USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1951-1955 > Part 20
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The Committee would like to acknowledge the splendid cooperation of the teaching staff and the untiring efforts of the Superintendent to establish and maintain a good school system. We are grateful to the townspeople for their support. Some would undertake more than we have done; others feel we are extending ourselves too far.
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EDUCATION AND RECREATION
Actually we are trying to establish a sound school pro- gram, which will enable our children to compete success- fully and live happily in the years to come.
Respectfully submitted,
LINCOLN SCHOOL COMMITTEE MALCOLM L. DONALDSON, Chairman (MRS.) LUCY E. BYGRAVE ERNEST P. NEUMANN
Report of the Superintendent of Schools
It is a pleasure to submit my fifth annual report for the Lincoln Public Schools, the sixty-second in the series of Superintendent's annual reports. The format follows that pattern established last year in which subject and activity areas are reported as separate departments.
In Retrospect
Organization and Personnel-Judging from the ques- tions and comments heard from time to time it is alarm- ing to conclude that familiarity with local school organiza- tion, program, and personnel is so limited. This report seeks to set forth a few facts as simply as possible.
Looking back over the past half decade or so we see numerous changes in organization and personnel. These may be ascribed to the impact of community growth and the emerging role of twentieth century education. Em- phasis placed on the individual learner has required an expansion in extent and variety of activities designed to promote growth. Special areas of the curriculum have been given particular attention. These have resulted in the appointment of full time personnel and the necessary
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budgeting provisions enabling the development of the subject. This applies especially to music, art, shop, physical education, and remediation, with due attention to accelerated as well as latent learners.
Reorganization is in order when it helps to solve a temporary problem or meets the needs of a class or grade. For example, the departmental plan was intro- duced and extended to the sixth grade for several reasons. Not the least of these reasons was to minimize the number of preparations required of the straight-grade teacher. The plan provides more time and continuous contact with a subject, thus enabling the instructor to develop a wider range of activities and projects designed to challenge pupils at all levels in a given class.
When it became apparent last year that one first grade was showing unsatisfactory achievement in reading, the normal homeroom division of the grade was altered. Learning to read was given particular attention by making it possible for one teacher to be released from the usual grade activities, in order to concentrate on the reading needs of each child. As mentioned in my report for last year, this plan brought excellent results.
A few years ago music classes were divided on the basis of sex rather than age, grade, or ability level due .to complications arising from teacher-pupil maladjust- ment. At the present time these classes are organized in mixed groups by grade levels.
Staff membership has grown from 11 in 1943 to 22 this year. Enrollment figures may be found elsewhere in this report. However, their significance may justify repeti- tion of the fact that elementary pupil enrollment has increased from 259 in 1947 to as many as 461, at one time, in late 1952.
Mere figures, however, leave a lot to the imagination. For example, while the staff has been doubled in number during the past ten years, the percentage rate of teacher turnover has fluctuated from sixteen to eighty-two, as the following table shows,
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EDUCATION AND RECREATION
TEACHER TURNOVER
1942 1943
1944 1945 1946 1947 1948 1949
1950
1961
1952
80%
70%
60%
50%
40%
30%
20%
10%
Under the subject of Testing and Remediation will be found the results of achievement testing. In spite of the special attention that has been given the current seventh grade, the general achievement is somewhat below grade level, hence, there is reason for our continued concern. Psychological testing has revealed that this class is not unlike the usual run of classes in our schools. Test results show the group to be above average. Unchallenged con- clusions may not be drawn from the results of a testing program since there are so many other factors which influence those results. Nevertheless, it is interesting to note that at the time of highest incidence of teacher turnover this class was in the primary grades. The median incidence was fifty per cent. Staff turnover does not occur in an isolated way. How serious may be the effect generally, in addition to the effect on a particular class, is debatable. It does manifest itself in the concern of parents for particular class assignments, as evidenced by the frequency with which this subject has been the basis for a school visit or other form of communication. Such concern is readily understandable, though it is not
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SCHOOL COMMITTEE
likely to be as serious as, at first glance, it appears. There are certain commitants of maturity. One of these is the ability to summon apparently non-registered knowledges and undeveloped abilities. This is borne out in the recorded achievement of our Grade 10 students in Weston High School. There may be some doubt as to the effectiveness of the Lincoln elementary school pro- gram, but Table II indicates that these fears are not too well founded.
