.
202
Jan. Jan. Sept.
Center School
Expended 1936
Discontinued
TEACHERS IN SERVICE, DECEMBER 31, 1936, WHERE EDUCATED, YEAR APPOINTED) Showing Attendance and Enrollment for Year Ending June 19, 1936 and Enrollment for October 1, 1936
School
Name of Teacher
Year
Appointed
Grade or Subjects Taught
Graduate of
Total
Membership
Average
Membership
Average
Attendance
Per cent of
Attendance
Enrollment
Oct. 1, 1936
Arthur E. Pierce.
1934
Superintendent of Schools
*Dartmouth, Mass. State, B.S .; Harvard, Ed.M. 2,493
2,291.33
2,119.92
91.99
2,336
Ruth C. Roberts.
1935
Sec'y to Superintendent.
B. U., A.B
Hope R. Williamson .
1931
School Committee Clerk.
B. U., Sec. Cert.
Helen M. Pratt.
1936
Clerk
Reading High School. Buffalo Normal School
Verna L. Wadleigh.
1927
Dir. Research, Elem. Super ..
*B. U. 3 yrs .; Harvard Grad. School
L. Reginald Adams Kibbe
1936
Art Supervisor.
*Mass. School of Art, B.S.E.
Philip W. Althoff .
1927
Dir. Phys. Ed. and Athletics.
*Springfield College, B.P.E., M.Ed.
Mabel M. Brown.
1921
Director Health.
*B. U., B.S.Ed .; Mass. Memor. Hosp. Reading High School
Ruth Froberg.
1935
Clerk
Charles R. Henderson, M.D
School Physician .
Rudolf Sussmann
1917
Principal.
*Conn. State College, B. U., B.S.Ed. Reading High School.
595
532.86
503.99
93.70
563
Myrtle W. Tilton
1926
Secretary .
Edward P. Batchelder.
1935
Coach, History .
Tufts, B.S., M.Ed .. .
Elizabeth A. Batchelder.
1915
Com. Eng., Of. Train. & Law.
*Salem Nor .; B. U., B.S.Ed.
Clarissa I. Brown.
1924
English .
*Gorham Nor .; B. U., B.S.Ed.
Elva A. Buckley
1924
Shorthand and Type.
*Bay Path Inst., B. U., B.B.A. Ohio Wesleyan, A.B .; Harvard, M.A.
A. Imrie Dixon.
1930
History .
*Posse Normal, Salem Normal.
Blanche M. Dufault
1935
Shorthand and Type ..
Helene M. Ernst.
1931
German, History .
Joseph F. Fitzgerald .
1929
History, Geometry.
Luke Halpin.
1922
Mathematics ..
Bowdoin, A.B .; B. U., A.M U. of Missouri, A.B ..
+Lillian H. Jenkins.
1930
Biology, Pract. Science.
Elizabeth J. MacIver
1935
Shorthand, Type., Com'l Geog. Physical Ed. High and Elem ..
Florence G. Nichols ..
1929
Samuel A. W. Peck ..
1931
Music-High and Jr. High
Frederick J. Pope. .
1922
Chemistry and Physics ..
Marian T. Pratt.
1919
French, History.
Amherst, B.A.
Carmen Simon .
1928
French and English .
Hermon T. Wheeler
1924
Social Studies, Science
Jean M. Wiens.
1935
English and Public Speaking. Principal.
*U. S. Naval Academy, B.S.
621
578.91
538.25
92.72
599
Jr. High. .
Robert F. Perry ..
1935
*B. U., P.A.L., B.S .. Sargent School; B. U., B.S.Ed. B. U., A.B., A.M. Colby, B.S .; Harvard, Ed.M Wellesley, A.B ..
Chester G. Seamans.
1936
Latin .
*Plymouth Normal, B.Ed. Radcliffe, A.B., A.M.
Helen M. England .
1929
English .
Alberta F. Drury.
1917
Bookkeeping and Penmanship.
*Radcliffe, A.B .. . Boston College, A.B.
.
*B. U., A.B., M.A. Mass. State College, B.S. U. of Wisc., B.A .; Emerson Col., B.L.I ..
