USA > Massachusetts > Plymouth County > Duxbury > Town annual report for the town of Duxbury for the year ending 1961-1965 > Part 11
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9
Mrs. Henry Craig
Grade One B.A., Mt. Holyoke College; Wheelock College
4
Mrs. Adolph Battista
Grade Two B.S., Bridgewater State Teachers College
5
Mrs. Steven M. Loring
Grade Two B.A., McGill University; M.Ed., Bridgewater State Teachers College 0
Mrs. Eugene Merlet
Grade Two
B.S. in Ed., Bridgewater State Teachers College 0
Mrs. Frederick Keenan
Grade Two
B.S. in Ed., Bridgewater State Teachers College 4
Grade Three
Bridgewater State Teachers College
9
Mrs. Morris Loring Miss Maureen Renaghan
Grade Three
B.S. in Ed., Lesley College
0
Mrs. James Binyon
Grade Three
B.S. in Ed., Westfield State Teachers College
2
Miss Maureen Ingoldsby
Grade Three B.S. in Ed., Lesley College
2
Mrs. C. Fremont Shirley
Grade Four
B.S., Nasson College
1
Mrs. John Morton
Grade Four
B.S., Bridgewater State Teachers College
6
15
Mrs. C. Truesdell Fife
Grade One
B.S. in Ed., Ohio State University
Mrs. David W. Ellis
Kindergarten
B.S., Maryland State Teachers College
Mrs. Paul K. Baker
Miss Joan C. Petraglia Mrs. Frankland Miles Mr. Kenneth W. Lovejoy
Mr. Richard E. Woodsum
Mrs. Theodore Chase
Mrs. John DeWolf
Mrs. Horatio O'Neil
Mrs. Charles Turner Mr. James F. Queeny
Miss Joan A. Mulrenin
Mrs. Lawrence R. Dunn
Mrs. G. Edwin Peters
French B.F.A., Beaver College 2
Music B.Mus., Boston University College of Music;
Hyannis Teachers College 3
16
HIGH SCHOOL TEACHERS
Telephone: WEllington 4-2951
Mr. Harry B. McCormack
Principal
Mr. Ralph N. Blakeman
Assistant-Principal Junior High Grades; Mathematics
English
Mathematics
Mathematics
B.S., Springfield College; M.Ed., Boston University; Harvard University; Tufts College 2 B.S. in Ed., M.Ed., Boston University; Bloomsburg State Teachers College 22
Mr. Robert B. Mendenhall Director of Guidance
Mr. Robert A. Anderson Mr. Robert H. Backus
Mrs. Malcolm Brock
Grade Four B.S. in Ed., Lesley College 2
Grade Four Perry Kindergarten School; Boston University 2
Grade Five B.A., University of Massachusetts; M.Ed., Fitchburg State Teachers College 7
Grade Five B.A., Brown University
5
Grade Five B.S., Lesley College; Boston University
10
Grade Five B.S., Ed., Bridgewater State Teachers College
7
Grade Six North Adams Normal School; Bridgewater State Teachers College 21
0
Grade Six B.S., Boston University; Stanford University
Grade Six B.A., Harvard University; M.A., Trinity College, Dublin 8
Grade Six B.S. in Ed., Lesley College
0
Art Philadelphia Museum School of Art 1
Miss Mary Jane Smith
B.S. in Ed., M. in Ed., Boston University 9 B.A., Upsala College; M.A., Colorado State College 2 B.A., Tufts College 2 B.A., Swarthmore College; University of Chicago; Akron University; Bridgewater Teachers College 0
Years of service in Duxbury
Name
Position
Mr. Ronald B. Child Mrs. Sarah F. Cobb
Mrs. Kenneth Cram
Mr. Lawrence R. Dunn
Biology & Chemistry English & Social Studies Household Arts Head of Mathematics Dept., Science and Mathematics Industrial Arts Social Studies, English
Mr. Edwin T. Green, Jr. Mr. Robert A. Hurley
and French
Mr. Raymond N. Jenness, Jr. English
Mr. James P. Kelley Social Studies
Mr. Walter T. Kennedy Head of Department Social Studies Mr. Charles D. Kraemer Commercial Subjects
Mrs. Philip Lynch Head of Foreign
Language Department; French
Mr. David R. Murphy General Science
Mrs. James C. Pye Latin
Mrs. Wilmot L. Reed Mrs. M. E. Sherwood
Mr. Karl L. Stahl
Mr. Robert J. Sullivan
Miss Ann M. Vaitiekaitis
Commercial Subjects Head of English Dept., English Social Studies and English Chemistry & Physics, Acting Dept. Head English
