USA > Massachusetts > Middlesex County > Wayland > Official reports of the town of Wayland 1951-1953 > Part 11
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Both the birth rate and new homes trends not only increase the total enrollment in the schools but also increase the enrollment in the lower grades much more than in the upper grades. These trends have resulted in the following grade distribution of enrollment on October 1, 1951:
1-127 5- 91 9- 64 2-106
6- 83 10- 58
3-138 7-85
11- 52
4-106
8- 64
12- 54
The growth in enrollment during the next several years may be measured by a comparison of the number of pupils graduating each year with the number entering the first grade. The estimate of the number of
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the graduating class each successive year is based on the present enroll- ment in the 12th, 11th, 10th, etc., grades. The estimate of the number in the entering class is based on the census of pre-school children taken by the Town Clerk on January first of each year. This measure does not take into account increases in enrollment due to children from new homes and decreases due to pupils leaving the high school before graduation.
A second measure has been developed which takes these two im- portant facts into consideration. The following chart shows the trend of October 1 enrollments since 1945 and the estimates of future enrollments using each of the measures described above.
TREND OF OCTOBER 1 ENROLLMENTS
ACTUAL
ESTIMATED
1700
1640
1600
/
1500
1400
1406
1300
1200
1100
1028
1000
900
800
700 687
600
1945
1946
1947
1948
1949
1950
1951
1952
1953
1954
1955
1956
Estimated Future Enrollment
First Method Second Method
·
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This growth of the school system presents the community with a great challenge. An active interest by community groups in evaluating the needs, progress, and problems of the schools in relationship to the financial resources of the Town can result in a school system which offers an instructional program closely related to the individual needs of boys and girls; a school system with a stable and professionally competent staff; a system with school sites which are properly located and school buildings which are planned as attractive functional units.
If this challenge is not met, the schools can quickly cease to be an asset to the community as well as a means of providing a modern educa- tional program for our children.
It is for these reasons that the creation of the School Committee Advisory Council during the past year is of such great importance. This Council's active participation together with that of other community groups in planning for the growth of the school system can contribute much to maintaining the Town as a community of which every citizen can be proud.
Recognizing the need to increase the school facilities, the Town appropriated $2,500 at a Special Town Meeting held on June 20, 1951, for use by the School Building Committee in studying the solution to the problem. A further appropriation of $7,500 was voted at a Special Town Meeting held on December 19, 1951, to prepare detailed plans and specifications for an eight-classroom addition to the High School. Firm bids are to be received prior to the Annual Town Meeting as a basis for the construction appropriation. It is expected that these rooms will be available by January, 1953. Until these classrooms are available the schools will remain overcrowded. They will be seriously overloaded beginning in September, 1952.
These eight classrooms will be used, as soon as available, primarily to relieve the Center and Cochituate Elementary Schools. By September, 1954, additional classrooms will be needed. Studies now being made by the School Building Committee are designed to develop information necessary to the selection of sites for one or more new elementary schools. As soon as these studies are completed, an orderly program for the con- struction of elementary school facilities can be established.
Since the immediate need is for additional elementary school class- rooms, it would be preferable for the new elementary facilities to be built before the addition to the High School. The time required to establish and obtain agreement concerning the best location for a new school site
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in relation to existing houses and probable future houses, together with the time required to select and acquire land, makes it completely im- practical to follow this procedure.
Since the eight-classroom addition to the High School will be needed for high school students by the time the new elementary facilities can be made available, there is justification for building the High School addition first.
Three factors will be of considerable help in financing the construction of these school buildings. First, the State grants school building aid to the Town approximating 40% of the cost of buildings, equipment, and site development. Second, the local tax for payments of principal and interest on the existing school bonds will decrease from year to year. These pro- vide a cushion to absorb a portion of the cost of new facilities. Thus, their impact on the tax rate is reduced. Third, the construction of new homes, improvements to existing houses, additions to commercial property, reassessment following sales of existing property are among the reasons why the assessed valuation of the Town will continue to increase.
