USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1940 > Part 11
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23
Shorthand, Type., Off. Machines Phys. Ed .- High and Elem. Chemistry and Physics
Membership
Membership
Year
Appointed
Boston University, Mus.B.
1918
Reading High School.
TEACHERS IN SERVICE, DECEMBER 31, 1940, WHERE EDUCATED, YEAR APPOINTED-Concluded Showing Attendance and Enrollment for Year Ending June, 1940 and Enrollment for October 1, 1940
School
Name of Teacher
Year
Appointed
Grade or Subjects Taught
Graduate of
Total
Average
Average
Attendance
Per cent of
Attendance
Enrollment
Oct. 1, 194 0
High. .
Helen B. Stanwood.
1937
Shorthand, Type., Com'l Geog ... English, History ..
Bates College, B.A .. . .
Hermon T. Wheeler
1924
Occup., Orient., Com'l Geog ..
Mass. State College, B.S ..
Jean M. Wiens1.
1935
English .
Univ. of Wisc., B.A .; Emerson College, B.L.I ..
Helen R. Zimmerman.
1937
Biology, Practical Science
Wellesley, B.A .; Purdue Univ., M.S., Ph.D .. U. S. Naval Academy, B.S .. .
586
554.68
522.24
94.05
533
George D. Anderson?
1926
Asst. Prin., Math ..
Boston Univ., B.S., M.A .; Harvard Grad. Sch., M.Ed. .
Natalie Cate.
1935
Secretary.
Reading High School .
Helen B. Bean .
1931
English. .
Wellesley, B.A ..
Harriet S. Beattie
1936
Art. .
Mass. School of Art, B.S.Ed.
Ellen F. Brown .
1940
Household Arts.
Framingham Teachers' Col., B.S.Ed ..
Marian D. Day
1925
Science. .
Beverly High School.
Grace M. Harriman
1928
Social Studies
Walter E. Hawkes.
1933
Physical Ed., Hygiene.
Springfield College, B.S.
Grace N. Heffron.
1930
English.
Tufts, B.A.
Genevieve P. Hook.
1931 French, Latin, English
Louise B. Jenkins. .
1920
Social Studies.
Inez H. Lewis ..
1923
Mathematics.
Roderick E. Macdonald
1937
Shop. ..
Mary Mercadante.
1937
Business Training
Salem Teachers' College, B.S.Ed ..
Virginia Motz.
1939
English.
Kent State Univ .; Miami Univ., B.A.
Clifford R. Nelson.
1937
General Science
Boston Univ., B.S.Ed ..
Claudia Perry.
1928
English
Radcliffe, B.A ...
Victor E. Pitkin.
1933
Social Studies.
Clark Univ., B.A., M.A.
Anna M. Reck
1928
Radcliffe, B.A ..
William A. Rich. Neil C. Robinson.
1936
Social Studies.
Mass. State College, B.S .; Boston Univ., M.Ed. Simmons, B.S ..
Albert R. Studer
1939
Shop. ..
Fitchburg Teachers' College, B.S.Ed ..
Margaret E. Tyacke
Harvard Summer School
M. Grace Wakefield
1890
Salem Normal.
390
349.94
326.23
93.28
345
Alice L. Arsenault.
1933
Secretary
Reading High School.
Lillian F. Brann.
1930
Grade 5.
Farmington Normal.
23
20.53
19.28
93.93 91.78
22
Dorothy L. Burgess.
1926
Grade 1.
Lesley Normal ..
39
31.89
29.27
34
1 Exchange, Cleveland Hgts., Ohio, 1940-41, with Robert M. Campbell, Western Reserve Univ., B.A., M.A.
2Granted leave of absence Oct. 28, 1940; Albert H. Woodward, Amherst Col., B.A .; Boston Univ., M.Ed.
Jr. High.
Robert F. Perry
1935
Supervising Principal .
Salem Teachers College, B.S.Ed ..
Russell P. Taylor.
1938
Highland ..
Helen R. B. Stewart.
1939
Mathematics.
1928
Math., Soc. Studies.
Salem Normal; Boston Univ., B.S.Ed., M.A ..
Household Arts.
1926
Physical Ed., Hygiene. Supervising Principal.
Radcliffe, B.A .; Harvard Grad. Sch., M.Ed.
