USA > Massachusetts > Essex County > Merrimac > Town Annual Report of the Officers of the Town of Merrimac 1958 > Part 7
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Soc. Studies & Guid.
B. S. Ed. Bridgewater Teachers College
Industrial Arts
Charles H. Russell
B. S. University of N. H.
24
SCHOOL REPORT
REPORT OF THE PENTUCKET REGIONAL SCHOOL COMMITTEE 1958
To the Selectmen and the People of Groveland, Merrimac and West Newbury:
This Committee submits its annual report for the year 1958. After many years of striving for an adequate secon- dary plant, the citizens of this region have completed and occupied an educational plant which will stand as a symbol of farsightedness and constructive community cooperation. The building speaks for itself as a soundly planned and erected structure. Your many favorable comments have given this Committee the encouragement to carry out its duties and obligations in spite of the tedious and time-consuming nature of its responsibilities.
On September 8, 1958 the Pentucket Regional Junior- Senior High School opened with 558 students and a few days later the enrollment stood at 664 students. A staff of 35 earnest, energetic teachers were on hand to carry on a program which the residents of this region had approved.
AMERICAN EDUCATION
Public education has always been an area of con- troversy. Originally there was a battle over whether we were to have free, tax-supported schools. Later the battle raged over who was to attend these schools. Presently we are engaged in a struggle of what is to be taught and how schools are to be supported.
Concepts of what is to be taught depend upon what one believes that education should do. For example, the classicists believe that there is a radical dichotomy be- tween the physical and spiritual realm; the mind, being a part of the spiritual realm, is the only part of man to be developed. And since these people further believe that
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TOWN OF MERRIMAC
man is every where and always the same, education should be the same for everyone, everywhere.
The classicist chooses to ignore the fact that universal education as carried on in America cannot be coped with under this type of education. These theorists ignore the fact that every man differs in his capacity to learn. Those incapable of meeting the most vigorous academic stand- ards would be dropped from the school rolls.
THIS WE BELIEVE
(1) The Public School program is determined by the desires of the community and society. Our system of education is dependent upon the will of the people. Although Education is, by law, a State function entrusted to local school committees, its decisions and conclusions are responsive to the will of the people both on a state and local level.
The main areas of instruction are prescribed as mandatory on a State level. Our schools teach American history and civics, local history and government, English and related areas, as well as many other subjects. In addition to the more or less accepted courses of instruction, there are others which are dictated not by educators but by public pressures.
Sharply rising accident rates among teen-age drivers led to legislation nearly requiring driver-education in the high school. The development of industrial production led to vocational training, often in spite of rather vigorous opposition by educators. Wide-spread awareness of the evils of tobacco, alcohol and narcotics led to legislation for instruction in these areas. Homemaking courses were added in response to public demand to meet changing social conditions. Each social aberration causes pressures for additional changes.
Additional compulsory areas of instruction are added from time to time which are not widely known to the gen-
26
SCHOOL REPORT
eral public. To cite but two instances, we mention Chap- ter 71, Section 46 which deals with instruction for the mentally retarded, and Chapter 71, Section 46A which deals with the instruction of physically handicapped children. This Committee is not judging the soundness of this legislation but uses it as examples of school pro- grams prescribed by our society.
We restate our position. There is nothing in the school curriculum which was not placed there by the' demands of the community and/or the State. Having placed the responsibility for developing each child to his utmost in the hands of the public schools, the people must have the courage to support the schools.
(2) All pupils cannot be expected to achieve at the same rate or to the same degree in every learning area. Although as parents we can readily recognize differences in learning rates as well as weight, height, strength and ability in our own children, public criticism has often stemmed from a lack of understanding of this fact. We know that all children do not run with the same speed, throw a ball for distance or accuracy equally well, or jump a given distance. We know that children of a given age vary in capacity to do school work, also. In any type of school work we can mention, children of any given age vary just as much in academic capacity as in tests of strength and endurance.
We believe that "equality" in our political vocabulary never meant that men were equal in all respects. We believe fundamentally that all men are equally worthy of our care and concern, equal in the enjoyment of certain political, civil and legal rights, and equal in the concept of equality of opportunity, a concept which recognizes differ- ences in endowment and motivation and character.
