USA > Massachusetts > Essex County > Merrimac > Town Annual Report of the Officers of the Town of Merrimac 1956 > Part 6
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years and the changing times have necessitated re-evaluat- ion of our entire instructional program. In light of the better understanding of pupils now available, the effect of curricular materials on motivation and the changing concepts of education, teachers under the guidance of their administrators have organized work sessions to take advantage of these beneficial changes.
Although each of our schools, - high, junior high and elementary, have availed themselves of all the professional materials aimed at instructional improvement, the pro- gram within elementary school has been most intensive. Details of the elementary program follow in the report of Mrs. Donaghue, elementary school principal.
The purpose of this endeavor is to direct teacher attention again to the fundamentals of education and orient the learnings of our children to these fundamentals. On the basis of this re-examination of the purposes of education, progressive improvement in the instructional program is expected.
MUSIC
The musical program of the Merrimac School System has again enjoyed success with classroom study and public appearances, as in former years. The new innovation in the music program is the introduction of the study of in- strumental music under Carl Fischer plan. This plan was investigated during the summer with the idea that the schools might add band and orchestra work to its present music program. After a demonstration in October of var- ious string and wind instruments, those pupils interested in renting instruments and receiving class lessons had an opportunity to sign up. We feel that the response has
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been good. At the present time there are thirty-two children receiving instruction on the string or brass and woodwind instruments and we hope that this program will grow successfully.
RULES AND REGULATIONS
During 1956 the School Committee developed a set of Rules and Regulations to aid this committee and future committees in their conduct of school affairs. These regu- lations define the procedures of the committee, the duties of the committee, and the powers and duties of the school officers under their jurisdiction.
These Rules and Regulations are defined in a fourteen page booklet which will help in expediting the operation of your schools. Although not all contingencies can be foreseen or printed in a summary of this type, provisions have been made for the major areas of interest for school committees.
In reviewing 1956 this committee feels that progress has been made toward the solution of our school problems in several aspects. The concern and interest of the school staff members in providing the best instructional materials and procedures should result in the better pre- paration of our children for both citizenship and future growth. The guidance program and teacher in-service training are especially promising improvements.
The Regional High School opening will end the problem of platooning, inadequate housing and limited offerings in areas of learning. It will open areas of growth to each student which our schools were not equipped or staffed to accomplish.
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The revision of our salary schedule should stabilize the teaching staffs within our schools. When we consider the fact that the teacher is the most important factor in successful learning, the gravity of teacher turnover, inadequate preparation and insecure teachers is realized.
Respectfully submitted,
FREDERICK N. SWEETSIR, M. D., Chair'n
MRS. VIRGINIA WEBSTER KENNETH FOWLE IRVING A. BLAKE CARL G. OLSON
MERRIMAC SCHOOL DEPARTMENT SCHOOL CALENDAR 1956 - 1957
1956
September 5 Wednesday Junior & Senior High Schools open
September 5, 6, 7 Wed., Thurs., Fri. Elementary Teachers' Workshop
September 10 Monday Elementary school opens
September 26 Wednesday Schools closed - Teachers' Convention
October 12 Friday Schools closed - Columbus Day
November 12 Monday
Schools closed - Veterans' Day observance
November 21 Wednesday
Schools close at end of school day for Thanksgiving holidays
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November 26 Monday Schools open
December 21 Friday Schools close for Christmas holidays 1957
January 2 Wednesday Schools open
February 15 Friday Schools close for winter vacation
February 25 Monday Schools open
April 19 Friday
Schools closed - Patriots' Day
& Good Friday
April 29 Monday
Schools closed - beginning of spring vacation
May 6 Monday Schools open
May 30 Thursday
Schools closed - Memorial Day
June 13 Thursday High School Graduation
June 20 Thursday All schools close
Elementary School days - 180 days
High School days - 183 days
NO SCHOOL SIGNAL
NO SCHOOL announcements will be made over Stations WBZ and WHAV after 7 o'clock in the morning.
