USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1946 > Part 13
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In view of the steadily mounting costs of labor and materials since 1941, it is interesting to study the relationship of the Maintenance Bud- gets covering those years.
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The following graph will show this relationship :
50,000
4,8,000
46,000
44.000
42,000
40.000
38,000
36,000
34.000
1941 $35.718
1942 $45.910
1943 $42,000
1944 $36,092
1945 $46,777
1946 $48,781
A study of this chart will convince one of the need for a long- term program of repairs and maintenance. For a number of years the Committee has requested sufficient funds to bring the repairs in the Reading Schools to the place where it can look forward to a long-term schedule, but many things, particularly outside and inside painting, will need to be done before an adequate schedule can be made for the future. Once caught up, we should go ahead from year to year without too great a fluctuation in Repair and Maintenance budgets.
According to the latest statistics, Reading's maintenance cost in 1945-46 was 2.8% of its total budget. For Lexington and for Marblehead, this figure was 4.7%; Stoneham, 3.4%; Wakefield, 4.1%; Saugus, 3.8% ; Needham, 6.7%; Plymouth, 3.5%; and Swampscott, 3.4%. The median for the State was 3.3%.
School Enrollment Increase
The 1946 enrollment of all pupils in Reading Schools has increased over the 1945 enrollment by 44 pupils. In the Elementary Schools, the increase has been 21 pupils ; the High School, 36 pupils; and the Junior High School, a decrease of 13 pupils.
The growth in the Elementary classes continues to be chiefly in the primary grades, particularly in the Pearl Street School. This School has an enrollment of 496 pupils. The crowding of classes necessitated construction of an additional room in the basement to take care of the excess enrollment. Below will be seen comparative figures for October 1st, of the number of pupils enrolled in the Elementary Grades.
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Grade 1
2
3
4
5
6
Opp. Total
Pearl
90
97
75
63
75
64
32
496
Highland
36
28
41
35
94
101
335
Prospect
48
45
53
32
178
Lowell
37
29
34
25
125
Chestnut Hill
16
17
17
17
67
Totals
227
216
220
172
169
165
32
1201
The comparison in enrollment of all schools during the last six years may also be seen in the following table :
School
1941
1942
1943
1944
1945
1946
High
599
548
491
508
495
531
Junior High
524
521
514
524
514
501
Elementary
1093
1103
1150
1152
1180
1201
Totals
2216
2172
2150
2184
2189
2233
The above tables show two facts rather clearly. The first is that the Elementary School enrollments are growing more rapidly than enrollments in the Senior and Junior High Schools. The second fact is that the growth has been steadily increasing in the primary grades over the last six years. In this period of time, the number of children enrolled in the Elementary grades has increased by 103 pupils. In order to accommodate this number of additional pupils, two 3rd-grade classes have had to be located in the Junior High School building, and a new classroom constructed in the basement of the Pearl Street School. If this growth continues. we shall soon have to face crowded, double-grade classrooms, at least until additional building facilities are obtained. The enrollment in the High School is on a definite increase. The graduating class numbers 150 students, and next year's sophomore class will be 175. An additional 40 students from North Reading might well increase the enrollment next September to the neighborhood of 600 students.
Instructional Improvement
College Preparation and Entrance
Reports of recent surveys have shown that only about 50% of high school pupils who desired to go to college last fall were able to get in. The reasons given were overcrowding due to returned veterans, and the increased desire on the part of high school students to go to college. From a practical point of view, colleges are seeking abler students. Reading High School holds an enviable record in getting members of the class of 1946 into collegiate institutions. The Principal reports that every pupil who wanted to enter college last fall obtained certifica- tion of admission. Reading has an excellent reputation for preparing
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students for college, and its record has been of great advantage at this time. The Principal and Assistant Principal have established close relationships with the deans of the major colleges in New England. This relationship has been furthered by personal visits to the collegiate in- stitutions, attendance at educational conferences, and the opportunities provided in our High School for deans and representatives of the colleges to speak to our students and discuss their educational problems with them. The Principal of the school has recently been made Trustee of the New England Association of High Schools and Colleges. This ap- pointment was in no small measure due to the fine work which the High School faculty has consistently done in preparing students for higher institutions of learning.
Testing and Guidance in the High School
The Senior High School, due to its size, should have a full-time counsellor to carry on the guidance for the 531 pupils enrolled. In the absence of such a person, such guidance and counselling, both educa- tional and vocational, as is being done, is under the supervision of selected teachers on a part-time basis.
These teachers have worked out a forum guidance program for the seniors. To these meetings are invited interesting speakers to discuss their vocations and the problems of working for a living. Perhaps the most valuable part of these meetings is the question-and-answer period, in which the students are encouraged to seek all the information ob- tainable for their guidance. The High School teachers accept the viewpoint that teaching is guidance and are alert to advise pupils in connection with their problems at any time.