Our school policy has been established so that every pupil has an individualized program in the high school
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TOWN OF MERRIMAC
grades. High individual performance is designed to en- courage excellence, distinguished attainment, spur in- dividuality. We encourage excellence which embraces many kinds of achievement. We recognize it as abstract intellectual activity, in art, in music, in craftsmanship, in technical work as well as in human relations.
We note, too, that excellence in performance is not the result of native capacity alone but can be a product of motivation and character. We add, finally, that recogniz- ing differences in talent is not to be construed as judge- ments in terms of human worth.
(3) How one learns is important as well as what one learns. The attitude of the learner toward learning ultimately determines the usefulness of what is learned. Learning, knowledge, concepts, have meaning within the interests and purposes of the learner. There is no ques- tion but the most exciting learning takes place when the learner discovers something himself.
Confusion has existed in the minds of some regarding educational practices. The memorization of arithmetic tables may have been useful for some pupils, and this is still carried on when necessary, but when a student dis- covers that three times four equals twelve, the result is more lasting. In addition, a skill, concept and apprecia- tion may be gained. Being told the answer never has the same meaning.
In science we not only learn the end results of certain activities, but the nature of scientific proof as well as an attitude. Understanding grows out of experience and does not "spring to its feet" when the teacher lays her assigning hand on it.
(4) School subjects are not ends in themselves, but rather means to the end of producing enlightened and competent citizens.
The school attempts to help pupils learn, but the
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SCHOOL REPORT
selection of what the pupil is to learn always is an issue. The school attempts to help young people to be useful citizens, not just to learn something. There is nothing inherently desirable in subject matter as such except that it may assist the pupil in life by intelligent citizenship, knowledge or values; or possibly motivating him to con- tinue his own self-development.
A free people must identify, nurture and wisely use the talents of its citizens. In fact, at least in part, on the ability to solve this problem may rest the fate of this free nation. Furthermore, there is a direct and vital relation- ship between the talents and abilities of educated people on the one hand and the prosperity of our economy and the success of our nation on the other.
In retrospect this Committee agrees with the Conant Report on Secondary Education and the Rockefeller Re- port-The Pursuit of Excellence in Education-that there is a priority of values in educational practice especially as related to pupils of considerable academic ability.
In addition to general education for all, -four years of English, three in Social Studies, one in Science and one in Mathematics, - the academically talented should have additional courses in science, languages, mathematics and social studies.
(5) Education is a process and not a condition.
The goals of the school represent directions for per- sonal development that are continuous throughout life. One can't give a child a test at the end of the 12th grade and find out whether he is educated.
Education is a process, not a state or condition. Learning never stops; it is continuous throughout life. The adult aged 30 has quite a different conception of democ- racy than he had when he was 15 or will have when he is 50. Meanings should steadily become fuller and richer with the years. Interests should broaden and deepen.
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Values are subject to change with experience. The school is always seeking to encourage this kind of con- tinuing development.
For this specific purpose the school establishes goals at the farthest edge of the grasp and does so with delib- erate intent. It then provides learners with opportunities for personal growth toward these goals which, when extended into adult life, will produce the "enlightened" citizen. In an extreme sense these general goals of edu- cation are unattainable, for no one can hope to realize them to the full. No child or adult ever learns to read perfectly or even as well as he might, nor does he ever achieve the limit in quantitative understanding and skill. Failure to grasp this conception of education and of educational goals can only lead to a misconception of the program of the modern school.
(6) Subjection to reasonable authority is a neces- sary basis for individual freedom. Freedom without authority usually develops into license. Much of the juvenile delinquency that is so widely publicized is a natural and inevitable result of a decline in the respect and acceptance of constituted authority in the school and home.
Although the goal of any home or school is to develop in children self-discipline and moral responsibility, we know that children and adolescents cannot begin by dis- ciplining themselves any more than puppies, kittens or colts can. Students need our help. They need the pro- tective authority of rules and regulations as well as a chance to develop responsibility. They need the guidance of adults as well as sympathy. They are too young to be considered adults and too old to be considered children at the Regional School level.
In too many classrooms the educational advantages of the great majority are being jeopardized because the
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SCHOOL REPORT
teacher is required to use too much time in begging and cajoling some one child who does not respond to the influ- ence of moral integrity, or who finds it impossible to re- spond to the more desirable and positive disciplinary technics that are effective with the vast majority of pupils.
