USA > Massachusetts > Plymouth County > Duxbury > Town annual report for the town of Duxbury for the year ending 1956-1960 > Part 12
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These and other areas of the report are presented for your consideration. I hope they will prove helpful to you in interpreting the work of our schools.
It is with a feeling of great sadness that I report the death on July 28, 1956 of Mr. Harry Iovinelli, teacher of instru- mental music in the Duxbury schools. Harry joined the Duxbury faculty October 1, 1951. His devotion to our schools and to his work were an inspiration to all of us. His memory will be cherished through the years.
In closing may I express appreciation for the cooperation and help that has been so generously given by parents, staff and faculty members, and by the School Committee.
Respectfully submitted,
EVERETT L. HANDY,
Superintendent of Schools
10
PERSONNEL
Distribution of School Personnel - 1956
Elementary School Teachers
24
High School Teachers
17
Supervisors and Special Instructors
6
Superintendents
1
Principals
2
Special Instructors (part-time)
3
Evening School Teachers
4
Janitors
5
Clerks
3
Dentists
2
Physicians
1
Nurses
1
Attendance Officers
1
Lunchroom Staff
7
Total
- 77
11
Experience
Average experience in Duxbury of all full-time teachers, principals and supervisors including the current year
5.2 yrs.
Average experience outside Duxbury of all full- time teachers, principals and supervisors includ- ing the current year 4.7 yrs.
Average total experience of all full-time teachers, principals and supervisors including the current year 9.8 yrs.
Training
Forty-one out of fifty faculty members hold Bachelor's Degrees. Nine teachers do not hold degrees, but have many years experience in Duxbury and elsewhere. Nineteen out of fifty faculty members hold Master's Degrees.
ELEMENTARY TEACHERS
Telephone 581
Name Mr. J. Donald DeLong
Position Principal
Training
Years of Service in Duxbury
B.M.E., New England Conservatory of Music; M.A., Florida State University
4
Mrs. Marion K. Baker
Kindergarten
Perry Kindergarten School 4
Mrs. Lucy E. Ellis
Kindergarten
B.S., Maryland State Teachers' College 2
Mrs. Flora Ann Wood
Kindergarten
A.B., Tufts College
7
Mrs. Lena A. Macomber
Grade One
Salem Normal School; Bridgewater State Teachers' College 15
Mrs. Mildred E. Glass
Grade One
Bridgewater Normal School; Bridgewater State Teachers' College 6
12
Miss Patricia Shaw
Grade One
B.A., University of New Hampshire; M. of Ed., Lesley College 0
46
Mrs. Dorothy J. Scott
Grade Two
New England Conservatory of Music; Curtis Institute of Music 4
Mrs. Clare D. Wadsworth Grade Two
B.S., Lesley College 2
Miss Marilyn Zeitler
Grade Two
B.S., in Ed., Lesley College, University of Maine 1
Mrs. Beatrice A. Chase
Grade Three
Lesley College, Boston University
54 5 4
Mrs. Emily P. Loring
Grade Three
Bridgewater State Teachers' College
Miss Joan Shaw
Grade Three
B.A., University of New Hampshire 0
Mrs. Alice L. O'Neil
Grade Four
North Adams Normal School; Bridgewater State Teachers' College 16
Miss Irma Jane Wrenn
Grade Four
B.S., and M. Ed., Boston University
2
Mrs. Dilla J. Battista
Grade Four
B.S., Bridgewater State Teachers' College
1
4
Mrs. Caroline L. Fife
Grade One
B.S., in Ed., Ohio State University
Mrs. M. Abbie Peckham
Grade Two
Partridge Academy; Hyannis Normal
ELEMENTARY SCHOOL TEACHERS-Cont'd.