Training
B.S., Northeastern University B.A., Colby College
1 0
B.A., University of New Hampshire 0 B.A., M.Ed., University of Maine 6
B.Ed., Keene Teachers College B.S., Suffolk University 0
3
B.A., Brown University 3
B.A., University of New Hampshire; M.Ed., Central State College; Boston University; Boston State Teachers College 1
B.S., Providence College 9
B.S., Bus. Admin., Suffolk University
0
B.A., Radcliffe College; M.A., Yale University 2
B.S. Ed., Boston University 3
B.S. in Ed., Bridgewater State Teachers College; Mt. Holyoke 4
B.S., Boston University 6
B.A., University of New Hampshire; M.A., Columbia University 7
B.S., Boston University 1
B.S., Boston College; M.S. Fordham University 6 B.A., Clark University 1
17
SUPERVISORS AND SPECIAL INSTRUCTORS
Mrs. Elesebeth B. Bencordo Mrs. Lyle K. Bush
Mrs. Louis H. Cushing
Special Class
Partridge Academy 16
B.A., University of Washington, M.A. Teachers
College, Columbia University 11
B.A., Fitchburg Teachers College; M.Ed., Boston University 4
Miss Anna Bigelow Davis
Art Music
B.S. Art Ed., Rhode Island School of Design 7
Mr. Roger E. Jarvis
B.M. Ed., Westminster College
8
Mrs. Emily P. McWade
Homebound Students
Boston University; Hyannis Teachers College 9
Miss Gail Parks
Physical Education
Springfield College
0
Mr. George E. Teravainen
Physical Education
B.S. in Ed., Boston University; M.Ed., Springfield College
6
CLERKS
Partridge Academy; Bryant and Stratton
16
Miss Helen F. Hanigan
Norwich Academy; Packard Commercial School 7
Mrs. Dolly H. Paulding
Milton High School 1
Quincy High School; Boston Commercial
5
18
Mrs. Muriel O. Ferrell
High School Secretary Superintendent's Office Superintendent's Office Elementary School Secty.
Mrs. Margery S. Trout
Librarian Remedial Reading
19
JANITORS
Name
Position
Years of Service in Duxbury
Mr. Charles W. Schwab Head Janitor, Primary School
16
Mr. Leonard Cuneo
Janitor, Primary School
0
Mr. Ralph Whitehouse Janitor, Primary School
0
Mr. Harold Johnson Head Janitor, Intermediate School
0
Mr. James E. Walke Janitor, Intermediate School
5
Mr. Michael J. Sheehan
Head Janitor, High School
10
Mr. Carlton Torrey
Janitor, High School
0
Mr. George Watson
Janitor, High School
0
Mr. Alfred W. Freeman
Janitor, High School
0
HEALTH AND SPECIAL SERVICES
Mrs. Anne P. Welcker, R.N.
School Nurse 1
Dr. Walter E. Deacon
School Physician 14
Dr. Francis C. Ortolani
School Dentist
8
Dr. Gillis K. Turner
School Dentist 12
Mr. Lawrence C. Doyle
Attendance Officer
0
LUNCHROOM STAFF
Mrs. Thelma P. Redlon
Manager 13
Mrs. Marie Caron
Cook
15
Mrs. Verna M. Schwab
Assistant
7
Mrs. Ruth LaFleur
Assistant
6
Mrs. Frances Sollis
Assistant
6
Mrs. Lawrence Govoni
Assistant
0
Mrs. Paul Kehoe
Assistant
1
Mrs. Richard Putnam
Assistant
0
Mrs. Donald Sollis
Assistant
0
Mrs. Mary Ann LaFleur
Assistant
0
EVENING PRACTICAL ARTS
Mrs. Phyllis Gray
Clothing 5
Mr. Daniel H. May, Sr.
Furniture Refinishing
4
Mrs. Louise Snell
Cake Decoration and
Party Refreshments
2
Mr. Alexander Johnston
Upholstery
1
Mrs. Hazel Green
Rug Braiding
1
Mr. John MacFarlane
Chair Caning
2
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CURRICULUM
ELEMENTARY SCHOOL
The curriculum offered in the Duxbury elementary grades is planned so as to provide fundamental educa- tion of importance to all children. It includes the follow- ing major areas.
Language Arts* (reading, phonics, grammar, writing, spelling)
Creative Arts (art, music) Re-creative Arts (health, physical education) Arithmetic
Social Studies (community civics, history, geography)
Science
* Foreign language study begins in grade three.
