USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1940 > Part 12
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(2) those pupils who show special promise, but who do not know what the future holds for them. Frequently vistas are opened to both of these groups, which give them renewed courage to carry on. It seems to me Reading High School is operating on a basis of sound philosophy.
The Principal of the High School is making a careful study of the needs and possibilities of establishing a bureau of vocational guidance. A development of this nature will have to wait for State legislative ac- tion and State Board of Education aid. There is already in the Legisla- ture a bill to pay part salary of a placement officer in a school the size of Reading. If and when this happens, our High School will have an opportunity better to meet the vocational needs of our students. In the meantime, the High School Principal is also studying various types of courses which will lead to vocational choices. The school must look towards more time devoted to guidance work and a more developed or- ganization to carry it on.
2. Objectives of High School Work
In teachers' meetings and conferences, the Principal of the High School has worked out a certain number of objectives and observations concerning his school. These objectives show the faculty is conscious of the present challenge to our school to meet the rapidly changing National scene. They form the background of a broader secondary school instruction and experience to the youth of Reading. Concrete plans are already being developed to put into effect many of these objectives in High School education in Reading. Mr. Sussman and his faculty have outlined the following objectives for the High School :
1. That we must all re-examine our school problems because of a world-wide attack upon our kind of government.
2. That the Reading High School faculty has been awake to this new challenge to our institution. This statement is based on (a) a comparative survey of the offerings of the Reading High School curri- culum and teacher and pupil participation in the life of the school as compared with many other schools in Massachusetts and in other parts of the country, and (b) statements about our school made by leaders in the Harvard Work Shop.
3. That we, the faculty and Principal, still have much to do to develop the Reading Senior High School into the best school possible for the type of pupils we have.
4. That a thorough-going study of curriculum offering should be made by faculty and Principal this year and definite recommendations for expansion of courses, possible addition of courses, and re-drafting of courses should be made.
5. That we should make immediate plans for teaching fundamental skills to pupils who can be trained for defense production activities.
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6. We must say to our pupils, "Prepare yourself." In our dem- ocracy the way to the top is open. We must re-emphasize and re- teach the meaning of the traditions and birthrights of American democracy.
7. We must recapture the balance between study and work. This should be done even if we must spend money to enlarge our plant.
8. That the Reading High School is at least reasonably strong in the following departments : commercial, including accounting and secretarial; general preparation for service professions such as nurs- ing, hygienists, etc .; preparation for college; but it is not as strong in the practical arts department. More practical arts work should be offered. This was necessary before the crisis. It is urgently needed now.
9. That numerous committees be set up to make unit studies of their particular problems.
10. That students be encouraged and helped to expand old student activities and add new ones as the need arises.
11. That we continue the survey started two years ago by our fac- ulty to study apprenticeship opportunities for our pupils.
12. That the democratic way of procedure be developed in the minds of our youth.
13. That education is a growth which does not terminate with grad- uation. Our aim should be so to instruct the youth that when his formal education is over, he will be eager to continue to study and to learn throughout his adult life. In this way will we be preparing those potential leaders which are so necessary in a democracy.
14. That for those pupils who will continue formal education be- yond the secondary level our job is so to prepare them that they may profitably attend higher institutions. For those whose formal schooling ends at the secondary level, our job is to prepare a useful worker.
15. That we must direct the thoughts of our pupils so that all use- ful occupations seem worthwhile. Our teaching must not be at fault in creating in the minds of pupils the thought that some types of labor are not so dignified as others.
16. That we must strike a balance between cultural education and utilitarian training.
3. Homemaking Courses
The domestic arts courses have made progressive steps this year. Plans are developing to teach girls a knowledge of the use and care of the instruments of modern homemaking as a part of general educa- tion, just as mechanical courses should be a part of the cultural back- ground of every boy. Homemaking might well be a required course,
152
since every girl could profit by studying it. It should help teach pupils to participate intelligently in, and appreciate and understand, the cul- ture of the practical ways of life about us. The outcome of such courses should produce for the learner, among other things, values in apprecia- tion, consumer values, and producer values.
Much of the above outline will be studied as we go on. In the meantime, however, the domestic arts teachers are giving a course en- titled "The Family and Its Relationship" which covers buying, budget- ing, personality problems, using inexpensive materials to beautify the home, and similar subjects.
