USA > Massachusetts > Essex County > Merrimac > Town Annual Report of the Officers of the Town of Merrimac 1958 > Part 8
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9
Students formerly taking generally four and in some cases five offerings; are here generally taking six and even
41
TOWN OF MERRIMAC
more offerings. They are involved in more area's of study than ever before. For the first time, many are required to become involved in science, math, social studies, art, music, industrial arts, home economics, organized physical educa- tion. Others are enriching their education by the election of some of the above to supplement the basic subjects they, ordinarily study.
We have no specifically designated courses of study such as a college course, scientific course, commercial course, etc. We feel that there are basic concepts in any course which students need regardless of whether they plan to go directly to work or to further education. There are, many times, superior students who, for example, might elect so- called "soft courses" merely to get a good mark and/or to improve his or her class standing. This process defeats the real purpose of education. Weaim to try to challenge each student regardless of his destination after high school. Furthermore, we shall try to avoid the situation whereby capable students waste their talents by taking the wrong courses. We hope to seek them out, challenge them to their best efforts and, if possible, help them to further their education. We shall do our best to stop this waste of our most precious natural resource - the human being.
Students are grouped according to their ability as measured by the results of standardized tests, achievement grades, and teacher ratings. Each student has the oppor- tunity to progress as fast and as far as he is willing and able. Each student works with others of about equal ability and development. Such changes in groups as are necessary are now being made and will continue to be made consistent with sound educational practice. Our aim is to provide an atmosphere that will encourage' the maximum development of each individual.
An example of grouping and curriculum development may be provided by a look at our English area. Students
42
SCHOOL REPORT
are grouped in this area based not only on the items listed above but also upon their reading development. We have three groups with which to work. The program in each group progresses from the point of development of the student as we find him in his entering grade to the point. of development we are able to achieve with him grade by grade until the end of grade twelve. Materials and methods vary with the composition and development of each group.
A developmental reading program has been estab- lished within the English department and is a part of their program. For those in need of special or extra help in reading, we have a specially trained teacher who works with those students referred by other teachers. This teacher also assists other teachers in their problems with reluctant or retarded readers. Special materials are avail- able to aid us in this project.
All our departments are striving for an arrangement of logical and purposeful development of learning experi- ences in each course of study in order to prevent wasteful duplication of effort and to develop sequential order in learning material that will be meaningful and challenging.
It is also our aim to provide a program of enrich- ment and acceleration for those pupils who are willing and capable of profiting from such work. This program would call for more intensive work in the areas of English and Social Studies as well as Math and Science. There may well be some students who, because of this program, will be allowed to enter college with a higher standing than that customarily given entering Freshmen. This can be definitely put into effect at the beginning of the next. school year.
MARKING SYSTEM
We have developed a five letter scale of grading which we feel provides a broader base upon which to
43
TOWN OF MERRIMAC
report the progress of each student. This gives a more accurate picture of the growth of the student. Quality points are designated for each letter grade. These points are used to determine the average grade and the relative academic standing of each student. We believe that a grade should be earned by the student. We do not sub- scribe to the philosophy of giving something for nothing.
Warnings are sent through the mail to parents of those pupils who are in danger of a failing grade. Parents are then asked to sign the notice and return it to the school. It is our hope that interested parents will come, not only to talk about mutual problems, but also, to observe at first hand some of the practices in effect at the school.
ACTIVITIES
Student activities are now beginning to get into operation on a full scale. Student councils have been founded both in the Junior High and in the Senior High. The Dramatics club has started work upon a play to be given in the early spring. School colors of green and white were selected by the student body. The Senior class has begun work on the Yearbook. The Senior and Junior classes have selected a class ring. Many other projects are in the making. Much is yet to be done and careful thought is being placed upon each development.
