USA > Massachusetts > Plymouth County > Middleborough > Town annual report of Middleborough, Massachusetts 1963 > Part 11
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1. The shortage of classroom space. This condition will multiply rapidly.
2. Extremely poor locker room facilities for our girls.
3. Inadequate facilities for our music department.
4. Lack of adequate space for our art department.
5. Lack of enough laboratories for our science department.
6. Need for a language laboratory.
7. Inadequate facilities for speech and drama.
8. Lack of adequate facilities for developmental reading.
9. Need for additional space to take care of our guidance needs.
10. A library that is too small and is inadequate for a school of our size.
11. Complete lack of health facilities for our children.
12. Poor and inadequate toilet facilities.
13. Lack of facilities for audio-visual needs.
14. Need for teacher work rooms and rest rooms.
15. The need for a larger administrative area.
16. Lack of adequate space for an efficient business education program.
17. Lack of specialized facilities for the teaching of mathematics.
18. Lack of adequate industrial arts facilities.
19. Inadequate auditorium facilities.
20. Hallways and stairways not of sufficient width to handle the volume of traffic in the present building.
21. Inadequate heating system.
160
ANNUAL REPORT
"Despite the inadequacies presented above, we are able to attain some of our goals because we are fortunate to have a loyal and devoted high-school staff. This includes not only the teachers, but also the caf- eteria workers and members of the office and custodial staff as well. The complete cooperation of everyone concerned is essential if a school is to fulfill its educational purpose."
CHARLES L. MANOS
Principal, Memorial High School
ADULT EVENING SCHOOL
"Once again our evening adult education program showed an in- crease in enrollment. The size of the program has increased from 144 in 1961-1962 to 184 for this school year.
The following table indicates the subject offerings, enrollment by class and the instructors.
Subject
Enrollment
Instructor
Art
15
August Silva
Algebra
15
Walter Alger
Bookkeeping
21
Robert Townsend
Sewing - Advanced
25
Gladys Stevens
Sewing - Beginning
52
Gladys Stevens
Shorthand
17
Robert Townsend
Typewriting
26
Robert Townsend
Woodworking
13
Harry Pickering
184
The Middleboro Adult Education program is provided for the citi- zens of our town by the local school committee. It is their desire that the people of this community have the opportunity to explore new and varied areas of learning.
If you are interested in furthering your education in any particular area, please contact the Evening School Director at the Memorial High School."
CHARLES L. MANOS
Director, Adult Evening School
161
ANNUAL REPORT
HENRY B. BURKLAND SCHOOL
66 . First, a report concerning the effects of the tragic fire of May 31, last. The extensive coverage given to this sad occurrence by the Press renders any restatement of the actual details of the damage to the building unnecessary. This unfortunate event has deprived us of our library which, in addition to its basic function, was also utilized as a classroom. In order to accommodate the classes which met in the library, it has been necessary to have these groups meet for instruction in such places as the musicorium and cafeteria.
We would like to make a follow-up statement of our remarks in last year's Annual Report concerning the 'New Mathematics' here at the Burkland Junior High School.
"The mathematics department offers a closely graded curriculum which is designed to meet the needs of every student. " An inno- vation to the department this year is the use of two new texts in modern mathematics for the enrichment groups in Grades 7 and 8. . . . We plan next year to increase this coverage to two divisions each in Grades 7 and 8, maintaining one in Grade 6. Grade 7 and 8 enrichment classes are using the Silver-Burdett Modern Mathematics as a basal text, and the Yale University School Mathematics Study Group (S.M.S.G.) as a supple- mentary text.
Briefly stated, the modern mathematics is an approach which deals with an understanding of the fundamental principles, rather than the traditional mechanical drill. Rather than relying entirely on the modern approach, however, selected topics are introduced to supplement the regular curriculum.
A statement concerning the Guidance Department is in order at this time ... We conceive the aims of an effective program to be the provision of a variety of opportunities for each pupil to receive needed guidance and counseling; to assist the pupil in knowing himself as an individual and as a member of a group; to aid all students in making the most of their assets in correcting or compensating for existing liabil- ities, and making the most of educational opportunities, vocational apti- tudes, and leisure interests.