TABLE II
WISTOE BIGE SCHOOL GRADE LO POPILS' SCORES OF TESTS 1-8. (ine). ) OF THE IOWA TESTS OF GENERAL EDUCATIONAL DEVELOPMENT (Given Sept. 1951)
Percentiles of Individual Scores:
-
New England Schools National
50=13.0
16.4
18.9
Lincoln Pupils
75
Weston Pupils 98
N.D.
5
10
50
90 95
8
7
0
5
4
7
F
9 10 11
12 13
14 15
16 17
18 19
20
21 22 23
24 25 26
Scores on tests 1-8 of Iowa Tests of Educational Development
Graph by CKC 1-52 Copied by AJM 1-53
land Schools 50 percentile was at 12.7 while the national Table II discloses that the class average in New Eng-
Weston Ave. Lincoln Ave.
2.5
90
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EDUCATION AND RECREATION
scores percentile was at 13.0. Weston Grade 10 average percentile was 3.4 above the national scores and 3.7 above New England scores. The Lincoln Grade 10 pupils in Weston (7 cases, scoring 18.9) was 2.5 better than Wes- ton; 5.9 better than the national average and 6.2 better than the New England average. Only one Lincoln pupil was at or near the Weston average; all others were above. Again, let us remember that these data prove nothing; however, certain inferences may be drawn.
More of such comparative statistics need to be collected as they relate to all of our high school students, but even these have certain implications.
Plant and Operation-Five years ago the two building's, Center and South Schools, kept one custodian busy due to the distance between them and their respective needs. South School consisted of two nice, large, fairly well- lighted classrooms. Heating was by an oil-burning boiler. The grounds needed improvement and they still need it. The major problem was toilet facilities, aggravated by water lines that had become so filled over the years: that water barely managed to seep through.
We have used South School; moved out and loaned it to the Lincoln Nursery School, Inc .; moved back and plan to move out again very soon. This pattern of recent years appears to have established itself and may be repeated in the near future. Three years ago the water lines were replaced. This improved the toilet conditions .. However, it is likely that South School will be called on again and again in the next decade while the problems of providing adequate high school education and meeting the challenges of the Town's "growing pains" are being considered. In view of this conclusion it appears prudent to renovate as and when needed, avoiding postponements ..
Center School is an unusually well constructed building. Despite a limited maintenance program over the years since 1908, this building is in remarkably good condition. Five years ago all eight classrooms (counting the small, long, and narrow former library room) were in constant
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SCHOOL COMMITTEE
use. Even so, conditions were such as to require screen partitioning of the two rooms at South Schohol in order to use them as four classrooms. The heating system consisted of steam heat supplied by two coal burning, hand-stoked boilers. Very rarely were they in use simult- · aneously. Lighting was good as school lighting went at that time; classrooms were in the process of being brightened through the application of paint with higher light-reflecting qualities; the toilet facilities were un- satisfactory.
To date, the rooms have been repainted. Toilet facilities have been improved, though they need further attention. A No. 2 oil-burning boiler has been installed. This has aided materially in the effort to maintain a more uniform building temperature. All classroom floors of wood have been sanded, sealed, and waxed. Two classrooms have linoleum or tile floor coverings and two classrooms, the office and the former library room have cold cathode light- ing thereby improving this factor between one hundred and two hundred per cent.
During this five-year period the New School came into existence with its kindergarten, six classrooms, shop, music, teachers' room, health unit, and office space. At this writing, the addition to the new building nears com- pletion, and occupancy appears probable about February 2, 1953. Our plant facilties will then consist of twenty classrooms, a kindergarten, a general purpose room at Center, offices, a health unit, teachers' rooms, music, shop, lunchroom, and a combined auditorium-gymnasium. South School, with two classrooms, will remain in a stand-by status. Our outside play areas will be quite adequate.