An activity period will be placed within the school day once or twice per week in order to provide a definite time for some of these clubs to meet. With the fairly long school day and the fact that the great majority of our students travel by school bus, it is necessary to provide this time within the school day in order to ensure the widest possible participation by the student body. These activities are an integral part of school life and do much to foster school spirit, school interest, and practice in democratic participation as well as leadership opportun- ities. Athletic teams will, of necessity, practice and play
44
SCHOOL REPORT
after regular school hours. The following are some of the activities in operation now or will be in operation before the end of this school year. Girls Basketball, Boys Basket- ball, Dramatics, Glee Club, Instrumental Music, Boys Baseball, Girls Softball. These are provided on both Junior and Senior High levels. Next year we plan to add Football and Field Hockey. Intramurals will be provided in the area of basketball, especially.
MORALE
Many loyalties, friendships, habits and ties were subjected to a rather severe test when the student body enrolled at this school. On the whole, the adjustment has been good. Juniors and Seniors particularly have felt the stress and tensions involved in this transfer. Some have accepted the change and are eager to help build a new school community; some have accepted the change pas- sively and are willing to go along with the leaders; some have actively resisted the change and because they are somewhat confused in their emotions and thinking, will require a longer period with which to become adjusted to the change. In general, the older students take longer to become a real part of "the team", than do the younger ones. Parents can do much to help their children become adjusted to this new situation. By regarding the school as an integral part of the community and by constructively working to help the school, parents can reap a higher return on their investment in the school.
The morale of the student body at the present time is encouraging. As students become identified with the school though activities, athletics and academic growth, this force will weld the entire group into a strong, cohesive and dynamic force of which we shall all be proud.
DISCIPLINE
The school subscribes to the philosophy of developing individual responsibility and fostering self-discipline in
45
TOWN OF MERRIMAC
each student. The student body as a group is given as much freedom as they can use judiciously. With freedom goes responsibility. One can hardly direct others until one first can purposefully direct himself. Youth need and desire guided direction and assistance in developing behavioral goals. The undisciplined youth is unhappy and unproductive and often in trouble. We hold each student responsible and accountable for his own actions. He can expect credit when credit is due; and correction and/or punishment when needed.
GUIDANCE
The Guidance Department, under the leadership of Mr. Robert J. Collier, and with the cooperation of the faculty, has done an outstanding job, not only in setting this vital aspect of school in motion, but also in assisting students and parents in matters of vocational and collegiate placement and choice, curriculum changes and problems involving school life.
GENERAL ITEMS
The Cafeteria serves a choice of two hot meals each day. These meals are attractive and nourishing. All Junior High students are required to eat lunch unless excused by the nurse because of illness.
Most departmental offerings are being enthusiastically received by the student body. The faculty of this school is a dedicated group of professional teachers. They are working mightily in their efforts to provide a sound education for your children. Unfortunately, there is no room here to describe all the work being done by the faculty and students. I should like to publicly state, how- ever, that I am pleased with the results to date. I think we can safely predict that the future will show how effec- tively their work is done.
I have worked with your school committee and Super- intendent since the first of April. I have found your school
46
SCHOOL REPORT
committee to be conscientious and dedicated to the task of providing the best possible education for our youth. Your Superintendent has demonstrated high qualities of construction, criticism, leadership and dedication to his job.
Respectfully submitted, PAUL H. FARRIS, Principal
1958 - 1959 PENTUCKET REGIONAL HIGH SCHOOL SCHOOL CALENDAR
September 2 - 5 Teachers' Workshop
September 8 Monday School opens
October 13 Monday School closed - Columbus Day
November 11 Tuesday School closed - Veterans' Day
School closes at end of school November 26 Wednesday
day for Thanksgiving holiday
December 1 Monday School opens
December 19 Friday School closes for Christmas holidays 1959
January 5 Monday School opens
February 20 Friday School closes for winter vacation
March 2 Monday School opens
March 27 Friday School closed - Good Friday
April 17 Friday School closes for Spring vacation
April 27 Monday School opens
June 24 Wednesday School closes
183 days - 38 weeks
PROGRAM OF STUDY Grades 7 and 8
All pupils in the seventh and eighth grades have the same studies; variations in place of electives come within the subject matter and teaching methods employed by the teacher. The various subjects need to meet the individual abilities, interests and needs of the pupils.