. We are happy to report that both guidance and instruction personnel regard Guidance as a cooperative task in which each member has well defined responsibilities. In this way, we are able to make use of activities which contribute to the pupil's ability to make effective adjustments and intelligent decisions. To name some of the phases of our educational program which are utilized to this end, we cite our homeroom and assembly programs, our school and group activities, and our individual guidance conferences."
PHILIP W. NATALE, JR.
Principal
162
ANNUAL REPORT
CENTRAL ELEMENTARY SCHOOL DISTRICT Union Street School, School Street School
We believe education to be concerned with the total develop- ment of the child and have so organized our educational program to afford each pupil a maximum of learning experiences. In order to realize this objective our staff has at its disposal various teaching aids and materials. The basic curriculum guides provided by the School Depart- ment are carefully followed. In addition to this, our basic program is enriched and supplemented in several important ways. Some of which are listed below:
1. A phonovisual program in Grade One.
2. Individualized, homogenously grouped reading classes in Grades Two, Three, and Four.
3. Scientific Research Associates (SRA) reading laboratories in Grades Three, Four and Five.
4. A standardized testing program in all grades.
5. A new phonetic approach to spelling in Grade Two.
"Our curriculum is constantly scrutinized in order that it may adequately meet the pressures and demands of our changing society. Administrators and teachers are presently engaged in conferences, work- shops, and courses so that our schools may offer the best in modern education to the young people of Middleborough.
"Every possible measure for the safety and well-being of our pupils is employed by the school personnel. The children are properly super- vised while on the playground and at any time there is general passing in the building. Fire Drills are held in accordance with the policy adopted by the School Committee. Recently an Inspector from the Reg- istry of Motor Vehicles conducted a safety program for all pupils in the district.
"We also direct our attention to the important areas of citizenship and moral development. Pupils must learn to care for their own school materials, to observe social amenities, and to appreciate and love their American heritage. Our faculty avail themselves of every opportuniy to instruct their students in these vital areas."
ROBERT W. GROSS
Supervising Principal
163
ANNUAL REPORT
NORTHERN ELEMENTARY SCHOOL DISTRICT
West Side School, Flora M. Clark School, Plymouth Street School, Pleasant Street School, and Pratt Free School
66 In conjunction with adhering to the prescribed course of study for Grades One through Six, it should be noted that three major activities or programs have been initiated to enable us to keep pace with some of the modern approaches to education.
"The Phonovisual Method of teaching phonics was first put into use at the West Side School in January, 1963, on an experimental basis. The new system of teaching phonics has now been adopted by most of the first grade classes in our school system.
A review of our basic reading system is now in progress and a pilot study with the Betts Basic Readers, Third Edition, recently pub- lished by American Book Company is now in operation at the Plymouth Street School (Grade One) and the Pratt Free School (Grade Three). Grade Two at the Pleasant Street School and Grade Four at the Pratt Free School will also participate in this pilot study. The purpose of reviewing our present basic reading system and our pilot study is to search for the 'tool' that meets our demands for:
a. Technical aspects of a good workable program.
b. Ability to serve as a good tool that would lead into an individ- ualized reading program
c. Challenge to the individual to extend his or her reading beyond the contents of the books included in classroom studies.
"Thirdly, it should be noted that our school system was one of a specially selected group of systems participating in the standardization program of the Stanford Achievement Test. This standardization pro- gram was planned with two considerations in mind:
1. To provide cooperating school systems with comprehensive in- formation regarding achievement status and general mental abil- ity of pupils in the grades tested.
2. To provide the test authors and publisher with information for establishment of national norms on the Stanford Achievement Test, which will be based on a representative sample of children from every state in the United States.
"The provision of part-time clerical assistance for elemenary prin- cipals has proven most beneficial. It is recommended that this assistance be increased to a full-time capacity to better enable the principal to fulfill the varied duties demanded of his position."
