USA > Massachusetts > Plymouth County > Middleborough > Town annual report of Middleborough, Massachusetts 1960 > Part 12
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(f) COOPERATION OF THE Y.M.C.A. IN THE SOCIAL PRO- GRAM: Due to the damage to the gymnasium roof during the Hurricane, the Middleboro Y.M.C.A. generously offered to sponsor school-run socials for Grades Seven and Eight under joint supervision of the "Y" and the school's P.T.A. The P.T.A. also sponsored two afternoon parties for Grade Six. Young people need social development along with their other growths.
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(g) PARENT-TEACHER ASSOCIATION AND "OFFICE HOURS": The Junior High School P.T.A. unit differs from the various regional P.T.A. groups as it covers the entire town and is a means of parent education primarily. This year's program has been built around the questions most frequently asked by parents. In addition to these meet- ings four "office hours" days per year are held by the faculty at which time parents have the opportunity to confer with teachers in the after- noon. During the past year, the P.T.A. has assisted not only in the social program, but also has contributed to the Library and to the total pro- gram by the gift of two modern record players. Parental cooperation and individual conferences have continued to exceed former years. This is a very healthy sign because only by working together can the best results be obtained for the pupil. A special conference evening for parents of eighth grade pupils promoted to Senior High School con- tinues to be practical and popular.
SERVICES TO THE COMMUNITY
Any school to be a vital part of a town must be interested in the community. The two Bands (Junior High and Elementary which meet here), Junior Red Cross, Service Club, Junior Practical Arts, and many homeroom groups have served local and Federal hospitals the past year plus other community causes. If young people are to participate in their community as they grow up, the training starts when they are youths. So much publicity is always given to the juvenile offender that it seems sad that more of the good, fine, helpful things that young people do cannot be better known and more fully appreciated. Rather than dwell- ing continually upon the small percentage of offenders, the larger group of fine teen-agers should be encouraged.
JUNIOR HIGH SCHOOL MUSIC NIGHT
A very fine program of "Music in the Junior High School" was presented in the Town Hall last May. Arranged by Mrs. Sherman and Mr. Nelson assisted by Mr. Casselberry and the Principal, it gave the parents and other visitors (many of them from out of town) a very complete survey of the school's musical activities.
I should like to close this report with thanks to the cooperative parents, the members of the faculty and staff, the Superintendent of Schools, and the Supervisors. Without the help of these many people the school motto of "Onward" could not be achieved.
Respectfully submitted,
HENRY B. BURKLAND
Principal
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ANNUAL REPORT
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ANNUAL REPORT
DIVISION OF ELEMENTARY EDUCATION
Mayflower, Rock - South Middleboro Elementary School District Edward W. Sawicki, Supervising Principal
SCHOOL ORGANIZATION
Mayflower School
Grade
Number of Pupils
Teacher
1
29
Harriet B. Blanchard
2
20
Elizabeth D. Tate
3
38
Pauline M. Cleary
4
32
Anne L. Washburn
4
31
Dorothy M. Davis
4
30
William T. Shillue
5
35
Lillian G. Standish Elsie A. Cahoon
5
34
6
33
Leo J. McGuirk
6
32
Karen E. Kyrouz
6
32
Florence G. Caldera
Elementary Practical Arts
13
Carol A. Chaplain
359
Rock School
Grade
Number of Pupils 28 27
Teacher Millicent L. Morgan Mabel I. Fornaciari
South Middleboro School
Grade
Number of Pupils
3
25
4
25
Teacher A. Margaret Mitchell Veronica L. Hawkins
50
SCHOOL STREET SCHOOL Robert W. Gross, Principal SCHOOL ORGANIZATION
Number of Pupils
36
35
36
Teacher Ethel H. Manwaring Alice C. Harlow Barbara F. Churbuck
1
2
55
Grade 3 3 3
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ANNUAL REPORT
4
36
Virginia G. Smith
4
37
Marilynn F. Dutra
5
32
Helen D. Robbins
5
29
Alice G. Austin (Part-Time) Robert W. Gross
UNION STREET SCHOOL
Alice R. Begley, Principal SCHOOL ORGANIZATION
Grade
Number of Pupils
Teacher
1
29
Valdis W. Talbot
1
29
Mary F. O'Connell
1
28
Elsie L. McCarthy
1
29
Amelia L. Boutin
2
26
Marjorie M. Hanson
2
27
Evelyn Elliott
27
Cornelia E. Coyle
27
Helen F. Hoye (Part-Time)
222
Alice R. Begley
WEST SIDE SCHOOL Louis J. Rando, Principal SCHOOL ORGANIZATION
