USA > Massachusetts > Plymouth County > Middleborough > Town annual report of Middleborough, Massachusetts 1962 > Part 12
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SIGNIFICANT EVENTS OF 1962
Buildings
The frontal attack on the high school building problem as evidenced by the passing of Article 26 at the Town Meeting on March 12, author- izing the School Committee to engage an architect to assist in a study
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of school building needs, must be recorded as a significant event of 1962. The progress made thus far does not adequately represent the time and effort spent in trying to resolve this pressing situation. The problem still stands as our most urgent building handicap, for upon its solution will depend the direction to be taken in providing equally urgently needed elementary school classrooms and facilities.
Circumstances at the high school have perhaps directed more than their proportionate share of consideration to the detriment of the pro- blem of the elementary schools. With equal urgency, we must now direct our attention to this level.
Since the junior high school building houses approximately half of our sixth graders, we must for practical purposes, consider Grades 1 through 8 as comprising our elementary grades. The anticipated enroll- ment for 1962 in these grades was 1,860. The actual enrollment as of October 1 was 1,888 - the equivalent of one class or 28 pupils more than was anticipated. The projected enrollment for September 1963 for Grades 1 through 8 is 1,967, an increase of 79 over the number presently enrolled. With every available classroom already in use, emergency measures must be taken immediately to accommodate the equivalent of two extra classes.
Educational Program
A Superintendent's Advisory Committee consisting of appointive members from the administrative staff and elective members chosen by teachers was formed this year. The Committee meets on a regularly scheduled basis and concerns itself with professional matters only. The group provides the Superintendent with a means of identifying areas in our educational program needing attention. This "grass roots" approach to the problem of strengthening and improving our educational practices and programs has already proved its worth.
One direct outgrowth of the Committee's deliberations centering on the reading controversy resulted in a pilot program in the teaching of phonics using one of the several much-heralded methods. Teachers vol- unteer for such investigations. This enthusiasm and desire to improve techniques must be applauded and encouraged for nothing happens in teaching unless it happens to the learner.
Changes in the field of mathematics and science are so extensive and so profound that they can be described only as a revolution. School administrators and teachers are confronted with many questions requir- ing careful study regarding the teaching of school mathematics. A com- mittee of junior and senior high school teachers has been called together by the Superintendent to consider this problem. The committee is seek- ing answers to the following questions:
1. Why is there a need for basic changes in the content, organiza- tion, and presentation of school mathematics?
2. What new and improved materials of instruction are now avail- able?
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3. What are some of the more important administrative and curric- ular problems which must be considered in relation to the new mathematics?
4. What procedures can be used in establishing an improved math- ematics program in our school system.
The following are excerpts from junior high and elementary school principals, teacher specialists, and others indicating educational items of special interest and importance for the year 1962. Complete reports submitted to the Superintendent of Schools are available to interested persons.
66 At present, as in so many junior high schools, we have in- troduced the "new math" on a limited basis. Plans have been made to expand this program during the coming year. In this manner we can remain in touch with the latest educational developments in mathematics without loss of traditional mathematics content.
66 . In addition to the mathematics area, curriculum committees have been formed in Social Studies and in English for the purpose of evaluation and closer articulation between the grades.
66 The formation of a student council is in progress. . . . This will afford our young people another opportunity to think for themselves and to develop their capacity for self direction in regard to certain aspects of student and social life.
. Mr. Albert F. Soule, Jr., formerly of the Memorial High School, assumed his new duties as Guidance Counselor in September of this year after a year's leave of absence spent in graduate study at Boston University. We welcome Mr. Soule and the contribution the guidance function can make to our pupils at the Junior High School."
PHILIP W. NATALE, JR.
Principal, Henry B. Burkland School
66 . Under the direction of Robert L. Mogilnicki, vocal music specialist, the new vocal music course of study is being implemented in Grades 1 - 6. ... The traditional musical spirit at the Mayflower School is well illustrated in the enrollment of 75 students from Grades 5 and 6 in the Mayflower Choir. The choir members sacrifice half their lunch period each Wednesday to rehearse in the multi-purpose room.