PERSONNEL
During 1951, thirteen new teachers were employed. Nine replaced teachers who resigned, and four filled new positions. In addition, Miss Louise Winston, Remedial Reading teacher, resigned and has not been replaced. Miss Marguerite Peaslee, part-time Art Supervisor, also resigned and has been replaced by increasing the assignment of Mrs. Lillian Jones.
Three other members of the staff resigned, including Miss Barbara Cipoletta, secretary to the Superintendent; Miss Marie Weeks, secretary to the High School Headmaster; and Louis Bourette, Center School cus- todian. These staff members were replaced by Miss Gladys Orr, Miss Marie Perodeau, and James McDonald, respectively.
During 1951, there were changes in one third of the school per- sonnel. While some change is inevitable and desirable, so much change tends to reduce the effectiveness of the school system. Means to minimize staff turnover are being actively explored by the School Committee.
TRANSPORTATION
The increasing enrollment in the Wayland Schools has made it necessary for the School Committee to increase the number of school buses from five to six on January 2, 1952.
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This need to develop new bus schedules provided an opportunity to accomplish several desirable objectives. With the exception of two small areas in North Wayland, all elementary and high school students will be transported separately.
In the morning and afternoon, high school students will be trans- ported first. The high school day will begin at 8:15 and end at 2:10. The elementary school routes will start second, with the school day beginning at 8:45 and ending at 2:30 in both the Center and Cochituate Schools.
Through this system many elementary pupils will leave their homes later and some will arrive home sooner. No reduction in school time will occur. High school pupils will have their day increased by ten minutes. This, together with the elimination of the present activities period in the High School, will permit lengthening the individual class periods. More supervised study with the aid of the subject teacher will be possible.
A late bus, covering the southern half of the town beginning at 3:30 and the northern half of the town beginning at 4:15, will make it possible to have activities and help for students after school hours.
INSTRUCTIONAL PROGRAM
The curriculum and teaching methods in a school system are always being evaluated and adjusted to meet changing conditions. Adjustments worthy of reporting in any one year represent only a small portion of the total school program. Only the reports for several years will provide ? full recognition of the improvements being accomplished.
HIGH SCHOOL
The progress of Wayland High School continued during the year under the leadership of Stanley Clement, Headmaster.
The high school provides basic fundamental training for those planning to enroll in advanced schools, as well as the final formal educa- tion of many students. It is essential that the school help all students to become happy and useful citizens. The success of Wayland High School in this direction is well evidenced by the steady increase in its holding . power. A survey of students leaving school before graduation shows dropouts in 1948-49 to be 6%. In 1949-50 dropouts were 3.6%, while in 1950-51 they declined to 1.7%.
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Since the building of the additions to the High School three years ago the school became able to offer not only a full college course, but also a complete business and general course. Students may now take courses in keeping with their needs, interests, and aptitudes. The success of the large number of graduates from the business curriculum who go directly into business show this department to be outstanding. The general course features Industrial Arts, Home Economics, General Math, Business Training, Economic Geography, Consumer Economics, Consumer Science, Salesmanship, and Physiology.
The 1950 report contained an outline of the curricula and co- curricula program of the school. This year's report supplements this outline by highlighting special features.
Nineteen members of the class of 1951 have entered advanced schools, including twelve in colleges, two each in business and preparatory schools, and one each in music, art, and nursing schools. Five entered the armed services, six office work, five sales work, five telephone opera- tion, and five other work.
Eileen Costello received the scholarship awarded by the Wayland Woman's Club. The Cochituate Mothers' Club scholarship went to Henry Munsey. Barbara Bragg, Marilyn LeDrew, Betty Smith, and Norman Vlass were granted scholarships by the Wayland High School P. T. A.
Marilyn LeDrew received the American History and Reader's Digest prizes and the Becker Business Scholarship Key. The D. A. R. Good Citizenship prize was earned by Eileen Costello.
College Club
A College Club comprising all students taking the college course was established early last spring. Its purpose is to provide better prepara- tion for college through stress on entrance requirements, accurate knowledge about colleges, tutorial help, and added social assurance.
A college tea was held last spring with an appropriate atmosphere being provided in dress, receiving line, and refreshments. Mr. Roland Darling, of the Public Relations Department of Northeastern University, challenged the club members to do a thorough job of preparing for college.
