USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1960-1962 > Part 25
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If the present rate of school growth continues, a further addition will be needed by 1965. Some may question why we build so often instead of constructing fewer larger additions. If an addition is to cost about $1,000,000, there are no construction economies to be effected by building more. If a much larger addition is built, there would be classrooms unused for some years, which is clearly uneconomical, and if the school enroll- ment does not grow as predicted, as happened this year, we could be saddled with paying for school rooms not needed for a decade.
The teaching staff continues to grow with the student body. Last year eight new teachers were added to make a total school staff of 52. Because the student body was not as large as expected this year, we need to add only three new teachers in the fall of 1962 in spite of the fact that 115 new students are anticipated.
The calibre of the administrative and teaching staff remains high. The reputation of our school as a first rate educational institution, with its objective clearly set on "education" rather than on "educational publicity", is growing and as a result we are attracting good appli- cants for the teaching positions to be filled.
The head of our history department, Mr. Paul Mitchell, is back with us after a year's leave of absence to study on a John Hay Fellowship at the University of Chicago. The head of our English department, Mr. Frank Heys, Jr. , is on leave this year and is studying at Harvard University on a John Hay Fellowship. This past summer, the princi- pal, Dr. Leslie M. Tourville, and the acting head of the history department, Mr. Henry Zabierek, studied for four weeks on John Hay Fellowships at Bennington College and Williams College respectively. These four awards for
148
SCHOOLS, LIBRARY AND RECREATION
advanced study attest to the quality of our school staff which places the Lincoln-Sudbury Regional High School first in the country for actual number of fellowship awards received.
The question of "football" at the high school is being studied along with the whole physical education program. From the beginning of the Regional High School, our policy has been to regard the primary duty of each teacher to be that of teaching and not part-time coaching. This pre- sents us with the special problem of providing adequate faculty for the after school sports program. This prob- lem has not yet been resolved but must be resolved before the interscholastic and intramural sports programs can be considered satisfactory.
The joint special committee appointed by the Lincoln, Sudbury, and Regional District School Committees to study further possible regionalization has submitted its report and a condensed version will be published by the school committees in the near future. Further regionalization is not recommended at the present time.
In view of the rapid growth of the student body, it is expected that the high school will have reached a 1500 pupil capacity by 1970. At that time a new building will be needed with appropriate athletic fields. The present regional school property is not adequate beyond the 1500 capacity unless additional flat, dry land is acquired. To examine this whole question now is important since open land is available which can be purchased. A special sub- committee consisting of Mr. Warren R. Dwyer, Chairman, Mr. David L. Garrison, Mr. John C. Haartz, Jr., and Mr. Christo- pher W. Hurd of Lincoln, and Mrs. David O. Ives, Secretary, Mr. Joseph E. Brown, Mrs. James R. Reese, and Mr. William E. Downing of Sudbury, was appointed and on the basis of their findings, we are recommending the appropriate land purchases.
149
REGIONAL SCHOOL
THE LINCOLN-SUDBURY REGIONAL SCHOOL DISTRICT
Treasurer's Report December 31, 1961
Total Cash Balance, January 1, 1961
$
399,463.10
District Fund
Cash balance, January 1, 1961
$ 389,247.22
Receipts :
Lincoln Assessment
Sudbury Assessment
$ 200,619.00 442,300.00
State reimbursement
Planning reimbursement
53,577.87
Building construction Transportation
54,901.68
*Miscellaneous income
9,353.88
U. S. Treasury Bills
696,584.96
Transfer from PL 874
10,000.00
1,530,476.40 $1,919,723.62
Disbursements :
Operating expense
$ 527,881.35
Debt Service - interest
62,390.00
- principal
125,000.00
Building Construction No. 1
2,753.44
Building Construction No. 2
605,979.35
U. S. Treasury Bills
348,637.51
Transfer assessment revenue to outlay
6,776.00
1,679,417.65
Cash Balance, December 31, 1961
$ 240,305.97
*Miscellaneous Income:
Tuition
$2,911.25
Vending machines
101.81
Use of building
119.00
Telephone commission
73.88
Interest - U. S. Treasury Bills
3,415.04
Mass. withholding
tax - Employer's compensation
45.20
Industrial arts