Years of Service in Duxbury
Name
Position
Training
Miss Beverley Garten
Grade Four
B.F.A., Massachusetts School of Art
0
Mrs. Helen L. DeWolf
Grade Five
B.S., Bridgewater State Teachers' College
2
Mrs. Priscilla D. Morton
Grade Five
B.S., Bridgewater State Teachers' College
1
Mr. Richard E. Woodsum
Grade Five
A.B., Brown University 0
Mr. Kenneth W. Lovejoy
Grade Six
A.B., University of Massachusetts, M. Ed., Fitchburg State Teachers' College
2 2
Mr. James F. Queeny
Grade Six
B.A., Harvard University; M.A., Trinity College, Dublin 3
Mr. Robert J. Smith
Grade Six
B.S., Springfield College; M.A., Columbia University 2
HIGH SCHOOL TEACHERS
13
Telephone 346
Mr. Rodney R. Wood Mr. Robert B. Mendenhall
Principal
A.B., M. Ed., M.A., Tufts
Assistant Principal, Guidance Director
B.S., in Ed., Boston University; M. in Ed., Boston University 4
Mr. Thomas M. Adams
Industrial Arts
B.S. in Ed., Boston State Teachers' College 0
Mr. Ralph N. Blakeman
Mathematics, Science and Driver Training Social Studies and English
B.S. in Ed., M. Ed., Boston University; Bloomsberg State Teachers' College B.S. in Ed., Edinboro State Teachers' College; M.A., Teachers' College, Columbia University
17
Mr. Arthur Christie
Mr. Hugh M. Cronister
English
Mr. James F. Cuffe
Mathematics
A.B., Dartmouth College 0
Mr. Lawrence R. Dunn
Mathematics, Science and Driver Training
B.A., University of Maine, M. of Ed., University of Maine
1 40
0
B.A., Earlham College; M.A., Columbia University 1
1
HIGH SCHOOL TEACHERS - Cont'd.
Name
Position
Training
Years of Service in Duxbury
Mr. Donald G. Fowke
Commercial Languages
B.S., M. of Ed., Boston University A.B., Maturite Real, College DeGeneve; A.M., Middlebury College B.S., Russell Sage College
5
Mrs. Ruth W. Hendrick
Vocational, Household Arts
4
Mr. Walter T. Kennedy
Social Studies
B.S., Providence College
Mr. Ralph H. Long
Biology, Chemistry and General Science
B.S., Cornell University
0
Mr. R. Donald Prigge Mrs. Agnes Reed
Commercial
B.S., Boston University
1
Mrs. Irene W. Sherwood
English, Head of English Department, Social Studies
B.A., University of New Hampshire; M.A., Columbia University 2
14
Mr. George E. Teravainen
Physical Education and Science
B.S. in Ed., Boston University; M. of Ed.,
1
Miss Celeste Travers
English
Springfield College B.A., Colby College
0
SUPERVISORS AND SPECIAL INSTRUCTORS
Mrs. Elesebeth B. Bencordo Mrs. Josephine L. Bush
Librarian
Remedial Reading
Partridge Academy A.B., University of Washington; A.M., Teachers' College, Columbia University B.S., Salem State Teachers' College 2
6
Mrs. Barbara P. Cooper
Special Class
Miss Anna Bigelow Davis
Art
B.S. Art Ed., Rhode Island School of Design 2
£
Mrs. Ella S. Donovan
Americanization Classes
Lesley College, Hyannis Teachers' College,
Boston Teachers' College, Boston University 10
1
Mrs. Florence J. Harrison
1
English and Latin
A.B., Trinity College 2
11
-----
SUPERVISORS AND SPECIAL INSTRUCTORS- Cont'd.
Name
Position
Training
Mr. Roger E. Jarvis Mrs. Emily G. McWade
Music Tutor of Physically Handicapped Children
B.M., Ed., Westminster College
4
Band Instructor
B.M., Boston Conservatory
0
Physical Education
Posse, Bouve, Tufts B.A., and M.A., Boston University
0 0
Miss Ardelle Wilbur
Rhode Island School of Design
6
CLERKS
15
Mrs. Muriel O. Ferrell Miss Helen F. Hanigan
Mrs. Margery S. Trout
High School Superintendent's Office Elementary School
Partridge Academy; Bryant and Stratton
11
Norwich Academy; Packard Commercial School 2
Quincy High School; Boston Secretarial
1
Years of Service in Duxbury 3
Mr. Pasquale L. Prencipe Mrs. Mary E. Stott Mrs. Mary Louise Turner
Science, Elementary Audubon Society Handwriting
1
16
JANITORS
Name
Mr. Charles W. Schwab
Mr. Frederick L. Rauh
Mr. James E. Walke
Mr. Michael J. Sheehan
Mr. Russell W. Edwards
Position
Years of Service in Duxbury
Head Janitor, Elementary 10
Elementary School Janitor 2
Elementary School Janitor 0
Head Janitor, High School 5
High School Janitor 2
HEALTH AND SPECIAL SERVICES
Mrs. Carol T. Colburn, R.N.