LOUIS J. RANDO
Supervising Principal
164
ANNUAL REPORT
SOUTHERN ELEMENTARY SCHOOL DISTRICT Mayflower School, Rock School, South Middleboro School
"What of the housing and physical facilities for the pupils of the Middleborough elementary grades. We hear the expressions that we are crowded and all available rooms and areas are being utilized to their capacities. The pressures are felt more this year than last year. High pupil numbers in many grades have necessitated the breaking down of district boundaries in the placement of new pupils and the transfer of pupils moving to different areas within the town. The need for additional classrooms builds gradually, and then suddenly we have sufficient pupils for another class. We have 7 to 10 classes per grade, with numbers run- ning in many cases 30 plus. Take 3 or 4 pupils from each of these classes and a new classroom is born.
"Within any profession, its members many times strive for goals that they do not publicize for publicity's sake. Teachers are proud of their profession and their work, and are working constantly to improve both. The lay person is aware of the teacher in his community and his general day to day work in the classroom. There is a vague knowledge that teachers take courses. These courses are very real and important, and tend to improve classroom instruction. Currently a number of tea- chers are enrolled in a Science Workshop Course, and a course entitled 'Psychology of Adolescence'.
"Teachers are affiliated with the National Education Association. Philosophies and trends on a national level are thus disseminated. Each year the elementary school principals attend a three-day State confer- ence at the University of Massachusetts. This is a very concentrated three-day study of education. Theories, ideas, and practices are discussed, reviewed and evaluated. To us, locally, these meetings mean the advan- tage of learning from the minds of many educators, and sifting the experiences of other towns and cities. Educational and financial values are derived. This year an exceptional conference was carried out. Among the areas in which vital information was derived were the ungraded school, in-service training, modern mathematics, teaching machines, programmed instruction, and closed circuit television.
"Two organizations within our local school system have tended to add to the over-all educational picture. Under the leadership of Mr. Kruszyna, all the Principals comprise the Administrative Council. Form- ulation and unification of administrative and educational practices fall within the scope of this group. The Advisory Council is a newer group. In addition to the administrative staff, there are teacher representatives for every two grades. The function of this group is purely academic. Its value has been felt this year. We have brought aid to the instruction of the left-handed writer. A detailed study of phonics in Grades 1 and 2 was made, and specific systems made available to the teachers. A survey was made of other current needs and a Science Workshop is being con- ducted. Elementary grades social studies was brought up for consider- ation of study. A study of Modern Mathematics in the elementary grades is on the agenda for the near future.
165
ANNUAL REPORT
"Faculty meetings consider administrative and academic problems. Grade and subject meetings keep a running account of teaching prac- tices and pupil progress. All above units combined, build to make the child's education alive, vital, and effective.
"So where are we? Many educators feel the banning of Bible reading and reciting of the Lord's Prayer have taken something away from the schools. We are striving to find worthy substitutes in patriotic writings, poems, and songs. There is a consciousness in giving the pupil lessons in character training, both directly and incidentally. Troubled times assert themselves within our country and the world. We must transcend the pure academic. The child must be trained to weigh and establish values. Civic and personal responsibilities must be instilled. A sense of high moral values should parallel the child's academic growth."
EDWARD W. SAWICKI
Supervising Principal
DIVISION OF MUSIC EDUCATION
Richard E. Nelson, Director of Music, Instrumental Music Robert L. Mogilnicki, Vocal Music
At the elementary vocal music level, Mr. Mogilnicki is con- tinuing with the course of study that was inaugurated last year. He visits each classroom every other week but is finding it more difficult to carry out his duties due to the increasing number of classrooms. This year there were ninety-five beginning instrumentalists in Grades Four, Five, and Six. With the increased enrollment at this level, many of these classes have been shortened in order to include all of these enthusiastic young musicians.
"At the junior high school level, Miss Wells meets all of the students twice each week. The sixth and eighth grade divisions meet as individual classes, but some of the seventh grade divisions have been combined due to the lack of time in her schedule. During the activity period which meets once each week, Miss Wells and Mr. Mogilnicki have combined efforts to work with the Junior High School Glee Club. Also during this period, I meet with the Junior High School Band. The Orchestra in the school meets after school.