Univ. of Vermont, B.A .; Radcliffe, M.A.
Bridgewater Normal; Boston Univ., B.S.Ed .. Gorham Normal. ..
Fitchburg Teachers' College, B.S.Ed.
Membership
Membership
School
Name of Teacher
Appointed
Grade or Subjects Taught
Graduate of
Total
Membership
Average
Average
Attendance
Attendance
Enrollment
Oct. 1, 1940
Highland.
Jean M. Butters.
1936
Grade 5.
Salem Teachers' College, B.S.E.
34
29.98
27.95
93.26
28
Dorothy L. Cronin
1933
Grade 2.
Lowell Teachers' College, B.S.Ed. .
42
32.50
30.49
93.81
33
Matilda J. Gamble.
1920
Grade 5
Woburn High School. .
35
31.27
29.39
93.98
21
Harriet Hall .
1937
Grade 3.
Bridgewater Normal; Boston Univ., B.S.Ed.
37
32.63
30.58
93.72
34
Olive L. Joney .
1938
Grade 4.
Worcester Teachers' College, B.S.Ed.
32
34.49
31.95
92.63
35
Florence A. Potter
1926
Grade 5.
Plymouth Normal.
29
27.26
25.42
93.27
29
Annie W. Quillen1
1916
Grade 6.
Salem Normal.
34
29.50
27.73
93.86
31
Harriet Robinson.
1940
Grade 6.
24
21.15
19.64
92.83
25
Margaret A. Scullane
1934
Grade 6.
Lowell Normal.
35
33.21
30.62
92.22
32
Florence V. Thackleberry
1931
Grade 6
26
25.53
23.91
93.65
21
Pearl St .. . .
Maud E. Adlington ..
1936
Simmons.
454
398.89
371.12
92.92
389
Grace E. Storti.
1938
Burdett College
38
36.47
35.12
95.21
34
F. Thelma Annis .
1939
Grade 5.
40
35.55
33.73
94.88
36
Marjorie H. Buckle.
1927
Grade 4.
34
25.92
23.78
91.76
26
Glenna A. Dow.
1919
Grade 2.
37
33.85
31.32
92.65
35
Evelyn L. Durgin .
1938
Grade 3.
29
25.54
23.72
92.85
27
Carolyn C. Grace ..
1919
Grade 6.
35
32.20
30.23
94.02
32
Ellen F. Harney2.
1937
Grade 5.
31
32.10
30.50
94.70
29
Velma E. Herrick .
1927
Grade 1.
47
35.40
32.03
90.36
36
Alberta R. Mathieson.
1924
Grade 2.
31
27.58
25.47
92.11
24
Helen Newhall.
1940
Grade 1.
Perry Kindergarten Normal; Boston Univ., B.S.Ed.
42
36.24
32.57
89.88
36
Olive S. Perry ..
1916
Grade 4.
Wheelock Kindergarten School.
40
33.15
30.88
93.16
27
Florence Pratt.
1938
Grade 3.
32
28.42
26.32
92.62
29
Helen D. Stockwell
1930
Opportunity
Salem Normal.
18
16.47
15.45
93.81
18
Nellie P. Beaton .
1920
Grade 4, Principal.
Danvers High School.
29
25.71
94.92
25
Jessie L. Goddard.
1926
Grade 2.
Bridgewater Normal ..
30
24.11
90.89
22
Elois Godfrey.
1937
Grade 1.
26
22.32
20.05
89.71
37
Isabel L. Winchester
1928
Grade 3.
Salem Normal.
26
22.53
21.20
94.13
30
Prospect St .. .
Ada E. Dow.
1909
Grade 3, Principal
Lowell Normal; Emerson College.
41
35.35
32.99
93.50
39
Alice D. Berry .
1927
Grade 1.
Bridgewater Normal.
32
30.95
27.28
88.52
35
Doris R. Cleary .
1927
Grade 2.
Salem Normal. .
12
37.82
34.55
91.36
32
Helena Markham.
1934
Grade 4.
Framingham Normal.
32
29.35
27.04
92.53
37
Chestnut Hill .
Irene Royea .
1928
Grades 1 and 2, Principal
Aroostook State Normal.
37
34.82
29.26
83.04
35
Esther P. Smith.
1936
Grades 3 and 4.
