USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1954 > Part 11
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Samuel Quagenti
Janet Rosenberg
Carolyn (Snow) Wyman
Mary White
Junior High School
Arthur J. Cram Marilyn Thomas Marie M. Hagman
Industrial Arts Physical Education Music
Highland School
Ruth Carroll
Grade 6 at JHS
Regina Iannazzi
Grade 5 Grade 5 Grade 5
James M. Leonard
Paul Mahoney
Grade 5 (Resigned Oct. 1st)
Anna Martin
Marion H. O'Connell
Joshua Eaton School
Ann Baker Robert W. Brown John Morabito
Supervising Principal
Grade 1 Grade 5
Grade 5
Grade 5
Grade 4
Grade 3
Grade 6
Grade 4
English Social Studies and Mathematics English Mathematics Science French
Elizabeth Hardy
Jennie Hilton
English English
Music Spanish Civics Mathematics
Paula Kates
Grade 1 Grade 5
Grade 2
Grade 5 Grade 4
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Grade 4
Lowell Street School Edith T. Whittum
Pearl Street School
Rita Hewitt William E. O'Keefe Phyllis H. Parks Frances E. Young
Grade 2 Grade 6 Grade 3 Grade 3
While we deeply regret the loss of all of our good teachers, we were particularly sorry to lose the services of four staff members - Miss Elizabeth Graham, who, since 1941, has been Supervising Principal of the Highland and Lowell Street Schools, resigned to take another position. She served the Town well and her schools were very well organized and administered. We were indeed fortunate to have on our staff Miss Hilda Gaffney, who has taught in Reading since 1941 and who has been Assistant Principal at the Joshua Eaton School since 1952. She is continually demonstrating that she is a thoroughly competent supervisor and administrator.
Mr. Luke Halpin, because of serious illness, had to leave his post as Assistant Principal and mathematics teacher at the Senior High School on November 1st. The Resolution presented to him by you speaks for itself.
TOWN OF READING, MASSACHUSETTS SCHOOL COMMITTEE
At a meeting of the School Committee held on October 29, 1954, it was resolved that
WHEREAS you, LUKE HALPIN have faithfully served the Reading Public Schools for a period of thirty-two years and
WHEREAS, by successfully guiding Reading boys and girls, you have demonstrated your superiority as a teacher and
WHEREAS, through their later years, you have continued to be an inspiration to Reading graduates, now therefore:
WE, the Reading School Committee, by this resolution, commend you for the very great contribution you have made to our stu- dents, and extend to you our grateful appreciation and our best wishes for many pleasant and memorable years in the future.
Philip R. White Robert E. Turner Gladys F. Milton Newell H. Morton
Alexander P. Glover William E. Burpee
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Mrs. Nellie Beaton, who has been in the Reading Schools since 1920, resigned upon reaching the required retirement age. A great many adults who were taught by her know that she was a master teacher and able Principal at the Lowell Street School. But again we were fortunate to have on our staff Mrs. Stella Salva, who came to Reading as a teacher in 1951, and who, in 1952, was appointed Assistant Principal at the Highland School. Because of her established competence, she was named to the teaching principalship of the Lowell Street School.
Miss Carolyn Grace, who taught in Reading from 1919 to 1954 (July), also had the experience of teaching many children whom she knows today as adults in the community. She was a thoroughly devoted teacher who is respected as such by all who know her. Miss Grace resigned her position at the Highland School upon reaching the com- pulsory retirement age.
THE WORK OF THE SCHOOLS
Curriculum
A brief analysis of the curriculum problem is stated below, taken from the Arthur Croft Publication EDUCATION SUMMARY:
"Administration. TIME TO RETURN TO SIMPLICITY, says Leo W. Jenkins, East Carolina College. 'American education has been under attack because it has become too complex', he believes. Needed, says Dr. Jenkins, is the courage to return to 'an original simplicity of purpose and organization of public education so that parents, citizens, and edu- cators themselves may know more about their quickly grown and con- stantly expanding institution - the public school.'
