USA > Massachusetts > Plymouth County > Duxbury > Town annual report for the town of Duxbury for the year ending 1951-1955 > Part 60
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Respectfully yours,
EVERETT L. HANDY Superintendent of Schools
14
CURRICULUM
Four hundred thirty two pupils were enrolled in the Duxbury schools ten years ago (1946). In 1955 this number had more than doubled reaching 884, an increase of 105 per cent. During the same period the number of pupils in the elementary school in- creased from 265 to 600, an increase of 121 per cent. At the high school the number of students increased 70 per cent from 167 to 284. While these changes have brought problems of providing adequate facilities, they have, on the other hand, made it possible to expand and strengthen the high school program.
Because the school is larger it is now possible:
1. To teach both physics and chemistry every year instead of on alternate years.
2. To teach advanced mathematics courses every year in- stead of on alternate years.
3. To offer a three year sequence in French instead of a two year sequence.
4. To establish the household arts program on a vocational basis with the state, thereby gaining its valuable super- vision as well as financial aid.
5. To have curriculum groups of adequate size in other areas besides the college preparatory.
Other recent curriculum changes at the high school include:
1. Introducing Latin in grade 8. Under this plan the first year program in Latin is covered in two years, that is, in grades 8 and 9. This plan makes possible a stronger foundation in grammar and gives more time for read- ing, which is the principal work of Latin II.
15
2. Twenty two students in grades seven and eight are en- rolled in a remedial reading program.
3. Mechanical drawing for college preparatory students in grades 11 and 12 is now offered.
At the elementary level a study of grouping for instruction was made. The Principal reported that test results showed that when all the high ability pupils were in one room, all the average ability pupils in another, and all the low ability pupils were assigned to a third room, they made little or no better progress than under the former plan. The current grouping plan provides a distribution of high, average and low ability pupils in each room. This problem is still being studied.
Seventeen elementary school teachers elected to take a course in the teaching of arithmetic in order to strengthen instruction in this field. The end result is to be a teacher's curriculum guide in this subject.
Whether or not the current system of marking should be con- tinued is still a matter for study and discussion.
Plans are being formulated now for the spring of 1956 to provide two workshops in the teaching of English. These work- shops will pay special attention to the teaching of grammar and composition as well as other aspects of the language arts. A work- shop is a short, intensive study of a particular problem, in this case the teaching of English. One workshop is planned to deal with this problem in the upper elementary grades, while the second will cover grades seven and eight in the high school.
Remedial instruction in reading at the elementary level is con- tinuing under the general plan developed two years ago. The need for continuing this program is indicated by the results of a survey of the prevalence of reading disabilities. Since September 1955, fifty children of normal mental ability, in grades two through six, were found to be from one half to two years below grade in read-
16
ing. This represents twelve per cent of the enrollment in these grades. The national average is fifteen per cent.
An analysis of the scores in the reading achievement tests given at the start of the current school year shows a decrease in the number of reading disability problems over the preceding school year.
The remedial reading program involves diagnosis followed by guidance and instruction. The diagnosis includes:
1. Testing new children to determine the best grade place- ment.
2. Achievement testing to determine the reading level and areas of weakness in reading ability.
3. Capacity or intelligence testing to determine mental ability.
4. Individual analyses to determine specific reading diffi- culties.
Guidance and instruction in remedial reading includes :
1. Individual tutoring.
2. Small classes, averaging six, in half hour daily periods.
3. Supervised study with grade VI in reading skills, phonics and spelling.
4. Guidance in the choice of library books.
5. Informal tests to measure progress.
At the high school remedial instruction in reading is limited to grade seven and eight pupils. This is the first year that a part of one of the regular teacher's time has been scheduled for this work. Twenty-two pupils are receiving this special help.
17
A special class for slow learning pupils was organized in Sep- tember under a new law requiring the establishment of such classes in a community, whenever there are five or more pupils needing such instruction. Our school department was fortunate in that Mrs. Bush, teacher of remedial reading, was qualified to give the Binet tests required to determine the membership of these classes. We were also fortunate in having in our faculty Mrs. Cooper, who was specially trained in this field and who had had experience teaching similar classes elsewhere. Students in this class are given special tutoring by Mrs. Cooper in reading, spelling and arith- metic. They also take a course which stresses civic pride. Each afternoon they do practical craft work. This includes: basket weaving, clay modeling, woodworking and painting. There are eight pupils in the class.
Another important consideration in discussing the curriculum is the extent to which pupils elect various programs of study. School statistics show that currently fifty-eight per cent of high school students are enrolled in the college preparatory program, twenty-seven per cent are taking the commercial course, nine per cent are majoring in household arts, and six per cent are taking industrial arts. In general, what these students do after gradu- ation is indicated by the following chart.