Lyndon State Normal; Boston Univ., B.S.Ed ....
31
27.95
26.59
92.82
37
1 January to October, 1940-deceased; Edythe M. McQuaide appointed Nov., 1940, Lowell Teachers' Col., B.S.Ed.
2 January to October, 1940; Frances Haskins (Sub.).
Bridgewater Teachers' College, B.S.Ed.
Lowell St .. .. .
1927
Grade 6, Asst. Prin
Salem Normal.
Lowell Teachers' College, B.S.E.
Posse-Nissen.
Hyannis Normal; Emerson College
Lowell Teachers' College, B.S.Ed.
North Adams Normal. .
Wellesley, B.A .; Boston Univ., M.Ed.
Perry Kindergarten School.
Salem Normal .
27.10
26.48
Bridgewater Teachers' College, B.S.Ed.
Dorothy A. Allard.
Supervising Prin. & Elem. Super. Secretary.
Bridgewater Teachers' College, B.S.Ed ..
Plymouth Normal; Boston Univ.
Year
Membership
Per cent of
REPORT OF THE SUPERINTENDENT OF SCHOOLS, 1940
To the School Committee,
Reading, Massachusetts.
Mrs. Twombly, Miss Canty, and Gentlemen :
Herewith please find my second annual report as Superintendent of Schools of Reading, which is the forty-eighth of a series of annual reports relative to the work of the Public Schools of the Town.
During the year I have continued to receive the full co-operation of all employees of the School Department and have come closer to their work. Your constant encouragement and your kindly and courageous analysis of our common problems have made it possible for me to move ahead, as rapidly as possible, towards an increasingly efficient school program for Reading.
A study of the expenses of the School Department over the last ten years has shown a steady decrease of the percentage spent by the Department as compared with the expenses of other departments. In the Annual Report of the Department of Corporations and Taxation, P. D. No. 79, will be found a percentage distribution table of depart- mental maintenance in Reading. This table states that in 1931 the schools spent 47.3% of total departmental expenditures. During the following seven years this percentage steadily decreased until in 1937 (the last State figures available) it reached 36.1%. This decrease was accomplished by careful and systematic study of all items of expendi- tures which seemed at all out of line as compared with other school systems similar to Reading.
In this report, I wish to give you and the general public a picture of the progress which has been made to adjust the expenditures in cer- tain departments of the school system. A statement of the problems involved with comparative data from other towns and cities like Reading, was made by former Superintendent, Arthur E. Pierce, in a study entitled, "Analysis of School Costs."
ANALYSIS OF SCHOOL COSTS
Mr. Pierce suggested definite recommendation to the School Committee relative to certain items that might be changed with a view to a more economical distribution of funds by the Education Depart- ment. The items were studied by Mr. Pierce before he left and by me since that time. I wish here to report on some of these.
The statistical analysis of these items has been based on the figures compiled from the State Returns for Reading and similar communities. These communities were as follows: Reading, Belmont, Winthrop, Mil- ton, Norwood, Wellesley, Needham Swampscott Stoneham and Lex- ington. These school systems have a similar educational plan, i. e., ele- mentary schools, junior and senior high schools, and are all sufficiently
142
near Boston to have a close likeness in kind of population and educa- tional facilities.
Each of the following items has been compared with costs in the selected communities with a view to seeing Reading's expenditures in the light of the experience of these communities.
1. Repairs, Replacements, and Upkeep
In 1937 the per pupil cost of Repairs was $4.91. In 1938 it dropped to $3.17. During the next two years this figure was still lowered,-to $2.37 in 1939, and to $2.42 in 1940. This budget item can be reduced temporarily, but a too stringent reduction would place an undue burden on succeeding years. This is illustrated in the following diagram :
COMPARATIVE STUDY OF REPAIRS 1932-40 Reading, Selected Communities and State Average-Per Pupil Cost
$5.00
$4.00
$3.00
-
1
1
1
$2.00
$1.00
1932
33
34
35
36
37
38
39
40
Reading
- State Average Class II
Selected Communities
143
7
-
2. Transportation
The problem of the transportation of school children in Reading is a very difficult one. There is no doubt that on a per pupil cost basis the taxpayers of Reading are supporting a relatively expensive service. The Committee realized this and hoped that readjustments might be possible when the Pearl Street School was opened. Last Spring the Committee authorized a change of distance limitation of pupils who rode to the elementary schools (at that time children in grades 1 through 6 who lived one mile from school rode in busses) to one mile in grades 1 through 4 and one and a quarter miles in grades 5 and 6. The Junior High School limitation was raised from one and one-quarter miles to two miles. After a number of meetings with parents, the Com- mittee authorized a return to the original limitations. It was be- cause of a joint study of transportation costs on the part of the School Committee and the Finance Committee that the latter cut the original estimate of the School Committee transportation budget from $8,750.00 to $7,924.34.