"In the past decades" he continues, "public schools have tried to di- gest literally hundreds of modifications, variations, courses, fads, meth- ods of organization, new tasks, and 'innumerable types of curricula.' In the curricula area alone, Dr. Jenkins says, schools now boast of more than 40 types, 'the majority of which were unknown in the nineteenth cen- tury.' Among these: correlated, didactic, enriched, core, community centered, college preparatory, fused, intensive, child centered, classical, traditional, 'and some twenty to thirty other types.' The school's task now, says Dr. Jenkins, is that of a 'full scale nation-wide re-evaluation and re-examination.'"
Viewed in another light, curriculum and methods are discussed by Edgar Dale writing in THE NEWS LETTER, a publication of Ohio State University, in an article entitled OUR SCHOOLS AREN'T GOOD ENOUGHI. Selections from this editorial follow:
"Are our schools as good as they used to be? My reply is simple - they never were. I doubt whether we shall get much help in improving our schools and colleges by assuming some kind of golden age when schools were better than they are today. Indeed the history of education is a record of criticism of the schools, sometimes from the inside, some- times from the outside.
"We can start with Confucius, who, writing almost 2500 years ago, said. 'The teachers of today just go on repeating things in a rigmarole fashion, annoy the students with constant question, and repeat the
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same things over and over again. They do not try to find out what the students' natural inclinations are so that the students are forced to pretend to like their studies, nor do they try to bring out the best in their talents.'
"Horace Mann's annual report of 1838 is critical of the teaching of reading, saying, "I have devoted special pains to learn with some degree of numerical accuracy, how far the reading, in our schools, is an exer- cise of the mind in thinking and feeling, and how far it is a barren action of the organs of speech upon the atmosphere. . . The result is that more than eleven-twelfths of all the children in the reading classes, in our schools, do not understand the meaning of the words they read; that they do not master the sense of the reading lessons, and that the ideas and feelings intended by the author to be conveyed to, and excited in, the reader's mind, still rest in the author's intention, never having yet reached the place of their destination.'
"John Erskine in MY LIFE AS A TEACHER says, regarding his teaching at Amherst in 1903, 'A large proportion of my first Amherst freshmen was unable to spell.'
"In reply to criticism of the scholastic abilities of 'school leavers' in England, the City of Manchester's Education Committee has published THE TEACHING OF BASIC SKILLS IN MANCHESTER SCHOOLS. It seems that English children, too, have difficulty in spelling. The report says that difficulty in the spelling of common words was not infrequent.
The following examples are taken from the eleven-plus age group: Dandylions, contry, magission, owl (hole), smel, professer, tres (trees), dieing, carrets, rabbet, sombody. This spelling is incorrect but intel- ligent. The pupils have assumed that in English you spell words like they sound. We can and should improve our teaching of spelling, but I am afraid there will always be difficulty in learning to spell English when GHOTI spells 'fish' - GH as in ENOUGH, O as in WOMEN, and TI as in NATION.
"What about present conditions in teaching the three R's in Amer- ican schools? Has there been gradual improvement? Are we at a standstill or is there a deterioration? I shall not repeat here the data which one can find in many popular magazines, e.g., the article from CHANGING TIMES which has been widely reproduced.
"In general, the findings show that we are doing a little better than we have done in the past. In spite of having more children of varied ability in school, with the average age of pupils in a given grade somewhat younger than twenty-five to fifty years ago, the comparisons are favorable to present-day schools.
"If we were to compare present-day schools with those of thirty-five or forty years ago, I would make these points: (1) Many of our older teachers today were excellent teachers then as now. Obviously they got excellent results, superior to what a young, under-educated and poorly-trained teacher would get today. (2) Our understanding of the learning process is better. We are emphasizing meaningfulness as contrasted with mere memorizing. Indeed, meaning and learning are virtually synonymous. (3) There is an increasing concern for digging deeper and covering less. (4) There is more interest and understanding
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of the child himself. The young teachers of today are more sensitive to the psychology and sociology of children than were those of us who taught in elementary schools thirty or more years ago. Courses on child development were often bookish, academic. We didn't observe children with the insight possible today.
"(5) We are becoming increasingly sensitive, though still not sensi- tive enough, to the need for liberal education. One trend in the past, not yet arrested, has been to vocationalize liberal education. A contrary trend, not yet much bigger than the shadow of a man's hand, is not only to liberalize vocational education but to avoid introducing voca- tional study too early or where it doesn't belong. Some of it has been neither vocational nor educational.