The Elementary Practical Arts Class, taught by Aileen G. Tiffany, is an ungraded class. The ingenuity, patience, and devotion of the teacher are tested in working with pupils in this group. The inform- ality of the class bears out the personality of the child, and through
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necessity much of the instruction is on an individual or small group basis. Each child is expected to achieve only what his mental age indi- cates he is able to attain. Too, social amenities and good citizenship are stressed in the daily academic pursuits. Various handiwork projects are a regular part of the instruction !! They increase muscular co-ordination and may develop vocational learnings.
. Presently, in the elementary school, basically we employ a policy of the self-contained classroom form of structure. But for pur- poses of instruction, changes and refinements are developed. Grouping is used extensively in the primary grades. Homogeneous grouping in reading, added with remedial smaller group instruction, approaches an individualization of pupil needs. In preparation for junior high school and for teacher efficiency in preparation and instruction, partial depart- mentalization is employed in arithmetic, English, and physical education.
Again, a similitude to team teaching, we do teach some classes in Grade 4 Geography and Grade 5 Music and Art with a total of three classrooms of pupils under one head instructor with others aiding."
EDWARD W. SAWICKI Principal, Southern Elementary School District
66 . The addition of the Flora M. Clark School to the Northern Elementary School District completes the organization of the three elementary school districts for the Town of Middleborough.
66 After a year of study and consideration by the entire faculty, a Physical Fitness course of study has been developed. The purpose of this study was to provide the teachers of Grades 1 - 6 with an outline for a good physical fitness program to be employed in a self-contained classroom situation. The course of study has been completed and pre- sented to the Superintendent of Schools for his recommendations and approval."
LOUIS J. RANDO
Principal, Northern Elementary School District
66 . . . This year we have initiated an individualized reading pro- gram for pupils in Grade 2 following, generally, the program as it has been in operation for several years in Grades 3 and 4. . The prep- aration for the program in Grade 2 began last winter when the Super- intendent of Schools and the Principal met with the faculty of the Union Street School to consider possible teaching organizational changes. This meeting was followed up by numerous teacher-principal conferences,
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teacher study and evaluation meetings, and finally the setting up of the program now being used."
ROBERT W. GROSS
Principal, Central Elementary School District
66 . The ever growing enrollment calls for more groups to be handled by the remedial reading department. Therefore, as of October 15, 1962, Wilrene Card was elected to teach remedial reading on a part- time basis.
. For the first time, the remedial reading schedule includes supervisory work in grades 1 through 4. This proves valuable because methods and materials that have proved themselves worthwhile through years of experience are made available. All of this is done to help each pupil read profitably at his grade level."
LEAH M. BOUTIN
Remedial Reading Specialist
. During the first two weeks of October, 26 children were scheduled for the speech program. These were children who had been in last year's program. By the end of October, referrals brought the number of enrollments up to 38. The enrollment by December numbered 43 children.
66 . . . At present, a program of lip reading is being set up to begin in January 1963. This type of rehabilitation is vitally needed for five children with hearing problems.
. Whenever possible parent conferences are set up. By the end of November, seven such conferences were held. A conference was held, also, with the teacher of each individual child."
MARY LOU GAFFNEY
Speech Therapist
At the elementary level Mr. Mogilnicki has set up a new vocal music course of study. .It includes the aims, objectives, fundamentals of music, essential music skills, and musical terms which should be a valuable aid to the classroom teacher.
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" At the Junior High School level, the Director of Music com- pleted a course of study correlated with the first six grades.
" . Each year the instrumental music program is growing be- yond its physical limits. . . . Even with the anticipated 5% dropout each year, the band will number well over 150 members. At the begin- ning of the next school year and each succeeding year under present conditions, young musicians will have to be dropped from the High School Band due to the limited amount of space in the Rounseville building. This is not public school education when capable students are denied the privilege of taking any particular subject.
