USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1941 > Part 10
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Inez H. Lewis
1923
Mathematics.
Gorham Normal; Boston Univ.
Roderick E. Macdonald
1937
Shop. .
Fitchburg Teachers' College, B.S. Ed.
Mary Mercadante
1937
Business Training
Salem Teachers' College, B.S.Ed.
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 .; Harvard, Boston Univ.
Radcliffe, B.A .; Boston Univ.
William A. Rich .
1928
Mathematics, Social Studies Social Studies
Mass. State Col., B.S .; Boston Univ., M.Ed .; Harvard .
Albert R. Studer .
1939
Shop
Fitchburg Teachers' College, B.S.Ed .; Mass. S.C.
Margaret E. Tyacke
1926
Physical Ed., Hygiene .
Harvard Summer School, Boston Univ.
Helen A. Walker .
1941
Household Arts.
Framingham Teachers' College, B.S.Ed ..
Albert H. Woodward .
1941
Mathematics .
Amherst Col., B.A .; Boston Univ., M.Ed .;
Elizabeth Graham
1941
Supervising Principal
Framingham Normal, Boston Univ., B.S. Ed .; Harvard Univ ..
394
355.48
331.90
93.41
360
Alice L. Arsenault.
1933
Secretary
Reading High School .
26
21.05
19.90
94.43
27
Dorothy L. Burgess
1926
Grade 1.
Lesley Normal; Boston Univ. .
45
36.48
33.09
90.69
38
Jean M. Butters .
1936
Grade 5.
Salem Teachers' College, B.S.E ; Boston Univ.
31
27.76
25.63
92.33
30
Phyllis Callard.
1941
Grade 3.
Lowell Teachers' Col., B.S.E .; Boston Univ.
37
34.08
31.71
93.03
30
Biology .
Jr. High
Robert M. Whiting 1941
Year
Appointed
Highland ....
Lillian F. Brann .
1930
Grade 5.
Farmington Normal; Boston Univ.
Anna M. Reck.
1928
Mathematics, Social Studies
Salem Normal; Boston Univ., B.S.Ed., M.A :.
Neil C. Robinson
1936
Springfield Col., B.S. .
Univ., B.S.Ed .;
School
Name of Teacher
Year
Appointed
Grade or Subjects Taught
Educational Preparation
Total
Membership
Average
Membership
Average
Attendance
Per cent of
Attendance
Enrollment
Oct. 1, 1941
Highland.
....
Dorothy L. Cronin .
1933
Grade 2.
Lowell Teachers' Col., B.S.Ed .; Boston Univ. . . .
35
32.85
30.81
93.81
27
R. Hilda Gaffney .
1941
Grade 6.
Boston Univ., B.S.Ed .. .
29
26.48
24.77
93.51
27
Matilda J. Gamble.
1920
Grade 5.
Woburn High School; Boston Univ.
32
29.43
27.90
94.81
34
Olive L. Joney
1938
Grade 4.
Worcester T. C., B.S.Ed .; U. of Colo., Clark U., Boston U ..
37
35.58
33.42
93.93
34
Celia Maglioli.
1941
Grade 6 ..
R. I. Col. of Ed., B.Ed .; Columbia U., Brown U.
33
32.20
30.28
94.06
32
Edythe M. McQuaide
1940
Grade 6.
Lowell Teachers' Col., B.S.Ed., Tufts Col.
31
30.59
28.64
93.63
29
Florence A. Potter
1926
Grade 5.
Plymouth Normal, Boston Univ.
32
28.18
26.45
93.89
32
Florence V. Thackleberry
1931
Grade 6.
Plymouth Normal, Boston Univ ..
23
20.80
19.30
92.75
20
Simmons, Boston Univ., Harvard
442
391.13
372.22
94.96
403
Burdett College . .
35
29.39
27.94
95.07
29
Glenna A. Dow .
1919
Grade 2.
Hyannis Normal, Emerson Col., Columbia U., Boston U ..
38
35.21
33.58
95.33
35
Evelyn L. Durgin .
1938
Grade 3
27
23.26
21.90
94.03
31
Marian Esty .