Number of Pupils
Teacher
24
Sara E. Matheson
24
Florence K. Churbuck
35
Doris P. Orr Renee R. Gaudette
27
5
35
Ernestine B. Wood
5
34
Myrtle A. Marden
6
22
201
Margaret G. Hydorn (Part-Time) Louis J. Rando
Grade 1
2
3
4
2
2
241
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ANNUAL REPORT
FLORA M. CLARK SCHOOL Raye F. Guidoboni, Principal
SCHOOL ORGANIZATION
Grade 1 2
Number of Pupils
Teacher
26 19
Edith E. Matthews Raye F. Guidoboni
45
NORTH MIDDLEBORO ELEMENTARY SCHOOL DISTRICT Stanley Kruszyna, Superintendent
SCHOOL ORGANIZATION
Grade
Number of Pupils
Teacher
1
23
Marjorie C. Huntley
(Plymouth St. School)
2
23
Margaret J. Walsh
(Pleasant St. School)
3
19
M. Helen Hyvonen
(Pratt Free School)
4
17
William J. Browne, Jr.
(Pratt Free School)
82
EDUCATIONAL PROGRAM
General Policies and Practices
One of the goals of elementary school education in the Middleboro Public Schools is to stand on par with the highest standards of perform- ance. The administrators and teachers possess an attitude of interest and application with improvement in teaching always being sought. The pupil is paramount. From grades one through six we ask, "What can we do to help more thoroughly and efficiently the academic, moral, social, and physical growth of the boys and girls in our charge?" We are find- ing answers to our query.
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ANNUAL REPORT
As the pupil progresses in his grade, teacher and principal keep dual tract of his progress. The principal notes progress in each pupil's reading and other academic work, thus enhancing the teacher's judg- ment in grouping and grade status at the end of each year. We feel proud of such close scrutiny and cooperation, for it has resulted in excellent pupil placement. Retentions that have been made, in the first four grades particularly, have proven to be highly advantageous to the future academic status of the pupil concerned. Confidence is developed within the young scholar and progression in the upper grades is un- inhibited.
Perfection is impossible, but we strive for it. Within each grade grouping for instruction is practiced extensively. In grades one through four there may be from three to five ability groups in reading. Pupils are taught in the group where they achieve maximum success. Rate of growth determines movement from group to group. With additional re- medial work administered where needed, excellent results are being achieved in reading. Too, we have developed our system of reading library books for interest to a higher degree than we have had for some time.
In all academic teaching in the elementary grades the teacher has a never-ending challenge. This is no trite expression, for the earnest teacher is concerned with developing an interest in learning in the child and at the same time nurturing his growth to the fullest. Formal methods of instruction are supplemented by creative activities. Pupils are taught in a class, but as the year progresses the teacher, more and more, sees the pupils as individuals and plans and gears the instruction to these individuals as much as is physically possible. Special help is given to the slow learner. Extra drill is advised. Special home assign- ments are recommended. The more capable pupil is challenged by a broader horizontal study of the topic at hand. He may be assigned individual reading, special reports, research on a topic, or a group may be asked to report its findings to the class.
As is the teacher, so is the class. Therefore, our methods of teacher supervision are very closely knit. Faculty meetings keep the teachers informed of administrative procedures and general academic policies. Grade meetings develop uniformity in content coverage, afford ex- change of ideas, and are a means of in-service training for the neophyte teacher. Individual conferences and supervision on the part of the prin- cipal provide for improvment in instruction and teacher growth on the many levels of experience.
Citizenship
In addition to providing for a command of the fundamental pro- cesses of learning, an adequate educational program must have as one of its major objectives the development of civic ideas and an under- standing of what constitutes worthy citizenship. Pupils must be guided to self-understanding and to an appreciation of the rights of others. It remains now, as in the past, that training for citizenship is a basic function of the public school. Each child attending school must have those living and learning experiences that will aid him to act as a re- sponsible citizen.