Dr. Walter E. Deacon
Dr. Francis C. Ortolani
School Dentist 3
Dr. Gillis K. Turner
School Dentist
7
Mr. Earl W. Chandler
Attendance Officer 21
Transportation 31
LUNCHROOM STAFF
Mrs. Thelma P. Redlon
Manager
8
Mrs. Marie Caron
Cook
10
Mrs. Gladys MacKeown
Assistant
14
Mrs. Vera Schwab
Assistant
2
Miss Doris M. Viall
Assistant
2
Mrs. Ruth LaFleur
Assistant
1
Mrs. Frances Sollis
Assistant
1
EVENING PRACTICAL ARTS
Mrs. Phyllis Gray
Mrs. Eunice Wadsworth
Mrs. Arthur Hannon
Mr. John MacFarlane
Tailoring
Slip Covering and Drapery Making Decorated Ware Chair Caning
Mr. T. Waldo Herrick
School Nurse, Tel. 175 or 465 1
School Physician, Tel. 84-W 7
17
CURRICULUM
Significant Changes During 1956
There were several significant curriculum changes made during the past year. At the elementary level, curriculum guides in the teaching of mathematics and English were pre- pared for teacher use. These guides were an outgrowth of study and research by Duxbury teachers. Their use will pro- vide a common basis of approach to teaching in these fields.
At the high school the teachers of English reorganized their work to bring about a common basic approach, especially as it applies to the teaching of the fundamentals. A closer relation of the teaching of English grammar and the teaching of foreign language was established.
All teachers of English at the high school were organized into a department with Mrs. Irene Sherwood as department head. Notable improvements in practice and procedure have already taken place. The department holds regular meetings and last fall participated in a seminar on the teaching of English.
To bring about a closer relationship between subject fields, United States history and junior year English were taught by the same teacher.
A new grouping of subjects was arranged for boys seek- ing to specialize in technical work, but not as preparation for college. In this new arrangement emphasis is placed on math- ematics, science, mechanical drawing and related fields. An outline of the technical curriculum follows:
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Technical Course
GRADE 9
GRADE 10
Subjects
Periods Points
Subjects
Periods Points
English
5
5
English
5
5
Civics
4
4
World History
5
5
Science
3
3
Biology
5
5
General Business
Algebra I
5
5
Training
5
5
Industrial Arts
6
3
Industrial Arts
10
5
Physical Education
2
1
Physical Education
2
1
Elective Subjects
Art
1
1/2
Choral Music
2
1
Choral Music
2
1
Instrumental Music
2
1
Instrumental Music
2
1
GRADE 11
GRADE 12
Subjects
Periods Points
Subjects
Periods Points
English1
5
5
English1
5
5
U. S. History
5
5
Modern Problems
5
5
General Chemistry
6
5
General Physics
6
5
Algebra II2
3
3
Plane Geometry
5
5
Mechanical Drawing
2
2
Mechanical Drawing
2
2
Industrial Arts
4
2
Industrial Arts
4
2
Related Math.
2
2
Physical Education
2
1
Physical Education
2
1
Elective Subjects
Elective Subjects
Art including
Art including
Art Appreciation
2-3
1-2
Art Appreciation
2-3
1-2
Choral Music and
Choral Music and
Music Appreciation
2-3
1-2
Music Appreciation
2-3
1-2
Instrumental Music
2
1
Instrumental Music
2
1
Numerical
Trigonometry
3
3
1Including Technical Writing
2 Algebra II through Quadratic Equations
The technical course prepares for the Maritime Academy, Corporation-Apprentice Training and Vocational Training in Electronics, Air Conditioning, Building Construction, Sales Engineering and Teaching Industrial Arts.