If it had not been for the very advantageous financial arrange- m'ent with a transportation company, the School Committee could not have gone through the year on the reduced budget. In order that the taxpayers may have full information on transportation costs, the fol- lowing table is given. To interpret these figures, it must be understood that they represent figures for the school years and not the calendar years. These figures are tabulated from the data found in the Annual Reports of the Department of Education.
TRANSPORTATION COSTS 1931-1941
School Year
Gross Expenditure
Average Per Pupil Per Pupil Cost Reading Cost Selected Com.
1932-33
$ 5,943.55
$ 2.69
$
1.64
1933-34
5,884.86
2.62
1.63
1934-35
5,706.46
2.50
1.60
1935-36
7,721.20
3.38
1.68
1936-37
7,932.31
3.47
1.75
1937-38
8,077.63
3.59
1,79
1938-39
7,667.57
3.42
1.93
1939-40
8,066.16
3.63
1.93
1940-41*
8,476.15
3.73
* Estimate made on the basis of $9,500.00 as budget item for calendar year 1941.
Not only have above costs been advancing more rapidly than the average of the selected communities over the period of the last ten years, but the cost for Reading alone has been higher than any one
144
ot the communities involved. This may be seen in the following diagram, based on the per pupil costs for 1940 *.
COMPARATIVE TRANSPORTATION COSTS Per Pupil-Reading and Ten Selected Communities-1940
-
Winthrop
$0.51
Stoneham
$0.55
Swampscott
$0.68
Belmont
$1.07
Norwood
$1.92
Lexington
$2.45
Milton
$2.53
Wellesley
$2.89
Needham
$3.04
Reading
$3.63
Average
$1.93
0
$1.00
$2.00
$3.00
$4.00
*Figures based on the Annual Report, Department of Education, Part II for the year ending November 30, 1940.
A study of transportation distances was made to determine the. comparative standing of the Reading regulations of 1 mile for elemen- tary and 1 1-4 miles for Junior High School pupils. A synopsis of this study is given below:
TRANSPORTATION STUDIES OF NEIGHBORING TOWNS AND CITIES Minimum Miles from the School Beyond Which Transportation is allowed
No. Report.
3/4
1*
11/4*
11/2
13/4
2
All
Not at Ave. Trans.
Junior H. S.
Towns
28
1
1
2
2
8
0
10
4
1,5
Cities
11
0
0
0
0
2
1
3
5
1.8
Elementary
Towns
27
2
2
5
3
7
0
6
2
1.3
Cities
10
0
1
1
1
0
0
2
5
1.4
Grade I
Towns
29
3
3
8
4
4
0
5
2
1.2
Cities
11
0
1
2
1
1
0
2
4
1.2
Primary
Towns
28
3
3
8
3
5
0
4
2
1.1
Cities
10
0
0
1
2
1
0
2
4
1.1
*Reading minimum distances are one mile for Elementary Schools, and 1 1-4 miles for Junior High School.
145
It will be noticed above that the transportation distances in Read- ing are comparatively short.
The School Committee is constantly looking for economies in costs, but it is also mindful of the influence of modern conveniences in every part of our lives and also of the increased traffic hazards on the public streets and highways. The responsibility for voting expendi- tures ultimately rests with the people themselves, and the Committee is anxious that all the people get all the facts available upon which to base their decision as to reasonable costs for transportation.
3. Physical Education
Another item which Mr. Pierce studied was the organization of Physical Education. Both he and I found the work of various people overlapping. This was not economical or necessarily desirable in a school system the size of Reading. Much of the time of three people was given to supervision in the elementary grades ;- the part-time serv- ices of a director (man) ; the part-time services of a supervisor in grades 1 through 4; and the whole time of a physical training instructor in grades 5 and 6. When the Pearl Street School was finished and all grades placed in it and in Highland, there developed the opportunity to concentrate all the supervision of physical education work in grades 1 through 6 in the hands of one person who devoted about one-half her time to it.