------
DUXBURY HIGH SCHOOL GRADUATES 1952-1955
Class
4 Year College
2 Year College
Nurse's Training
Other Training
Service
Direct Employment or Marriage
Unemployed
Total
1952
8
4
5
8
25
1953
4
6
7
8
1
26
1954
6
1
3
7
12
29
1955
10
3
1
3
6
3
26
Total Percent
28
13
2
6
19
34
4
106
26
12
2
6
18
32
4
100
Note: "Other Training" is used to indicate a one-year, a six-months, or a few weeks program.
Forty nine or 46% of the total number of pupils listed above are continuing their education beyond high school.
18
19
The following tabulation indicates the institutions where the 28 graduates now attending college are enrolled.
Universities, Colleges
Number of Graduates now enrolled
Bridgewater State Teachers College
4
Northeastern University
3
Boston University
4
University of Alabama
I
Massachusetts School of Art
1
Eastern Nazarene College
1
University of Massachusetts
3
William and Mary
1
Bryn Mawr
1
Wabash College
1
Mount Holyoke College
2
Syracuse University
2
McGill University
1
Babson Institute
1
Amherst College
1
Smith College 1
Total number of different Universities
and Colleges attended
16
Total number of graduates now in attendance 28
20
SPECIAL SERVICES
Cafeteria
Cafeteria: During 1955 the total income from the sale of school lunches was $29,854.20. Federal subsidy amounted to $8,726.52. The following tabulation indicates the number of school lunches served in 1955.
Type A lunches (includes milk) 80,252
Type A lunches (without milk) 417
Type C lunches (milk only) 20,771
Health
Health: Nurse service on a full-time basis began in September of this year. Under this plan nurse service is purchased from the Duxbury Nurse Association at an hourly rate. The current rate is $2.80 per hour. The school nurse is on duty six hours each school day from 8:30 A. M. to 2:30 P. M. A detailed report of her activities follows:
PHYSICAL EXAMINATIONS
Assisting with Physical examinations 508
Assisting with pre-school examinations 78
Assisting with dental examinations 688
Assisting with pre-school dental examinations 40
Assisting with dental treatments in clinic 161
TESTING
Vision Tests 710
Vision retests 66
Note: of those tested-24 or 31/2% were new referrals.
21
Those with known defects
3
Those under medical attention
12
Hearing Tests :
Individual
286
Group
391
Retests
87
Defects :
Known 4
New
2
FIRST AID
Office visits by pupils for first aid 610
School Physician's Report
School Physician's Report: In June the children who had reg- istered for kindergarten were given physical examinations and vaccinated as necessary. Also, at this time, the known cardiac children were given their bi-annual physical examination for any changes in their cardiac status.
In the fall, complete physical examinations were done and parents were informed of any physical defects by letter. One new cardiac case was uncovered and placed in the hands of his family physician for treatment. Several cases, because of certain physical findings, were referred to the Plymouth County Hospital for chest X-rays. No lung pathology was revealed. Posture seems to be the major defect which is difficult to correct. However, the general health of the children was felt to be good.
OTHER ACTIVITIES
Assisting with Polio vaccine 156
Teacher-nurse conferences 68
Home visits 50
22
Checking all personnel X-rays, teacher and pupil absences and accident reports.
A start has been made assisting with health education, and more is planned for the first of the year.
Dr. Francis C. Ortolani and Dr. Gillis K. Turner report that during 1955 six hundred eighty-eight dental examinations were made at the school dental clinic. The examinations included pupils from grades one through twelve, except those who brought proof of recent dental examination.
Treatment was given to a limited number of pupils in accord- ance with the Board of Health regulations. A detailed report of the number of restorations, extractions, cleanings, and gum treat- ments has been made to the Board.
Guidance
Guidance: Since the guidance services at the High School were extended this year and a separate office for this work was provided, a complete report of the activities of the guidance director, cover- ing a period from September 1955 to January 20, 1956 is given here. Mr. Robert B. Mendenhall is guidance director.