The elementary curriculum provides training in the arts of communications through the language arts; provides opportunity for self expression and apprecia- tion through the creative arts; provides training for the development of good health and physical well being; gives training in the necessary skills of computation; and, through the social studies and science, provides funda- mental information about the world in which we live.
By arranging the program of studies in six major areas teachers are allowed more freedom to use available time where it is most needed. For example, a teacher may wish to spend more time on reading on a particular day and less time on this activity on another day, or she may wish to coordinate two or more areas in one unit of teaching. These things may be done easily since the teacher is free to use large blocks of time under this plan instead of operating in small time units. Flexibility in teacher use of time makes for more effective teaching.
21
To end a presentation of the elementary school cur- riculum at this point would be to over simplify a some- what complex matter. Consideration must be given to individual differences which exist among pupils, and attention must also be given to the problem of teaching techniques.
Individual needs and differences are met in a variety of ways in the Duxbury elementary schools. Pupils who have reading difficulties are given remedial instruction by a specially trained teacher. Pupils who are so-called non-readers, and who have not been helped by our usual remedial procedures, are grouped for special instruction. This instruction is given by some of our regular teachers who have received special training in this area.
In regular classes in skill subjects pupils are arranged in groups according to their ability to advance in their work. These groups are further refined to take care of the very slow learning pupils and those who are exceptionally fast learners. It is through this refinement in grouping that we provide for our so-called talented pupils. This procedure allows the exceptionally bright pupil to ac- complish more and to move ahead faster, while it provides more time for the pupil who needs more. In effect, this provides an ungraded primary unit. We hope that we can eliminate the grade designations in the first three grades and refer to them as the ungraded primary in 1962.
A further reorganization for improvement in in- struction at the elementary level is the use of depart- mentalized teaching in grades five and six. This plan assigns a person to teach a particular subject in which he is especially qualified rather than to teach several subjects in which he may not be equally well qualified. We have used this plan in Duxbury for the past three years and
22
we find it very satisfactory. We hope to extend the plan to include grade four beginning in September, 1962.
Those pupils who have extreme difficulty in all phases of learning receive special instruction adjusted to their needs. Such instruction is required under state law and must meet state standards as to curriculum and teacher qualifications. At the present time there are twelve such pupils in grades one through six who require this instruction.
Concerning teaching techniques, consideration has been given to "team teaching". The concensus to date is that more experimentation needs to be done before we should adopt this procedure. Measured by achievement on standardized tests there is no strong evidence that this procdeure is any more effective than the traditional plan. It is our feeling that at the present time a good teacher with a normal size class gives the best assurance of pupil success. We are fortunate in having many fine, experi- enced teachers together with classes averaging 20-25 pupils in the primary grades and 25-30 pupils in the intermediate grades.
For the past several years our elementary grades have used Channel II educational television programs to supplement our regular studies. We have not used the televised foreign language program, however, since we have been able to obtain the services of a well qualified language teacher. Our foreign language program has now been in effect for three years. Instruction begins in grade three and classes are held for thirty minute periods three times each week. The head of the foreign language department reports that, because of this early training, high school pupils are doing more advanced work than was formerly possible.
23
There are many interesting and stimulating new areas of curriculum study and teaching techniques at the elementary level that will demand our attention in the years immediately ahead. The further use of televised instruction, more study of the team teaching technique, the use of teaching machines, and the use of teacher aids (persons) are some of the devices and procedures we shall consider. We shall also do more in the area of curriculum improvement, including a re-examination of our mathe- matics and sciences courses, and the strengthening of our health and physical education program to meet the President's proposals in regard to physical fitness.
HIGH SCHOOL
At the high school level our major areas of instruc- tion are directly related to pupil's future plans. In general they can be divided into programs for the college and non-college bound students. Those who are preparing for further study beyond high school are provided a sufficient spread and depth of course offerings so that they can meet the entrance requirements of any college provided they maintain the scholastic standing (marks) required by the college. The student who is not planning to continue his education beyond high school has three areas of prep- aration to choose among. A boy may take the industrial arts program or the commercial program. A girl may elect the commercial program or the home economics program. All of these programs have good facilities and experienced teachers. In addition, both boys and girls may go to vocational schools at public expense to obtain more extensive training than Duxbury is able to offer. Some of our students desiring such additional training have enrolled at the Silver Lake Vocational School, the South Weymouth Vocational School, the Norfolk County Agricultural School, and the Peabody School in Norwood,
24
Massachusetts. It is expected that still further opportuni- ties will open up in this connection with the establishment of the regional vocational school at Hanover, Mass.