268.00
Books
42.50
Towel fees
2,096.00
Transportation
260.25
Other
20.95
$9,353.88
Used for Building
Construction #2
3,415.04
$5,938.84
63,139.01
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SCHOOLS, LIBRARY AND RECREATION
Federal Reimbursement Fund, P.L. 874
Cash Balance, January 1, 1961 Receipts
$ 7,760.48 11,796.00 $ 19,556.48
Disbursements $
15.05
Transfer to District Fund
( Building Construction) 10,000.00 10,015.05
Cash Balance, December 31, 1961
$
9,541.43
Federal Reimbursement Fund, P.L. 864
Cash Balance, January 1, 1961
$ 1,041.18
Receipts
742.95
$ 1,784.13
Disbursements
325.40
Cash Balance, December 31, 1961
$ 1,458.73
Outlay
Cash Balance, January 1, 1961
$
Receipts (from assessment revenue)
6,776.00
$ 6,776.00
Disbursements
6,776.00
Cash Balance, December 31, 1961
$
Cafeteria Fund
Cash Balance, January 1, 1961
$ 1,284.35
Receipts
29,854.90
$ 31,139.25
Disbursements
30,855.83
Cash Balance, December 31, 1961
$ 283.42
Athletic Fund
Cash Balance, January 1, 1961
$ 129.87
Receipts
980.59
$ 1,110.46
Disbursements
1,100.55
Cash Balance, December 31, 1961
$ 9.91
Fund for Advancement of Education (Ford Foundation)
Cash Balance, January 1, 1961
$
500.00
Disbursements
500.00
Receipts
$ 500.00
Cash Balance, December 31, 1961
$
151
REGIONAL SCHOOL
Adult Education Fund
Cash Balance, January 1, 1961 Receipts
$
1,079.34
$ 1,079.34
Disbursements
818.92
Cash Balance, December 31, 1961
$ 260.42
Total Cash Balance, December 31, 1961
$ 251,859.88
BALANCE SHEET December 31, 1961
Assets
Cash
$
251,859.88
Total Assets
$ 251,859.88
Liabilities and Reserves
Appropriation balances :
$
Non-Revenue (Building Construction No. 2)
105,164.85
Commonwealth of Massachusetts
Construction cost
63,139.01
Transportation
54,901.68
Federal Reimbursement, P. L. 874
9,541.43
Federal Reimbursement, P. L. 864
1,458.73
Surplus Revenue
17,100.43
Revolving Funds :
Cafeteria
283.42
Athletic
9.91
Adult Education
260.42
Total Liabilities and Reserves
$ 251,859.88
Outstanding Debt
2.20% School Bonds payable $5,000 May 1, 1962- $
1975, inclusive 70,000.00
2. 40% School Bonds payable $20,000, Nov. 1, 1962-
1974, inclusive 260,000.00
2.40% School Bonds payable $50,000, Nov. 1, 1962-
1975, inclusive 700,000.00
3.70% School Bonds payable $50,000, May 1, 1962- 1980, inclusive
950,000.00
$1,980,000.00
George B. Flint, Treasurer
152
SCHOOLS, LIBRARY AND RECREATION
SUPERINTENDENT OF SCHOOLS
C. Newton Heath
To the School Committee:
In this, the sixth Annual Report of the Superintendent of Schools, phases of our program will be reviewed.
There were sixteen new members employed for teaching assignments, eight of these were for new positions and the remainder were for staff replacements. Our merit salary policy combined with a high degree of professional - ism among our staff members is gaining for us a reputation as being an attractive system in which to teach.
During the past summer we continued our staff workshop program as a means of developing new instructional materi- als and courses. Members of the English staff developed teaching materials for use with the overhead projector, wrote a vocabulary development text "Vantage Verbal", re- vised the Scramble Book in Punctuation, wrote a new course syllabus for speech classes, and developed large group
lectures. In mathematics, in addition to vu-graph materi- als, tapes of lectures were developed for large group in-
struction. Staff members of the history department created a syllabus for the honors section of United States History. These curriculum improvement programs, coupled with the reorganization of the industrial arts department, the physical education facilities, and science department new teaching areas, accounted for 1160 man hours of summer work time by our teaching staff.
Instructional methods as well as subject matter are being restudied and new areas developed in modern school systems throughout the country. The education we re- ceived during our youth will no longer suffice for our children. If they are to compete in a democratic society they must be developed to the maximum of their individual abilities. The formulation of new content courses and new methods are of prime importance if we are to fulfill our educational objectives. This cannot be done during the regular teaching year. Additional staff time during the summer months must be provided for this important work.
Dr. Leslie M. Tourville, Principal of the Regional High School, reports on the following:
153
REGIONAL SCHOOL
"The enrollment in September of 1961 turned out to be 725 students with almost no movement of new high school students into the towns. Our enrollment had been planned for a school population of 850. As a result, our student- teacher ratio was smaller than planned. £
This has been corrected by the reduction of staff to be hired in the spring of 1962.