Josephine L. Fowler.
1935
Supervisor of Attendance.
High.
TEACHERS IN SERVICE, DECEMBER 31, 1936, WHERE EDUCATED, YEAR APPOINTED Showing Attendance and Enrollment for Year Ending June 19, 1936 and Enrollment for October 1, 1936
School
Name of Teacher
Year
Appointed
Grade or Subjects Taught
Graduate of
Total
Membership
Average
Membership
Average
Attendance
Per cent of
Attendance
Enrollment
Oct. 1, 1936
George D. Anderson.
1926
Asst. Prin., Math ..
*B. U., C.L.A., B.S .; Grad. Sch., A.M.
25
22.40
19.96
89.35
Doris Skinner.
1925
Secretary ..
Chandler Secretarial.
Natalie Cate ..
1935
Clerk.
Reading High School.
Helen B. Bean .
1931
English.
36
32.94
30.24
91.93
Harriet S. Beattie
1936
Art . .
33
32.25
29.29
93.29
Marian D. Day. .
1925
Science
*Mass. Normal Art. .
Hildegard E. Goranson
1935
Bus. Training, Math.
31
29.47
27.17
91.81
Grace M. Harriman
1928
Soc. Studies.
34
32.21
30.72
95.34
Walter E. Hawkes ..
1933
Phys. Ed., Hygiene ..
28
25.12
23.08
91.86
Grace Heffron.
1930
Tufts, A.B. .
37
34.76
32.86
94.45
Genevieve P. Hook
1931
U. of Vermont, A.B .; Radcliffe, A.M.
34
32.73
30.84
94.31
Louise B. Jenkins.
1920
Soc. Studies.
36
35.13
33.41
94.76
Inez H. Lewis.
1923
Mathematics.
37
34.72
32.68
94.12
Claudia Perry
1928
English.
33
32.10
30.36
94.64
Victor E. Pitkin.
1933
Soc. Studies, Bus. Training
37
33.20
31.17
93.86
Dorothy W. Randall.
1929
English, Math ..
35
32.78
29.89
91.06
Anna M. Reck.
1928
Special Class
Radcliffe, A.B.
35
34.13
32.99
96.35
William F. Rich.
1928
Math., Soc. Studies.
36
33.67
31.59
93.67
Neil C. Robinson ..
1936
Soc. Studies, Math.
25
24.64
22.31
90.53
Miriam Tilden.
1935
Gen. Science. .
36
33.16
31.05
93.75
Margaret E. Tyacke
1926
Phys. Ed., Hygiene
30
27.47
25.23
91.73
Ruth E. Wetmore.
1936
Household Arts.
Norma E. Perkins.
1928
Grades 3 and 4.
Salem Normal.
40
36.87
33.82
91.57
33a aNot in- cluded in 599
Highland . . . ..
1890
Prin., Hld., Center, Union ..
Salem Normal
883
819.78
756.67
92.62
80 4
Alice Arsenault.
1935
Secretary .
Reading High School.
Maud E. Adlington
1936
Grade 5.
Simmons. .
43
41.65
38.70
93.32
32
Dorothy A. Allard.
1927
Grades 5 and 6.
Salem Normal.
44
41.55
38.54
98.95
32
Louise Borden .
1935
Grade 6 . .
Bridgewater Tchr. Col., B.S.Ed .; B. U., M.Ed.
29
26.59
24.16
90.88
37
Lillian F. Brann.
1930
Grade 5.
36
33.67
30.72
92.93
25
Marjorie H. Buckle
1927
Physical Education
. Home Room Special Class
23
16.03
13.41
84.86
13
*Salem Normal; B. U., B.S.Ed ..
*Mass. State College, B.S .. Bridgewater Tchn. Col., B.S.Ed ..
Girls' High Sch., Boston; Harvard Summer Sch. Simmons, B.S.
above.
M. Grace Wakefield
Bridgewater Normal; B. U., B.S.Ed .. Gorham Normal.
Radcliffe, A.B.
Clark Univ., A.B., A.M.
Bridgewater Normal; Radcliffe, A.B.
English . French, Latin, English.
Radcliffe, A.B .; Harvard, Ed.M.