BUDGET FOR 1959
This Committee has adopted a budget of $458,160.33 for 1959. The expenditures in this budget represent in terms of dollars and cents the educational program for the coming year. The Regional School budget is adopted as a single unit but it can be practically divided into two sections: amortization and operation. Amortization in- cludes the payment of the principal and interest on the bond issues required to construct and equip the school. Operational expense is devoted to the maintenance of the building and the operation of the building including teacher salaries, textbooks, fuel, light, etc.
This Committee through your requests and demands has offered to your children an educational program of prime importance to the welfare of your children. Although we realize that fiscal and educational policies and purposes are interwoven, we submit that your stated or implied desires are being carried out. The educational expenditures for 1959 have been determined with extreme caution in respect to the rapidly rising general economy. A brief explanation of the large general areas within the budget follows.
General control applies to the expenses incurred in the administration of the school plant. Salaries for the superintendent of schools and his secretary, the Account-
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TOWN OF MERRIMAC
ant-Treasurer's salaries and general expenditures are found here. The largest expenditure-superintendent's salary- is not impressive in light of the educational leader- ship of a staff of over thirty-five professional people and many others, the selective expenditure of $288,000.00 in operating expenses and the educational welfare of be- tween 650-750 pupils.
Expenses of Instruction include the salaries of all the instructional staff members. A teacher and instruct- ional techniques are crucial in any educational program. A competent trained staff has been provided which must be retained and augmented to provide the type of educa- tion so vital today.
Instructional Expenses provide the tools for learning. The Regional School has a strong program wherein learn- ing can and does take place. Proper materials for differen- tiated learning and levels of instruction are being provided. An educational system cannot constantly be tardily and grudgingly patched to meet the needs of the moment. The people have indicated that they want and need a good education, although there are some who may never have been quite prepared to face the costs.
Operation of School Plant includes the necessary utilities involved in any occupied building, plus the cost of custodial services. An investment as great as that of the Regional School and used by over 700 individuals daily requires maintenance and care.
Auxiliary Agencies at the Regional School involve the library, late transportation from the Regional School and health services, all either required by law or by sound educational practice.
Debt Service and Non-Classified items of the budget are self-explanatory as shown in the budget proper on another page.
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ANNUAL REPORT
EDUCATIONAL EXPENDITURES
This Committee has given the matter of educational expenditures careful scrutiny. Your program of education. is soundly based on psychological and practical principles. It needs your support, financial, moral and intellectual. The educational program for which you have worked and. voted to uphold cannot endure under a policy of sentimen -- talism that turns away from the facts to feed on vague platitudes professing every type of support except finan- cial.
CITIZENS
$0
Education
PAYS the IBEST DIVIDENDS
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TOWN OF MERRIMAC
This Committee submits that one narrow view of education-that educational systems are of concern only to parents with children- is unwise. The basic strength of America lies with the average citizen who must continue to make wise choices and be economically productive. Everyone must recognize that the preservation of our democratic society rests upon a people educated to the utmost of their abilities. In the past the importance of education has sometimes been underestimated and even today there are men who dangerously underestimate the full implications of education.
We must keep in mind that unlike money spent for consumer goods, that spent for education yields a return which, over a period of years, quite exceeds the original investment. Because the education of people is a perish- able asset, the full effects are not evident until some years later. Direct results of good schools may not be noticed immediately, but it cannot be denied that the results of poor schools will become noticeable over a period of time.
A quotation from the Rockerfeller Report on Educa- tion will close this topic- "It will not be enough to meet the problem (financing education) grudgingly with a little more money. The nation's need for good education is immediate; and good education is expensive. That is a fact which the American people have never been quite prepared to face. At stake is nothing less than our nation- al greatness and our aspirations for the dignity of the in- dividual. If the public is not prepared for this, then responsible educators, business leaders, political leaders, unions and civic organizations must join in a national campaign to prepare them."
SCHOOL COMMITTEE DUTIES
Your Regional School Committee has operated as the building committee as well as carrying on the duties customarily vested in School Committees. During 1958 there were twelve regular monthly meetings and eleven
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SCHOOL REPORT
special meetings of this Committee. We have carried out the dictates of the region in the best interests of the people and the students. The tasks of this Committee have been compounded somewhat by some who put the no-shift automobile ahead of the two-shift school. We believe, however, that education in its broadest sense unlocks the door of the future and gives people tools with- out which the "pursuit of happiness" becomes a farce. It is our cherished hope to teach our young people to relish the rarest of all gifts, intellectual capacity.