6:30 A. M. 11-11-11 No school, All Grades 11:30 A. M. 11-11-11 No school, Grades 7 & 8
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SCHOOL CENSUS as of October 1, 1956
Boys
Girls
Total
From 5 to 7
62
69
131
From 7 to 16
248
233
481
310
302
612
Comparative Totals for 6 Year Period
1951
1952
1953
1954
1955
1956
From 5 to 7
102
73
141
120
116
131
From 7 to 16
403
415
419
447
504
481
505
488
560
567
620
612
1957 SCHOOL BUDGET MERRIMAC SCHOOL DEPARTMENT
1956
1957
Appro.
1956 Expended
GENERAL CONTROL
$
50.00
$ 67.15 School Committee Expenses $ 50.00
2,555.55
2,555.55
Supt. Schools Salary
2,722.22
733.32
722.32 Sec's Salary & Office Expense 1,000.00
400.00
429.93 Travel & Office Costs 300.00
Transportation & Expense (including out-of-state travel)
350.00
302.09 Law Enforcement 350.00
COST OF INSTRUCTION
$ 81,197.32
$ 83,357.38 Full-time teachers & subs $ 94,207.66
3,414.33
1,833.28 Part-time teachers
2,500.00
1,518.33 Textbooks
2,500.00
3,000.00
3,225.01 Supplies 3,000.00
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SCHOOL REPORT
COST OF OPERATION
$
5,500.00
$ 5,300.45
Janitors' Salaries
$ 5,500.00
2,600.00
2,572.99
Fuel
2,600.00
700.00
807.73
Janitorial Supplies
700.00
1,000.00
1,425.87
Maintenance
1,000.00
500.00
729.06
Athletics
500.00
400.00
150.61
Libraries
400.00
1,400.00
1,239.15
Health
1,400.00
9,500.00
9,493.73
Transportation
10,000.00
500.00
143.15
New Equipment
500.00
400.00
451.98
Telephone & all other
400.00
$116,700.52
$116,325.76
$127,129.88
$ 3,000.00
$ 3,444.30
Vocational trans. & tuition $ 4,500.00
REPORT OF THE ELEMENTARY SCHOOL PRINCIPAL
With the knowledge that the people of Merrimac are interested in its Elementary School and its philosophy, and with the assumption that you are familiar with our policy of intensive study of children as to their individual pro- gress, I wish to report on several topics that are important in furthering our ability to help each child's progress at his own rate and with the satisfaction that is rightly his.
TESTING PROGRAM
Of great necessity is a testing program which helps the school in the study of each child. Such a program keeps us from demanding too much or too little from the children while at the same time it strengthens the total educational effort in many other ways, such as evaluating our instruct- ional program. The greatest value to such a program is that it enables the teacher to teach a child at his level of comprehension, and to determine what quality of work we as a school should expect from the pupil. Comparison of results from various types of tests provide us with concrete
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evidence as to whether the pupil is making satisfactory progress and working up to his ability.
The first step in any adequate testing program is to determine by means of a readiness test a child's readiness for school work. Reading Readiness Tests are given to all beginners. Results from these tests help in the formation of first-year classes and in grouping the children according to their abilities and readiness for instruction in reading, since reading is the basic learning tool. The fact that children of the same age may not develop at the same rate mentally and emotionally can not be overemphasized. A child's dislike for school or the poor quality of his school work may often be traced to the fact that he entered school too soon, which often does a great deal more harm than good.
Group Intelligence Tests, or Mental Ability Tests, were given in grades 1 and 4, and this policy will be con- tinued. These tests are designed to give us an estimate of a child's mental ability. The results may also indicate the type and amount of work a child is able to do.
Achievement Tests, which are tests of knowledge, are given annually and serve several purposes. Results from these tests may reveal the need for additional instruction in some basic subject area. A study of an individual pupil's score aids the teacher in determining the pupil's strengths and weaknesses, thus aiding in providing the type of in- struction to increase his scholastic progress and mental de- velopment. A pupil's score also indicates his level of achievement in comparison with other children of similar age and grade level throughout the country.