The majority of pupils in the Duxbury high school are interested in preparing for some kind of advanced training beyond high school, and this fact has a strong bearing on the nature and scope of our high school cur- riculum. This does not mean that other areas of the curriculum should be short-changed because of this strong interest. These areas must include good programs with adequate facilities and well qualified instructors. How- ever, the number of pupils in the college preparatory area makes it possible to provide a two track ability program, to offer advanced science, advanced mathematics, honors courses in English, and more depth in foreign language. On the other hand there are many more courses that could be offered in the commercial, industrial arts and home economics areas than we provide, but we would not be justified in offering them because of the small enroll- ments in these departments. Students seeking more ad- vanced and more specialized training in these areas may find it possible to meet their needs at a nearby vocational school at public expense.
Some recent curriculum changes in the Duxbury high school curriculum include :
1. A complete foreign language sequence from grade 7 through 12.
2. A language laboratory of 27 positions to strength- en instruction in this field.
3. The addition of a third year of Latin.
4. A course in economics emphasizing knowledge of the American economic system.
---
- -
25
5. A re-organization of the science courses providing advanced science in grade 12.
6. Metal work in the industrial arts program.
7. Ceramics in the art program.
New directions in the high school curriculum point to the need for further study in the mathematics, science and social studies curriculums. We need to provide more opportunity for individual study during school time. In the science field this may well develop in connection with the new senior science course in grade 12. The use of teaching machines to improve student's work in the skill subjects needs investigation now. Some modification of the team teaching plan in which new units of work will be presented to several sections at once by one department member should be investigated. The possibilities for this in English and Social Studies are evident. More time for health and physical fitness instruction is needed. All of these and other new proposals may require more than the present six hour school day. At present a high school student is in classes or study halls six fifty minute periods each day. More periods of the same length are desirable if the school curriculum is to be further extended. Addi- tional time would provide opportunity for more classes and for independent study and research.
A great stimulation to students and teachers has been the completion of our new high school. Its facilities and specialized equipment make it possible for everyone to do his best work. An excellent library, a spacious gymnasium, science laboratories with individual study and research areas, a language laboratory, adequate facil- ities for guidance, a separate auditorium for assemblies and large group instruction, and many other features have greatly strengthened our high school program.
26
A further incentive to improve our work has been the preparation required in connection with our high school evaluation which will take place in April, 1962. During the year just closed our teachers and staff went through a period of self evaluation considering the ob- jectives, curriculum content, methods, equipment, etc. in each subject field. In April an evaluating committee of about thirty persons will make a three day visit to the Duxbury high school to examine and report on our pro- gram, administration, personnel and building and equip- ment. This committee represents the New England Association of Colleges and Secondary Schools.
SCHOOL SERVICES
School services are provided to facilitate the work of the schools. They include library services, transportation, health, cafeteria services, and guidance, and are directly related to the operation of the educational program. In connection with our library services two matters should be noted. First, there is a need for many more books in the high school and the elementary school libraries. At present there are about 2600 volumes in the new high school library. This library has a capacity of 7500 volumes. Each room has its own library in the primary grades, and a separate library room is in operation in the inter- mediate school. Both schools could use many more books. Persons who may wish to donate books should contact the librarians or principals. Secondly, attention should be called to the fine work of the Elementary School Parent- Teacher Association in arranging a volunteer library service for the intermediate school library. We are most grateful to the parents and others who have been serving as librarians during the current year.
It is of importance to note that through the coopera- tion of our transportation services a plan for emergency
27
evacuation of all school pupils to their homes has been worked out. New bus schedules, for use in emergency only, and the availability of two extra busses has made it possible to return all pupils to their homes at any time during the school day in a very short period of time. We are grateful for the excellent cooperation of Herrick Auto Sales in making this possible.
Again this year, our school physician emphasizes the need for continued efforts to improve pupil posture, and our school dentists stress the importance of action to bring about fluoridation of the town water supply.
We are continuing to find the psychological services of the Old Colony Mental Health Association very valuable to pupils, teachers, and parents. Dr. Page of the Clinic staff visits our schools once each month for consultation.
Special statements concerning the health of our pupils are shown in another section of this report.
It is interesting to report about our new cafeteria services. Every school day the school department operates the largest restaurant in the community serving many hundreds of pupils a noonday meal at minimum cost. Two cafeterias are provided, and, if used in shifts they have a combined total capacity of 1800 pupils. It is especially interesting to report that our plan to prepare all food in the new high school cafeteria kitchen is working out very satisfactorily. This is a very economical arrangement from the standpoint of operation costs. The following statement indicates the extent of this school service.