4. Library Committee Work
Miss Elizabeth Batchelder has headed a library committee in the High School to study ways and means to make most efficient the use of the Raymond Gift and our own supplementary books . Miss Batch- elder has visited other libraries and has studied their development. The main conclusions resulting from these visits and the advice of pro- fessional school librarians might be summed up as follows :
a. Make the Library the center of the instructional program of the school.
b. Coordinate the Library with incidental and recreational learn- ing.
c. Teach the use of the Library, cataloging, etc .-
With these objectives in mind, the books will be placed on the open shelves in the assembly-study hall so that they will be accessible to all students. The work of the library committee has been of great help in organizing this service in the School. We should look, another year, to the addition of a school librarian to carry on the work which this committee has so well started.
JUNIOR HIGH SCHOOL
1. "Selective Social Service Draft." This was a movement in the Junior High School to capitalize the motivation of National Defense in a practical way in the school organization. Each pupils was asked to devote one hour each week to some task which seemed desirable and necessary in a more effective management and operation of the in- structional program of the school as a whole. These activities replaced the voluntary "hobby clubs" and emphasized the direct demand for social co-operation by each member of the student body. The pupils served in the following or similar activities : student council, orchestra, service engineers (who operate the visual education apparatus, sound equipment, stage lights, etc.), traffic force, staff to publish school paper, business service (office work, mimeographing forms, stockroom help,
153
etc.), art service (decoration of home rooms, corridors, cafeteria, etc.), host and hostess service, library work service, and many other activi- ties of similar kind. This service draft was truly selective, and a student had to qualify to be a member of a given organization. If he couldn't, he joined the study hall group. This was the second year that the school had carried out these service draft activities. While the clubs did justify their time and place on the schedule, it was the opinion of most of the staff that the service groups, operating as they did for the good of the whole school community, were more valuable, and offered excellent opportunities to teach boys and girls certain ap- parent and obvious lessons which in this day and age seem important.
2. Art Lectures and Exhibits
The Junior High School was fortunate in being the only school north of Boston, with the exception of Phillips Andover Academy, which received the benefit of the free lectures and art exhibits spon- sored by the Museum of Fine Arts of Boston. The monthly exhibits and classroom lectures were very worthwhile and have received much favorable comment from the teachers and pupils.
3. Public Relations Program
The Junior High School placed considerable emphasis on public relations in the hope that there would result a fuller understanding of its program by parents and taxpayers. To further this end, activi- ties such as the following have been developed :
a. Helping the pupil to analyzze the purposes of the school so he may discuss them intelligently at home.
b. Sending invitations to parents to come to special exhibits- assemblies, exhibits, homeroom programs, etc., at the school.
c. Organizing School publicity for the local and Boston papers. In this activity the local newspaper, the Chronicle, has rendered outstand- ing service.
d. Issuing special bulletins to homes concerning special phases of school work.
e. Developing School spirit and an appreciation of the school's place in the individual's growth.
f. Planning P .- T. A. activities-this year under the general title, "An Interpretation of the Junior High School at Work."
Special mention should be made of the excellent work done by Mr. Victor E. Pitkin of the Junior High School staff on the "History of
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Reading Government" which has been published serially by the Read- ing Chronicle and will shortly come out in book form.
ELEMENTARY SCHOOLS
1. Club Work
Under the guidance of Miss Maud Adlington, Elementary Super- visor, the elementary schools have inaugurated club activities to fur- ther teacher-pupil relationship and to provide an informal opportunity to interest and study children. In Grades 2, 3 and 4, the club work is carried on in the classroom during a club period. Weaving, paper cutting, and some woodwork and clay modeling are thus developed by the group as a whole. In grades 5 and 6 pupils are allowed to choose the club in which they wish to work. Each club is directed by a teach- er who is definitely interested in that particular work. Some of the clubs are Sketching, Designing, Woodwork, Modeling, or Carving, Weaving, Sewing, and Dramatics. The club activities have been very successful and have permitted teachers and children to come closer together and to understand each other better as human beings.