"(6) We shall have to provide a much greater variety of learning experiences for students, especially in the high school. It is not un- democratic, as some have suggested, to assume that all students cannot learn the same content. However it is indeed undemocratic and flying in the face of the facts, to assume that we have some students who are non-verbal, non-academic. All persons are verbal unless one is talking about deviates who are in mental institutions or of a limited number of persons suffering from some kind of brain injury. All adults can master the simple intellectual propositions necessary for working on a job, taking care of their personal business, answering the key ques- tions about personal and social values, mastering the principles involved in being a thoughtful member of a family, voting on matters of policy affecting their own lives.
"Our problem is to develop a meaningful curriculum for young people, one which has an expanding intellectual and emotional ceiling, one which calls for creative thinking with ideas and materials. This is asking a good deal - that all high school students be educated instead of trained. Yet we cannot accept less.
"In the race for physical survival, in the struggle to extend the range of free thought, top-notch schools and colleges are needed.
"We are for schools that are willing to respect the best of the past, and prepare for the best in the future. A good society needs both con- servation and innovation. By helping our students develop thoughtful- ness and creativeness we can meet old and new problems with skill and wisdom."
There are several reasons for changes in the curriculum and in teaching techniques. Primary reason for change is the desire of educators to do better that which is already being done. Scientific studies of the learning process indicate the need for change; changing demands for competence in a changing world are followed by changes in the curriculum. No doubt some changes have resulted from organ- ized pressure from politicians (permitting the teaching of Polish, for instance), driver training (American Automobile Association), parts of the health program (New England Dairy Council), etc., but educators have resisted many pressures when the ideas could not be reconciled with current good educational philosophy. The fact is, however, that the curriculum has been constantly expanding, and the only reason that the three R's are being taught better today in less time devoted
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to them is that the techniques of instruction have been improved. The bonus from the expanded curriculum is greater attention to the social and emotional welfare of the child and greater attention to individual differences. Nevertheless, the time has come when major additions to the curriculum must be resisted if we are to meet the quality of instruction and achievement necessary to equip an individual for com- petent life in our society.
Coupled with this thought is educators' concern for the discipline of study. The impact of community activities (automobile, TV, Scouts, music and dancing lessons, YMCA, Canteen, DeMolay and Rainbow, CYO and countless other activities, most with great merit) upon the pupils' out-of-school time represents a major problem. One solution favored nation-wide is to lengthen the school day to provide more time for supervised study. In this Town the necessity for pupils' working for economic reasons is limited, and the welfare of the majority would seem to indicate a lengthening of the school day, at least on the Senior High School level.
Achievement
As has previously been reported, the Reading Schools continue to maintain a better than average level of pupil achievement. The national average of pupil achievement on the Iowa Every-Pupil Tests of Basic Skills is the 50th percentile. In Reading in 1953 the sixth grade average was the 86th percentile, the seventh grade the 75th. In 1954 based on the same tests the sixth grade level was the 92nd percentile, the seventh grade the 74th. In the Senior High School achievement is well above the national norm and our college placement record and the achievement of our pupils in college is superior.
Guidance
This year for the first time the Schools have the services of a Director of Guidance. Already, significant steps have been taken to provide the help for our pupils that pupils in other communities enjoy. Mr. Ara A. Karakashian, with several years in the guidance field, mainly with the Veterans' Administration, was appointed Director. He has initiated a study of more usable cumulative records, broadened the testing pro- gram, devoted much time to individual counciling, planned for inservice training of teachers, planned for more comprehensive placement and follow-up studies, and at my request has initiated a study to determine how we can better provide for the many gifted children we have in our schools (about 20%). Among the additional tests Mr. Karakashian has introduced are the following: Stanford-Binet, Weschler Intelligence Scale for Children, General Aptitude test battery, Differential Aptitude test battery, and the Engineering and Physical Science Aptitude tests.
While tremendous gains have been made in the pupil guidance area, to be really efficient there is need for clerical assistance and a full time helper for Mr. Karakashian so that the vitally important in- dividual conference with pupils on program planning, special problems. such as pupils wanting to leave school, and a proper placement and follow-up service can be maintained.