During this same period our program has been aug- mented by addition to staff and equipment. To those things mentioned in the foregoing paragraphs may be added :
Tape Recorder
2 Film Strip projectors
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EDUCATION AND RECREATION
Film Strip Library Bioscope Microscope Reading accelerator
Extension of shop opportunities as far as grade four
Providing a course in Human Relations
Development of the rhythm and instrumental phases of the music program
Remediation and testing
Emphasis of physical education
High School Visiting Day for eighth graders
Completed initial stages and first printing of a local course of study
Personnel-The following teachers resigned at the close of the 1951-52 school year : Martha H. Booth, Music ; Eleanor F. Sullivan, Grade V; Ruthjane Robitaille, Grade III; Judith C. Weaver (second semester), Grade II. Of these, two left with their husbands who had received appointments out of state, one for personal reasons, and one to assume family responsibilities.
New appointments included Elizabeth B. Fenno, Grade IV; Nancy J. Heaton, Grade III; Prudence Morey, Grade V; Jane R. Owen, Kindergarten; Spero Pappas, Science; Jean C. Scott, Music and Robert B. Patch, Principal and Math. Four of these were replacements, two were addi- tions to staff, and one made it possible to assign a teacher to full time work in physical education, sports, and recrea- tion.
The Years Ahead
Two tasks now face the Town. One, painful as it may be to admit, is an "adult education program" covering three areas: (1) Understanding of the organization, cur- riculum, and administration of the local educational plan, in all of its aspects; (2) Re-educating or re-training adults in terms of services and the costs thereof which
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SCHOOL COMMITTEE
will determine the extent of restrictions that may be required as the schools expand and budgets increase; (3) An awareness of all that constitutes the emerging role of public education as it affects the political, relig- ious, economic, and social aspects of our culture. The last is essential in order that freedom-loving people may make intelligent choices in the selection of those desirable developments being borne along in the stream of educa- tional and social science research.
Much of this may be accomplished through the pro- gram of the Lincoln School Association begun in the fall. The outcomes of this study, an inquiry into the status of the curriculum of the elementary schools, may point toward further courses of action which may aid material- ly in solving this problem. In this connection, studies performed by this organization, the League of Women Voters, and other delegated groups should have consider- able impact on this problem and on the task mentioned in the following paragraphs.
The second major task is to provide adequate high school education for the young people of Lincoln. This is a job to be done in the immediate future. It will re- quire conscientious, intelligent, cooperative effort on the part of local individuals, committees, and larger groups. it will succeed only to the extent that calculated risks may be defined from data provided by us and those who would launch such an enterprise with us.
Based on experience and familiarity with the plans which have unfolded in recent years in neighboring com- munities, it would appear desirable to effect a coalition with some one or more towns very soon. Without going into statistical analysis as a basis for the proposal it appears to the writer that there are sufficient common factors existing between ours and one neighboring com- munity to warrant overtures intended to result in a prac- tical regional high school plan. A quick projection of the current enrollment will disclose that our high school population may exceed 200 by 1958. Such a figure con- tains no allowance for drop-outs occurring prior to grade
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EDUCATION AND RECREATION
nine (which amount to nearly 20 per cent) or increased enrollments, which, as they affect total enrollment figures, amount to about 23 per cent. It should be recalled that all recent predictions of future enrollments have been underestimated by from three to five years. Interestingly enough, the Report of the John H. Pierce Park Commit- tee, submitted to the Town in 1931, estimated a total school population of 546 in 1950 which is within two of our total for 1952- a good nineteen-year guess. An enrollment of 200 pupils would be equivalent to one-half of the enrollment considered necessary to warrant a high school. If our present growth continues, and every indica- tion is that it will exceed the current rate, our facilities in the process of completion will have to be expended by the early 1960's, assuming that South School had relieved the bulge sometime earlier. It is conceivable that an adequate high school plant would be constructed such that, in the initial stages of its occupancy, there would be extra classroom space. Such space might be utilized by our own upper grades, creating a 6-6 plan thus giving some relief locally. At such time as the high school en- rollment would require the extra classrooms, we should have provided for our local needs and the organization would shift from the K-6-6 to a K-6-3-3 or to that K-8-4 plan under which we now function.