A check of the schools around us, such as Framingham, Concord-Carlisle, Weston, and Wellesley, indicates that our student-teacher ratio will again be comparable. This check also disclosed that all schools have an occasional class which is unusually small - 3 to 6 students - as well as a few that are larger than desira-
ble. The same pattern has, and probably will continue to hold true at our high school despite our best efforts to schedule students of comparable achievement into groups of 18 to 22 for science and 20 to 25 for the other academic subjects. Special areas such as Industrial Arts and Business Training do not usually have classes as large as those mentioned above either for reasons of safety or be- cause of the number of students electing a particular sub- ject. Again, this is not an uncommon pattern and in the area of business training this ratio should improve as the school enrollment increases.
"The new space and facilities added to the school plant include six English classrooms, four well equipped science laboratories, a library, a large-group lecture room, three departmental offices, a mechanical drawing room, a driver education room, a woodworking shop, and a smaller metal- working shop. Space in the gymnasium was increased by one-third, and additional shower and locker facilities were added in both the boys' and the girls' areas. A certain amount of work was done to expand and to improve the playing fields including the installation of drainage tiles and ditches. Additional equipment was purchased for the various areas and departments mentioned above, but with certain cut-backs having to be made in both equipment and facilities. The business department moved to new quarters consisting of four rooms and an office. They will remain here until the next building phase at which time they will move into a permanent area.
"The addition of the new teaching areas to the school building has permitted improvements in several aspects of the curriculum. Large-group lectures have been expanded to include study skills and the mechanics of good note- taking. To ensure uniformity and correctness of format on student term papers a series of several lectures has
154
SCHOOLS, LIBRARY AND RECREATION
been developed to include research methods in gathering the basic material. The speech program as a part of training in English has been expanded to include all seniors with emphasis upon organization, composition, and persuasion as well as further practice in the basic skills of diction and delivery. In the area of History and Government this department is now well on its way toward eliminating a "one text-book" course. This new direction allows the student - perhaps for the first time - to view history from several aspects, including the humaneness of the people and their leaders. We believe that this ap- proach permits today's students to identify themselves with those who preceded them and who struggled to give to the world and to America its most desirable features. A second motive for our change from a single text to wide reading by several authors has been the bleached out, barren blandness of high school history texts in general. As a modern teaching tool they are so non-controversial as to be almost useless in training our students for the de- bate and decision-making role of a self-governing society. The teaching of history in America has assumed a new, vital, and dynamic role, which calls for new knowledge and
skills upon the part of our students. We know that re-
port after report has indicated that when the American student has met and debated the international as well as the national issues of the day with the communist-trained student that the young Americans have, in the words of American observers "Been cut to pieces". We believe that the fault lies in our traditional teaching of a narrow point of view designed to offend no one, which in the past reduced the teaching of history to a memorization of dates and places.
"The History Department, as well as other departments, is also seeking ways to expose all students to teaching by all members of the department rather than having the group receive only one point of view from a single teacher. New teachers are being hired with a view as to what particular academic strength they can contribute to this pooling of intellectual resources. In these attempts to broaden drastically the vision, knowledge and critical thinking of students, our new library facilities are playing a most significant and vital role. In addition to large-group instruction we have small group instruction of a tutorial type for discussion, preparation for research and evalua- tion of student papers. This small group instruction is achieved by splitting the assignments of a given group so that some remain with the teacher while the other students go ahead with clearly defined independent study in the
155
REGIONAL SCHOOL
library.
"With the additional classroom space and an increasing enrollment it may be possible to meet the demand for the teaching of Spanish beginning in September, 1962. At this time it is our hope that a language laboratory will be in- stalled and operating. We have delayed this installa- tion until this time in order to allow for improvement of the lab equipment by manufacturers, and as a result will be one of the last schools in the area to install this teaching aid. Now that French is being taught at the elementary and junior high levels in Lincoln and Sudbury, meetings with these teachers of French has brought about better coordination between these schools and the high school.
"In Mathematics, we are again offering a college- level calculus course which will result in opportunities for advanced placement for those students who qualify. We are continuing to use the teaching materials developed for modern mathematics by the School Mathematics Study Group. We are also experimenting with visual aids for large group instruction, particularly in the field of geometry. These materials were developed as a part of the summer workshop for teachers at the high school.