47
TOWN OF MERRIMAC
Grade 7
Grade 8
Required
Periods
Required
Periods
English
5
English
5.
Mathematics
5
Mathematics 5
Social Studies
5
Social Studies 5
Science
5
Science
5
Physical Education
2
Physical Education 2
Industrial Arts or Home Arts 2
Industrial Arts or Home Arts 2
Art
2
Art
2
Music
2
Music
2
Group Guidance
1 Group Guidance 1
Character Education
1
Character Education 1
PROGRAM OF STUDIES Required
9th
10th
English
5 English 5
Phys. Education
2
Phys. Education 2
Civics
4 Biology
5
Algebra I or General Math. 4
Core Course
3
Variables
Home Economics I
4 Home Economics II
4
Latin I
4
General Math. II
4
French I
4
Latin II
4
Mech. Drawing I
3
French I or II
4
Art I
4
Spanish I
4
Related Arts I
4
Typing I
4
Glee Club
2
Related Arts I
4
Music Appreciation
4
*Industrial Arts II
4
Band
2
(1) World History
4
*Industrial Arts I
4
Personal Typing
3
Remedial Reading
4
Art II
4
General Science
4 Speech I
4
Or any 9th grade elective
(1) Includes Economic Geography
*Includes Household Mechanics
Geometry
4
German I
4
General Business
4
48
SCHOOL REPORT
PROGRAM OF STUDIES Required
11th
12th
English
5 English 5
Phys. Education
U. S. History
4 Cont. Civilization 4
Core Course 3
Variables
Home Economics III
4 Home Economics IV 8
Family Living
4 Family Living 4
Algebra II
4 Solid Geom. - Trig. 4
Latin III
4 French III
4
French I, II, III
4
Spanish II
4
Spanish I, II
4 German II 4
German II
4 Shorthand II
4
Shorthand I
4
Typing I, II
4
Typing I, II
4
Bookkeeping
4
Related Arts II
4
*Industrial Arts IV
8
*Industrial Arts III
4
Physics or Chemistry 5
Speech II
4
Office Practice 4
1 Salesmanship 4
Physics or Chem.
5
** Applied Science
4
Business Law and
Business Geography
4
Dramatics
4
Bookkeeping
4
-
Or any 9th, 10th grade elective
*Includes Household Mechanics
** Terminative course for students not going to college
Or any 9th, 10th or 11th grade elective
*** On-the-road training after school hours
*Driver Education
2 Phys. Education 2
49
TOWN OF MERRIMAC
GUIDANCE REPORT PENTUCKET REGIONAL SCHOOL
The educational philosophy upon which the cur- riculum of this school is based calls for a strong guidance program. This guidance program involves itself in the areas of educational choice, vocational choice, and per- sonal adjustment. To take full advantage of our curricu- lum, the youth need professional advice under the supervision of a guidance director Such a program is being effected as completely and as rapidly as is possible.
Students need help and a guiding hand if they are to select areas of study which will fit their abilities and their interests. Any educational system is, among other things, a sorting out process. One of its most important goals is to identify and guide able students and to challenge each student to develop his capacities to the utmost.
There is overwhelming evidence of a determination on the part of the American people that the sorting-out process be carried out mercifully and generously, rather than ruthlessly, rigidly or mechanically. But it has some- times seemed that rather than admit differences in talent - or at least taking responsibility for assessing it - we prefer to accept mediocrity.
Used with a sound understanding of their strengths and limitations, present testing procedures can contribute significantly to a program of talent indentification. When large numbers are involved, tests may uncover talent that would otherwise go unnoticed. And even when large numbers are not involved, a particular youngster's aptitude may be such as to defy easy diagnosis and may escape the attention of all but the keenest of teachers.