2. Tests Show Continued High Standards
Reading teachers continually checked their work with pupils by means of standardized tests. These tests were then studied by the teacher for re-emphasis of material in her particular group. The pu- pils in our schools have generally scored higher on these tests than the norms set by the averages for the country as a whole. This year 149 first graders took the Detroit Word Recognition Test. The median (middle) score was 25 and the standardized norm was 20. The highest score by an individual was 40 and only 17 out of the 149 failed the test. In grades 2 and 3 the pupils took the Haggerty Reading Test and obtained a median score about one-half year above the standardized norms.
Reading has received a great deal of emphasis in our Elementary Schools. Our test scores were, naturally, high in this field. A com- parison of fourth grade scores for the last 3 years shows this constant attention to reading. It also shows our main problem to be a need of increased emphasis on arithmetic. In the following table, the reader should bear in mind that the standardized grade score on each test was 4.9 when the fourth grade pupils took the test; that is, ninth month of the fourth year. A reading score 5.5 would mean the fourth grade pupils in May, 1940, were reading as well as the average child could read in grade five the fifth month or what one could normally expect these same pupils to read by January, 1941. Below will be found a comparison of the scores obtained by Reading pupils in terms of grade standards. The grade norm was 4.9.
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Comparison of Median Scores of Metropolitan Achievement Test - Grade 4
No. of Pupils
Reading
Arith
Eng.
Spell. Soc. St.
1938
174
5.5
4.9
5.8
5.0
4.9
1939
168
5.5
4.6
6.2
5.3
5.1
1940
165
5.5
4.6
5.9
5.9
4.9
A similar result may be observed in comparing the last three years' scores for Grade 5-standardized grade norm for which was 5.9 in May, 1940.
Comparison of Median Scores of Metropolitan Achievement Test-Grade 5
No. of Pupils
Reading Arith.
Eng.
Lit.
Hist. Geog. Soc. St.
1938
209
5.5
4.9
5.8
5.8
5.7
5.6
5.8
1939
190
5.5
4.6
6.2
6.0
5.7
5.9
5.9
1940
178
5.9
5.6
6.7
6.5
6.3
6.2
6.2
The above table gives an excellent example of the way the teachers use the tests to study pupils' deficiencies. In every test covering the three-year periods the medians rose from 1938 to 1940.
In grade 6, the results again bear out the constant efforts of the Reading teachers to bring their pupils up to, and beyond, the accepted grade standards. In this grade, the standardized grade norm was 6.9 in May, 1940. The Median scores for 1939 and 1940 are tabulated be- low.
Comparison of Median Scores Metropolitan Achievement Tests-Grade 6
No. of Pupils
Reading
Arith.
Eng.
Lit.
Hist.
Geog. Spell.
1939
185
6.8
6.4
7.2
6.9
6.3
6.2
7.0
1940
180
7.2
6.6
7.5
7.2
6.6
6.9
6.6
Though arithmetic seems to be the most difficult subject in the upper grades, the above comparative scores do show a definite im- provement during the last year in Grades 5 and 6. In Grade 5, the median score increased a whole year and in Grade 6, two months. Ac- curacy and speed are being stressed, and the processes in problem work are being carefully checked in the pupils' daily work.
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1
3. Promotional Statistics
In the Reading Schools, each child is studied as an individual. He is required to repeat a grade only when it seems that he is not mature enough to profit by going on to advanced work. The problem of immaturity and maladjustment is most noticeable in the first grades be- cause we have no kindergartens and because many children present themselves for entrance who might well wait another year. A com- plete analysis of promotions approved June, 1940, will be found below.
STATISTICS OF PROMOTION
Grade
No. Pupils
Promoted
To Repeating Opportuniity On Trial Class
1
180
151
25
4
9
2
185
172
10
3
12
3
153
148
5
0
3
4
172
164
7
1
11
5
178
167
11
0
7
6
181
174
5
0
9
Opp.
17
5
12
0
0
Total
1066
981
77
8
51
4. Reading Public Library Service
The Public Library staff has been most helpful and co-operative. Books have been loaned to the schools for a period of two weeks. These books are returned and a new collection sent.
Miss Turner has arranged to come to the Pearl Street School every two weeks on Wednesday at one o'clock and bring sixty or seventy books. Children are allowed to select their books and are given cards just as at the Library. This has been a great help to children who live a considerable distance from the Library.