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Visitation tours of college campuses and buildings were sponsored by the club. During the coming spring many additional schools will be included in the tours.
A new, successful venture was the sponsoring of College Night in October when representatives from sixteen colleges talked to over two hundred college preparatory students and their parents in a schedule planned to allow each student an opportunity to attend the meetings of three schools of his choice. Students and parents from Weston and Sudbury High Schools were guests.
Plans are under way to invite Wayland citizens to contribute further information about occupations and colleges.
The College Mothers have furnished refreshments for the spring tea and College Night and provided transportation for trips.
Future Teachers Club
The Wayland High Future Teachers Club encourages able young people to enter the teaching profession. In the bimonthly discussions the importance of and satisfaction in teaching are stressed and a systematic study of the profession is made. Observation of teaching is carried on in both the high and elementary schools. The group works closely with College Club activities.
Future Business Leaders Association
The F. B. L. A. is made up of students in grades 11 and 12 who are majoring in business. It aims to create greater understanding and interest in the choosing of business occupations. Meetings are devoted to visiting speakers, demonstrations, and discussions covering business procedure. A large number of our seniors successfully enter the business field directly from high school.
School Service
Many vital school services essential to the smooth running of a school take much extra time on the part of pupils and teachers. These have educational value and are included in regular class work whenever possible. School services centered in regular classes include: Office Practice - office work, duplicating, teacher secretaries, magazine cam- paign; Shop - appearane of building and grounds, fire squad; Home Economics - school nurses, cafeteria helpers; Consumer Economics - the school store (Wayco) ; English - library, school news. Students
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who give time as librarians, office workers, traffic officers not only get valuable experience in assuming responsibilities, but also perform a funtion most worth-while to the school itself.
On the Air
For the second year Wayland High is participating in WCRB's School Time monthly broadcast on the first Thursday of each month from 2:15 to 2:30. The program presents information concerning the school and its activities, while giving students a most worth- while experi- ence. The program this year includes:
October - Wayland High Activities November - Future Teachers Club - Education Week
December - Junior High Dramatics January - Social Studies Panel Discussion February - Junior High Dramatics March - Senior High Dramatics April - Talent Show Winners May - Music Clubs
Help Sessions
A regular schedule of after-school help sessions has been established this year for those who have been absent or who need individual assistance. This plan does much to prevent failure.
Faculty Meetings
A constructive faculty meeting program can do much toward coordinating the school faculty and enabling it to keep up to date in curriculum, activities, methods, material, and basic philosophy.
To meet this need, individual folders for thirty pertinent educa tional topics have been set up and educational magazines screened for practical articles of real value. One of these is chosen for the first faculty meeting each month. Each teacher chooses a topic and com- mittees are formed to make a resumé of the articles and a list of guiding questions for discussion.
Topics this year are Philosophy of Education, Salary, Audio Visual Aids, Life Adjustment Education, Athletics, Slow Learners, Gifted Pupils, and the Junior High School.
A second faculty meeting each month features organization, coordina- tion of activity, and case studies.
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Parents
A student has but one opportunity to make a good school record. Close cooperation between parents and the school staff is necessary for the school to make its maximum contribution. Both the home and school need to insist on regular attendance, cooperation, and work done up to capacity. Only absences involving sickness are excusable. All personal needs of the student should be cared for when school is not in session since each day's absence from school is costly. It is well to contact the school in advance for any absences about which there is any question.
In addition to rank cards, supplementary reports, individual reports, letters to parents, and school publications and handbooks, parents are urged to listen to the monthly radio broadcast and watch for the weekly school news in the Waltham News Tribune and the Framingham News. These always have feature articles about one particular school activity. Parents also are encouraged to attend P. T. A. meetings. The head- master, guidance director, and teachers are always ready to talk over problems when not directly concerned with other duties. An appointment may save waiting.