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ANNUAL REPORT
A community must be aware of the type of citizenship that its children practice; it must know that its future adults have concern for others; it must feel confident that its pupil population will react in a responsible manner when they are given a free choice.
The essence of the public school classroom is its democratic com- position. Here, during each school session, the children of all the people meet to learn, to grow, and to share. Through their inter-change of ideas, their respect for the rights of others, and with a mutual regard for the integrity of truth, they are participating as responsible citizens of our community.
Specific instances of training for citizenship can be enumerated, such as: the Junior Red Cross Program, participation in community projects, daily opening exercises, study of holidays, and the academic studies, but by far the most numerous, and the most difficult to identify, are the day-by-day experiences in the busy atmosphere of the classroom. Here good practices and proper attitudes are presented by the under- standing, alert teacher. The teacher is ever aware of these valuable opportunities for citizenship instruction and is constantly utilizing them so that her pupils may grow to appreciate and to honor their lofty American heritage.
Special Programs of Instruction and Testing
Remedial Reading
In addition to the regular instruction in reading, pupils in Grade Three and in Grade Four who are in need of extra help in this vital subject are given such an opportunity under the capable direction of Miss Leah Boutin. During the present school year sixty-five pupils in Grade Three and fifty-one pupils in Grade Four are receiving this special service. It is during these critical years in the reading program that such a service is most advisable. Miss Boutin is also working with eight pupils in Grade Five who for various reasons need additional individual teaching in proper reading skills.
If such a program of individualized teaching is to achieve its goal, such classes must remain small enough to enable the teacher to discover and to correct reading difficulties. Occasionally individual attention is required to help a pupil achieve success in reading. Miss Boutin is presently working with four pupils on an individual basis, one pupil receiving instruction during the regular school day and three students receiving this special help before and after the regular day's session.
It is to be noted that the time required for this special service is in addition to the regular allotted reading schedule as set up by the School Department.
Elementary Practical Arts
The Elementary Practical Arts Class, taught by Carol A. Chaplain, is an ungraded class. This group of thirteen children, ranging in age
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ANNUAL REPORT
from seven to twelve, is unable to cope with graded curricula. Each child is individually tested before placement in the class and must be retested every two years in accordance with the requirements of our Common- wealth. The academic program is based on the individual abilities of the child. Each child is expected to achieve only what his mental age indi- cates he is able to attain. Achievement tests are administered each year. A limited crafts program is taught for the purpose of developing useful avocations as well as to increase muscular coordination.
Testing Program
Testing is an integral part of our elementary educational program. Teacher-made tests are used as gauges to determine efficiency of in- struction and pupil learning. They constitute an additional instrument in developing effectiveness and meaning in the day-to-day teaching.
We are concerned with our educational status on a national basis. Therefore, we have established a developmental program of nationally standardized tests. Each of these tests is administered for a specific rea- son or reasons. To determine a pupil's academic potential, we find the administration of an I.Q. test very helpful. We administer such tests in Grades One, Three, and Six. In Grade One the Otis Quick-Scoring Men- tal Ability Test is given to the pupil. In Grade Three an intelligence quotient is derived from the results of the California Test of Mental Maturity for primary grades. In Grade Six the California Test of Mental Maturity for elementary grades is administered.
By the time the pupil has completed nearly two years of schooling, we have tested him to determine his total academic achievement as com- pared to other pupils of the same level throughout the country. Our instrument here is the Metropolitan Achievement Tests. The Durrell- Sullivan Reading Tests are given in Grades Three and Four. These tests determine the pupil's progress, aid him in group placement, and serve as another determinant of grade status. The Stanford Achievement Test is a comprehensive test of academic achievement. With its adminis- tration at the outset of Grade Five, the teacher has more reliable inform- ation for present pupil status and a basis for future emphasis.
Music and Art Programs
Parents and teachers know children as individuals. They seek full- ness of life and happiness for the young people they know so intimately. They are in a singular position to observe and to appreciate the charac- teristics and qualities which may, if they are nutured, allow him to solve new problems in new ways.
Many parents are not aware of the wonderful opportunities the school department makes available to our students. Two in particular are art and music. These activities are under the capable direction of Mrs. Eunice Sherman, Mr. Richard Nelson, and Mrs. Sylvia Matheson.