5. Size of Classes
Principals and teachers have been concerned about the large classes, particularly in the primary grades. Unlike most communities, the num- ber of pupils in these grades is slowly but steadily rising, and the Town may soon face the problem of providing facilities for additional classes. As many pupils as it seems desirable have been transferred to schools with smaller classes, but there is a limit to this shifting, because most of the children in given school district should go to that school. Below will be found the latest attendance figures for the primary grades in each school.
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Class Enrollments by Rooms December 1, 1940
Pearl
Highland
Prospect
Lowell
Chestnut Hill
Grade I
36
37
33
37
35*
37
Grade II
36
33
32
22
26
Grade
25
33
39
30
37*
III
30
Grade
27
36
38
26
IV
29
*Combination grades
Lowell Street School could take additional pupils in Grades 2 and 4 if parents would permit their children to cross the Willow Street railroad track. Under the circumstances, therefore, everything possible has been done to reduce the numbers. With the building of groups of houses at the end of Woburn st., at West st., County Road, Birch Meadow and Forest, and North Main sts., additional problems of school accommodations will arise if families having small children move into these houses. It is possible that the whole policy of school construction may have to change from a centralized to a decentralized one, or a very costly transportation system organized.
6. State Clinic Service
During the year, 54 pupils have been referred to the State Clinic under the supervision of Dr. Mary Palmer. These comprised 32 new cases and 22 re-examinations. This Clinic provides a careful psychologi- cal study of each child referred to it, and full reports are returned to the school so we may know better how to proceed with the child.
SPECIAL DEPARTMENTS
1. Music Work Progress
Throughout the school system, music work has progressed under the leadership of Mr. Samuel A. W. Peck and Miss Evelyn Giles. In- creased 'emphasis has been given to music, particularly in the Senior High School where the old library is being used for a music room. Mr. Peck, in his report, has clearly defined the aims of music education among the pupils in the Reading Schools. These aims include providing experiences in producing good music and the acquiring of musical knowledge to make these experiences possible; integrating music into
-
-
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the general cultural background of each pupil; providing opportunity for group musical experiences; and developing joy and satisfaction in singing and playing the world's greatest music.
The Band and Orchestra have played on numerous occasions, and the glee clubs and A capella choir have added materially to many school and civic programs throughout the year.
Miss Giles' sixth grade glee club was awarded a "Superior Plus" rating at the Massachusetts Music Festival held at Wellesley, May 11, 1940. They also sang at the final concert last year of the Reading Civic Symphony Orchestra. Rhythm bands have been developed in the first and second grades; instrumental classes organized; and an ele- mentary school orchestra started. Throughout the year, the elementary teachers have been encouraged to take over more of the music instruc- tion, so that it may become an integral part of pupil activities.
2. Art Advances
Mr. L. Reginald A. Kibbe has continued his excellent work in art instruction and supervision. His supervision in the elementary schools has been helped by means of monthly teachers' meetings at which he has developed the art program in Reading and has imparted some of his knowledge and skill to the teachers so they may assist in the art instruction in their own classes. This instruction has included crafts work, fundamental design, and illustration.
3 .. Aid and Observation by Teachers' College Students
During the year, Lowell State Teachers' College has assigned six graduating seniors to the Reading Schools. The Massachusetts State Normal Art School has sent two students to Reading, and Boston Uni- versity has sent two. The Perry Kindergarten School also has sent a student to observe our teachers. In every instance, the student-teacher has been exceptionally fine and has helped our teachers greatly, espec- ially in the study and training of individual pupils who have special problems or need special help. Our teachers have also been stimulated by their contacts with these young people. On their part, they have gained much from the guidance our teachers have given them.
4. Medical and Health Work
The School Physician, Dr. Charles R. Henderson, has reported on the following activities in his work :
School Calls 174
Examination of Pupils for Communicable Diseases, First Aid and Accidents 407
Annual Physical Examinations 2,162
Inoculations for Prevention of Diptheria 309
159
After making 2,162 annual physical examinations, there were found to be 361 pupils with actual physical defects. Following will be found a tabulation of these defects by schools :
School
Total
Dental
Throat
Feet Ath- and lete's Heart Posture Spine Foot
High
92
50
10
8
15
Junior High
71
48
9
5
3
6
9
Chestnut Hill
10
9
1
Lowell
6
6
Prospect
11
10
1
Pearl
112
90
18
1
2
1
Highland
59
45
13
1
Total
361
258
51
6
14
23
9
During the year, there were 160 cases of visual defects reported to the School Nurse. Of these, 156 were retested by her. Most of the children having these defects reported that they had had them cor- rected. A few were not correctable. The table below shows by schools. the number of children having visual defects and the number who un- derwent correction of these defects.