COUNSELING
The greater part of the time and effort of the guidance director has been devoted to counseling of the students in grades seven through twelve. Counseling is indicated in many situations. The number of counseling interviews conducted monthly for the pur- poses indicated average as follows:
Personal
Home family problem 4
Parental problem 1
Personality 3
Teacher problem 2
Social problem 2
-
23
Educational
College or school choice 10
Potential drop out 2
Educational information
22
Scholarship aid
6
School program choice
24
Subject change
15
Subject failure
23
Testing
6
Career - Job Occupational choice 4
Occupational information
7
Part-time job
8
Miscellaneous Counseling parents
5
Referrals
2
Total 145
(School-day) Daily average 4.83
TESTING
Tests have been administered both on a school wide and an individual basis for the purpose of adding to our understanding of the abilities, capabilities, and achievements of our students. Group tests administered this year are:
Achievement Iowa Every Pupil Tests of Basic Skills Grades 7, 8
Iowa Tests of Educational
Development Grades 9, 11
Scholastic California Tests of Grade 7 Grade 10, 11
Aptitude Mental Maturity
These and other tests have been administered to individual students when necessary to complete records or upon the request of schools or colleges.
24
GROUP GUIDANCE
The guidance director meets once weekly with each section of the seventh and eighth grades. The group guidance program in grade seven is primarily concerned with personal and social prob- lems; in the eighth grade with educational and pre-vocational problems.
OCCUPATIONAL AND EDUCATIONAL INFORMATION LIBRARY
An adequate library of educational and occupational informa- tional materials and references is of great importance in counsel- ing and guidance. The guidance director has attempted to secure such materials, and has made them readily available to interested students.
RECORDS
A determined effort has been made this year to improve, ex- pand, and increase the value and use of our records. A new per- manent record form has been devised and ordered. To implement the forth-coming expansion of our marking system, a cumulative profile, showing all achievement and testing records, has been completed for each student.
COURSE SELECTIONS
Although most of the aid given in course selection is offered in the spring of the year, many students have voluntarily come into the guidance office to ask about courses, or to request changes. Each student in grades eight through eleven will be seen individu- ally this spring, his performance on his present program reviewed, and the program for next year decided upon.
25
COLLEGE APPLICATIONS
Eighteen of the present twenty-eight seniors have been assisted in making application to forty-three colleges or other institutions of higher training. This involves many conferences and consulta- tions, requests for interviews with college officials, the preparation of many transcripts, and the writing of many recommendations.
SCHOLARSHIP APPLICATIONS
Each senior has been encouraged and helped to enter every scholarship contest, or to make application for every scholarship when that senior was felt to be qualified. Two seniors competed in the National Merit Scholarship Examination, and two in the Betty Crocker American Homemaker Search. One girl was assisted in making application for a Katherine Gibbs scholarship. Others have been informed about the availability of scholarship aid at the colleges to which they have made application. All seniors were informed of the local scholarships and are being assisted in making application for these.
PARENT CONFERENCES
Every effort has been made to encourage parents to come to the school for conferences with the teachers, the principal, or with the guidance director. It is gratifying that more parents are mak- ing appointments with the guidance director, especially parents of students who are not in trouble socially or academically.
26
PERSONNEL
The following charts indicate the growth in school personnel since 1950. They indicate continued growth at all levels, but em- phasize particularly the increases to come in the high school grades. The large classes which entered the elementary school six years ago have now reached the high school. Eighty pupils enrolled in grade 7 in September, and as large or larger classes will follow each year.
DUXBURY SCHOOL POPULATION, 1950 - 1955
Grade
1950
1951
1952
1953
1954
1955
K
58
72
108
59
95
93
1
68
77
79
114
73
100
2
73
70
79
76
102
68
3
52
76
74
87
75
110
4
56
55
89
75
81
80
5
42
60
54
85
74
87
6
56
38
62
52
79
72
Total
405
448
545
548
579
610
7
40
54
40
56
61
80
8
40
34
47
43
51
60
9
40
35
40
39
37
43
10
39
33
36
41
41
32
11
28
32
33
31
33
37
12
24
26
27
30
28
29
Total
211
214
223
240
251
281
Grand Total 616
662
768
788
830
891
Note: Please give attention to the size of classes in the elementary school in 1950 and the size of the corresponding classes in the elementary grades in 1955. This comparison gives em- phasis to the need for additional classroom space at the high school in the near future.