1941
Grade 6.
Aroostook St. Norm., Boston Univ., B.S.Ed .; Harvard .
37
33.92
32.94
96.32
38
Alice Gibbs .
1941
Grade 6.
Framingham Teachers' Col., B.S.Ed ..
32
31.94
30.45
95.17
31
Carolyn C. Grace .
1919
Grade 5.
North Adams Norm., Boston U., Hyannis T. C ..
34
29.85
28.66
96.03
23
Velma E. Herrick .
1927
Grade 1.
Perry Kindergarten Sch., Boston U., Tufts Col. ..
37
35.45
32.88
93.04
24
Alberta R. Mathieson
1924
Grade 2
Salem Normal, Boston Univ.
31
27.34
26.88
94.93
31
Mary W. Moore.
1941
Garde 5.
Provincial Normal, Boston Univ., B.S.Ed ..
43
35.58
33.68
94.68
33
Helen Newhall
1940
Grade 1.
Boston Univ., B.S.Ed .; Harvard, Tufts Col.
39
36.09
33.14
91.97
27
Olive S. Perry .
1916
Grade 4.
Wheelock Kindergarten Sch., Hyannis Norm., Boston Univ ..
32
25.72
24.72
96.31
22
Florence Pratt
1938
Grade 3.
Bridgewater Teachers' College, B.S.Ed.
32
29.28
28.25
96.47
37
Ruth L. Shaw .
1941
Grade 1
Lowell T. C., B.S.E .; R. I. Col. of Ed., Univ. of N. H., Boston Univ ..
25
18.10
17.20
95.18
Nellie P. Beaton . .
1920
Grade 4, Principal .
29
24.49
23.09
94.27
Jessie L. Goddard .
1926
Grade 2.
Bridgewater Normal, Boston Univ ..
24
20.99
19.42
92.53
29
Elois Godfrey .
1937
Grade 1
Bridgewater Teachers' College, B. S. Ed ..
40
36.54
32.65
89.35
35
Isabel L. Winchester.
1928
Grade 3.
Salem Normal, Penn. State Col.
31
29.39
27.79
94.55
23
Ada E. Dow.
1909
Grade 3, Principal
Lowell Normal, Emerson Col., Boston Univ ..
42
40.03
37.28
93.12
33
Alice D. Berry ..
1927
Grade 1.
Bridgewater Normal, Boston Univ ..
35
31.72
29.33
92.51
37
Doris R. Cleary .
1927
Grade 2.
Salem Norm., Univ. of Maine, Hyannis T. C., Mass. U. Ext. ..
33
31.31
29.35
93.75
32
Framingham Normal, Boston Univ ..
38
35.00
33.18
94.80
35
Irene Royea .
1928
Grades 1 and 2, Principal .
36
34.50
32.59
94.71
32
Chestnut Hill.
Esther P. Smith ..
1936
Grades 3 and 4
Aroostook State Normal, Boston Univ. Boston Univ., B.S. Ed.
38
35.84
32.87
91.99
37
Pearl St. .
. ..
.
Maud E. Adlington.
1936
Supervising Principal.
Grace E. Storti.
1938
Secretary .
Posse-Nissen, Hyannis T. C., Boston Univ
Marjorie H. Buckle .
1927
Grade 4.
Lowell St ... ..
Helen D. Stockwell
1930
Opportunity
Salem Normal; Boston Univ
17
Danvers H. S., Hyannis T. C., Boston Univ.
36
Prospect St.
Helena Markham .
1934
Grade 4.
25
Lowell Teachers' College, B.S.Ed .; Harvard
REPORT OF THE SUPERINTENDENT OF SCHOOLS, 1941
To the School Committee,
Reading, Massachusetts.
Mrs. Twombly, Miss Canty, and Gentlemen :
Herewith please find my third annual report as Superintendent of Schools, which is the forty-ninth of a series of annual reports relative to the work of the Public Schools of Reading.