"In the field of Science, we have started a pilot group through a four-year sequence beginning with Biology at the 9th grade level. This group will then take Chem- istry and Physics. An advanced science course in their senior year may qualify them for college credit as well as advancing their science training by a full year. In the area of Chemistry we are participating in a nation- wide program of selected schools using the chemical bond approach to the teaching of this subject.
"In Business training, students are now able to use study periods for additional work on various business machines, or to take dictation from records. A new course in Gregg Notehand, is now offered to 65 students.
"As a part of the inservice training of our faculty at the high school, we have had the executive secretary of the New England Economic Council out to talk with us. As a result, we will start a course this February in Econ- omics with over 50% of the faculty enrolled. The course will be given at our school by professors from Boston University and Northeastern University appointed by the
156
SCHOOLS, LIBRARY AND RECREATION
New England Economic Council. The course will be given at no cost to the towns, and is offered because, in the words of the Council, ' -- in a democracy the decisions on economic and social policy must be made by ordinary citi- zens, and therefore, the public schools have a major, and largely unfulfilled, responsibility for developing the economic competence of youth'. Through this training of a large group of teachers in all departments of the school, it is felt that the teaching of the American system of economics and free enterprise will reach all students rather than only those who might elect a course in it.
"One of the most significant additions to the build- ing this year has been the new library. During a 10-day check we found that 840 books were in circulation with students. A meeting was held this fall with school and public librarians from Lincoln and Sudbury visiting the new library and meeting the entire high school faculty. At this time there was an exchange of book lists, while plans were discussed for coordination of future purchases in both school and public libraries of both towns.
"During the past summer eight of our students lived in Europe with various families, and we now have as stu- dents in our school a girl from England, a boy from Mexico, and a girl from Germany. We find these experiences, and particularly having foreign students in the school to be most enlightening for our student body in acquiring an understanding of other cultures."
Below are some of the statistics, prepared by Mr. Paul Vernon, Director of Guidance, which illustrate some of the school's activities in the area of academic achievement.
PLACEMENT OF THE LAST FOUR GRADUATING CLASSES
Class of 1958
Class of 1959
Class of 1960
Class of 1961
Four-year colleges
13
34.2%
30
44.8% 45
47.8%
63
53.4%
Two-year colleges
1
2.6%
13
19.4%
8
8.5%
10
8.5%
Nursing
3
7.9%
0
0.0%
4
4.3%
7
5.9%
Other Post-
Secondary Schools
3
7.9%
3
4.4%
18
19.1%
12
10.1%
Post-graduate work
1
2.6%
0
0.0%
2
2.1%
1
. 85%
Married
2
5.3%
2
3.0%
0
0.0%
1
. 85%
Working
13
34.2%
13
19.4%
13
13.9%
19
16.2%
Military
2
5.3%
6
9.0%
4
4.3%
5
4.2%
38 100.0%
67 100.0%
94 100.0% 118
100.0%
157
REGIONAL SCHOOL
PLACEMENT OF THE CLASS OF 1961
Admitted to Degree-Granting Institutions (63 students placed in 43 colleges)
University of Massachusetts
9
Northeastern University
6
Framingham State College
3
University of New Hampshire
3
University of Maine
2
Lake Forrest College
2
University of Chicago
2
Elmira College
1
Marietta College
1
Amherst College
1
Dartmouth College
1
Boston College
1
Boston University
1
Wheelock College
1
Brandeis University
1
Massachusetts College of Art
1
Worcester Tech
1
Mount Holyoke College
1
Bentley College
1
Tufts University
1
Wellesley College
1
Wells College
1
Pembroke College
1
Middlebury College
1
Colby College
1
Bates University
1
Bennington College
1
Nasson College
1
Lafayette College
1
St. Lawrence University
1
Pratt Institute
1
Linfield College
1
University of Wyoming
1
Skidmore College
1
Sarah Lawrence College
1
Kenyon
1
Iowa State
1
Winthrop College
1
Northland College
1
Barnard
1
Mississippi Southern
1
Colgate University
1
Georgetown University
1
158
SCHOOLS, LIBRARY AND RECREATION
GEOGRAPHICAL DISTRIBUTION OF COLLEGE PLACEMENT
Class of 1960
Class of 1961
Colleges in Massachusetts
31
- 69%
29
- 46.1%
Colleges in New England
outside of Massachusetts
1
2%
12
- 19.0%
Colleges outside of New
England
13
- 29%
22
- 34.9%
-
"The majority of the college bound students in the class of 1961 chose colleges outside of Massachusetts. One in every three students selected colleges outside of New England.