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Additional Staff
With the larger enrollment in the Senior High School and more electing Art, the services of the Art teacher have been largely with- drawn from the Elementary Schools. We should have at least a part time Art Supervisor for these grades to assist the teachers and pupils if we are to maintain the program we have previously enjoyed.
While there is some thought that the number of music instructors should be increased, it is my considered opinion that at the present time no action should be taken in this direction, largely because of the ex- cellence of the music program on all levels.
The Health program must be reinforced by the addition of a full time nurse to assist Mrs. Clewley, who is carrying twice as heavy a load as is recommended by State standards. The High School sports program should be broadened in the intramural field. This year we have added wrestling but a more comprehensive program for girls must be begun. Part of the expansion of these programs is dependent upon adequate playing fields.
The growth of the High School has also impinged on the Shops and Household Arts. Next year it will be necessary to have an additional teacher in each area. Beside expanding the Shop program we have in- troduced a program in Earth Science. Also, Reading today, as in most of the towns of the State, offers a course in driver training.
Growth of the system also dictates that there be two additional academic teachers at High School and three additional teachers on the Elementary level.
As a result of a law passed in 1954, it will be necsesary to add, in all probability, two special class teachers if they can be found. The new law requires the teaching not only of morons but also pupils with I.Q's of 20 to 50.
SUMMER SESSION
It is my opinion that Reading should maintain a summer school session as is done in many Metropolitan communities on a tuition basis. Advantages to pupils and perhaps adults are these:
1. Pupils who during the regular school year cannot schedule a desired course could do the work in the summer.
2. A college preparatory student could secure preparatory units and might not have to take five years to meet requirements.
3. Pupils who because of illness or for other cause could not meet minimum requirements would have the advantage of remedial work.
4. Adults might like specialized instruction in typing, the shops, household arts or arts and crafts.
In my opinion the taxpayer should not be required to support the cost of this supplementary service but rather the cost of instruction should be borne by the student.
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NEW HIGH SCHOOL
For many years the Town has been advised that a new High School was needed. In 1949 the matter came to a head when the pressure of inadequate space made approval of construction mandatory. By a vote, unanimous but for one, the Town in 1951 voted to authorize construction on the Birch Meadow site. After some unavoidable delays the building was nearly completed but ready for occupancy in September 1954. While not a lavish building, the school is entirely functional and meets a pressing need. Noteworthy in the planning of the building was the as- sistance given by the High School Principal, Mr. Rudolf Sussmann, and High School teachers, notably the department heads. The architect stressed this point by saying that he had received more help on this job than on any others he had handled. Reading can now take pride in the fact that we can now offer our boys and girls in the High School oppor- tunities comparable to or better than the opportunities available in other towns.
NEW SCHOOL BUILDINGS AND PLAYGROUNDS
In view of the fact that there are two special Town Committees: which are to report at the Annual Town Meeting, I shall not dwell at length on these matters. I refer you to my report of 1953 and recom- mendations, based on a projection of growth.
"In the very near future, probably by 1956, one third of the eighth grade pupils must be transferred to the new High School and all sixth grade pupils transferred to the Junior High School.
"By 1960 there is good reason to believe the Town should provide 23 additional classrooms for elementary school use (or 31 if we abandon the Lowell and Prospect Street Schools) and 14 classrooms should be added to the Junior High School. The addition of these rooms should make it possible for us to return to the present system of organization: Elementary grades, 1-6; Junior High School, Grades 7-9; Senior High School, grades 10-12."
There are, however, two points.which I wish to stress. The first is that no capital expenditures should be so great that the Town's financial structure is impaired to the point that the Town is reluctant to maintain an adequate salary schedule. Good schools are primarily good because of the quality of instruction not because of the grounds or buildings, however necessary some provision in these areas may be.
My second point refers to structural organization. At present for lack of space in our Elementary Schools, we are using three classrooms at the Junior High School, and with the opening of the new school, grade nine was transferred to the new High School. It is now apparent that it will be necessary to place six sixth grade classes in the Junior High School in September 1955 and transfer at least two classes of eighth grade pupils to the new High School building. But worse still, in Septem- ber 1956 some fifth grade pupils must go to the Junior High School build- ing and not only all of the eighth grade but at least one class of seventh grade pupils must go to the High School building. Having been Prin- cipal of a building, grades 7-12, I can speak from personal knowledge
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of the very serious disadvantages of mixing seventh grade boys and girls with seniors in High School, the natural inclinations, behavior, and talk of senior adolescents are best not too closely called to the attention of early adolescent boys and girls as they are when one third of the day is spent by these pupils in the same building.