This year has brought unusual problems to be solved, and your frank and helpful consideration of them has been a constant source of encouragement and help during the year. We are now facing a great challenge to our democratic institutions, and the road ahead is strewn with obstacles which may seek to destroy the way of life for which our schools have been preparing young people. Our teachers have re- dedicated themselves to the further development of education suited to Democracy, to preserve our American heritage both now and after the war.
The industrialization of our civilization will continue with increased speed, and our pupils must be educated to take their places in this order. This may well make necessary a variety of preparation, for which we must provide. This is one of the problems looming before us in the near future.
ADMINISTRATIVE AND SUPERVISORY CHANGES
During 1941, there have been certain changes in the Reading school system which have affected it as a whole. Among these the following are most important :
1. Enrollment Trends
The National Emergency has affected the enrollment of High School pupils by decreasing the total membership. The effect of the building of smaller houses for young families, on the other hand, has increased the Elementary School membership. The rise in the num- ber of Elementary pupils in 1940-41 made such crowded conditions that in 1941-42 an additional first grade teacher had to be employed. Fig- ures given are as of October 1 of each year :
1939-40
1940-41
1941-42
Elementary
1046
1073
1092
Jr. High School
560
533
526
Sr. High School
*649
*676
*602
No. Reading
98
111
96
Post Grads.
28
28
13
*Includes No. Reading and Post Graduates.
121
The increase in the High School was steady until the Spring of 1941 at which time the enrollments of both Reading and North Read- ing pupils fell off. The reason was chiefly employment as is borne out by an analysis of working certificates issued this year.
2. Increase in Working Certificates Issued
During 1941, 416 working certificates were issued. Below will be found a table comparing the number of certificates issued this year and issued last year.
NUMBER OF WORKING CERTIFICATES ISSUED
Age Range
1941
1940
Regular certificates
16-18
180
58
Regular certificates
18-21
221
126
Home Employment
14-16
1
0
Temporary certificates
14-16
7
3
Farm work
14-16
5
9
Regular limited
14-16
2
0
Total
416
196
This is an increase of 220 certificates, or 112 per cent.
When an analysis of the kinds of work our students went into and the grades they last completed was made, the following data were obtained.
DISTRIBUTION OF WORKING CERTIFICATES 1941 (BOYS) Kind of Work Entering
Grade
Completed
Drafting
Garage
Factory
Restaurant
Office
Bowling
Alley
Store
Theatre
Total
7
2
3
1
6
8
10
2
2
2
16
9
2
12
1
1
4
1
21
10
19
2
1
1
8
1
32
11
2
12
9
2
3
29
57
12
1
3
57
4
8
2
32
1
108
College
1
2
3
Trade Sch.
1
1
Total
2
9
116
18
11
9
76
3
244
122
DISTRIBUTION OF WORKING CERTIFICATES 1941 (GIRLS) Kind of Work Entering
Grade Completed
Restaurant
Factory
Laundry
Office
Store
1
8
1
2
9
1
3
4
10
5
5
15
25
11
4
3
1
3
16
27
12
8
26
3
33
25
95
College
2
2
Total
18
37
5
38
59
157
A few of the certificates issued for store work were to permit girls to be employed in local stores during the Christmas Vacation.
The data given above will show the great increase of available work for young people. It should have its influence on our school curriculum. Whether the employment of our young people will in- crease any more is problematical. We feel that it has about reached its peak and that, although there will be about the same number of certificates issued next year, there will be little increase.
3. Visiting Teacher
Due to the resignation of Mrs. Josephine L. Fowler and the urgent need of increased study and guidance of behavior problems of many school pupils, a full-time Visiting Teacher was employed. She is a well-trained and experienced woman who has already given valu- able service in analysis and supervision of problem cases among our students. Redirection of pupil behavior before difficulties arise is the best method of conditioning potential difficulties into social and pro- fitable behavior. Miss Jean F. Ramsay, the Visiting Teacher, studies the pupils in their school as well as their home relationships ; and through the teacher and the parents helps make adjustments for the child's benefit.
4. Defense Activities
During the year, the schools have been giving increased emphasis to National Defense through purchase of stamps, assembly programs, and the conduct of student group work. Since December 7, these activities have been accelerated. A Junior Civilian Defense Corps of girls has been formed in the High School. Air raid drills have been
123
1 0 3 AwolTotal
organized and emergency responsibilities have been taken by various student groups in all our schools.