A testing program provides administrators, teachers and parents with a measure of the effectiveness of the instructional program; provides the machinery for measur- ing the educational progress and mental growth of the pupils; and provides a yardstick for comparing a child's achievements with his aptitudes and abilities.
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SCHOOL REPORT
REPORTING PRACTICES
Another area of great importance to the school, the home and the pupil is that of an adequate and understand- able policy of marking the child and reporting it periodi- cally to the parents. Thus, during the past year, the teachers of the Elementary School made a study of the methods of reporting a child's progress and the develop- ment of a new report card. This study was discussed with several parents to obtain their reaction to the new report card and to the greatest change in reporting, which was the establishment of parent-teacher conferences as part of the first report. These conferences were scheduled by appointments and were held after school hours. Some teachers visited with the parents in their homes. These conferences were time-consuming but most rewarding for both parents and teachers, who became better acquainted with the child in both home and school situations. This meant a closer relationship between the two and resulted in a better understanding from which the child would benefit. We are proud to report that 87% of the parents attended these conferences.
We believe a child should be marked on his progress according to his or her own rate of ability, and also that the parents should receive a report on the child's habits and attitudes, thus enabling the school and home to work closely in developing his good characteristics. On our card this is reported under the topics of "Social Traits" and "Work and Study Habits".
Reading is given the greatest amount of attention. A pupil is marked on comprehension, use of skills to attack new words, and his ability to read independently. He is also marked on the level at which he is reading, which aids the parent in watching his continuous progress. This is a requirement in any well-planned reading course of study.
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The Language Arts, Social Studies, Science, Music, and Art are also marked.
Height and weight are recorded by the school nurse at the beginning and ending of the year to show a child's physical growth. The attendance record is also shown. Regular attendance is of utmost importance, because un- necessary absence and tardiness interfere with the pro- gress of a child's work.
When the card is sent home for the second and third marking periods, there is a space for the teacher to write a comment to the parents, as well as a space for the parent to reply.
The last topic on the card is the placement of the child for the next school year. This is marked after a com- plete study of the child has been made as to his progress in all areas during the school year.
Perhaps a quote from the front page of the report card would best tell the basic philosophy of our school. "We recognize two basic principles, (1)- that no two children are exactly alike, and (2)- that capabilities of a child should be considered in any evaluation of pupil pro- gress." Also, "Education of children is a mutual responsi- bility and can succeed only through the active and in- telligent cooperation of the home and the school".
IN-SERVICE TRAINING
A description of our teacher in-service training efforts during 1956 should be of interest. The reasons for the holding of such learning experiences is that new teachers must be oriented to teaching techniques and educational philosophy. Teachers with experience profit from re-ori- entation to newer techniques and reviewing the education- al needs of children. By study and re-orientation it is expected that the philosophy of education held by all the teachers in the school becomes uniform and understood.
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SCHOOL £ REPORT
We not only hope to take advantage of all the current information that is useful but also to prevent difficulties by foreseeing their probability.
The in-service program began with a fifteen week, two hour session one day a week during the winter and spring season.
The course was opened by Mr. Jakobek, who chose as. his topic, "Philosophies of Education and Educational Ob- jectives". This opened the door for the study of the sub- jects to follow.
Topics which proved of value to the growth of the school were: "Broader Concepts of Methods" and "Learn- ing and Instruction". - These dealt with the comparison and evaluation of past and present methods and their effects upon the pupil and his progress.
"The Arithmetic Program" - A review of the objectives and methods of each grade level.
"Testing and Evaluation". - The discussion and study of various types of tests and their uses which led directly to further study by a smaller group and to the reorganization of our testing program.
"Classroom Climate and Discipline". - A comparison of three types of classroom atmospheres, the effect of these upon the morale of each class, and the role of the teacher in creating a good classroom atmosphere.
"Reading and Phonics". - A reading consultant spent the entire day in our school visiting rooms, demonstrating teaching techniques and having small group conferences with teachers. At the class session she discussed the value and techniques of using phonics in the reading and spelling programs.