CLASS OF 1951 WAYLAND HIGH SCHOOL
COMMENCEMENT EXERCISES
CLASS OF 1951
OFFICERS
President, Ronald Wood
Secretary, Marilyn Le Drew
Vice-President, Norman Vlass Treasurer, Eileen Costello
GRADUATES
Doris A. Ahlman
Marie Kathryn Curley
Elynor Louise Ahlman
George A. Driscoll
Sally Anne Bamforth
Everett Irving Elliott
Barbara Ann Benson
Lurana Margaret Hammond
George Francis Bowers, III Barbara Jean Bragg
Donald Wilbur Hobbs
David J. Hollett
Phyllis Josephine Butler
Thomas William Holmes
Eileen Marie Costello
Dorothy Louise Kohler
Keith C. Crandall
Melba Louise Lawrence
Kenneth T. Crandall
Marilyn Althea Le Drew
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Alfred John Locke Barbara Ann McCollem Irene E. Muhlberg
Henry Giles Munsey Marie Louise Perodeau Catherine Jane Petronio
John A. S. Place, Jr. Thomas T. Regan
Delphine M. Turnbull
Joseph Steven Vacaro, Jr.
Norman O. Vlass
Roland C. Welchel
Ronald Frank Wood
PROGRAM
Processional - Pomp and Circumstance Elgar
Invocation
Rev. Raymond G. Manker
Reve Angelique Ave Maria
Rubinstein Schubert
Girls' Sextet - Soloist, Mary Reid
Symposium - Conservation of Human Resources Self-Preservation Race-Preservation
Conservation of Leadership
Interlude - Piano Solos Carolyn Taylor - Smoke Gets in Your Eyes
Jerome Kern
Barbara Bragg - Nola
Conservation by Education
Conservation of Religion
Conservation by Defense
Marilyn LeDrew Catherine Petronio Eileen Costello
Interlude - Blue Moon On Parade
Ribble Woodrow
Orchestra
Conservation of Government Global Relations
Kenneth Crandall Keith Crandall
Victor Herbert Favorites Where in the World
Rowell, Waring, Dolph
Glee Club
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Harriet Mary Smith Madeline Jeannette Snell Beatrice Joy Sterling Barbara Ann Tarr Carolyn Jean Taylor Eleanor Mary Thorne Arthur Leonard Tupper
Joan Marie Rodier
Richard B. Scotland
Mildred Agnes Sherman
Betty Ann Smith
Elizabeth Smith Barbara Bragg Donald Hobbs
Presentation of Class Gift
Ronald Wood, Class President
Presentation of Awards
Mr. Stanley L. Clement, Headmaster
Award of Diplomas Mr. Allan Finlay, Chairman of School Committee National Anthem
Benediction
Key
Rev. Otis F. Kelly
Recessional
Pomp and Circumstance El gar
American History Award Sponsored by Massachusetts Society of the Sons of the ,
American Revolution
Good Citizenship Award Sponsored by the National Society of the Daughters of the American Revolution
Reader's Digest Award
Sponsored by the Reader's Digest Association
Business Scholarship Key Sponsored by Becker Junior College
Scholarship Awards
Sponsored by the Wayland Woman's Club Sponsored by the Parent-Teacher Association
Sponsored by the Cochituate Mothers' Club
International Brotherhood of Electrical Workers, Local 1505
THE FRANCIS WAYLAND CHAPTER OF THE NATIONAL HONOR SOCIETY Scholarship, Leadership, Service, Character CLASS OF 1951 Barbara Bragg Eileen Costello
Dorothy Kohler
Marilyn LeDrew Elizabeth Smith
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CLASS OF 1952 Shirley Bentley Patricia DiModica Judith Kelsey
CENTER SCHOOL
James A. Mclaughlin, Principal, continued his leadership of the Center School during the year.
During the past school year the faculty has reviewed the grade placement of subject matter, the use of unit teaching methods, and the methods of reporting progress to parents.
Disciplinary action and remedial help after school hours has been difficult due to transportation problems. A plan denying recess and free-time privileges to pupils who need discipline or additional help has been inaugurated. Purposeful work, which supplements classroom work, has been accomplished under teachers' supervision during the noon hour. This plan teaches the child the importance of cooperative effort in behavior and work. When dealing with discipline cases, teachers are encouraged to take time to reason, reprimand, and recommend.
In the teaching and activity programs the privilege of participation is stressed. Every pupil is encouraged to participate in the activities of the school regardless of ability. Cooperative effort, tolerance, fair play, and sportsmanship are taught through group acceptance of all as equals. Independent work and study skills are emphasized.