A few basic considerations with respect to tests must be understood.
50
SCHOOL REPORT
First, tests are most effective in measuring academic aptitude and achievement. There are certain other kinds of aptitude and achievement that they can measure, but with less assurance. And there are many kinds of talent that must go unmeasured because no adequate measuring instruments exist: In short, the tests are effective on a limited front. Decisions based on test scores must be made with the awareness of the imponderables in human behavior. We cannot measure the rare qualities of character that are a necessary ingredient of great perform- ance. We cannot measure aspiration or purpose. We cannot measure courage, vitality or determination.
Second, no single test should become a basis for important decisions. A series of scores obtained over the years enables teachers to achieve a reliable perspective on the young person's aptitudes, and minimizes the possibility of false diagnosis.
Third, test scores are one kind of data to be placed alongside other kinds of data. The test score is not to be worshipped as a datum so decisive that it alone can be used to settle an individual's fate ; it is a highly useful addition to other data but should not replace them. Unfortunately, the most powerful influence making for excessive depend- ence on scores is the willingness of adults to evade their responsibility for complex and difficult decisions concern- ing the child. The test score should be regarded as an aid in making - not a device for evading - such decisions.
The identification of talent is no more than the first step. It should be only part of a strong guidance program. The word "guidance" has a variety of meanings; we use it here to mean advice concerning the young person's educational problems and the most appropriate course of study for him. It cannot be emphasized too strongly that such guidance is essential to the success of our system.
51
TOWN OF MERRIMAC
The objective of all educational guidance should be to stimulate the individual to make the most of his poten- tialities. Within the framework of concern for all, guidance should give particular attention to able students as well as those not so able.
The general academic capacity of students should be at least tentatively identified by the eight grade as the result of repeated testing and classroom performance in the elementary grades. An adequate guidance system would insure that each student would then be enrolled in the type of program that will develop, to the full, the gifts which he possesses.
Some information concerning the testing program in effect is contained below:
The Iowa Tests of Educational Development were administered to all the High School students. The results of the tests were given to all students, who in turn took the test data home for their parents. The test data is used extensively by the Administration, Faculty and Guidance Department to help each student make his educational plans more intelligently.
These tests form a basis of evaluation covering nine important aspects of fundamental educational develop- ment.
One test is designed to measure the pupil's general knowledge and understanding of contemporary social institutions and practices.
Another test measures the pupil's general knowledge and understanding of scientific terms and principles of common, natural phenomena and industrial applications and the place of Science in modern civilization.
A third test is a reliable indication of the student's mastery of some of the basic requirements in correct and effective writing.
52
SCHOOL REPORT
Another test measures a pupil's performance in the area of mathematics.
A fifth test measures a student's ability to interpret and evaluate representative reading selections in the social studies area.
A sixth test measures the student's ability to interpret and evaluate representative reading selections from the natural sciences or used in the natural sciences.
A seventh test measures the understanding that High School pupils may be expected to derive from the reading of literary materials.
Another test measures directly a specific ability of major importance in reading - the ability to recognize the meaning of words commonly found in reading.
The ninth test measures a student's ability to utilize important sources of information available to him.
Along with this, there is a standard composite score which gives us an accurate measure of the general level of the pupil's educational development. These tests, further- more, provide us with the following:
1. A quick survey of a student's scholastic back- ground and the extent at which his scholastic abilities have already developed.
2. An objective guide for identifying the gifted and those who should go to college.
3. A quick inventory of the strength and weakness of our students so that instruction may be indi- vidualized most effectively.