"The Elementary School Science Program". - On April 9th the teachers attended the Elementary Science Education Conference at the Museum of Science which was sponsored
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by the Massachusetts Department of Education. Group sessions were held for primary and intermediate teachers to study the building of a science program and the science activities at those levels.
A teacher's workshop was held during the week prior to the opening of school in September as part of the in- service training for teachers. The topic of study was "Reading". We were indeed fortunate to have Mrs. Dorothy Whiskeman, Educational Consultant from the Row, Peterson Company who publishes our basic reading series, as our leader during three sessions that week.
Another session during the workshop was lead by Dr. Mary O'Rourke, Senior Supervisor of Elementary Educat- ion from the Massachusetts Department of Education. Her topic was "Our State Curriculum Guide". The guide con- sists of an outline of all elementary school subjects accord- ing to grade levels, and the various ways of correlation among subjects. From time to time supplements of the latest educational research are made available to the towns and cities of the Commonwealth. Dr. O'Rourke also brought copies of many of the latest professional books for the teachers to examine.
Two other professional improvement techniques were started during the year of 1956. One valuable aid for teach- ers is a good professional library. We now have a library of over seventy volumes covering many subjects. The range and variety of subjects is shown by the titles of books such as "Youth, The Years From Ten to Sixteen" by Gezell, Ilg and Ames; "In Search of Self" by Jersild of Columbia University ; "Elementary School Objectives" by Kearney of the Russell Sage Foundation; "How To Teach Arithmetic" by Harry Grove Wheat; and "A Child Devel- opment Point of View" by James L. Hymes.
We also subscribe to magazines to keep abreast with the latest educational news and aids. Each teacher re-
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SCHOOL REPORT
ceives "The Massachusetts Teacher", "The National Education Association Journal", "The Science Teacher", "The Grade Teacher", "The Educational Digest" and the national and Massachusetts Parent-Teacher magazine are among those received.
Closely related to the in-service training course of our school is the monthly teachers' meeting. These meetings are not for administrative detail but specifically for dis- cussion of professional topics pertinent to the problems and continuous growth of our personnel and school.
To keep in close touch with the latest developments in education and for the fellowship of joining with others in the teaching profession, the administration and faculty have attended conferences during the school year. Conferences at which we have had a representation of one or more teachers are : The Essex County Teachers Associat- ion Convention, The New England Reading Conference, Conference on the Mentally Retarded Child, The Mass- achusetts Teachers Association and the National Educat- ion Conferences.
Professional study has been pursued by many mem- bers of the teaching staff during the past year. Courses taken were: Advanced Educational Psychology, Mental Hygiene for Teachers, Measurement of Intelligence, Methods For Teaching the Mentally Retarded, Teaching the Slow Learner in the Regular Classroom, and Methods of Teaching Physical Education in the Elementary School.
Our desire is to teach the "whole" child. We want the people of Merrimac to know that through continuous endeavor by the faculty and the administration in study of methods and techniques, we are striving to fulfill the re- quirements of our basic philosophy.
Respectfully submitted, HELEN R. DONAGHUE
Elementary School Principal
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REPORT OF THE MERRIMAC JUNIOR HIGH SCHOOL PRINCIPAL
I herewith submit my second annual report as Princi- pal of the Merrimac Junior High School.
Every phase of modern living has undergone a tremendous transformation in the few years just past. Industrial methods, agricultural techniques, recreation, transportation, medicine and home life are but a few of the many areas of our life that are feeling this change. Since all of these things change people and what people need and want, they are demanding changes in the field of public education.
The old method of presenting one set of experiences for every student in the class has proven entirely inade- quate and now in our Junior High School we are emphasiz- ing the fact that students are individuals with individual needs, desires, and interests and we are trying to present to each student the educational experiences that will be most helpful for that child. The material is presented on many levels so that each student is working at just the point where he needs help. We have introduced a guidance program in our school to make this effort even more effectual.