COCHITUATE SCHOOL
For the second year, the Cochituate School is under the leadership of Hubert W. Ward, Principal.
In the Cochituate building we have been primarily concerned with establishing a coordinated and integrated course of study throughout the six grades in order to avoid duplication and "blind areas" of learning.
To help in securing this end we have actively introduced the Massachusetts Department of Education Curriculum Guide. These guides are not intended to be used as a stereotyped course of study but rather as a "guide" to a coordinated and progressive yearly educational experience for the child.
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To enrich this directed course of study we have attempted to sup- plement the children's experimental knowledge by the use of related films, library books, and records to aid in a better understanding of the particular field of study. We will select textbooks and other materials to tie-in with the specific areas of study prescribed for each grade. Each year our study activities will be directed to a graduated and comprehensive pattern of study so that each staff member will become aware of the specific areas being covered by teachers in all other grades, as well as the particular areas to which she is responsible.
GUIDANCE
The guidance program has been carried on by Miss Jean T. Nelson in the High School and by Mrs. Mabel Draper in the Junior High School.
Certain factors are accepted as justifying guidance programs, such as the recognition that young people vary widely in mental, physical, and personality capacities and attributes, regardless of economic and en- vironmental factors; that the demands of society are dynamic and increas- ingly complex; and that public education must provide for all the children of all the people.
The purpose of the guidance program is to give professional aid to students with their educational, vocational, and personal plans and problems; to inform the individual about himself and his environment; and to help him toward an effective performance in his life work. Em- phasis is placed upon the individual in the effort to contribute and to foster everything which is desirable to better growth and to finer adjust- ments between the child and his environment.
These plans are carried out in Wayland in many ways.
Orientation. The educational plans or problems of our students are particularly acute in the freshman year and in the senior year. The freshmen need to know what subjects to choose, and their problem divides itself into what subjects they are best fitted for and what subjects will lead them toward their final goal. For this reason we offer Orienta- tion to ninth graders. In this course, by discussion method students learn how to understand themselves and those around them. Students are encouraged to make arrangements for individual conferences when their problem is of a more specific nature.
Here specific methods for studying different courses and ways of handling various subjects are discussed.
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At this age students need to know of the world of work, training and educational requirements necessary for various kinds of work, and the satisfactions to be expected in each field.
Advanced Schools. The Guidance Department maintains active cata- logues of colleges, junior colleges, technical schools, and vocational schools. Visits to college and training school campuses in and around Boston are arranged. Throughout the year college admission officers visit the school to confer with students.
Vocational Information. The Guidance Department has on file material in the form of booklets and brochures on hundreds of occupa- tions, their funds, requirements, duties, remunerations, and the like. With the help of Mr. Roland Darling of Northeastern University, seven occu- pational meetings are being sponsored to discuss the following with our students :
October - Planning for Training Beyond High School
November - Planning Your Career
December - Where High School Graduates Work, Paying Your Way Through College
January - Nursing, Engineering, Office Work, Retailing
February - The Learned Professions, Careers in the Fine Arts and
Language Arts, Opportunities for Women in Other Professions March - Working for the Government, What a High School Senior Should Know About Unions
April - Jobs for the Summer, and Jobs for the 1952 High School Graduate
Testing. The Guidance Department oversees the testing program of the high school, which includes intelligence tests (individual testing where needed) and achievement testing. Such tests serve as a record for the individual pupil and help the school evaluate its curriculum and instruction. Interest inventories are given during the ninth and eleventh grades.
Interviews. Each student has at least two individual interviews each year. A large number of students are given individual counseling time beyond this schedule. Conferences are held with parents frequently.
FINE ARTS
In September of this year Mrs. Lillian M. Jones assumed respon- sibility for the Art program and reports the following:
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"It is our endeavor to encourage a program of creative art in our schools. While it may be of some value to the child to learn to 'color inside the lines,' to 'make a tree that looks like a tree,' and to 'do this just so' in his regular activities, greater growth is attained if he is allowed to work things out in his own way within the limits of the chosen medium.
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