The total cafeteria receipts for the year 1961 were $47,214.78. Of his amount $32,406.30 was received from the sale of lunches. The federal and state governments contributed $13,396.68 to subsidize the program, and the town appropriated $1,000.00 from local funds. Expendi-
28
tures for the year totaled $47,107.48. There were 123,128 meals served.
Good guidance services are essential if young people are to be successful in planning for future training beyond high school. These guidance services begin early in a students schooling and continue, when necessary, even after graduation. A guidance director must not only be a successful counselor, but he must have a complete knowledge of the program of his school, the admission requirements of many colleges and other post-secondary institutions, and the requirements and opportunities in many vocations. In addition, through testing and con- sultation he needs to know each pupil in his school as thoroughly as possible.
During the past several years Duxbury has had one person to carry out its guidance services. An additional person is requested for 1962-63, together with part-time clerical help. This plan will help us meet present day standards for these services.
The following tabulations indicate the distribution of our high school graduates over the past four years, together with a list of the institutions attended.
29
INSTITUTIONS OF HIGHER LEARNING CURRENTLY ATTENDED BY DUXBURY HIGH SCHOOL GRADUATES
Upsala College Marietta College Northeastern University Pembroke College Harvard University Massachusetts General Hospital School of Nursing Bryant & Stratton School Boston University (Sargent College) Skidmore College Curry College Wentworth Institute John Hopkins School of Nursing Green Mountain Junior College Wabash College Massachusetts Maritime Academy Springfield College New York Institute of Photography College of St. Joseph
Emmanuel College Babson Institute of Business Administration Westbrook Junior College Simmons College University of Oklahoma East Coast Aero Technological School Rutgers University University of Massachusetts State College at North Adams Northrup Institute of Technology
Westminster College Bentley College of Accounting and Finance
Dean Junior College Cape Cod Community College Cazenovia Junior College Suffolk University Worcester Polytechnic Institute Shepherd-Gill School of Practical Nursing
Nova Scotia College of Art United States Military Academy
Cambridge School of Business
University of Virginia Fisher Junior College Barrington College Connecticut College Mt. Ida
Leland Powers School of Radio and Television
Rhode Island School of Design Bard College Bridgewater State College
The Citadel Quincy Hospital School of Nursing Massachusetts Memorial Hospi- tal School of Nursing Bates College Emerson College Oberlin College Dartmouth College Gordon College
Lafayette College
30
INITIAL ACTIVITIES OF DUXBURY HIGH SCHOOL GRADUATES
Classes of 1958-1961
Class
4 Year School
Nurse's Training
2 Year Short-term School Schools*
Armed Forces
Direct Employ- ment **
Totals
1958
10
1
1
4
16
1959
11
5
2
2
6
14
40
1960
13
1
10
2
4
12
42
1961
24
12
4
3
13
56
Total
58
7
24
9
13
43
154
Per Cent
37
5
15
6
9
28
100
*Short-term school refers to terms of 1 year, 6 weeks, 3 weeks, or any span of time under one year.
** Included here are those few who have married soon after graduation.
NOTE: 98 students, or 63% of those graduating in this four year span, have gone on to some form of advanced education. The state average is usually 40-45%.
31
SCHOOL COSTS
School costs in 1962 will advance about 19 percent over 1961. The bulk of this increase is in instruction costs, and in operation costs for the new high school. Instruction costs have increased because of the addition of five teachers in 1961 and the need for seven more in 1962. Maintaining salaries for existing and for additional per- sonnel constitute a major portion of the increase. The cost of operating the new high school is approximately $25,000.00 per year. These operating costs include light and power, fuel, maintenance supplies, telephone, water, etc. plus the salaries of four janitors and outside main- tenance men. Other large increases result from transpor- tation costs, insurance, and additional clerical services. Following the transition period to the new school, costs should advance more slowly.
Attention is called to the amount of reimbursement now received by the town on account of schools. This amounted to $101,615.83 in 1961.
Other income received from the federal government for school purposes came from funds available under pub- lic law 874, and from money available under the National Defense Education Act. These monies are grants to the School Committee for specified purposes.
Attention is also called to the chart showing school appropriations for the past five years. This distribution indicates that a continually larger proportion of school expenditures is for instruction rather than for operation, maintenance, administration and services. This is as it should be for instruction is the real work of our schools.
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