Unlike the academic and required departments of the school sys- tem, the instrumental music department is made up of students in
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ANNUAL REPORT
Grades Four, Five, and Six who voluntarily attend instrumental music lessons and enroll, after qualifying, in the Elementary Band. Despite the fact that this means staying after school hours to take part in the pro- gram, the number of children interested is steadily increasing until now there are about twenty percent taking part in the instrumental program.
Vocal music reaches every child in the school system with the supervisor visiting each class once every two weeks. Special activities include choirs at the West Side and Mayflower schools for fifth and sixth grades only. This is on an elective basis for those pupils who want to participate-realizing that it means rehearsing during the noon recess once or twice a week. Space and time limit other musical activities. It is the belief of the music department that children gain an appreciation for music through active participation.
We are denying the child important means of developing his ideas unless we work actively toward an increasingly valuable program in art. Such a program under the direction of Mrs. Sylvia Matheson is presented to our elementary school children. The boys and girls are eager to express their feelings and ideas through artistic media and they are able to move freely and often from one media to another. Sufficient materials and time to use them are always available.
Through the arts boys and girls can attain many channels for ex- pression. Playing, singing, painting, modeling, and the like, are natural for young children. In a program such as we have, we do not need to urge self-expression; the children themselves seek it.
TRIBUTES
MISS ESTHER M. SPOONER
The Town of Middleboro was shocked and saddened at the death of one of its most dedicated teachers on June 11, 1960. Miss Esther M. Spooner died after a prolonged illness and left a host of friends who will long remember her as one of the town's most outstanding teachers. In September, 1923, she began her teaching career in Middleboro at the Green School and was teaching the fifth grade at the Mayflower School when she obtained a leave of absence. She had taught thirty-seven years in this town.
Her life was centered around her school, and her seemingly effort- less methods obtained success that would be difficult to equal. She had a personality that won the respect of every pupil and one could always rely on her good judgment in any situation. Always well-prepared, she had a strong command of subject matter and her goal was perfection. She encouraged the individual pupil to reach this goal to the best of his ability. Her many trips, both here and abroad, gave her a wealth of in- formation and she relived her experiences with the class who enjoyed learning of these far-away places. Her classroom was always the center of some activity or project and her deep interest was reflected in the enthusiasm of her pupils.
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ANNUAL REPORT
To know her was to value her as a friend for life. We extend deepest sympathy to her family and to the many friends in her church, school, and the community who will remember her as a truly dedicated teacher.
MISS ROSE MALEY
Miss Rose Maley retired in June, 1960, after teaching thirty-nine years in the Middleboro schools. She began teaching in September, 1921, at the West Side School and completed her teaching in the fourth grade at the Mayflower School.
Though a quiet, soft-spoken person, she was a consistently strong teacher who gave sound instruction in the basic fundamentals and al- ways carried out the principles of a well organized classroom. She was dependable in all administrative duties and cooperated at all times with the parents of her pupils. She was experienced in methods, a firm believer in constant drill, yet was always willing to change with the times. She will be missed by all her friends in the Middleboro schools and by the many pupils she so ably guided through the years. We wish her a long, healthy life to enjoy a well-earned retirement.
MRS. MARGARET E. PECK
Mrs. Margaret E. Peck has devoted thirty-six years of her life to the children of Middleboro starting at Thomastown School in the fall of 1924. A year later she was transferred to the West Side School where she served for thirty-five years. During her years as a teacher, she diligently taught the basic fundamentals of elementary education which can stand as a guide for many a teacher to come. Many of her former pupils will remember the solid foundation received under her tutelage. Mrs. Peck was ever mindful of the character training of her pupils. She conscientiously spent her days making her pupils upstanding, respon- sible members of their country. Mrs. Peck can proudly look back with satisfaction to the many years nobly spent. We extend our best wishes to Mrs. Peck in her retirement.
ALLIED AGENCIES AND SERVICES
School Lunch Program
The Mayflower School includes a well-equipped cafeteria and the service it provides has proven most welcome to the many bus pupils who otherwise would have to bring a cold lunch. Mrs. Norman Quindley and three assistants prepare food for over four hundred fifty lunches daily. This includes about two hundred lunches for Union Street and School Street School youngsters. The food is transported in insulated steel con- tainers to the Union Street School cafeteria where Mrs. Minnie Wills and her assistant, Mrs. Elizabeth Kinsman, serve the children.