1/2
Elective Subjects
Art
1
19
Plans are now underway to establish a special program in addition to the regular schedule to give assistance to those who are preparing to take College Board examinations. Details of this plan are not complete at this writing, but the essence of this new program will be to acquaint students with the nature of the requirements and to provide systematic reviews as an aid in preparing for these examinations.
A course in Art History was offered for high school stu- dents last fall. This is a survey type course beginning with early Egyptian art covering the period about 3,000 B. C. to the present.
Because of increased enrollment, and because of the larger number of class sections, it will be necessary to add a teacher of art on a part-time basis next year.
Present plans call for a workshop this spring for elemen- tary teachers in the use of art materials.
Last fall a music appreciation course was organized for juniors and seniors. The course is correlated with major his- torical events and periods. The primary purpose of the course is to acquaint the student with music representative of each period and to familiarize him with the development of musical expression throughout each century.
Plans are now under way for increased emphasis on health and physical education instruction. Next fall boys physical education will extend downward through grade four. At pres- ent the girls physical education instructor teaches both boys and girls in grades four, five, and six. Next fall these classes will be divided with the boys having a man as their teacher. New apparatus including a horizontal and vaulting bar, a vaulting box, parallel bars and climbing ropes have been purchased.
20
Progress in Fundamentals
One of the chief goals of our educational program is an adequate and thorough training in the fundamentals. During the past year special attention has been given to this part of our program, and faculty meetings, workshops and conferences have been organized to strengthen our teaching in this im- portant area. To measure pupil achievement in the funda- mentals standardized tests have been given at each grade level. In this way individual and grade progress can be compared to a standard or norm.
In the elementary grades achievement in the fundamen- tals was measured by use of the Metropolitan Achievement Test. This is a standardized test and is given to many thou- sands of pupils in elementary schools in New England. This test was given in our elementary school on September 10th and 11th, 1956, and the results are summarized below.
Elementary School Progress Chart (Median (average) test scores, September 1956)
Grade
Norm or
Standard score
Reading
Word meaning
Average
Reading
Arithmetic
Fundamentals
Arithmetic
Problems
Average
Arithmetic
Language
usage
Spelling
Average
Achievement
2
2.0
2.3
2.3
2.4
2.0
2.4
2.4
1.9
2.2
3
3.0
3.5
3.5
3.5
2.9
3.4
3.2
3.3
3.5
3.4
4
4.0
4.8
4.8
4.8
3.9
4.3
4.2
4.6
4.4
4.5
5
5.0
5.3
6.0
5.8
4.6
4.9
4.7
5.7
5.4
5.3
6
6.0
7.6
7.3
7.6
5.5
5.6
5.6
6.7
6.4
6.5
NOTE: These are median or average scores for each grade and can be interpreted as follows. A score of 2.4 opposite grade 2 under the heading "Arithmetic Problems" indicates that the class average was .4 of a year above the norm for grade 2.
21
The chief weakness appears to be in mathematics. A lower standard of achievement develops at about grade four and continues through grade six. This is a situation which has been recognized earlier, but still remains a problem with us.
Last year steps were taken to improve this area of teach- ing. A course in the teaching of mathematics was given during the year, and a curriculum guide for all elementary school teachers was organized. In the fall special attention was called to the need for strengthening the teaching of all fundamentals. Miss Mary O'Rourke, state supervisor of elementary education conducted a six week workshop for our teachers emphasizing the teaching of fundamentals. This problem will continue to receive attention until satisfactory achievement is attained.
Test results at the High School indicate similar weak- nesses. Beginning in March special faculty meetings were held to deal with the problem of improving instruction in the fun- damentals. These meetings were continued throughout the year, and in the fall an eight week workshop on the teaching of English with special attention to the fundamentals was or- ganized. The course was conducted by Mr. Floyd Rinker, head of the Department of English at the Newton, Massachusetts High School. It is planned to continue to give special atten- tion to this matter, especially as it applies to grades seven and eight.