In order to diagnose the difficulties encountered by pupils in the various areas of subject-matter learning, both for teaching purposes and ' for guidance purposes, the High School, during the last few years, has made use of the Boston University Co-operative Guidance and Testing Service. Early in the Fall, a battery of educational tests are given to those students in the Sophomore Class who have personally paid for this testing service. This has cost each student $1.50. About half of the students have volunteered to cooperate in this project. It is hoped that next year the budget for supplies will include an amount for this testing service for all Sophomores.
These tests cover carefully-prepared material to give teachers an analysis of just what the student knows as he enters High School so that the teachers can start with this knowledge of each pupil and utilize it to individualize teaching and indicate remedial instruction where nec- essary. The tests include those of mental maturity, ability to solve problems, reading comprehension, English usage including grammar, diction, capitalization, punctuation, sentence construction and spelling, mathematics fundamentals, including subtraction, addition, multiplication, and division.
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A comparison of results with the New England norms for the tenth grade shows that medians attained by Reading students on every test were equal to. or better than, the New England norms.
The mental maturity test is of special interest. since it gives an index of the probable learning rate for each pupil. These, as well as the reading comprehension and English fundamentals tests, are used by the entire faculty to help understand the limitations and achievements of each pupil to understand reading material in various fields and his ability to express himself.
Because of the class size in High School, and the limited time avail- able. the teaching of the individual is not as extensive as we would like, but the faculty is doing excellent work under the present conditions.
Unit Teaching
The entire faculty of the High School is becoming increasingly conscious of the advantages of teaching subject-matter in the form of units, and of individual lesson-planning in reference to the units. The unit is a breakdown of the subject into the amount of material which can be integrated with other material and experiences of the students to give them a more complete understanding of what they are learning, and its relationship to their lives. This planning for better teaching is unified in the school through teacher meetings, bulletins from the Prin- cipal's office, individual conferences, and other devices which have been used to develop a "like-mindedness" in connection with the unit assign- ment of the unit of work.
Emphasis of Music in the High School
The music work in the High School has had to meet more re- strictions than any other activity, since, in the High School building, instrumental music cannot be played during the school day. if other classes are to be carried on. Vocal work with small groups can be taught in Room 1. but the band or orchestra work must be developed after school hours. In spite of these restrictions, music has grown in the last year and has become a more integral part of the school program. Carrying on of instruction after school and Saturday mornings has materially helped in making it possible for more students to participate in instrumental music.
Library Service
It is said that the library is the heart of the school. At least it is the place where inform tion and reference material may be collected to enrich instruction in all fields of learning, both for the student and for the teacher.
The High School Library contains 2737 volumes, which includes 170 adied during the year. Sixteen of these were acquired by gifts and 154 by purchase The books are used freely during the study periods in the
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Library-Auditorium Room. Besides this constant use of books in school- time, students take books home at the end of the day. The home cir- culation 'has increased considerably. This year 2787 books have been taken home by the students, an increase of 512 over last year.
Because of a well-trained school librarian, employed on a full-time basis, the High School has the advantage of many services otherwise impossible to obtain. Her intimate knowledge of pupil and teacher needs has permitted her to purchase books of lasting value and immediate use. She has been able to get the best obtainable guidance material, current news material for Social Studies, and magazines and book material for English and foreign language classes. Perhaps the Librarian's work is related to the English classes more than to any other. She works with English teachers and has developed with them lessons on library ar- rangements and use. The High School Library works with the Reading Public Library, the Boston Public Library, and the North Reading Li- brary, to make books, magazines, circulars, etc., more available to the students of the school. The chief difficulty which the Librarian meets in working with her students is the restricted use of the Library study- hall, especially when it must be used as an auditorium or as a club meet- ing place, or for the many dramatic and forum activities which are fre- quently scheduled in the study-hall because there is no other place to go. The shelving space is reaching its limit. The Library workroom has to be shared with the coach and director of Physical Education. These limitations are, however, the same as other school activities meet in the present building. In spite of them the work of the Librarian has become of increasing importance and has made for more efficient school instruction.
Junior High School Tests
During the latter part of the eighth grade in the Junior High School, students take the Stanford Achievement Test, which is comprehensive and covers the fields of Reading, Language, Arithmetic, Literature, Social Studies, Science and Spelling. The results of the test are used to evaluate the teaching of the first two years in the Junior High School and to give teachers guidance material to help them advise students with respect to electives in the ninth grade. The following table is an analysis of the grade medians attained by 171 pupils of the eighth grade class in the Stanford Achievement Test given on May 6, 1946 :
1945
1946
Reading
9.3
9.5
Language Usage
10.0
9.8
Arithmetic
8.5
9.3
Literature
8.2
9.5
Social Studies
8.9
9.8
Science
9.5
9.8
Spelling
8.2
8.3
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The above table includes the scores of the 1945 eighth grade class so that some comparison may be made between it and the eighth grade class of 1946. In reading the table, 9.3 under 1945 means that the 1945 class attained an achievement in Reading comparable to what an average class would make in the third month of the ninth year; in other words, the eighth grade class, as a whole, had attained ability to read, both in comprehension and in speed, in May, 1945, equal to what an average ninth grade class would attain by November of the following school year. The grade median of 10 means the achievement is equal to an average class attainment at the beginning of the tenth year, or the sophomore year in High School. The standard national grade norm is 8.8.