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ANNUAL REPORT
After the Union Street School cafeteria had been established a year, the bus pupils from School Street School were included in the lunch pro- gram. A well-balanced, nutritious lunch made attractive by color and variety is most efficiently served by the cafeteria workers. The schools appreciate the cooperation of the parents who have taken advantage of this hot meal for their children at minimum cost.
Parent-Teacher Associations
There are several Parent-Teacher Associations in the elementary schools. The Rock-South Middleboro P.T.A. includes the two suburban schools in the southern section of the town. In the northern section, the Pleasant Street, Plymouth Street and the Pratt Free Schools are in- cluded in the North Middleboro P.T.A. The Flora M. Clark School originally had a Mothers' Club but this was incorporated into the Flora M. Clark P.T.A. The West Side School more recently formed a Parent-Teacher Association which is now engaged in developing a school library. The Central Elementary Schools Parent-Teacher Association in- cludes the Mayflower, School Street, and Union Street Schools.
These organizations have as their primary function the opportunity of providing a closer relationship between the home and the school. The officers are chosen from among the parents, and the various projects undertaken during the year are supported by both teachers and parents. The money derived from these sources is used for visual-aid or play- ground equipment. Both are appreciated by the schools. Business meet- ings are held at various times and usually include an outstanding speaker who has a definite message for the parents. The Open Houses held during the year give parents an opportunity to meet the teachers and discuss any problems they may have in regard to the educational progress of their children.
By joining the local Parent-Teacher Association, each parent will understand more clearly the educational foundation the schools are giving his children.
Health Program
Mrs. Mary Edgerly, our school nurse, carries on a very busy sched- ule. She divides her time among the various schools, checking, examining and testing. In her quiet, efficient way she gives the Massachusetts Vision Test to detect any defects in eyesight. The Audiometer is used to test ears and has proven most efficient in checking cases of loss of hearing. Physical examinations are given in the first, fourth, and seventh grades, and also in the sophomore year in the High School.
Each child is weighed and measured annually. Mrs. Edgerly is also ready to assist in any emergency and makes home visits as required.
Recently she has been of great assistance with entering first graders by getting complete health records from the parent at the time of registration in May. Her calm, gentle manner gives confidence to children who meet with accidents while at school. These accident cases are followed closely. Complete medical records are kept of all handicap-
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ANNUAL REPORT
ped children and conferences are held with their teachers. Her services are appreciated by the teachers when contagious diseases affect the schools.
PHYSICAL IMPROVEMENTS
During the summer months all buildings are thoroughly cleaned by the custodians in their respective buildings. The custodial staff is to be complimented for the clean, sanitary conditions existing in our school buildings.
All heatings systems in the various schools are annually cleaned, adjusted, and set in order for the coming year.
Many major physical improvements have been realized this past year. At the South Middleboro School, one classroom, corridors, and lavatories have been painted. The play area has been resurfaced, making an ideal playground for the children.
Rock School had a new hardwood floor installed in one classroom and in both entries. The play area at this school was also re-surfaced.
The Mayflower School did not require any major repairs but minor repairs and adjustments were made throughout the building.
Major improvements at the School Street School consisted of the removal of all oil from classroom floors and finishing them with a varnish-type seal. A new bulkhead roof was installed, bubblers in all corridors were replaced with modern sanitary equipment, and a janitor's sink was installed in the basement. The school yard has been re-surfaced and a "black-top" driveway leading to the front entrance of the building has been completed.
The Union Street School had a major problem with the oil tank which now has been corrected. The tank was thoroughly cleaned and re-piped and the oil burner completely overhauled.
The basement at the West Side School has been completely reno- vated. The heating system has been enclosed with cement blocks and basement ceilings have been wire-lathed and plastered, making the build- ing as safe from fire as possible. A new corridor leading to the basement is now complete and the basement floor has been cemented.
The basement area now meets the approval of the State Department of Public Safety for use as a cafeteria. Much of the plumbing, electrical work, and gas have been installed. It is hoped that by next September the cafeteria will be in operation.
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