" Last spring the Dance Band won first prize in a local talent show and made an appearance on a Boston television station early in the summer . . The Junior High School Band was invited to play at the Plymouth County Teachers Association Convention which was held in Brockton this fall.
. Again this year the Peirce Estate Trustees have helped our de- partment considerably. We would like to thank them especially for the purchase of the used string bass and souzaphone, and the new bassoon and bass clarinet."
RICHARD E. NELSON
Director of Music
66 . . In September of this year, I submitted to Mr. Kruszyna for his approval a new course of study for the elementary grades. This course was subsequently introduced and implemented in Grades I through VI throughout Middleborough. The course contains a statement of objectives and aims and incorporates the best features of music in- struction, methods, and procedures with the proper adjustment for our particular needs, conditions, and requirements. The section on music fundamentals embodies all of the technical information necessary to achieve our goals.
A Boys' Choir was introduced as an elective activity for the first time this year and received an enthusiastic response of 26 students from Grades VII and VIII.
. All students in Grade VII were offered the opportunity to sub- scribe to a series of three Youth Concerts at Symphony Hall in Boston at a nominal cost. Forty-one students responded and attended their first concert on November 3.
" The A Cappela Choir gained recognition and distinction in being selected to represent the public schools of Massachusetts in an
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appearance with the Boston Symphony Orchestra in Symphony Hall, Boston, on March 30 and April 6, 1963."
ROBERT L. MOGILNICKI Vocal Music Specialist
66 .. The elementary school art program provided for bi-weekly visits of the teacher specialist.
Among new materials and techniques introduced were plasti- cene modelling, weaving with yarn and string, vegetable printing, and linoleum block printing.
When feasible, the art program was used to enrich other areas of the total curriculum.
It is recommended that ceramics become a part of the regular art program at all levels. Through this medium children can develop muscular control, three dimensional and decorative design, science understandings, and gain pure satisfaction in a lasting product."
LUCY W. FEARING
Art Specialist
There are few changes over those of the past few years to report in the activities of the Athletic Department in 1962. The number of participants in the program at the High School was greater than ever before due to the unusual interest of the freshman class in athletics.
66 . The only other change in 1962 was the return of tennis to our interscholastic program. Under the supervision of W. Robert Thomas, we sponsored a team that represented us quite creditably. Emphasis was placed on intra-murals, but enough matches were played with surround- ing towns to warrant attempting a full scale schedule in the spring.
The only suggestion I have to offer for improvement in our athletic program is to place more emphasis on our junior varsity foot- ball program. Two consecutive freshman football teams have been out- standing, not only because of their success at winning, but because of their numbers. . .. A good junior varsity football program wouldn't entice 100% of this group in their sophomore year, but would encourage many of them and also would attract many juniors. Whether our aim is for better teams or increased participation is immaterial as one without the other would be quite unusual.
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. I feel we should have an additional varsity coach whose prime purpose would be to promote a good junior varsity program if we expect to participate creditably in the Southeastern Football Con- ference.
Stressing as I have for a number of years the importance of better facilities for the girls at the High School and an athletic field at the Henry B. Burkland School, it might appear that these problems had been remedied if I failed to mention them in this report. Both of these inadequacies are still with us, but progress is being made with both; and it appears as though an athletic field at the Henry B. Burkland School will become a reality within another year or two."
HENRY E. BATTIS
Director of Athletics
66 . The practice of mental health is everyone's business and not only the specialist in clinical psychiatry. Often the skills of several workers from various departments are needed to help the child to achieve at his expected level. Sometimes it requires that the family, com- munity, and school personnel contribute their specific skills through team approach to a problem as early detection and total community effort is most important.
"The goal is to prevent our children from reaching the point where they require psychiatric treatment and to help build into our community people with resilience, so that they can cope with their stresses without becoming ill.
"During 1962, the following health activities were carried out:
4 Meetings attended
1,637 Physical Examinations (assisted) - done by the school doc- tor in grades 1, 4, 7, and 10.