ADMITTED TO JUNIOR COLLEGES
Green Mountain Junior College
3
William Woods Junior College
2
Cambridge Junior College
1
Chamberlayne Junior College
1
Colby Junior College
1
Westbrook Junior College
1
ADMITTED TO OTHER POST-SECONDARY SCHOOLS
Holy Ghost Hospital School of Nursing
3
Chandler School
2
Framingham Union School of Nursing
2
Franklin Technical Institute
2
Burdett College
1
IBM School
1
Institute of Fashion Design
1
Johns Hopkins School of Nursing
1
Mansfield Beauty Academy
1
Northeastern Bible Institute
1
East Coast Aero Tech
1
Stenotype Institute
1
Westboro Hospital School of Nursing
1
Wilfred Beauty Academy
1
NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST
"During their Junior year fifty-five members of the class of 1962 took the National Merit Test. Four of our students scored high enough to qualify as semi-finalists. These four will compete further for the honor of a coveted Merit Scholarship. Nine other students were runners-up and each will receive the next award, a 'Letter of Commen- dation. '
159
REGIONAL SCHOOL
"Although no conclusions can be drawn from the follow- ing statistics, it is interesting to note the improving quality of student performance in successive years:
Class
of :
Number of semi - finalists
Number of Winners of "Letters of Commendation"
Total No. % of Total Class re- of Award Winners ceiving awards
1959
1
1
1
1.6%
1960
2
4
6
6.2%
1961
1
6
7
6.0%
1962
4
9
13
9.8%
"In reviewing the performance of our students on the National Merit Scholarship Test, it is gratifying to see the increase in the percentage of the class who are re- ceiving awards. These awards are made on a national basis to the top 3% of the senior class. 9.8% of our class of 1962 has received awards which is three times the number one might expect in a comprehensive high school."
While certain phases of the items cited as needs in the 1960 Annual Report have been accomplished, the follow- ing matters continue as needing early consideration:
1. The music program which services over 50% of the student body is seriously handicapped by the ab- sence of proper and adequately designed teaching space.
2. Language laboratory equipment should be provided and electronic facilities expanded.
3. Curriculum planning and expansion must continue in all areas of the school's program to insure a leadership role among high schools in our locality. This will require extended staff time and funds for workshops in curriculum development.
4. "Work-experience" programs need to be developed for our terminal and business education students to provide transition from school life to the world of occupations.
5. Audio-visual facilities must be improved through the installation of light control shades through- out the classroom areas of the school plant.
160
SCHOOLS, LIBRARY AND RECREATION
6. Lack of a well equipped auditorium seriously hampers the dramatic, music, and assembly pro- grams of the school.
7. The growth of school systems under the present administrative structure needs to be reviewed and expanded to properly cope with educational objectives in the years ahead.
8. Before plans are finalized for our third build- ing stage serious consideration should be given to the type of high school organization needed in the future.
Serving as Superintendent of Schools in such a rapidly growing school system continues to be a rewarding experi- ence. Our successes thus far have been due in the main to the educational vision of the School Committee and to the dedication of an excellent school family of adminis- trative assistants, teaching staff members, and other em- ployees. Praise is due the P.T.S.A. and the general pub- lic for support of our school in both academic and finan- cial matters.
161
REGIONAL SCHOOL
GRADUATES - CLASS OF 1961 June 11, 1961
Donald Paul Aiken
Jeanne H. Grieve
Peter Adams Albee
Dorothy Ellen Haskell
Barbara Eleanor Anderson
Barbara Jean Heikkila
Arlene Marie Arciero
Robert M. Herlihy
James Edward Austin
Barbara Louise Herthel
James Nathan Aveni
Carol Louise Hickler
Albert Miner Avery IV
Judith Elizabeth Hoar
Donald Wayne Barton
Andrea Hoyle
Marsha M. Belanger Francis E. Bellizia, Jr.
Karen Frances Jokisaari
Marcia Louise Jones
Paula Rae Ladd
Elizabeth Elin Lennon
Elizabeth Catherine Letteri
George F. Lettery
Paul Lind
Linda Lee Locke
Clyde Boyer Long III
Cheryl Ann Marcoux
Heather Westwood Marquis
Susan Agatha Mayo
Richard J. McElwain Joyce Ann McMeniman
George Carleton McMurtry, Jr.
James Douglas Montgomery
Roberta A. Montgomery George Alton Moore, Jr.
Richard Ilsley Moore
Kenneth Edward Morey
Douglas Brian Morrison
Linda Joan Moses David Paul Morte
Charlene Elizabeth Moynihan
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