5. Supervisory Re-organization
Last June, Miss M. Grace Wakefield, for fifty-one years teacher and principal in the Reading Schools, retired. Her place was taken by Miss Elizabeth Graham of Fairhaven. All the Elementary Schools are now supervised by the two supervising principals of Pearl Street and Highland schools, with whom the Superintendent plans the Ele- mentary supervisory program. The Elementary Supervisor as an indi- vidual separate from the principals has been eliminated. The change is less expensive and more efficient. Under this plan, also, the indi- vidual teacher has more responsibility for her own growth and pro- fessional advancement.
6. School Lunch Project
A W.P.A. school lunch project was tried at the Highland School during the last five weeks of the Spring term, although a survey showed very few pupils in Reading were suffering from malnutrition due to economic conditions. The possibility of expanding this project this year was studied. However, it was estimated that it would require a large expenditure to set up and equip the Elementary schools so that all pupils in the Town could have equal opportunity for noon lunches. Even with this expenditure of money, the budget for transporting pupils at noon could not be reduced.
During the summer and fall, there was improvement in the eco- nomic status of many families in Reading. As a result, there were increased numbers buying lunches in the Junior and Senior High schools. A resurvey of malnutrition in November showed less need for the continuation of this project in Reading than was shown even in the original survey in the Spring.
Moreover, there was no guarantee of the possibility of continuing the food project beyond the present school year because we are faced with the allocation of surplus commodities for war use. Therefore, it was felt that the Town might be in an embarrassing situation if this project was approved, only to have the supply cut off.
7. One-cent Milk Project
During the Spring term, we were able, through arrangement with the Federal Government, to offer half-pint bottles of milk for one cent. Milk consumption increased enormously. The project was not con- tinted this fall because Reading could not meet the conditions placed by the Government. These conditions stipulated that two-thirds of the parents of Reading school pupils must be accepting some form of public or private charity. Nevertheless, the milk consumption in the fail doubled that of a year ago, in spite of the return to the four-cent milk.
124
ACTIVITIES IN VARIOUS DEPARTMENTS
A. ELEMENTARY SCHOOLS
1. Teaching Responsibility
Recent studies have emphasized the growth in self-control and self-discipline brought about by giving pupils increased responsibilities. They become better adjusted adults and better able to meet new crises than pupils completely regimented by stern teacher and parent authority.
Our Elementary Schools have given pupils opportunity for self- development through instruction in how to study, responsibility for good conduct in and out of school, establishment of homeroom activi- ties, and club work, good conduct on buses, and constant check on good oral English. Both Highland and Pearl Street schools have their own school paper. Through this project the pupils learn to ex- press themselves well and to develop judgments relative to important and unimportant events. Emphasis has been given this year to well rounded health and physical education instruction. Trips to museums and places of historical interest have made it possible for art, social studies, and history to become very live subjects for our pupils. Glee clubs, orchestras, and violin classes have increased their enrollments. The Music Festival in May showed parents and school patrons the work of this department.
2. Growth of Arithmetic Skills
Tests given this year show that the increased emphasis on arith- metic has yielded results. The following table shows the results in arithmetic obtained on the Metropolitan Achievement Tests given last April as compared with those obtained from tests given in April of 1939 and 1940:
ARITHMETIC GRADE SCORES ON METROPOLITAN ACHIEVEMENT TESTS
APRIL 1939, 1940, 1941
Grade 4
Grade 5
Grade 6
Year
No. Pupils
Grade Score
No. Pupils'
Grade Score
No. Pupils
Grade Score
1939
168
4.6
181
5.6
181
6.4
1940
161
4.6
178
5.6
180
6.6
1941
167
4.9
170
5.7
179
6.9
Norm for Grade
4.8
5.8
6.8
125
Particular attention this year has been given to any speech defects, -especially in the first grade. The Reading Library has continued to be helpful and cooperative through the loan of books to the Elemen- tary Schools and the talks given by Miss Rebecca Turner.