"At the high school, we are continuing with the same program of specialized music subjects.
5 periods
Choir
2 periods
Chorus Glee Club
2 periods
Concert Band
2 periods
166
ANNUAL REPORT
Symphonic Band 1 period
Orchestra 1 period
String Orchestra
1 period
Dance Band
1 evening
"It is hoped that in the near future we will be able to offer a more varied course in music open to the whole student body and not to just those with special talents.
"In 1963 Middleborough was honored to have had the Annual S.E.M .- S.B.A. Concert in the High School Gymnasium where some 1,500 people witnessed this memorable event. The townspeople provided many vol- untary services to the 325 high school musicians who spent three days here last March.
"The Junior High School Band and Orchestra combined with similar groups from the South Junior High School in Braintree to present an exchange concert on two succeeding Fridays in April.
"On November 1 of this year, our High School 'Sachems' Band was invited to perform at halftime at a Boston Patriots football game. The band was well received by the 35,000 fans in attendance."
RICHARD E. NELSON
Director of Music
VOCAL MUSIC
66 At the elementary level we have pursued our goal of the development of a love for and an appreciation of music through partici- pation. Educators and economists agree that trends in our nation point to a dual problem: employment and use of leisure time. With a shrinking work week and an increase in free time, it is our responsibility to provide our children with constructive creative interests that will offer a life- time of joy and pleasure. The response was indicated by the choir of over two hundred students who sang at the May, 1963, concert of the Elementary Schools.
"At the Junior High level, Miss Rena Wells succeeded Miss Helen Attaquin. A major step forward in rejuvenating interest at this level has been the replacement of out-dated texts with new editions designed to re-enforce the extension of elementary studies. Interest of the students in Grade VII has increased over 25% in the Saturday field trips to the Youth Concerts at Symphony Hall. There are now fifty-three subscribers and the trips have been extended to include lunch and a visit to the Museum of Science and the Museum of Fine Arts. The appreciation of the students for these field trips can best be indicated by their exemplary conduct. The Junior High Choir has reached an enrollment of over eighty students and meets during the Wednesday Activity period in the Cafe- teria.
167
ANNUAL REPORT
"The vocal music program at Memorial High School includes the A Cappella Choir, Girls' Glee Club, and Mixed Chorus. In addition to Assemblies, the A Cappella Choir participated in S.E.M.S.B.A. and District Concerts and went caroling to St. Luke's Hospital, the Shaw Home for the Aged, Lakeville Sanatorium, and the Green Pastures Nur- sing Home. The annual Winter and Spring Concerts were both highly successful. For the first time this year, listening has become a regular part of all three classes in the study of the American Musical Theatre. The evolution and growth of this important contribution to the world of music is traced from the Minstrel Show to the latest Broadway musical.
"Special commendation should be made to the A Cappella Choir for their appearance with the Boston Symphony Orchestra in Symphony Hall on March 30 and April 6, 1963. The magnificent performance although unrecorded, will remain a cherished memory for a lifetime."
ROBERT L. MOGILNICKI
Vocal Music Specialist
REMEDIAL READING
"Children today are better readers than ever before. They read more, faster, and with greater comprehension. Present-day teachers use not just one method of teaching reading, such as 'phonics' or 'sight vocabulary', but a combination of various methods designed to bring about steady growth in the acquisition of word knowledge, skill in word recognition, and ability to comprehend printed matter. However, since each child is different physically, mentally, socially, and emotionally from every other child, they all learn to read at different rates and in different ways. This means there is a wide range in the reading ability of the children in each classroom. To help compensate for this, children are taught reading usually in small groups with others whose reading skills are similar to their own.
"Even so, there are a few children each year who for various rea- sons have been unable to learn to read as well as they should. These children are referred to the Reading Specialist. . .. These children are tested individuallly to find out just what their 'Sight Vocabulary' level is, exactly which phonetic sounds they do and do not know, and their score on a comprehension test. These results are compared with their knowledge of word meanings as shown by an oral test and their general intelligence as indicated by previous Intelligence Tests. Children whose reading ability is found to be two or more years behind their general potential, as indicated by these tests, are given special help in reading."