If it is necessary to have all eighth and ninth grade pupils and one or more classes of seventh grade pupils in the Senior High School build- ing, in 1956 the Senior High School building will be over capacity. While it is true that the building can be made to accommodate this situation, scheduling of classes is impaired because of loss of flexibility.
Economically it appears desirable to use all available classrooms regardless of their location. One might ask "Why build additional classrooms when there are available ones at the new High School?" Economically speaking, I can find no fault with this proposition, but as an educator I call to your attention the serious disadvantages inherent in this organization. In the opinion of the great majority of school ad- ministrators the 6-3-3 organization is best. The Elementary Schools are a natural unit in six grades. The Junior High School is a natural unit in grades seven through nine. This is the early adolescent group which presents a special problem, and the school is transitional in sub- ject matter and class organization between the Elementary Schools and the High School. The three years of High School contain the older adolescent whose behavior and thinking represent something far differ- ent from that of the Junior High School level. Younger pupils grow up fast enough at their normal rate, but when grouped with upper level High School pupils, they frequently develop undesirable traits.
This problem is one the Town must face to arrive at a decision as to what is to be done having in mind prudent expenditure (perhaps low-cost construction), but also of course, the welfare of our boys and girls.
ASSISTING AGENCIES
A school report is incomplete if it does not recognize the contribu- tions of organized agencies like the Y.M.C.A., the P.T.A.'s, the Boosters Club, and others too numerous to mention. All of these agencies work to contribute directly or indirectly to the work of the schools.
CONCLUSION
With the resignation from the School Committee of people like Mr. Alexander P. Glover, and the loss to the membership in coming years of Mrs. Gladys F. Milton, comes the sharper recognition of the assistance and help rendered to me by Committee members. The close cooperation of the staff, administration and School Committee is essential for the continued well-being of the schools and for this cooperation I am most grateful.
Respectfull submitted,
ARTHUR B. LORD, Superintendent of Schools
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READING PUBLIC SCHOOLS AGE-GRADE TABLE -- October 1, 1954
Age
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Over 21
Total
Grade 1
73 210
4
287
2
91
246
7
344
3
125
178
9
312
4
60
164
13
2
239
5
64
156
21
3
1
245
6
1
80
157
15
253
7
96
154
15
2
1
268
8
82
149
16
9
1
1
258
9
92
148
26
4
1
271
10
101
142
29
7
279
11
1 68
124
25
3
1
1
223
12
50
104
19
5
178
PG
2
2
2
6
Total
73 301 375 245 238 249 276 254 256
269 246 210 140
22
8
1
3163
PAROCHIAL SCHOOL
1
14
41
2
57
2
24
31
55
3
11
51
1
63
4
10
36
3
1
50
5
14
29
2
45
6
16
27
2
45
15
22
4
1
42
Total
14
65
44
61
51
48
45
24
4
1
357
Grand
Total
87
366
419
306
289
297 321
278
260
270 246 210 140
22
8
1
3520
7
SCHOOL CALENDAR
1955 - 1956
School Opens
September 7, 1955
No Sessions:
Columbus Day
October 12, 1955
Teachers' Convention
October 28, 1955
Armistice Day Good Friday Memorial Day
November 11, 1955
March 30, 1956
May 30, 1956
Thanksgiving Recess:
Close at noontime November 23rd, 1955 Open on November 28th, 1955
Christmas Vacation:
Close at noontime December 23rd, 1955
Open on January 3, 1956
Winter Vacation:
Close on February 17 and reopen February 27, 1956
Spring Vacation:
Close on April 13 and reopen on April 23, 1956
Schools close
June 20, 1956
SCHOOL CLINICS
Dental Clinic: Wednesday, Thursday and Friday Eaton School - 9:00 a. m. to 1:00 p. m. Immunization Clinic: Annually by appointment
SCHOOL ENTRANCE REQUIREMENTS
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