Achievement in the fundamentals in grades seven and eight at the high school is shown in the following chart. The chart consists of median or average scores in various funda- mental areas. For example, the score 8.4 under "Reading- Comprehension" indicates the average achievement of the 8th grade in that area. This particular score is very satisfactory for the norm or standard was "8.1." In the same way, the score "5.7" under "Arithmetic Computation" indicates the
22
average achievement of grade 7 in arithmetic computation at the start of the school year. Since the norm for grade seven at the time the test was given was "7.1," this represents an un- satisfactory condition, and illustrates the kind of situation we have been working to improve as indicated above.
Work-study skills is another area needing special atten- tion in grade seven. It is interesting to note that where scores are in general equal to or better than the norm for the grade (grade 8 in this instance), the scores in work-study skills are correspondingly good.
School Progress Chart
Work Study Skills
Reading
Language Arts
Arithmetic
Norm for Grade
A.
B.
A.
B.
A.
B.
C.
A.
B.
Concepts
C.
Composite Score
7
7.1
6.3
6.3
7.0
7.2
7.3
7.9
7.0
6.8
6.5
5.7
6.8
8
8.1
8.0
8.1
8.4
8.5
7.9
8.3
7.7
8.0
7.6
7.8
8.0
When considered by sections within each grade, the test results show a more satisfactory situation in general while substantiating still further the need for improvement in arith- metic.
Norm or Standard Score
Composite Score Obtained
Arithmetic Score Obtained
Grade 7:
Ist section
7.1
7.2
6.5
2nd section
7.1
7.3
6.8
3rd section
7.1
4.1
4.7
Computation
Grade
References
Charts
Comprehension
Vocabulary
Capitalization
and Punctuation
Grammatical usage
Spelling
Reasoning
23
Grade 8:
1 st section
8.1
8.7
8.5
2nd section
8.1
9.0
8.9
3rd section
8.1
6.1
6.3
Handwriting, another commonly accepted fundamental part of instruction, is conducted in Duxbury by Miss Ardelle Wilbur who visits all classes through grade six once in each four week period. Scores in handwriting for the school year ending June 1956 were as follows:
Per cent of Pupils Achieving Standard in both Speed and Quality of Handwriting
Grade 1
73%
Grade 2
80%
Grade 3
52%
Grade 4
75%
Grade 5
43%
Grade 6
59%
NOTE: Slant lettering is taught in grades one and two. Cur- sive writing is taught in grades three through six.
In interpreting these scores the element of speed does not give a true picture of the quality of the writing, since eighty- seven per cent of all the pupils scored excellent or good in quality. All national norms are given in medians (averages) . The scores indicate that all but one grade is above the 50th percentile or average.
24
SPECIAL FEATURES
Community Conference on Education
On February 5, 1956 Duxbury held its first community conference on education. The conference was sponsored joint- ly by the School Department, the Parent-Teacher Association and the Duxbury Council for Public Schools. About 175 from all parts of the town gathered together to discuss the general subject, "What Should Our Schools Accomplish". The con- ference lasted about seven hours with nearly one hundred per cent of those present staying for the entire program.
Planning the conference was a major undertaking. Fif- teen community organizations were represented on the plan- ning committee. About fifty people were actually involved in oragnizing and in positions of leadership responsibility.
Major conclusions reached by the conference were:
1. A conference of this kind is a good thing and should be continued.
2. The schools generally were considered to be doing a good job.
3. Areas where more study and attention should be given included:
(a) teaching the fundamentals.
(b) marking and reporting practices.
(c) closer school-parent relations with special at- tention to:
1. building habits of mutual respect.
2. making parents more aware of teaching techniques.
25
3. building stronger school spirit.
4. more opportunities for teacher-parent con- ferences.
The results of the conference were studied by the School Committee and a program of action was recommended. The recommendations included: faculty meetings to study and act on conference results and the approval of appropriations to set up a workshop and seminar to give special attention to the teaching of the fundamentals.