DUXBURY ENROLLMENT PROJECTION, BASIC DATA
Resident Birth
Past School Years
Year
Number Beginning
K
1
2
3
4
5
6
7
8
9
10
11
12 Total
1945
45
1946
61
1947
86
1948
47
1949
76
1950
81
1950
58
68
73
52
56
42
56
40
40
40
39
28
24
616
1951
58
1951
72
77
70
76
55
60
38
54
34
35
33
32
26
662
1952
79
1952
108
79
79
74
89
54
62
40
47
40
36
33
27
768
1953
74
1953
59
114
76
87
75
85
52
56
43
39
41
31
30
788
1954
79
1954
95
73
102
75
81
74
79
61
51
37
41
33
28
830
1955
73
1955
93
100
68
110
80
87
72
80
60
43
32
37
29
891
27
PROJECTED DUXBURY SCHOOL ENROLLMENT
Births School 5 years Kinder- Year earlier garten
1
2
3
4
5
6
7
8
9
10
11
12
K-6
Totals 7-12
K-12
1950
45
58
68
73
52
56
42
56
40
40
40
39
28
24
405
211
616
1951
61
72
77
70
76
55
60
38
54
34
35
33
32
26
448
214
662
1952
86
108
79
79
74
89
54
62
40
47
40
36
33
27
545
223
768
1953
47
59
114
76
87
75
85
52
56
43
39
41
31
30
548
240
788
1954
76
95
73
102
75
81
74
79
61
51
37
41
33
28
579
251
830
Average survival ratio
1.25
1.19
.97
1.05
1.05
1.02
.96
1.02
.94
.92
.96
.88
.91
1955
73
93
100
68
110
80
87
72
80
60
43
32
37
29
610
281
891
1956
58
73
101
97
71
116
82
84
73
75
55
40
28
34
624
305
929
1957
79
99
87
98
102
75
118
78
86
69
69
53
35
25
657
337
994
1958
74
93
118
84
103
107
77
113
80
81
63
66
47
32
695
369
1064
1959
79
99
111
110
88
108
109
74
115
75
75
60
58
43
699
426
1125
1960
73
81
118
108
116
92
110
105
75
108
69
72
53
53
730
430
1160
1961
96
110
113
122
94
106
107
71
99
53
63
48
441
1962
93
116
119
124
90
108
101
65
95
47
57
473
1963
98
92
121
119
92
102
93
63
84
43
477
1964
103
94
116
121
86
94
89
55
76
521
28
Grades
29
PLANNING FOR THE FUTURE
One of the first steps in planning for building needs is the determination of future enrollment. Predicting future enrollment by any known method is not a foolproof procedure. The method used here relies on past experience, and assumes that certain factors will remain constant during the time period of the forecast.
The predicted enrollment, as shown in the tabulations that follow, has been determined by the "percentage of survival" tech- nique. This method involves a simple concept illustrated by the following example. If it is assumed that during the past fifteen years, on the average, 98 per cent of the pupils enrolled in grade one were in the second grade a year later, then, if there are now one hundred pupils in grade one, it can be expected that ninety- eight pupils will appear in grade two next year. Enrollments in other grades can be predicted on the same general basis.
The "percentage of survival" method assumes that for the period of the forecast such factors as: influx from public to private schools and vice versa, drop outs, retardation policy and migration of pupils (both in and out) will continue as they have averaged during the past.
When a community has experienced a large change in pupil population in recent years, a projection based on five years may more truly reflect future population growth. Because, over the last five years, the Duxbury school population has increased about fifty per cent; and because of factors such as the possible effect on population growth of the new expressway; it has seemed advis- able to use the last five years as a basis for predictions of future school population. This assumes that the school population of Duxbury will continue to change in the future as it has in the last five years.
30
SCHOOL BUILDING NEEDS
In our 1954 annual report it was stated that our elementary school unit should be adequate through the school year 1956-1957. Since that time, however, it has become necessary, under a new state law, to establish a class for slow learning pupils. According to this law such classes must have facilities equal to other classes. In addition, if the enrollment of the kindergarten increases addi- tional space will be necessary. To meet this need, the two class- rooms which were to be added and available by September 1957, should be provided in 1956. If these rooms are added there will be a total of twenty-two classrooms exclusive of kindergartens in the elementary unit. It should not be anticipated that the adding of two rooms will solve the elementary school housing problem for very long. How long the twenty-two classrooms will be ade- quate will depend on the class size desired and rate at which people move into Duxbury. Adding the two rooms will bring the build- ing up to the maximum size allowed by the State Building Assist- ance Commission. Future plans for elementary school units will depend, in part, on what is done about additional space for the high school.
According to a projection of future school population for Dux- bury it is indicated that by the school year 1959-1960 there will be 426 pupils enrolled in the high school. The capacity of the present structure was estimated, at the time the new wing was added, to be about 415. On this basis, additional facilities should be pro- vided by the school year 1959-60.