Tapering off of school expenditures may be expected to the extent that the following factors permit:
1. Broadening and enriching the curriculum, especially developing the manual arts, home arts, physical education, and health programs.
2. Wider community use of the plant facilities at the expense of the school budget.
3. Needs for additional staff personnel determined by program expansion.
4. Revision of transportation policies.
5. State regulations as they affect teachers' minimum salaries and the enforcement of currently existing permissive legislation, particularly as it relates to health and safety.
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SCHOOL COMMITTEE
6. Rising tuition rates at neighboring high schools.
7. A functional plan for maintenance (renovations, repairs, and replacements) which was introduced in the 1952 Budget.
As the economy stabilizes, school costs should tend to level off, since the fundamental requirements will have been met and improvements generally may be expected without a disproportionate increase in cost. Elsewhere in this report comparative data will indicate that the Town is getting a high return on its per pupil cost when it is recalled that our children compete most favorably with other pupils in the high schools of their choice. (See Table III.)
Transportation is no small factor in the increasing cost of our public schools. Even so, it may be a very small price to pay when one considers the safety of the children being transported versus the threatening hazards to children afoot on our numerous, narrow, winding streets. To provide safety for a sudden increase in the foot traffic could require alarming increases in other Town budgets ; namely, the police and highway departments.
In closing, I should like to express my appreciation to the entire staff, the secretaries, the custodians, the school nurse, the local clergy, and the various departments of the Town for their cooperation which has had its effect on the success of the past year. More specifically, I want to thank those staff members, friends, committees, and other groups who have gone beyond the obligations of mere membership or organization status in their efforts to insure the success of the local educational program. Finally, I would express my appreciation to the School Committee, individually and severally, for its friendly, cooperative help and guidance during the year.
Respectfully submitted,
ANDREW J. MANGES, Superintendent of Schools.
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EDUCATION AND RECREATION
Report of the Principal --- New School
To the Superintendent of Schools:
Four months of activity are hardly enough to gain familiarity with the program and procedures in effect. It has, however, been sufficient to gain considerable respect for the quality of education in the Lincoln Schools.
In our effort. to train the whole child, a second set of 3 R's is taking its place alongside the traditional Reading, 'Riting, and 'Rithmetic. This second set has been listed as including Responsibilities, Rights, and Relationships with other people. In our homeroom organizations, Safe- ty Patrol, Student Council, student-run convocation pro- grams, and what might be classed as extracurricular ac- tivities, we are attempting to provide opportunities actual- ly to practice these newer 3 R's. Pupils, especially in the Junior High Grades, are capable and desirous of taking an active part in the running of their school. Only by having opportunities to practice democratic living in their school can our pupils learn that citizenship with social concern which they will use in later life.
The number and quality of our convocations have been limited by the lack of facilities in the Music Room. We look forward to the time when the facilities of the addi- tion will be available for our use. As we become familiar with the facilities our convocations will become a more valuable part of our educational program.
With the addition of grade 4 to the New School, a total of 220 pupils will be housed in one plant. Without making any allowance for pupils new to the Lincoln system, we can look forward to 245 pupils in Septmber, 1953.
Certainly, the task of providing the best possible educa- tional program for so many pupils will require the con- tinued best efforts of our splendid faculty. As we look for-
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SCHOOL COMMITTEE
ward to the challenge of the new year, may I take this op- portunity to express my thanks to the staff and pupils for their excellent cooperation.
Respectfully submitted,
R. B. PATCH
Report of the Principal --- Center School
To the Superintendent of Schools:
Each year a new group of beginners comes to enroll in the schools which the Town provides for them. They come gaily, confidently, happily, shyly, and longingly into this new world to which they have looked forward. We are duty bound to provide for them the best start in school that is possible.