The State Clinic, under the direction of Dr. Mary Palmer, has made ten new examinations and has made thirty-one re-examinations for admittance of pupils to the opportunity class. This class now con- tains seventeen pupils on the following grade levels: four on Grade I level, seven on Grade II, three on Grade III, and three on Grade IV.
3. Overlapping Mental Ages-Grade I
A study made of one hundred and ninety-nine children entering Grade I in September showed a very large difference in mental ages. Reading schools admit pupils to Grade I in September if their birth- days fall on or before April 1 of the preceding school year. The young- est children, therefore, would not be quite five and one-half years old when they enter school. Our study showed that these one hundred and ninety-nine children ranged all the way from the mental ability of a child four years and no months to that of a child nine years and seven months. Five years and nine months was the average mental age. Since the legal chronological age for entering school is seven years, it is possible that a mental age entrance requirement might prevent early school failure and make possible a better school adjust- ment.
All the Elementary Schools have stressed citizenship training,- courtesy, safety, protection of the property of others, and community responsibility. The war emergency has caused us to redouble our efforts along these lines in order better to train pupils to value these things in the peace time to follow.
B. JUNIOR HIGH SCHOOL
1. Lower School Costs
The enrollment of pupils in the Junior High School is identical with that of ten years ago,-526. During the year of 1930-31, however, the total cost of Junior High School education was $72,593.26 and the number of teachers 26. During the present year, 1940-41, the total cost was $66,780.66 and the faculty numbered 24.
A comparison of the per pupil cost also shows a decrease,-$138.01 in 1930-31 and $128.18 in 1940-41. These figures indicate that the Jun- ior High School is still operating under much stricter economy than ten years ago. It is, however, meeting standards of work comparable to former years.
2. Library Opened
This year, a school library service has been organized under the general charge of Miss Claudia Perry. One teacher of the staff is
126
assigned to the library each period of the school day to supervise the library needs of the pupils who come during that period. The fac- ulty has cooperated in selecting books, magazines, and visual aids for the use of pupils. Sixty-six volumes and seven magazine subscrip- tions were added to the library during the year.
3. Re-organization of Curricula
Various departments of instructions have re-organized their cur- ricula this year. Under the leadership of Mr. Victor Pitkin, material was developed and mimeographed for the use of pupils in social study courses. The mathematics department reviewed and revised the course for Grade VII, and, under the chairmanship of Mr. William Rich, is now working on the mathematics course for Grade VIII.
The English teachers have given special attention this year to: (a) methods and standards in oral expression, (b) reading materials and literature for slow readers, and (c) tests and drills in language usage. Supplementary books for slow readers were purchased. The school is now well equipped with suitable and interesting books for pupils who have difficulty in reading standard grade material.
New supplementary books for groups in American history and additional basal texts in arithmetic for Grade VII were purchased.
4. Articulation of Work in Junior and Senior High Schools
One of our greatest unsolved problems is a closer articulation between the Junior and Senior High School programs of study. To solve this problem there must be developed through the faculties of both schools common fundamental principles of a six-year secondary curriculum.
The Junior High is continuing to progress in its service to early adolescent youth of Reading. Its chief functions are to understand and guide the individual pupil to provide as many exploratory experi- ences as possible and to help each pupil to form some more or less definite ideas and purposes about his further educational development.
C. SENIOR HIGH SCHOOL
1. Building Limitations
The Senior High School is still restricted in the service it can ren- der the youth of Reading because of the limitation of carrying on a modern program of studies in the present building-in spite of the reduction in the number of students in attendance.
2. Expanded Shop Curriculum
Two changes were made this year which have greatly improved the High School work. The first was the addition of a shop teacher who gave part of his time to the Senior and part to the Junior High School. This expansion was necessary due to the increased enroll-
127
ment in and the reorganization of the shop courses. The boys who major in High School shop now take three consecutive periods of work each day and rotate through the three curricula of drafting, wood- working, and metal working. This plan gives a continuity of experi- ence and an intensity of work which has been very beneficial to those electing shop work.