TABULATION OF VISION DEFECTS As of December 20, 1940
Reported to Nurse - 160
Retested by Nurse - 156.
School
No. Defects
Under Correction
Not Under Not Correction Correctable
Lowell
6
5
1
0
Prospect
4
1
1
2
Highland
19
15
2
2
Pearl
9
6
2
1
Junior High
39
31
3
5
Chestnut Hill
0
0
0
0
Totals
77
58
9
10
-
Acknowledgement and thanks should be given to the Reading Lions Club and the Reading Good Health Association for the donation of $80 which made it possible for the School Nurse to provide necessary glasses. for children whose parents might not be able to supply them.
160
A
-
The Dental Clinic continues to render its usual efficient service to the children of the Town and should be highly commended for the great aid it has given to the physical well-being of our pupils.
5. Attendance
Truancy in Reading has been less this year than in the past. Ill- ness and lack of clothing are the usual reasons for these absences, especially in the lower grades. Interested persons and organizations have co-operated to take care of needy children. All cases of illness were reported to the School Nurse. More calls have been made on parents this year than in the past, in the hope of interesting them in their children's work in school and thus increase school attendance. During 1940, Mrs. Fowler has made, on the average, seventeen calls a week on absentees from school and six calls a week on parents to talk over their children's attendance problems.
One hundred and ninety-six working certificates have been issued, 12 temporary and 184 permanent. One hundred and nine of these were issued to boys and 87 to girls.
6. Help from W. P. A. Projects
In 1940, the W. P. A. again helped the Educational Department in many ways. The officers and workers have given the greatest amount of service their time and costs budget would permit. This organiza- tion, as well as the Welfare organization, has co-operated in every way with the schools. The Works Progress Administration has com- pleted the Pearl St. School grounds, reconstructed the High School Principal's office, reshingled the Lowell Street School, and completed many painting projects. A full outline of the work which it has done for the School Department will be found in the report of the Works Progress Administration in the Town Report.
This report has been chiefly concerned with administrative and financial matters, because they are the first to study in any new situa- tion. When these matters can be worked out satisfactorily, the edu- cation program can be developed on a firmer foundation.
In every Committee meeting, the members have evinced an intelli- gent and objective attitude toward recommendations suggested and in discussions concerning policies and advice relative to execution action. There is in Committee meetings a spirit of critical analysis of all pro- posals to test their value in developing the youth of this community. It is both a pleasure and an incentive to work with such a group of citizens. Reading is to be congratulated on having placed its trust in such guardians of the education of those who will be its active citizens in the future.
Respectfully submitted,
E. C. GROVER.
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Age-Grade Table-October 1, 1940
Age
Opportunity I
II
III
IV
V VI
VII
VIII IX
X
XI
XII
P. G. Total
5 Years
67
163
6 "
110
53
160
7
"
2
15
91
52
168
8
"
4
3
18
103
40
172
9
3
2 22
98
47
156
10
4
3
20
84
45
169
11
2
5
28
90
43
1
186
12
2
1
12
28
89
54
184
13
1
2
2
9
26
85
53
6
"
2
2
14
27
72
101
6
224
14
4 15
35
96
90
4
244
15
"
1
4
8
29
81
104
11
238
16
2
7
21
77
10
117
17
1
1
4
21
2
29
18
"
19
"
20
"
21 and over
Total
18
195
164
180
166
175
175
176
187
170
240
202
210
24
2,282
"
"
4
1 5
67
"
"
COMMENCEMENT EXERCISES READING HIGH SCHOOL Class of 1940 Outdoor Exercises, Junior High School Field THURSDAY AFTERNOON, JUNE SIXTH Four-thirty O'clock
PROCESSIONAL MARCH
High School Band
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