WILRENE F. CARD
Reading Specialist
168
ANNUAL REPORT
SPEECH THERAPY
"A full time speech and hearing therapy program for the Middle- borough Public Schools was initiated in September, 1963.
"All teachers in the school system, except those in the High School were asked to recommend those children they felt would need therapy. On the basis of their recommendation, the children were tested for speech and hearing handicaps and scheduled for therapy if warranted.
"Before therapy was begun, all parents were asked permission for their child to participate in therapy sessions and asked to attend a per- sonal conference with the therapist. The response to these requests was excellent and the conferences resulted in a better understanding of the methods, goals, and obligations involved in therapy.
"The majority of children receive therapy in groups of two or three and not more than four students once a week. A few of the children with severe handicaps are seen individually twice a week.
"By the end of September, 58 children were scheduled for speech or hearing therapy. Now, at the end of December, there are 75 enrolled in speech classes, and there is a small waiting list.
"The parents have been kept informed of the progress of their children through a progress report which is sent home each marking period.
"The breakdown of the number of cases receiving therapy is as follows:
Articulation: (refers to the the distinctness or
acceptability of the speech sounds) 63 students
Stutterers: 4 students
Cleft Palate: 2 students
Hard of Hearing:
6 students
"The number of children enrolled in speech and hearing, and the enthusiastic response of the parents, appears to justify having a full time speech and hearing program."
ANN W. CORCORAN
Speech Therapist
ART
"Today's world demands creative leaders and participants in every field. Creative art activities wisely guided provide especially important, varied and suitable means for developing the creative powers natural to
169
ANNUAL REPORT
children. Value is placed on the original idea, the fresh view point and the unusual result.
"It is the responsibility of art education to acquaint children with the principles of design as well as line, form, color, space, mass and texture. Opportunities for design and construction in three dimensional media such as paper mache', clay, paper, wire, etc. are as important as design and expression in two dimensions such as drawing, lettering, painting, etc.
"The classroom teacher is a key person in the elementary art pro- gram. She sets the daily emotional tone, the depth of the daily creative experiences of the children, and the overall atmosphere of the classroom. The display of pictures, flowers, and bulletin board exhibits attractively arranged and changed often are important silent teachers.
"The art teacher specialist's schedule is arranged so that there are visits to each class room within the ten elementary schools on alternate weeks as well as some time for conferences or consultations.
"A course of study for the Middleborough Elementary Art Program is being formulated. This should give guideposts which would offer more stability and continuity to the program itself.
"The success of the elementary art program is substantially due to the continuous cooperation and genuine interest shown by the pupils, teachers, principals, superintendent of schools, and auxiliary personnel."
WILMA E. BAKER
Art Teacher Specialist
HEALTH SERVICE
66 The school health program is one of the many agencies with- in the community helping to care for the health of its children. These agencies are merely a supplement, and do not have the complete respon- sibility of the health of the child. It is the family's responsibility to safe- guard the health of its own children. The school nurse helps the family obtain adequate health services, if they are unable to obtain them on their own.
1. The school nurse endeavors to have each pupil obtain a state of physical, emotional, and educational maturity that is within the ability of the child to achieve.
2. She helps the handicapped child to take advantage of the re- sources available to him.
170
ANNUAL REPORT
3. She uses the facilities of the school toward better health habits, through the following program carried out by her during the year.
Statistical Report
Meetings attended
7
Assisted at clinics
8
Assisted at physical examinations with school physician
1227
Classroom talks or visits
281
Teacher-Nurse conferences
657
Pupil-Nurse conferences
425
Parent-Nurse conferences
350
Principal-Nurse conferences
190
Superintendent-Nurse conferences
10
Other conferences
477
First aid
724
Sick children attended
388
Sick children sent home
159
Transportation of sick children
28
Visits to Doctor's office or hospital
19
Home visits
32
Health records of each individual child
2663
Sudden illness or accident information records
1310
Notices sent home
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