4. A more dependable and objective basis for the evaluation of the entire educational offering of our schools.
Most college preparatory Juniors and Seniors have taken the Scholarship Qualifying Test this past fall and they are also taking the Scholastic Aptitude test this Spring. In addition, many will participate in the Merit
53
TOWN OF MERRIMAC
Scholarship Qualifying Test as well as in other achieve- ment tests to be given this school year. The Scholarship Qualifying Test and the National Merit Scholarship Test place students in contention for scholarship aid. Although they may not be among the finalists, they are still in contention for some of these scholarships, as well as scholarships given by individual colleges. Furthermore, these results, when made known to the students and parents, are valuable in predicting success in college as well as in pointing out strengths and weaknesses in the areas tested. They also give students excellent training in taking examinations under some pressure. The Scholas- tic Aptitude tests administered not only near the end of the Junior year, but also in the first semester of the Senior year, provide the student, the school and the college with valuable information concerning the probability of success of the student with regard to college work, as well as the development of the student in the areas tested.
The Haverhill Employment Division administered the ' General Aptitude Battery to all Seniors this past fall. This Battery measures the general aptitude of the student in such areas as clerical aptitudes, manipulative skills, finger dexterity, reasoning and form perception. The results of these tests are made known to the students and to the school and are of help in many areas. The Employment service uses these in advising graduates with regard to types of occupations for which they are suited. The Employment Division also provides assistance in plac- ing these graduates in various jobs.
The Freshmen will be given the Kuder Preference Record. This instrument measures five areas of relation- ship for helping us to determine, for example, whether or not the student prefers working with others, working alone and working under social pressures and in areas of
54
SCHOOL REPORT
conflict. The vocational aspect of this instrument helps the pupil identify various occupational interests, for example, outdoor activities, scientific interests, mathemat- ical interests, social work, literary work, etc.
Juniors will be given the Strong Vocational Inventory which helps to discover the extent at which a person's interests tend to follow in line with those who are already employed in these areas.
The Lorge-Thorndike Intelligence Tests will be used at the eighth grade level as one instrument to group the students and predict their probable success in various subject fields. The results of intelligence tests from the elementary schools will also be useful when the student is programmed in the secondary schools.
The Stanford Achievement tests now administered in our elementary schools will be given to all seventh and eighth grade students. These tests measure the achieve- ment and growth of students in the areas of English, Read- ing, Mathematics, Spelling, Science, Social Sudies, etc. . . They are used as one measure of predicting possible aptitudes and abilities for the study of, for example, higher mathematics and foreign languages.
An intregal part of guidance work which is most vital to its success is that of counselling. Individual counselling is designed to meet each student's educational, vocational and emotional needs. It is advisable to interview most students twice a year, plus one meeting to complete his High School academic program. The ideal counseling set-up is to be able to sit down with each eighth grader and discuss his plans with him and complete a four-year program. Each year this program would be re-evaluated and possible changes made, but the student would have the opportunity to make plans and discuss them with pro- fessional counsellors.
55
TOWN OF MERRIMAC
Parents who wish to discuss the educational plans, academic problems, etc. of their children, may call FOrest 3-5507 and make an appointment to come to the Guidance office on Monday nights. Parents may also come any time after 3:00 P. M. A call to reserve the time would be greatly appreciated by the Guidance Director.
One of the main features of our guidance program is located in the area of our group guidance classes. You will note from the program of studies that students in in Grade 7, 8, 9 and 12 are required to participate in these classes. This program was set up purposefully in this manner believing that at these levels particularly, students have great need of guidance. Below is a brief description. of the group guidance program.
The seventh and eighth grade group guidance classes; meet once a week and are taught by the Junior High School teachers, under the supervision of the Guidance Director. This requires after-school organizational meet- ings with the Junior High school teachers throughout the school year.
The main objectives of the seventh and eighth grade group guidance classes are :
1. To assist the students to discover and understand their interests, abilities and aptitudes.
2. To show the students the relationship between these abilities, interests and aptitudes and occu- pational choice.
3. To help students realize that individuals differ.
4. To develop a better understanding of each student's strengths and weaknesses.
56
SCHOOL REPORT
Some of the areas and topics discussed in the seventh and eighth grades are as follows:
1. Individual differences (physical, mental and emotional).
2. The problems of failure in school.
3. Home - school teamwork for safe living.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.