Faculty and administrative action led to the organizing of:
1. A course in the teaching of arithmetic.
2. A seminar on the teaching of English with special attention to the teaching of the fundamentals.
3. A workshop for teachers in grades 4, 5 and 6.
4. The adding of a symbol to indicate effort on high school report cards.
5. Changing of the system of marking for grades four, five and six. "S", "I" and "N" were changed to "A", "B", "C", "D", and "F".
6. Further development of the radio series to bring more first hand information about teaching tech- niques to parents.
7. Emphasizing, wherever possible, the need and op- portunities for teacher-parent conferences.
Principal speakers at the conference included: Dr. Frank- lin P. Hawkes, Director of University Extension for the State of Massachusetts, and Dr. Ernest R. Caverly, Superintendent of Schools in Brookline, Massachusetts. Chairman of the first general session was Mr. Francis Perry, and second general ses- sion chairman was Mr. Morrison Bump. Sub-committee chair-
26
men were: Registration - Mr. James Queeny; Publicity - Mr. John Cutler; Program - Mrs. E. Robert French; Supper - Mrs. Gilbert Redlon; Housing - Mr. David Marshall; and Recording - Mr. Thomas Stott.
Radio Broadcasts
Through the courtesy of station WPLM the Duxbury School Department presented a series of twenty-one fifteen minute radio broadcasts about the Duxbury schools. Through these programs the school department tried to acquaint par- ents and others with the curriculum, methods, and activities carried on in the schools. The following is a list of programs presented.
Reading at the 4th grade level Reading at the High School level Various aspects of guidance Choice of college Christmas music Book reviews by grade VI Phonics in grade II Arithmetic panel Kindergarten reading readiness 1956 school budget Kindergarten arithmetic readiness
Student government Social studies quiz down Community life Elementary science Poetry at the high school level Elementary band concert Reading in grade I
27
Foreign languages High school plays Art
Long Range Planning for Future School Buildings
During 1956 the School Committee began an intensive long range study of Duxbury's school building needs. The first step was a study of Duxbury's population growth. A new population projection was made on the percentage of survival method. This projection showed that the high school would be at capacity by 1960 or by 1959, since there is such a small difference in the projected size for those two years. (See the tabulation entitled, "Projected Duxbury School Enrollment").
To study the possible influence of the new southeast expressway on Duxbury population, the Committee invited the district engineer for this area from the Department of Public Works to come to Duxbury to discuss the progress and probable influence of the new highway. The engineer dis- cussed the new limited access highway now under construction. He predicted completion of the road by 1960 or 1961, and it was brought out that Boston will then be thirty to thirty-five minutes from Duxbury by automobile. The engineer would not estimate the increase in population that might be caused by this highway, but said there was no doubt in his mind that it would contribute to our growing population in excess of our projected estimates.
While these studies were progressing the Committee began communication with the Town of Marshfield School Com- mittee concerning the possibility of a regional high school for both towns. This action was taken pursuant to a resolution adopted at the annual town meeting in March 1956 that such a possibility be explored. The Duxbury School Committee
28
communicated with the Marshfield School Committee and a joint meeting was arranged. The school committees of both towns, representatives of the selectmen of both towns, and representatives of the finance committees of both towns met on April 5, 1956. After considerable discussion representatives of both towns agreed to give the matter further study. On May 25, 1956 the Marshfield Committee notified the Duxbury Committee of its intention to provide a high school for its own residents. A press release from the Marshfield School Committee is reproduced here.
"A question concerning the advisability of the Towns of Marshfield and Duxbury meeting their high school building problems jointly in the formation of a Regional High School has been presented to the Marshfield School Committee.
A preliminary study of such a possibility by the Marsh- field School Committee indicates that Marshfield will have 500 High School pupils in 1961. This figure, generally ac- cepted as constituting a basically sound unit for both of ec- onomy of operation and breadth of program, can satisfy Marshfield's need.
The population growth trend in both towns indicates that a regional high school may not serve its usefulness as a joint venture before additional secondary school building will have to be planned by either or both towns and at that point both towns would undoubtedly be better served geographic- ally, by their own individual secondary school plants.
The immediate need of each town weighed against the uncertainty of an oversized building in not too distant future geographically misplaced to best serve each town's need indi- cates to the Marshfield School Committee the inadvisability of such a joint venture."
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