This reorganization also provided opportunities for the teachers themselves to participate in the physical activities of their children. This procedure followed naturally the elimination of departmental work in the grades, started by Mr. Pierce and Miss Wadleigh. The Direc- tor was given the responsibility of developing the physical education curriculum with the other teachers in this field, and the full-time in- structor in grades 5 and 6 accepted a regular teaching position. Com- parative study shows the time and attention now given to physical edu- cation in the Reading Schools is nearer the accepted average of modern school systems the country over.
4. Elementary Supervision
Until this year Reading had a full-time elementary supervisor and in- service teacher development in the elementary grades proceeded from her office. The building principals were chiefly administrative officers. Here again, because of the definite changes due to the opening of the Pearl Street School, a reorganization of supervision was possible. This was done to approach more nearly the procedure in the stronger and better elementary schools in the country. The principals of the two larger schools were, therefore, designated supervisory principals. Their assignments cover their own schools and in one instance, one, and the other instance, two, of the primary schools. They are free from teach-
146
ing duties and can devote their full time to administration and super- vision. These two principals, with the Superintendent, comprise a small group to work with the teachers and plan and direct the develop- ment of instruction. It is hoped that this organization will be com- pleted next Fall.
The Junior High School is operating a similar supervisory plan under the leadership of the Principal. In the High School, the Prin- cipal's office facilities have been improved and additional clerical help provided, so that he may devote at least fifty per cent of his time to class visiting, conferences with teachers, planned faculty meetings, and intensive study of the educational aspects of his school and its cur- riculum.
OUR GREATEST PROBLEM-THE HIGH SCHOOL
The Reading High School building was constructed in 1906. It was to house a student body up to 425 pupils. Today there are 678 students attending the school, of which 103 are from North Reading. The numbers in each grade are as follows :
Reading Pupils
North Reading Pupils
Totals
Sophomores
204
39
243
Juniors
173
29
202
Seniors
174
35
209
Post Graduates
24
0
24
Totals
575
103
678
There are 20 classrooms in the building with an average of 33.9 pupils per room. Even if the North Reading pupils should withdraw, the program for our own pupils would be approximately the same. Not more than half the pupils can obtain instruction in physical edu- cation because of the limited facilities in the small gymnasium. There can be no assemblies for the whole school because of the limited space in the assembly room-which must also be used as a study hall. Every corridor room and locker room is used for small classes or storage space. This year the Principal's office was partitioned to form three small rooms, one of which is used for a private office, one for an at- tendance-conference room, and one for a guidance room. The last is used by a man and woman counselor on part time. The difficulty of administering the school is increased because of the lack of any inter- room communication system. The shop and domestic science classes have to meet in the Junior High School, and much of the music pro- gram must be conducted outside of school hours. Relief in this depart-
147
ment of the school system is imperative, not only because of the crowded condition due to numbers, but also to the modern curriculum changes, the benefit of which our pupils should have.
There is a demand for the expansion of the work in office prac- tice. The High School, however, just can't meet this demand because there is no space left in the building. The Commercial Department is able to offer this advance work if there were more room.
The Art Department is limited in its use of the art room because it must also be used as an academic class room for want of space.
Out of last year's class of 177, only 40 pupils went to college and 20 pupils entered the already crowded field of commercial work. We are entering a new phase of economic life in which more emphasis will be placed on industrial and mechanical understanding. It seems essential that we should provide facilities for our students to take ad- vantage of these changes. The present conditions are reflected in the per pupil cost of high school education in Reading. This cost is $107.89 for 1940 as against the average of $128.06 for the ten selected communi- ties in Reading's class and $114.66 for the 83 Group II cities and towns of the State. The following diagram shows a comparison between the per pupil cost in Reading High School and in each of the ten Group II towns included in the selected communities.
COMPARATIVE HIGH SCHOOL COSTS
Per Pupil - 1940
Reading
$107.89
Winthrop
$114.44
Stoneham
$114.63
State Ave.