354 Classroom visits or talks.
793 Teacher-Nurse Conferences.
568 Pupil-Nurse Conferences.
403 Parent-Nurse Conferences.
226 Principal-Nurse Conferences.
15 Superintendent-Nurse Conferences.
449 Other Conferences - (including doctors, dentists, public health workers, state consultants, other nurses, social workers, etc.).
531 First-Aid administered.
321 Sick children attended.
145 Sick children sent home.
28 Transportation of sick children.
2,572 Massachusetts Vision Tests Administered.
(Failures: 184 - Under Care: 130)
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2,575 Massachusetts Audiometer Tests Administered. (Failures: 75 - Under Care: 31)
411
Notices sent home.
2,659 Heads Inspected.
764 Weighing and Measuring.
14 Visits to doctors' or dentists' offices and hospital.
49 Home visits.
2,564 Individual Health Records.
1,344 Accident Cards kept up-to-date (Reports to State, Town and School Superintendent).
243 Pre-school children registered for first grade.
671 Students given "Heaf Test" at Memorial High School (26 pupils had positive reactions. These pupils have had Chest X-Rays and are being followed-up).
Immunization Clinics: (Diphtheria and Tetanus)
2-12-62
104 pupils
Dr. Silliker
Town Hall
3- 5-62
175 pupils
Dr. Silliker
Mayflower Sch.
3-19-62
159 pupils
Dr. Bonnar
Town Hall
4- 9-62
256 pupils
Dr. Silliker
Town Hall
Henry B.
5- 7-62
322 pupils
Dr. Silliker
Burkland School
5-28-62
283 pupils
Dr. Bonnar
Memorial H. S.
Type I and Type III Oral Polio Vaccine was given in all schools.
179 Pupils on Handicapped List.
8 - had home instruction during the school year.
3 - attending Boston School for the Deaf.
1 - attending American School for Deaf, Hartford, Conn.
2 - attending Sacred Heart School, Kingston, Mass.
1 - classroom telephone service.
2 - left school during the year.
12 - boys and girls from the handicapped list who have reached 16 years of age have been referred to the Massachusetts Rehabilitation Program.
- remaining pupils in this group attended regular classes.
9 Blind or partially-seeing children included:
1 - attending Perkins School for the Blind.
1 - attending Sight-Saving School, New Bedford, Mass.
5 - attending regular classes with preferable seating.
2 - using Sight-Saving books.
MARY H. EDGERLY, R.N.
School Nurse
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Retirements:
Mr. Henry B. Burkland, Mrs. Raye F. Guidoboni, and Mrs. Evelyn Whitty Josselyn retired at the close of the 1962 school year after serving our young people for forty-one, thirty-six, and twenty-six years respect- ively. No words can adequately express the gratitude felt in the hearts of our townspeople for the contributions made by these three individuals to our schools and community.
On the occasion of Mr. Burkland's birthday anniversary on August 18, 1962, the Middleborough Junior High School was officially and pub- lically renamed the Henry B. Burkland School.
Acknowledgements:
Good public schools are essential to develop each student's capa- bilities, to build a better community, and to insure our national survival. We must do more than merely perpetuate today's educational program; it is just not good enough to give Middleborough pupils more of the same.
Appreciation is sincerely extended to the School Committee for its concern with the problem of improving our schools, for the long hours of service they give, for their understanding, help, and friendly counsel so often given, and for the policies which make our staff a unified and energetic group.
Teachers, administrators, secretaries, maintenance staff, custodians, lunch service personnel, and all other school staff members demon- strated a unity of purpose in serving our young people. Their loyalty to our schools and their willingness to take on extra duties are deeply appreciated.
The Peirce Estate Trustees have continued to be most generous in their support of our schools. Public tribute is due them for their pur- chase of musical instruments, a new Selectric IBM typewriter and sever- al other office machines for our High School Business Education Depart- ment, and for their generous yearly financial assistance in many other ways.