"Well begun is half done" is an old adage which is never more true than when applied to the education of children. I recall reading this somewhere and feel that it is the theme to which the staff at Center has become dedicated. One major stride was made toward this end by the return of a greater number of Center teachers than we had heretofore experienced in my short term in Lincoln. Progress and growth toward any end can be achieved only by continuity of purpose and endeavor. The type of continuity necessary in education demands a permanence in ideas which can be gained through a well- knit staff, orientated and acquainted with the objectives and attitudes which the parents in Lincoln expect their children to attain in their schools.
In the school year 1951-52 a program in reading for the second grade was put into effect which was aimed at negating a deficiency in that area which was brought to our attention through the achievement testing of the previous school year. This plan was explained in the 1951 Town Report in the Superintendent's Annual Report. The program is not in effect this year since the objective
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EDUCATION AND RECREATION
was reached - chiefly to give the children (that 2nd grade in particular) a good start in school. That the program was a success was borne out by our testing in the spring of 1952.
With the return of familiar faces, 1952 saw the start of regularly scheduled holiday programs at Center School with the responsibility for them shared by the teacher and the program taking place at the Town House.
A safety patrol was inaugurated in 1952 with added inspiration from the Town's Chief of Police. January, 1953, will see the installation of a new safety patrol made up entirely of third grade children.
Visual aids have been introduced quite extensively in the form of film strips. A complete library has been pro- vided covering many areas and subjects for grades I-VIII. The new year will see the addition of many more film strips. The use of the motion pictures in the classroom will assume its place again in our program.
Respectfully submitted, LOUIS J. SAPIENZA
Art
To the Superintendent of Schools:
Some of our general aims in our art program through- out grades 1-8 for 1952 were: to encourage free expres- sion realistically and imaginatively by reliving past ex- periences, reading stories and listening to music; to enable the individual to be creative by giving individual help and a variety of media for expression; to encourage the individual to develop the ability to work with his hands; to encourage group participation for social de- velopment; and to realize the importance of art in our daily life as a means of communication and as a means of enriching ourselves and our community.
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SCHOOL COMMITTEE
In that part of our program where we have encouraged individual and group work, results have been very re- warding. To cite some instances, we can remember this years fifth grade executing more stained glass windows to enhance the entrance of our new school, or the com- bined efforts of the seventh and eighth graders in paint- ing all the scenery for the "Gondoliers."
But we should not forget the many opportunities we have had to work together in the lower grades too. In grade 3, the children saw marvelous results in their efforts as a class working on the Nativity scene for Christmas. There was also, in this one project, opportunity to work with their hands in constructing figures from clay and construction paper, to learn to paint on clay, and to develop the ability to understand depth, contrast, and composition.
In grades 1-3 the children were given more freedom to express themselves, and though there was direction in teaching a new medium or a phase of art, no formal adult standards were imposed on them. Then they were given such media as crayons, poster paint, clay, papier maché, construction paper, finger paint, yarn, and buttons to enable them to try different means of expression.
There was added emphasis in grades 4-5-6 on keeping the individual free to express himself, for now it became apparent that as the child was maturing and becoming more aware of his inability to create realistically, he was losing confidence in his work. Individual assistance was more necessary, and group work in figure and animal drawing renewed some confidence in the individual's ability to draw. More media - such as charcoal, pastel, frescol, watercolors, stick and potato printing - were introduced for further encouragement in self-expression.
Wood blocks and linoleum block printing and stenciling were successfully used in the seventh and eighth grades where the children were able to understand and execute more difficult media.
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EDUCATION AND RECREATION
Other projects, including advanced study in design and color, and art appreciation in the form of reports and slide lectures, were also carried out at this level.
Our art exhibit in April evidenced a fulfillment of our aims and objectives. Although many of the projects could not be exhibited due to insufficient space, those on view to the public showed the children successfully using various media in self-expression, and proved to us the importance of art in our daily life as a means of comuni- cation and as a means of enriching ourselves and our community.
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