Springfield College, B.S.
Lyman E. Fancy
1918
Shop
B. U., C.L.A. B.S.
*Mass. School of Art, B.S.Ed. Beverly High School.
Wellesley, A.B ..
*Farmington Normal, 1 year. . Posse-Nissen School of Phys. Ed.
TEACHERS IN SERVICE, DECEMBER 31, 1936, WHERE EDUCATED, YEAR APPOINTED
Showing Attendance and Enrollment for Year Ending June 19, 1936 and Enrollment for October 1, 1936
School
Name of Teacher
Year
Appointed
Grade or Subjects Taught
Graduate of
Total
Average
Average
Per cent of
Attendance
Enrollment
Oct. 1, 1936
Matilda J. Gamble
1920
Grade 5
Woburn High School.
45
41.16
38.03
92.74
31
Carolyn C. Grace.
1919
Grade 6.
North Adams Normal.
35
33.41
31.05
92.66
37
Mary T. Macken.
1935
Grade 5
*Emmanuel College, A.B.
36
30.83
27.15
91.79
24
Helena Markham.
1934
Grades 3 and 4.
Framingham Normal
33
30.73
28.85
94.00
29
Florence Potter .
1926
Grade 5 .
*Plymouth Normal.
46
41.23
38.63
93.69
30
Annie W. Quillen .
1916
Grade 6.
37
35.43
32.21
91.04
38
Margaret Scullane.
1934
Grade 6.
28
24.55
22.46
91.46
37
Florence V. Thackleberry.
1931
Grade 6.
36
34.66
32.55
93.90
38
Mary M. Walsh.
1934
Grade 6
*Salem Normal .
Margaret E. Whittier
1916
Music-Grades 1-6.
*Framingham Normal; B. U., B.S. Ed ..
17
14.39
12.76
88.91
13
Pauline D. Farrell
1935
Lower Opportunity .
19
16.62
13.89
89.75
16
Helen D. Stockwell
1930
Upper Opportunity
38
34.82
32.75
94.36
35
Center ..
Jean M. Butters.
1936
Grade 4.
27
25.16
23.22
92.39
34
Dorothy L. Cronin .
1933
Grade 2
28
27.48
25.17
91.34
26
Esther M. Hallington
1935
Grade 1
40
37.88
35.23
92.99
38
Edna M. Lounsbury
1930
Grade 3
32
28.33
26.84
93.81
34
Helen Randolph.
1936
Grade 4.
38
35.5
33.56
93.96
38
Jeanne Sweetland .
1935
Grade 3
43
40.79
37.20
91.66
35
Union .
Alice D. Berry .
1927
Grade 1
44
39.44
34.94
85.91
34
Winifred Cochrane.
1920
Grade 1
38
34.96
32.88
94.16
36
Glenna A. Dow.
1919
Grade 2
36
35.03
33.24
93.26
37
Alberta R. Mathieson
1924
Grade 2
33
29.22
26.91
91.77
34
Lowell .
Nellie P. Beaton.
1920
Grade 4, Principal
40
32.96
28.93
88.20
31
Dorothy L. Burgess
1926
Grade 1 .
Lesley Normal
32
28.95
26.73
92.6
36
Doris R. Cleary .
1927
Grade 2.
38
36.51
33.80
92.13
27
Isabel Winchester
1928
Grade 3.
39
37.25
32.84
88.95
35
Prospect. ..
Jessie L. Goddard
1926
Grade 2.
35
32.92
28.73
88.91
38
Velma E. Herrick
1927
Grade 1
29
25.94
22.64
86.11
37
Olive S. Perry ..
1916
Grade 4.
Aroostook State Normal.
28
26.60
23.01
86.53
30
Chestnut Hill .
Irene Royea .
1928
Grades 1 and 2, Principal.
Lyndon State Normal; B. U., B.S.Ed.
34
30.62
26.75
86.53
32
Esther P. Smith
1936
Grades 3 and 4.
Salem Normal .
Ada E. Dow .
1909
Grade 3, Principal
Lowell Normal, Emerson Col.
46
41.94
36.85
87.76
37
Bridgewater Normal .