The Trustees of the Pratt Free School continue to maintain the building for classroom use. During 1962, extensive renovations were made in the heating system and a new emergency exit was built at the rear of the building in accordance with the requirements of the State Department of Public Safety. Appreciation is extended to the Trustees for providing two classrooms for the use of public school children.
In closing, special thanks go to my office staff who have spent un- counted hours in trying to keep abreast of the demands of an ever- growing and ever-developing school system.
Respectfully Submitted, STANLEY KRUSZYNA
Superintendent of Schools
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REPORT OF THE PRINCIPAL OF THE MIDDLEBOROUGH MEMORIAL HIGH SCHOOL
Mr. Stanley Kruszyna Superintendent of Schools Town Hall Middleborough, Massachusetts
Dear Mr. Kruszyna:
It is with pleasure that I submit the following report as the Princi- pal of the Memorial High School.
To adequately present an educational picture of our Memorial High School, it is essential that we first examine the philosophy of the school. This philosophy, although traditional to the school in content, was effect- ively collated by members of the school staff, both teachers and adminis- trators, and presented to the members of the visiting committee during our recent evaluation. This philosophy stresses quite vividly the belief that we, the faculty, are striving to prepare all of our students to become effective citizens of their community.
Philosophy
The faculty of the Memorial High School believes that the education of our youth is a highly complex process involving many factors and forces that are daily molding the minds and characters of our young people. We believe that education includes the development of the indi- vidual in all his aspects - the intellectual, the physical, the social, the aesthetic, and the spiritual.
We believe that the home and the school are partners in this train- ing aided by the other institutions in the community. The church, youth organizations, business and industry, motion pictures and television, recreational and social activities greatly influence the growth and de- velopment of young people. We believe the school is supplementing but not supplanting the work of the home in the total educational process and that there should exist a working relationship and a mutual under- standing between the school and the home in order to serve youth most effectively.
The faculty believes that the school exists to serve all the youth of the community who can profit from the instruction and training offered them. To meet the needs of all, we believe a curriculum must be offered which will reach the wide variety of interests and capacities of these youth - the academically talented, the average, and the slow-learners.
More specifically, and within the limitations set by available fin- ances, facilities, and faculty, we believe,
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1. that our primary job is to develop basic skills and to transmit traditional knowledge to all students in the fields of English, Social Studies, Mathematics, and Science, and that these subjects should be taught on levels which will meet the needs of all students,
2. that we should provide a challenging program for college-bound students and a good general education program with courses which will develop special skills and abilities needed by those for whom high school is terminal,
3. that we have a part to play in developing and maintaining sound physical and mental health in our pupils,
4. that we have a responsibility for assisting in the moral and social development of students, and that these by-products are learned from teachers through subject matter and by example,
5. that, in the area of extra-curricular activities, opportunities be provided to develop leadership, followership, recreation, and hob- bies, and to practice a balance between leisure and other aspects of life. We believe that these activities should not interfere with reg- ular classroom instruction,
6. that there should be adequate provisions for counseling indi- vidual pupils to help them to know their abilities, their interests, and their limitations in order to enable them to make wise decisions concerning their choices of courses, activities, and vocations.
In conclusion, we believe implicitly that each student is a unique individual. We believe, therefore, that all our instruction, discipline, en- couragement, and challenge should be directed toward the development of each individual student.
Program of Studies
To supplement this philosophy, the high school has a rather exten- sive program of studies, an efficient guidance service, a full interschol- astic athletic program, intramural athletics, an excellent music program, and a full schedule of class and extra-curricular activities.
Our program of studies is geared to provide a basic educational program for those who are interested in college, (i.e. liberal arts, engin- eering, etc.), in nurses training, business education, general preparation, industrial arts, and homemaking. The courses offered in these areas are:
Language Arts - English I, II, III, IV (divided into basic, general, and college areas) speech, drama, creative writing, developmental reading.
Every person, regardless of his occupation, makes use of language in the performance of his job and for his own pleasure. Therefore, it is our charge to develop each young person's capacity to speak, read, and write his mother tongue.
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