3. Professional Librarian
The second change was the appointment of a librarian. This move did not necessitate adding another person to the High School faculty, since the school reduced its regular staff by one teacher. It did, how- ever, make possible much needed library service in the school. The librarian supervises the reference and supplementary reading of pupils as they come to the assembly hall for study. She selects books, helps students run down references, recommends book purchases, catalogs books, makes book loans, and gives talks on significant things coming up in the book world. Since September, the librarian has recorded over five thousand books loaned to pupils to take home. Many of these books are also read by parents. The many books purchased through the Raymond Memorial Fund and a small appropriation made by the School Committee have made an enrichment of background never before possible for all courses in the High School. The assem- bly hall has now become a real library, and with the book shelves along the walls and the reference table in the center it has developed a study and reading atmosphere which is conducive to better school work. The development and direction of good library service, how- ever, essentially rests on the skill, knowledge, and energy of a pro- fessional librarian, and the addition of such a person to the High School has brought about a definite step in advancement towards bet- ter education for its pupils.
4. Inter-communicating System
After the declaration of war and the first air-raid signal, we realized that the High School had no way of communicating directions for safety drills to pupils and teachers. We also found that the fire alarm system was woefully inadequate. The Special Town Meeting in December approved the School Committee's recommendation for the installation of a loud speaker inter-communication system whereby air raid or panic drills could be directed from the school office to each room or to the entire school at once. Since the school population has outgrown the capacity of the small assembly hall, the only way to com- municate messages to the entire school is over some sort of public address system which we are now fortunate enough to possess.
5. Added Fire Alarm Equipment
The fire alarm equipment provides for a control panel by which
128
Pictorial Record
OF
Activities
IN
Reading Schools
during 1941
DESCRIPTION OF ACTIVITIES Shown on following six pages (The arrangement of titles as recorded below corresponds with the position of the picture on the page indicated).
Plate I
Defense Stamp Sale-Pearl St.
Clay Work-Chestnut Hill
Group Reading-Pearl St.
Jungle Gym-Prospect St.
First Aid-Pearl St.
Music-Lowell St.
Group Study-Highland Social Studies-Pearl St.
Plate II
Rhythm Orchestra-Pearl St. Special Class-Boys
Physical Examination-Lowell St.
Defense Stamp Sale-Jr. High
Air Raid Shelter-Highland Special Class-Girls
Building in Clay-Lowell St. Newspaper Sale-Jr. High
Plate III Junior High School
Library Art Gymnasium Science
Cooking Shop Shop At lunch
Plate IV Senior High School
Printing Art Guidance Chemistry
Cafeteria Library Public Address System Biology
Plate V
Geography-Chestnut Hill Typewriting-High School Transcribing-High School Sewing-High School
Drawing-Prospect St. Reading-Pearl St. Dental Clinic Dressmaking-Jr. High
Map Study-Jr. High
Plate VI Senior High School
Tri-Hi Club Cooking Pupil Forum Sketching Class
Girls Gymnasium Councilling Student Council Mechanical Drawing
Plate I
Plate II
2
-
Plate III
Plate IV
Plate V
Plate VI
the school fire alarm system is automatically connected with the cen- tral Fire Station on Pleasant Street. During practice drills, this con- trol can be switched off. Five fire boxes have been ordered and will be placed throughout the building.
6. Expansion of Commercial Department
The Commercial Department was re-organized this year on the basis of one less teacher. In this Department the teachers developed an office practice course which should help our students fit into any general office with definite knowledge of filing, comptometer and Edi- phone operation, and an understanding of the best office routines. The arithmetic and bookkeeping courses are becoming of increasing value, and we hope to expand this work in fundamental business skills so that a much larger number of pupils take it.
7. Better Program for Physical Fitness Needed
The most difficult situation in the school program is still the health and physical education work. This is solely due to the inadequate space in which to conduct physical education classes. The High School has one small gymnasium which can only be used five periods a day ·because of interference with lunch periods at other times. As a result, not more than half the students in the High School have any oppor- tunity to obtain the benefit of these classes at a time when the Gov- ernment is putting so much stress on physical fitness.
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