Perry Kindergarten School.
Wheelock Kindergarten School.
Membership
Membership
Attendance
94.33
38
Salem Normal.
35
33.92
31.94
*Lowell Teachers College .
*Plymouth Normal; B. U ..
*Westfield Normal; B. U., B.S.
Opportunity .. .
*Salem Normal.
Salem Teachers College, B.S.E.
Lowell Teachers College, B.S.
R. I. State Teachers Col., B.Ed.
Salem Normal.
Wheelock; B. U., B.S.Ed ..
Wheelock; B. U., B.S.Ed.
*Bridgewater Normal .
Plymouth, N. H. Normal.
Hyannis Normal, Emerson Col.
*Salem Normal
Danvers High School.
Salem Normal
* Have taken extra courses for credit in 1936.
t On leave of absence: Miss Helen R. Zimmerman substituting.
REPORT OF THE SUPERINTENDENT OF SCHOOLS, 1936
-
To the School Committee,
Reading, Massachusetts
Dear Sirs :
I present herewith my third annual report, it being the forty-fourth of the series of reports issued by the Superintendent of the Public Schools of this town.
The year has, I think, been marked by an increased feeling of zest and hopefulness and of forward urge. This is a reflection of the gen- erally better feeling throughout the country. The restoration of the salary cut has also contributed much to the sense of well-being on the part of the staff. All of us who work in the schools are appreciative of the support and confidence of the people of the town as evidenced by that restoration.
As we make further steps forward and correct weaknesses, we find further needs and further imperfections. Those needs and imperfec- tions will, I hope, challenge us to continued and better growth.
In the remainder of the report, I shall attempt to set forth what I believe to be the state of the schools. In doing so, I shall incorporate the essential elements of the reports of the other supervisory and de- partment officers.
THE ELEMENTARY SCHOOLS
It is the function of the elementary school to provide for the pupils a common background of knowledge, skills and experiences, that is, the background of fundamentals that is necessary to all people regard- less of their vocation or walk of life. That necessary background is not entirely academic or measurable. It also involves emotional șta- bility, right attitudes and ideals, sound health and other elements that cannot be measured with our ordinary measuring sticks. They are, however, even more fundamental to living than such a measurable as arithmetic, for instance, important as that may be.
We are, therefore, in our planning, taking increasing cognizance of the need for special and specific provision of ways and means of developing not only the tangible, but also the intangible elements of our common background. The keystone of those ways and means must be a clear-cut recognition that children are human beings with the power to think and reason and to accept responsibility, and with the desire for self-expression.
206
They are having, therefore, increased opportunity to work indi- vidually and as groups on large activities that demand, not only think- ing and reasoning, but also the ability to accept and discharge re- sponsibility and the ability to get along with others. These activities, furthermore, look toward outcomes that are a part of the child's pur- pose, desire, and interest, as well as of the teacher's, and provide an opportunity for self-expression-a self-expression that is wholesome and that is not opposed to the general welfare of the group.
Test Results
In the measurable work-the academic work-our tests show quite satisfactory results. The tests given in April in English, reading and arithmetic showed the classes to be well up to grade. Tests given in September to grades five and six also showed gratifying results, though in grade six the arithmetic test indicated certain weaknesses that, we hope, are being overcome.
I pointed out in my last year's report that new basal textbooks had been selected in arithmetic and reading. The year was, therefore, a transition one, and some drop in attainment would not have been sur- prising. We were, of course, doubly pleased to find the various classes up to grade. In fact, in the primary grades, it was found necessary to refer fewer pupils than usual to remedial work.
The gain is due partially to the new books, but more largely to improvements in instruction, such as better individualization of the work as evidenced by the increased use of the small-group method within the class. This method calls for the dividing of the class in a given subject into small groups on the basis of special needs as shown by diagnosis of the work of each child. I wish to commend the teach- ers for the strides that they have made in this direction.
Reading
We are placing increased emphasis on reading instruction, not only in the reading class, but in all subjects. The pupil's success in his school work, regardless of the subject, is largely dependent upon his ability to read intelligently whatever textbook or subject he may be studying.