The duties of this School Committee, as for School Committees in general, are largely of a policy-making nature. The School Committee within the statutory limits of the Commonwealth and the will of the community pre- pares the general provisions relating to education. It is the duty of the school administrators to carry out the poli- cies as prescribed by this Committee.
Since the public schools belong to the people, the credit for the fine educational plant, the exceptionally sound educational program and the superior staff of pro- fessional employees belongs to all the people.
REGIONAL SCHOOL COMMITTEE MEMBERSHIP
The Regional School Committee is composed of the the three members of the Groveland and West Newbury School Committees, and the Merrimac School Committee, now composed of five members, elects three of its members to the Regional Committee. During 1958 the Groveland members were as follows, with their terms of service:
Dr. Douglas V. Crook Mr. Harold A. Bilodeau Mr. Sydney O'Neill
West Newbury members during 1958:
Miss Louise E. Mills
Mrs. Ruth Moore
Mr. Leo A. Soucy
Chairman to April 1 Resigned May 31 Term began June 1 Resigned Feb. 28
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TOWN OF MERRIMAC
Mr. Allan P. Jarvis Term began March 1 Mr. T. Tait Bender Merrimac members during 1958 Mr. Kenneth G. Fowle Chairman April 1 on Mr. Carl G. Olson
Mr. Irving Blake Term expired March 31 Dr. Frederick N. Sweetsir, Term began April 1 The Treasurer's report and the 1959 budget will be found on the following pages.
KENNETH G. FOWLE, Chairman
DOUGLAS V. CROOK
HAROLD A. BILODEAU
SYDNEY O'NEILL
RUTH MOORE
ALLEN P. JARVIS
T. TAIT BENDER
CARL G. OLSON
FREDERICK N. SWEETSIR
PENTUCKET REGIONAL SCHOOL BUDGET 1959
GENERAL CONTROL:
School Committee Expense $ 200.00
Superintendent's Salary
5,000.00
Treasurer's Salary
700.00
Treasurer's Expense
150.00
Accountant's Salary
600.00
Accountant's Expense
50.00
Secretarial Services
3,100.00
Supervisor of Attendance
250.00
Postage, Office Supplies, Printing 500.00
Telephone 150.00
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SCHOOL REPORT
Travel (including out-of-state) 300.00
Other Expenses 600.00
GENERAL CONTROL $ 11,600.00
EXPENSES OF INSTRUCTION :
Salaries :
Administrators
$ 14,541.67
Administrative & Instructional
Travel 775.00
Teachers
174,100.00
Substitutes
1,500.00
In-Service Education
300.00
Association Memberships
100.00
Instructional Expenses :
Clerical 4,800.00
Postage, Forms, Printing
and Supplies
600.00
Textbooks
7,908.00
General Supplies
5,341.00
Specific Supplies:
Homemaking
500.00
Science
650.00
Guidance
550.00
Physical Education
600.00
Industrial Arts
700.00
Driver Education
315.00
Audio-Visual Aids
800.00
Art
300.00
Music
300.00
INSTRUCTION $214,680.67
OPERATION OF SCHOOL PLANT:
Janitorial Salaries
$ 19,866.66
Telephone Service
600.00
2,200.00
Janitorial Supplies Fuel Water, Gas, Electricity
8,000.00
9,000.00
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TOWN OF MERRIMAC
Insurance,
Workmen's Compensation 600.00
Building Insurance 3,500.00
OPERATION
$ 43,76.6.66
MAINTENANCE OF SCHOOL PLANT:
Upkeep of Grounds $ 1,200.00
Lawn Mowing 1,000.00
Snow Removal
600.00
Upkeep of Track
200.00
Other (Unclassified)
300.00
MAINTENANCE $
3,300.00
AUXILIARY AGENCIES:
Library
$ 850.00
Extra Transportation (late buses)
2,100.00
Health :
School Physician
1,000.00
School Nurse
2,500.00
Travel, Nurse
100.00
Supplies
300.00
AUXILIARY AGENCIES $ 6,850.00
DEBT SERVICE:
Interest on Bonds
$ 69,785.00
Payment on Principal
100,000.00
DEBT SERVICE $169,785.00
NON-CLASSIFIED (Miscellaneous) :
Athletics $ 7,178.00
School Lunch Program
1,000.00
NON-CLASSIFIED $ 8,178.00
TOTAL $458,160.33 APPROVED December 1, 1958 PENTUCKET REGIONAL SCHOOL COMMITTEE
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SCHOOL REPORT
PENTUCKET REGIONAL SCHOOL DISTRICT
Cost Assessment according to the Regional Agreement For The Year 1959
Total Budget (voted December 1, 1958) $458,160.33
Amortization $169.785.00
Operation
288,375.00
CALCULATIONS
Amortization ... $169,785.00 Operation $288,375.33
Less: Estimated