Whether a new high school building should be provided or the present one added to is a matter for a Building Committee to de- termine. Some observations are in order at this time, however. Because of the growth in school enrollment, many of the present specialized facilities are already or will soon be inadequate. These include home economics, science, and physical education. In ad-
31
dition the cafeteria (in the elementary building, but used by the high school) will be inadequate. Most of these facilities are of vital importance to pupils in grades nine through twelve. There- fore, if a new building is provided it probably should be a four year high school. Under this arrangement the present high school could serve as a junior high school unit. Further, should this be the plan adopted, some relief for the elementary school should be provided for a period of time. All of the above points to the following suggested time schedule for buildings.
Completed by
Units
September 1956
Two rooms added to present elementary school unit.
September 1959
A new four year high school.
September 1965* (estimate)
An additional elementary school to house grades four, five and six.
*Only if additional high school building is provided by 1959-60.
In consideration of the above I recommend that steps be taken to add two classrooms to the elementary school in 1956.
I recommend continued study by the School Committee, on a long range basis, of the need for future school buildings.
32
REPORT OF SCHOOL CENSUS
The following report of children in town and enrollment is based upon the school census taken October 1, 1955.
5 years and under 7 years
7 years and under 16 years
Illiterate Minors 16 years or over and under 21
Number of boys living in Duxbury
111
343
0
Number of girls living in Duxbury
93
327
1
Total in residence
204
670
1
Distribution of above:
*Public School Mem- bership
197
606
0
In Continuation School Membership
0
0
0
In Vocational School
0
0
0
** In Private and Parochial Schools
7
61
0
In State and County
Institutions
0
1
0
Not in any school
0
2
1
* Does not include pupils over sixteen years of gae.
** Does not include private kindergartens.
In 1950 there were forty-six persons on the school department staff. Six years later (1955) this number has increased to 71. The staff list follows.
33
Distribution of School Personnel 1955
Elementary School Teachers
23
High School Teachers
15
Supervisors & Special Instructors
6
Superintendents
1
Principals
2
Special Instructors (part-time)
3
Janitors (full-time)
4
Janitors (part-time)
2
Clerks
3
Dentists
3
Physicians
1
Nurses
1
Attendance Officers
1
Lunchroom Staff
6
Total 71
ELEMENTARY TEACHERS Telephone 581
Name
Position
Training
Years of Service in Duxbury
J. Donald DeLong
Principal
B.M.E., New England Conservatory of Music; M. A., Florida State University
3
Mrs. Marion K. Baker
Kindergarten
Perry Kindergarten School 3
Mrs. Dorothy J. Scott
Kindergarten
New England Conservatory of Music; Curtis Institute of Music 3
Mrs. Lucy E. Ellis
Kindergarten
B. S., Maryland State Teachers' College
1
Mrs. Flora Ann Wood
Kindergarten
A. B., Tufts College Salem Normal School; Bridgewater State Teachers' College 14
34
Mrs. Mildred E. Glass Grade One
Bridgewater Normal School; Bridgewater State Teachers' College
5
Mrs. Caroline L. Fife
Grade One
B. S., in Ed., Ohio State University
3
Mrs. M. Abbie Peckham
Grade Two
Partridge Academy; Hyannis Normal
45
Miss Clare E. Donovan
Grade Two
B. S., Lesley College
1
Miss Marilyn Zeitler
Grade Two
B. S., in Ed., Lesley College, University of Maine
0
Miss Evelyn Marinus
Grade Three
Lesley College
1
Miss Mary I. Clark
Grade Three
B. S., Lesley College
1
Mrs. Emily P. Loring
Grade Three
Bridegwater State Teachers' College
3
Mrs. Beatrice A. Chase
Grade Three
Lesley College, Boston University
4
Mrs. Alice L. O'Neill
Grade Four
North Adams Normal School; Bridgewater State Teachers' College 15
Mrs. Dilla J. Battista
Grade Four
B. S., Bridgewater State Teachers' College
0
Miss Irmajane Wrenn
Grade Four
B. S., and M. Ed., Boston University
1
6
Mrs. Lena A. Macomber
Grade One
ELEMENTARY SCHOOL TEACHERS - Cont'd.
Years of Service in Duxbury
Name
Position
Training
Mr. Alfred J. DeCastro
Grade Five
B. S., Boston College 2
Mrs. Helen L. DeWolf
Grade Five
B. S., Bridgewater State Teachers' College
1
Mrs. Priscilla D. Morton
Grade Five
B. S., Bridgewater State Teachers' College 0
Mr. Kenneth W. Lovejoy
Grade Six
A. B., University of Massachusetts, M. Ed., Fitchburg State Teachers' College 1
Mr. James F. Queeny
Grade Six
B. A., Harvard University; M. A., Trinity College, Dublin
2
Mr. Robert J. Smith
Grade Six
B. S., Springfield College, M. A., Columbia University 1
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