Testing and Promotion
Our testing program continues to be an invaluable aid. Its chief function is not to determine the child's work, but to show us his weak- nesses in order that we may direct instruction toward teaching him what he does not know rather than spending time on what he does know.
207
The test results are only one factor in promotion. The child's daily work, the teacher's judgment, physical and social readiness for the next grade, and other factors play a large part. In considering the question of whether a child shall be promoted or held back, our big question is : "In the light of all of the information that we have, what seems to be the best thing for him?" It is a crime against the child's emotional and educational welfare to force him into work for which he is not ready and with which he has little chance for successful com- petition.
In June, there were 1201 children in the first six grades. Of that number, all but 60 were given a straight promotion. Fifteen of the 60 were given a partial promotion. In other words, there was better than 95% promotion. We recognize that some of those who were promoted were not fully equipped academically for the next year's work, yet other factors seemed to indicate that it was to their advantage to go ahead rather than be held back.
JUNIOR HIGH SCHOOL
Program of Studies
The Junior High School is operating with one less teacher this year. To make this possible, the so-called remedial program in English and mathematics for grades seven and eight was abolished and the teaching of spelling was transferred to the English program. One period per week was added to the required eighth grade program in mathematics. Possibly some loss has resulted from the dropping of the remedial program, though, as yet, it does not seem great enough to warrant the expense of carrying it on. We do feel, however, that as soon as possible we should have a properly trained teacher who could devote a large portion of her time to remedial reading instruction.
Art and music are required subjects in grades seven and eight for one period per week. An additional period of assembly chorus work has been added to the seventh grade program in music. This has proved to be such a success that it should be continued. In grade eight, the teachers are of the opinion that the present arrangement of alternating the art and the music by semesters, teaching two periods of art or music per week, is more successful than providing one period per week throughout the year. The work in music from every stand- point,-equipment, classroom instruction, choral work and instrumental music is outstanding.
The Home Room Program
The following is a quotation from the report of Mr. Robert F. Perry, Principal of the Junior High School :
"Time has been given on our regular program this year without
· 208
increasing the length of the school day for a twenty-five minute home- room period four days a week. The present demand for efficiency in educational affairs means that, increasingly, any school activity must be justified on the basis of its benefits, contributions or value to the pupils who participate directly or indirectly in it. The purposes in allowing time on our schedule for this home-room program were as follows :
1. To give time to the home-room teacher to carry on work in guidance.
2. To develop more desirable pupil-teacher relationships.
3. To raise the general standards of discipline, control and de- velop more desirable ideals and habits of citizenship.
4. To provide an opportunity for instruction in common back- ground or so-called integrating knowledge so necessary in a democracy.
Under the present plan, the home-room teacher carries the home- room group for the three years of junior high school. Pupils in the home room are selected on a random basis with provision for changing the individual member of the home room if advisable. The program of activities for the home-room period has been developed by a committee of teachers. In general, the work has been satisfactory and justifies itself from every standpoint. The longer we continue the program and the more experience we have with it, the more successful will be the results. While it is difficult to analyze the effectiveness of the home- room program by any form of existing tests, nevertheless, it is the opinion of the staff that there has been a considerable improvement in the general tone of the school. The spirit on the part of the pupils seems better and there is some unity of purpose and plan in our whole citizenship program."
In my report last year, I stated that an effort was being made to improve the guidance system. The above program is the result, to date, of that effort. The Junior High School staff deserves real credit for the work and thought that has been put into the program and also for the way in which it is now functioning.
Assistant Principal
Mr. George Dana Anderson, who has been head of the Mathematics Department since the opening of the school, was made Assistant Prin- cipal in September. His efforts and accomplishments in even this short time demonstrate the wisdom of choosing him for the position.
209
HIGH SCHOOL
Guidance
The question is often asked: "What is guidance?" It is difficult to give a brief but clear answer to that question. It may be said, how- ever, that guidance is an effort on the part of an adult to guide child- ren into wise moral, social, educational and vocational choices. The school, through test results, marks, general observation of the child by the teacher, information from the home, and by other means, tries to secure as complete a picture as possible of the child's attitudes, ideals, aptitudes, abilities, tendencies, etc. It also attempts to aid the child in self-appraisal. Then with all of the information as back- ground, it seeks to help the child to the wise choices mentioned above.