Receipts $62,712.50
Transfer from
Available
Funds
62,287.50
125,000.00
To Be Raised
$ 44,785.00
PERCENTAGES OF ASSESSMENT
Enrollment per town 10/1/58
% of Total Enrollment
PLUS % of Equalized Evaluation
1/2 of Total of Preceding Columns == % of 1959 Operating Costs 34.2988
GROVELAND
244
37.2519
31.3456
MERRIMAC
249
38.0153
39.7264
38.8708
WEST NEWBURY
162
24.7328
28.9280
26.8304
655
CALCULATIONS OF ASSESSMENT
Amortization
Operating Costs (% of $288,375.33)
GROVELAND
$44,785.00 x 31.3456 or $14,038.13 34.2988 or $ 98,909.28
MERRIMAC
$44,785.00 x 39.7264 or $17,791.47 38.8708 or $112,093.80
WEST NEWBURY
$44,785.00 x 28.9280 or $12,955.40 26.8304 or $ 77,372.25
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TOWN OF MERRIMAC
TOTAL ASSESSMENT BY TOWNS
Groveland
Merrimac $ 17,791.47
West Newbury $ 12,955.40
Amortization
Operating Costs
$ 14,038.13 98,909.28
112,093.80
77,372.25
Total
$112,947.41
$129,885.27
$ 90,327.65
REPORT OF THE PRINCIPAL PENTUCKET REGIONAL SCHOOL
The Pentucket Regional Junior-Senior High School opened its doors to students for the first time on September 8, 1958. All six classes were held on that first day of school. Prior to this first day, the faculty had met for four days the previous week. During this time, intensive work was done in preparation for the opening of school. This faculty, composed of both experienced and untried per- sonnel, brought together in a new and most challenging situation, has shown its ability and dedication as members of the teaching profession.
The school is organized on the 2 - 4 plan. The Junior High comprises the 2 years of the 2 - 4 plan. The students in grades 7 and 8 have separate classes and a separate curriculum. They have a separate lunch schedule; sepa- rate activities; separate athletics; and on occasion sepa- rate assembly programs. A copy of each curriculum is included at the end of this report.
The faculty and I have found this building to be well- planned, well-equipped, and well-suited for the purposes of education. It is also safe and quite free from any hazards, especially fire. Although there are some minor things yet to be done, we are proud of our association with this school.
This school is dedicated to the proposition that all
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SCHOOL REPORT
youth should have an equal opportunity to acquire an education geared to their needs and abilities. This build- ing is concrete evidence that the communities involved in this project endorse this view. This school was built upon studies made in the past and with the hopes and aspira- tions of the present and future in mind. The past and the present are important as foundation stones upon which to build a better future. The community that learns from the past and that plans for the future will grow materially and culturally. The community that lives in the past, history tells us, tends to remain in the past.
The youth of today are the leaders of tomorrow. Education has a responsibility to help train and develop these future leaders. The home and the school must be in the same camp working together. The school cannot and will not replace the home and assume the duties and. responsibilities that rightfully belong to the parents. CURRICULUM
Today's citizens and tomorrow's adults need a broad- ly based education with depth in some areas. These needs are based upon several factors; a predicted shorter work week with its resultant more leisure time; larger and more equalized income due to several factors not the least of which is more and better educated citizens; more travel than ever before both outside as well as inside our country ; a more complex civilization, world centered, requiring more flexible and better educated minds and bodies.
The curriculum is designed to develop programs tai- lored in so far as possible to the needs and abilities of each student. Certain courses are required of all students. Other courses are selected by the students under the supervision of the guidance department, teachers, and parents.
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