As a general thing, the Reading students do exceptionally well in Reading and Social Studies. This is reflected in the medians given above. Science also stands high chiefly due to the fact that the Junior High School has classes in Science from the seventh grade through the ninth.
In the last two or three years, the Junior High School has con- centrated on improvement in Mathematics. This resulted from working out a re-organization of the course-of-study in Arithmetic with the sixth grade teachers under the leadership of Mr. William Rich. It recom- mended that increased emphasis be placed on certain important phases of sixth grade Arithmetic and that common methods and techniques be adopted in both the Elementary and Junior High Schools.
9th Grade Algebra
During the year the work in 9th grade Algebra was individualized so that each pupil's progress was carefully followed. This permitted pupils who had different rates of learning to go ahead at their own rates. Through the study of errors made by pupils, and by giving them supple- mentary material to strengthen their learning through extensive practice, the pupils were able to attain superior accomplishments.
The January and June Columbia Research Bureau Tests were given. In the first test, given in January, 1946, the pupils attained a median of 43, which was 10 points above the standard median on this test. In June. the second, or advanced, test was given. On this the pupils nearly doubled the standard median. Reading pupils attained a median of 31 against the standard of 16. All but three of the 9th grade students received scores above the standard. The results of these tests show the advantages in individualized instruction in the field of elementary Algebra.
Curriculum Revision
The faculty of the Junior High School is organized on a depart- mental basis and each department has set up a continuous course-of- study revision program. During the year the English Department com- pleted its outline for Spelling and Language Usage and the teachers are continuing to work in the areas of Literature and Language Compo-
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sition. Industrial Arts teachers are organizing a list of specific skills taught in the various shops at each grade level. The Social Studies committee has been working on revising a curriculum for pupils whose rate of learning is below average. The teachers of the English and Social Studies Departments have been working on a plan for closer articulation of their work with that of other Departments. The program of the school is interpreted so that unity in action may follow unity in planning throughout the school and all its Departments.
Other Activities in the Junior High School
During the year, physical development among the boys has received increased emphasis, especially since Mr. Hawkes' return from the Armed Service. Football, baseball, and basketball have developed and greatly extended under his supervision. Mrs. Tyacke has led the Physical Education activities on the part of the girls.
The students have continued to enjoy the Pitt-Parker Assembly Service provided through the efforts of the Student Organization. These assembly programs have proved worthwhile, instructive, entertaining and enjoyable. A committee from the Student Council makes the selection and all arrangements for these programs. This Council continues to develop under the guidance of Mr. Robinson. Besides the assembly service programs, it has sponsored school parties, noon-day movies, auctions of lost-and-found articles and has held special instructive periods in parliamentary law. One of the Council's chief activities this years was the arrangement of the successful Field Day in the Spring.
The activities in the Junior High School, under the leadership of the teaching corps, are meeting the restrictions necessitated by sharing building space with the Senior High School and two third-grade classes. The Industrial Arts program is cramped because of the High School shop program. The athletic program is limited because of the need of the Senior High School to use the athletic fields and gymnasiums for varsity sports. The Library has had to be turned into a classroom because of the need to house elementary classes in the Junior High School building. In time, these restrictions will probably be eliminated but in the meantime, they have limited the development of the extra- curricular activities for Junior High School pupils.
Special Activities
Elementary Subject-Matter Outlines
The chief activity in the Elementary Schools this year has been a concerted action on the part of all teachers to construct curriculum outlines which will tend to unify the work on each grade level through- out the school system. This work was done by committees meeting each week under the leadership of the two supervising principals, Miss Elizabeth Graham and Miss Dorothy Allard. The general planning of
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the procedure was carried out through these two people, under the supervision of the Superintendent. Miss Graham was chairman of the group of primary teachers and Miss Allard of the group of upper-grade teachers. These two groups were further divided to work out curricula for each grade. The curriculum outlines were finished on December first, and are in the hands of each elementary-school teacher. They form an analysis of the subject matter required in each grade in Arith- metic, Language, Music, Physical Education, Reading, Science, Spelling, Writing and Health. These outlines have become a common guide for all teachers of each grade in the Reading Schools. They also set up standards for new teachers coming into the Reading System from other cities and towns. The work has been of high quality and the elementary teachers are to be commended for their intelligent work. The next step in the curiculum organization will be the development of units based on the experiences of pupils with the subject-matter found in the outlines. These units will be used as vehicles for understanding and teaching the fundamental processes on each grade level.