Another practice which is out of step with modern living is the artificial separation of subjects into small units. We hear educators talking about "broad-fields" and about the fusion of subjects and the correlation of materials. In the Junior High School this year we have gathered spelling, grammar, literature, and composition into "language arts". Geography and history have been rounded into a more comprehensive area known as "social studies". This has made it possible for us to lengthen our periods from 33 to 50 minutes since we have only five
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periods in place of the seven used previously. This has proved better in every way. We designate one of these periods as our activity period which has made possible the guidance program already mentioned and the exten- sion of a reading program into the Junior High School. Here also we placed art and physical education. These two subjects have a much more rounded program under the supervision of our own staff members. Music makes up the fifth weekly activity period under the able and inspiring leadership of our music supervisor, Mrs. Doris Currier. Our students are more and more learning by doing instead of by hearing. This is illustrated by every- thing from the school paper put out by the language classes, field trips taken in connection with course work, the Christmas concert given for the Womans' Society in December, to such things as our annual class trips and school dances.
The most definite need in our school and in public education in general is closer contact with the home. Here we have really struggled with the problem and have realized an inspiring level of success. The principal has personally undertaken a program of home visitations which has been of great value to the entire staff. We also introduced a series of grade-level parent conferences which has been very well received and well attended. We plan to hold four of these conferences for each grade. These conferences are led by the teachers and planned by parents and staff cooperatively. One outgrowth of these conferences has been a committee to study and revise our system of grading and reporting to parents.
The high point of our year, academically, was our graduation. Sixty-one graduates, the largest Junior High School class yet to graduate in Merrimac, were inspired by the message of Dr. John Copp, professor at Boston Univer- sity School of Theology. Most of these students are now attending High School. Five of the boys, after a thorough
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testing program, were accepted and began work at Haver- hill Trade School this fall.
The success or failure of all we are trying to do is directly dependent upon the effectiveness of our staff. Striving to increase this effectiveness, we have held teacher's conferences within our own school to study our particular problems, we have taken outside courses, and I have attended three important conferences to bring back help to my staff and through them, to their students. These were the Massachusetts Secondary School Principal's Conference in Framingham, The Junior High School Principal's Conference in Marblehead, and the New Eng- land Reading Association Conference in Lynn.
Two new members have joined our family, Mr. John Whitcraft of Newton, N. H., who began teaching on Feb. 1, 1956 in the mathematics department, and Miss Mary E. Murphy of Somerset, Mass. who began teaching this fall in the social studies field. The harmonious cooperation and the keen interest of my staff have been largely respon- sible for the educational advancement and improvements realized in my school this year.
All of us on the staff of the Junior High School sin- cerely appreciate the help we have had in our work. Every ship must have a Captain. Our Superintendent, Mr. Jakobek, has helped us chart and keep our course through very important decisions and problems. Our School Com- mittee has given us strength through constant cooperation and backing. The Parent-Teacher Association gave very concrete help by making it possible for me to attend as their delegate their annual fall conference in Pittsfield, and our parents have rallied around us with unusual en- thusiasm to provide encouragement, inspiration, and actual assistance in our work. The theme of the fall conference of the P. T. A. was "Uniting for Action". It is with the united action of the home, school and the community that our schools improve and our sons and daughters are able
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to become better students, better citizens, and better individuals. "Let us not fail them".
CORNELIA E. WOLFE
Junior High School Principal
REPORT OF THE HIGH SCHOOL PRINCIPAL
Mr. John C. Jakobek Superintendent of Schools Merrimac, Mass.
Dear Mr. Jakobek:
I submit the following annual report as Principal of Merrimac High School. The emphasis is on the extension of the high school guidance program and its expected out- come.
The two major aspects on which the program is based are group GUIDANCE and TESTING.
A period has been set aside each week for the pur- pose of group guidance. Each member of the faculty presents material prepared by the Science Research As- sociation, along with other related materials, to assigned groups. Topics for discussion include such areas as, college preparation, occupational opportunities, family re- lationship, etc. Discussion is encouraged in these classes with the aim towards solving common problems on an exchange basis.
Any guidance program should be based on sound testing. It is necessary to establish areas of weaknesses and strengths both in abilities and interests in order to guide pupils in proper directions. The testing program which has been undertaken is based on two tests: Kuder Preference Test, and SRA Mental Abilities Test.
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