In the junior high school, the particular emphasis is on educational guidance toward the choice of a curriculum in that school and the high school that fits the needs, desires, and abilities of the child.
In the high school, educational guidance must also play a part, but, in the junior and senior years, the emphasis should be on vocational guidance, for the pupil must be giving serious thought to what he wishes to do after graduation. Again, all information is brought to bear in an effort to point the way to a wise choice of vocation or further school- ing.
Increased work in the field of guidance-educational, vocational, and social-has also been evident in our High School, and a more definite program is being developed. The general plan calls for a guidance committee which acts with and through the home-room teacher. The whole staff, under the direction of Mr. Sussmann, is at work studying the situation, and it is hoped that before another year is ended a very helpful program will be in operation.
Curricula
In the High School, the pupil specializes in some particular curri- culum. It is the hope and effort of the schools to have him select the one best suited to his abilities, interests, and needs.
The college preparatory courses are successfully fitting students for schools of higher education. Reports from those schools indicate a high standard of work on the part of Reading graduates.
The civic preparatory curriculum has had several changes and addi- tions this year in an effort to make it of more benefit to the pupil who does not fit into the college preparatory or the vocational courses. It aims to give those pupils a broad social intelligence and good prepara- tion for citizenship. Vocational guidance is also a fundamental part of this course.
210
In the vocational field, the commercial courses are doing good work in training pupils and in helping them to secure positions. The school is, however, underequipped for a complete program. At present, the only actual drill on commercial machines can be on typewriters. A dicta- phone, adding and billing machines, and, perhaps, comptometers should also be made available when possible.
Other than the commercial work, our pupils can get practically no vocational work unless they elect to go to a trade school. More and more pupils who cannot benefit by abstract academic work are re- maining in school instead of going to work. Something must be done in the near future to meet their needs. Our present limited high school facilities make added vocational work impossible. It is doubtful if Reading will be justified in setting up a regular trade school for some time to come. There should be provided, however, more ade- quate facilities for carrying on work in the manual arts as a step toward vocational training.
The agricultural course, which has been in continuous operation since 1917, has, for the time being at least, been abandoned. The en- rollment in the course had dropped to the point where it was no longer economical to carry it on. Perhaps there will never again be sufficient demand for it to warrant its re-establishment.
The dropping of agriculture, and the assignment of the instructor to other work, has made it possible to save money by getting along with one less teacher this year.
A decided weakness in the High School offering is the lack of an adequate library in the school and of a library teacher. It is essential that the pupils learn how to use a library, that they have reference books and research material available for their use under a trained person, and that they have in their school opportunity for wide reading for general culture and for worth while pleasure. A fundamental part of their training should be in how and where to find information.
1936 Graduates
Mr. Rudolf Sussmann, Principal of the High School, reports that the 1936 graduates are spending their first year out of high school as follows :
College
15
Normal School
2
Preparatory School
4
Commercial School
16
Art School
1
Post Graduates
22
Nurse Training
2
Beauty Culture
2
211
Working
44
Travelling
1
Married 1
At Home
16
Moved Away
6
Unaccounted for
2
134
HEALTH
Because of the general excellence of the school nursing program as carried on by Miss Mabel Brown, Director of Health, the State Depart- ment of Health has chosen Reading as a community in which to set up a demonstration center for persons in training to become school nurses. The State Department, through a Federal grant, will provide an additional nurse for Reading. In return, students will have the oppor- tunity to spend from several days to a week in observing our health work. Reading may well be proud of its health work and of its Director of Health, for the State Department has made its selection after care- ful thought and investigation.
Incidentally, it should be pointed out that the Southern Middlesex Health Association selected Miss Brown to become its paid executive secretary. We are fortunate that she elected to remain with us.
Rest Periods
During the year, an experiment has been carried on in providing rest periods for the children in the first two grades. The purpose of these periods has been not only to give the children rest, but also to teach them how to relax. The children have put newspapers on the floor and stretched out flat on their backs. Precautions have been taken against drafts and cross-infection.
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