$114.66
Lexington
$115.76
Needham
$122.46
S. Com. Ave.
$128.06
Belmont
$128.29
Milton
$128.34
Wellesley
$136.34
Swampscott
$155.87
Norwood
$156.55
$100
$120
$140
$160
There can be some temporary relief by obtaining and using facil- ities outside the school and close to the building. It seems clear, how- ever, that there is the necessity of developing a long-term plan to cor- rect the present conditions.
148
In spite of the physical handicaps, the instruction of students is excellent. This is due to the fine co-operation and intelligent leader- ship in the faculty. The Principal this year has developed a program of faculty meetings largely based on his work at Harvard last summer, and there is an excelling esprit de corps throughout the whole school. This spirit is fundamental in any good school. With increased facil- ities, the school program can accomplish a great deal more for our boys and girls.
IMPORTANT CHANGES
During the year the work in the schools has been aided by changes which have meant increased opportunities for the students. The first of these changes was a gift of $1,000 by Mrs. Edward Raymond for the establishment of a High School library. The full list of books has been carefully compiled and the organization of the library service outlined. Before the end of the year the books will be cataloged and in use by the students. This gift will make important reference and sup- plementary material of immediate use to the pupils. The books will be placed on shelves stretching the length of two sides of the assembly room-study hall and will be easily accessible to all students.
The Junior High School also organized a library with books it had and some supplementary volumes it purchased. This development was made possible by the transfer of the fourth grade from the Junior High School building to the Highland School.
The new Guidance Room in the High School has made it possible for pupils to sit down with a counselor to talk over their problems in private. The opportunity provided by this added facility in the High School has permitted conferences with pupils that were impossible before, except by late after-school appointments. Students now can get help by making appointments with a counselor at any time during the day when they are not actually in classes.
This year an additional teacher-coach was hired with the result that the Reading High School football team lost only two games. This step was the logical one after the difficult experience of develop- ing teams by one man alone. The sport in the High School has had a new lease of life and has given opportunities to a greater number of boys.
A committee of students in the High School has this year under- taken to edit a news section in the Reading Chronicle. This section has given full information each week of the activities in the school, and should acquaint the citizens of the Town with the various programs and projects which the school undertakes. The School Department is ap- preciative of this generous space which the Chronicle has given to this High School venture into journalism and public information.
149
CONTRIBUTIONS OF OTHER DEPARTMENTS
School work has proceeded in a normal way with, of course, the exception of special features or services which were developed through- out the system. In most cases, the activities were the result of the joint undertaking of faculties and students. Some of these are listed below:
HIGH SCHOOL
Under the leadership of the High School Principal, there has oc- curred definite progress in meeting more fully the needs of our youth. Mr. Sussmann has always evidenced an intensive interest in the wel- fare of the individual boy and girl. Upon their problems he has spent long hours, both in school and out. With the members of his fac- ulty, he has stimulated the formation of plans to make their high school education mean more than academic learning. The four following ac- tivities show careful study and wise leadership :-
1. Guidance
Mr. Halpin and Miss Batchelder have been constantly counseling with boys and girls about their school work and their ambitions. They, with Mr. Sussmann, have developed guidance questionnaires, tabula- tion of pupil interests, analyses of jobs, student-plans for their future work, analyses of study habits, reading skills, note taking, and the like. All these have made it possible to study the students' individual dif- ferences more intelligently and enable the counselors to make sug- gestions to students and encourage them along lines of their own in- terests.
The work of the counselors is primarily educational and not vo- cational guidance. This emphasis has been the result of studies made by prominent educators which indicated that meeting the immediate school needs of the High School students is the most important type of guidance in the secondary school. At the same time, the counselors are, through the medium of questionnaires and personal interviews focusing the pupil's attention on his chosen after-graduation occupa- tion. Whenever a pupil has a definite objective in mind, the guidance counselors try to inform themselves about this job first hand and guide the pupil accurately. If the pupil has no immediate objective after graduation, the guidance counselors and homeroom teachers keep this lack of plan in mind and try to enlist the pupil's interest in some definite after-graduation future. In case of an individual who desires to go to college, an effort is made not only to prepare him for a specific school or college, but also to help him arrange his finances, and help him orient himself with respect to his chosen school . While the coun- selors take an interest in all the pupils, they naturally take particular interest in (1) those pupils who are not working up to their capacity,
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.