Safety Patrols
At the Highland and Pearl Street Schools, Safety Patrols have been organized. The patrols in each school are composed of groups of pupils who go home in similar directions. Each patrol is under the super- vision of a captain, a lieutenant, and two patrolmen. These officers wear white chest straps, belts, and badges. Their task is to lead groups of children along sidewalks to crossings or traffic lights, but never to go into streets or attempt to stop traffic themselves. Safety patrol members are also assigned to each bus. It is their duty to see that children on the busses conduct themselves properly. Any improper conduct is reported to the Safety Council and the case is taken up at the Council Meetings, which are under the supervision of a faculty advisor. The Safety Patrol is not an isolated activity in the school, but is a part of the school itself. In both schools the patrols have received the cooperation of the Police, and have already created a more healthy attitude towards law and order.
Student Councils
At the Pearl Street and Highland Schools, Student Councils have been developed. They have given responsible students opportunity to participate in the administration of many school activities. In the councils, the Principal, or Faculty Advisor, finds time to emphasize and discuss courtesy, good sportsmanship, good health habits, organization and supervision of an indoor sport program, maintenance of traffic committees, supervision of the corridors, management and distribution of milk in the homerooms, the inspection of pupils for cleanliness in the lunchroom, and the respect and care of school property. Topics of this nature are brought up and pupils have an opportunity to exercise
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Safety Patrol at the Pearl Street School
judgment, leadership, tolerance, reliability, and initiative in discussing them. Their experiences should aid them in their leadership in the schools and should help develop their personalities.
Use of Public Address System at Pearl Street School
When the public address system was installed at the Pearl Street School, its chief purpose was to make radio programs available in each room. Pupils of the Pearl Street School, however, have used it to broadcast their own programs, initiated and prepared by the pupils in the school. These programs have been of great interest this year in stimulating the learning of poems and songs for clearer diction and ex- pression. They have increased interest in reading. To give a broadcast, a group of pupils have to be well prepared so that what they say will interest their audience. Practicing reading for better enunciation and expression has had an important influence on the speech habits of the pupils. The public address system has also been used to play records for music appreciation. Story-telling records have stimulated a great deal of interest in reading. The "Listen and Learn" educational radio programs are heard regularly by both grades five and six. Broadcasts are also made by officers of the Student Council and members of the Safety Patrol for pep talks and skits, and for announcements relative to their programs. These broadcasts have helped to develop within the school a group consciousness, and sense of team work which probably no other device could foster. The school is fortunate to have this equip- ment for its use.
Youth Concerts
The music appreciation classes have been of much greater interest this year because of the arrangements made by the School Committee for school students to attend the Youth Concerts at Symphony Hall. There were six of these concerts during the year and they covered a wide range of music which young people understand and appreciate. They included symphony overtures, waltzes, marches, rhythms, and folk music of many countries. Records have been purchased so that pupils may become familiar with the music to be played at the concerts and to review the concert after the students have returned to their classes. This activity has been of great value in promoting an appreciation and understanding of music. It is hoped that more students will take ad- vantage of the opportunity to attend the Youth Concerts during the coming year.
The Visiting Teacher's Work
During the past year, the Visiting Teacher has handled over one hundred situations in which she has tried to free individual children from their worries and misunderstandings and thereby change .their behavior in and out of school. The aim of her work is to bring parents
1
175
and teachers an understanding of the impact of things which occur at home and at school upon children and result in misunderstanding and misbehavior on the part of these children. Her work begins when a child fails to make satisfactory school progress in line with his ability, or when a child is unable to adjust easily to a normal classroom or play- ground experiences, or when he resists school controls, or when he is brought to the attention of the visiting teacher because of some out-of- school delinquency. In each instance the visiting teacher interviews these children, observes their school behavior, confers with parents and teachers, and tries to discover what attitudes are blocking normal ad- justments. The procedure in these cases is to provide a sympathetic and understanding person who understands him and his difficulty. In parent conferences much helpful insight is given which tends to explain the attitudes a child brings to school. Cases of adolescent adjustment often bring out conscious doubts in the minds of young people regarding their own worth, deep seated inferiorities, accumulations of guilt, indecision, clashes with authority and fear of humiliation or failure. These young people need someone who understands them and their problems and who will build up in them confidence to meet life situations more successfully. Through guidance of this sort the visiting teacher is able to re-direct the behavior of many children and the attitudes of many parents, and thus avoid serious social maladjustments. During the last ten years this type of service given by a visiting teacher has increased and has become of greater importance in public school systems. Experiences in the armed forces have confirmed the need for such service early in the lives of children.
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