USA > Massachusetts > Essex County > Middleton > Town annual report of Middleton, MA. 1962 > Part 6
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Physical examinations were given to children in grades 1 and 4 starting in the Fall of 1961 and continuing through the Spring of 1962. A total of 93 children were given complete physicals by Dr. William Wiswall, the School Physician, with many mothers present. Sixty-two of the childen went to their own family physicians for examinations. Reports of defects were sent home in writing for the more important findings, referring them to their own family physician for care or correction. Hemoglobin determination and urine analysis are done on all children receiving the complete physical examination at school.
Approximately 650 children visited the Health Room in the past year for illness or accidents during the day.
A pedicerlosis check is conducted twice annually on all heads. This condition has not been a problem in recent years.
Heights and weights are checked annually on all children and those above and below are given dietary advice.
Fifty-four children attended the various Salks Polio clinics held during the year and all first grade children were given Type I and III Sabin Oral Vaccine in the Spring of 1962.
A total of 146 children attended the Diptheria-Tetnas Clinic, three receiving original series of three shots, and 143 receiving boosters. PHYLLIS S. BROWN, R.N.
School Nurse
115
SCHOOL REPORT
REPORT OF THE SCHOOL DENTIST
To the Superintendent-Principal, Howe-Manning School:
During the 1962 school year, a total of 450 pupils were examined. Informative reports were sent to all parents relating the condition of their children's teeth. Of the total examined, 320 were found to be in need of treatment.
Treatment at school consisted of filling twenty-three surface cavities and six prophylaxis. Children who were in need of emergency treatment had to be cared for by local dentists since the undersigned's time was considerably reduced due to the pressure of his own practice.
The local dentists submitted an estimate on the cost of treatment needed after their examination of the child. The cost was then paid out of school funds or by local organizations. Thirteen cases received treatment through this procedure, which proved to be more efficient, thorough and economical. I am well-satisfied with this system of handling children in need of emergency dental treatment. The main- tenance of the children's dental health is our primary purpose.
During the year we issued tooth brushes to all first grade pupils and gave demonstrations in the proper method of brushing the teeth.
I extend my sincere thanks to the school nurse, the mothers, and the Superintendent-Principal for their valued assistance to me in carrying out this program.
LEO P. BENINATO, D.D.S. School Dentist
116
SCHOOL REPORT
REPORT OF REMEDIAL READING SPECIALIST
To the Superintendent-Principal, Howe-Manning School:
In this era of research and experimentation the field of reading has not been over-looked. We now have the results of various con- trolled experiments and tested techniques available to us. William Gray, in his comprehensive report for Unesco, "The Teachings of Reading and Writing", states that there are two basic ways to teach reading: 1) Synthetic - the mental process of combining the detailed elements of language (the sounds of letters and of syllables) into larger units (words, phrases, and sentences). 2) Analytic - the mental process of breaking down these larger units into their con- stituent elements.
After considering these data, we decided to use an alphabetic- phonetic approach in the Remedial Reading Program. The greatest advantage in this approach is that the child has a means of associa- tion : a symbol to a letter - to a sound - to a syllable - to a word - to a meaning of a word - to a phrase -to a sentence - to a meaning of the sentence. We are striving for better comprehension of the written language.
Eight months after the first test was given, the children were again tested by a different form of the same test. The following table presents the resultant progress of the 1961-1962 Reading program insofar as tests will indicate growth.
Grade
Growth
Ave. I. Q. 94
* 3
*
4
one year - two months nine months 87
4
one year - five months
92
* 5
two years - one month
94
5
one year - one month
95
*
6
one year - four months
95
6
one year - five months
94
* First year members of the class.
The average gain for the entire Remedial Reading Class was one year - four months, with an average I.Q. score of 94. The exepected growth of this group would be eight months if they had an average I.Q. score of 100.
In September of the present school year (1962-1963), forty-four children were chosen for the Remedial Reading Classes: six from
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SCHOOL REPORT
grade 2, ten from grade 4, seventeen from grade 5, and eleven from grade 6. They were again chosen on the basis of a Reading Survey Test, I.Q. scores, and teacher recommendations.
We plan to continue using the alphabetic-phonetic approach this year followed by intensive work in phrasing. Reading in phrases strengthens comprehension.
Upon recommendation of the previous teacher, certain second grade pupils have been included in the Remedial Reading Program because it was felt that these pupils would especially benefit from an extension of the alphabetic-phonetic approach to reading.
The attitudes of the individual child have a great influence on the success of the Remedial Reading Program. A child's attitude is in part, determined by his ability to recognize his own inadequacy and a willingness to pursue a course which will remedy his lack. Possession of a positive attitude is a prerequisite to success in the Remedial Reading Program.
LIBRARY
Through the interest and financial assistance of the Howe-Mann- ing School Parent-Teacher Association and the School Department, 134 new books have been added to the library. To date, the library contains, 1,144 volumes with a weekly circulation of approximately 250 books.
Each class visits the library once each week to select books. These books are charged out for a two week period.
The recently developed card catalogue is the basis for many activities in the sixth grade language arts program for the develop- ment of library skills.
To aid the new teachers of our staff, Miss Tyler, Librarian, Flint Public Library, invited them to become acquainted with the various facilities offered by the public library. This gracious offer was quickly accepted and the teachers went to the Public Library during their orientation in the fall.
We wish to acknowledge the invaluable assistance the P.T.A. Library Committee, especially Mrs. Elmer Campbell, Jr., Chairman; Mrs. Charles Gordon, Mrs. Alden Peckham, Mrs. Robert Bixby and Mrs. Donald Hall in processing and distributing the library books.
The best motivation for independent reading is often determined by the values placed upon reading in the home. Therefore, it is as we work together toward this goal that the children find true enjoy- ment in books.
ROSE E. DURGIN
Remedial Reading Specialist
118
SCHOOL REPORT
REPORT OF MUSIC SUPERVISOR
To the Superintendent-Principal, Howe-Manning School:
The Music Supervisor and the classroom teachers are working together in guiding the children's growth through music.
Every child in encouraged and helped to participate and attain some success in musical activities in order that he may grow in the enjoyment of making and responding to music. He is guided in developing some skills which can enhance his enjoyment of music now and throughout his life. Uncertain singers receive individual help. Creative expression is fostered.
To these ends, the Music Supervisor spends two days a week at the Howe-Manning School visiting each of the twenty classes ( in addition to two periods with the band or chorus). During these visits, she helps the classroom teacher through demonstration and brief dis- cussion of new work and through observation of the teacher and children. She outlines the material to be reviewed or taught by the classroom teacher in daily music lessons, and offers suggestions and guidance to the classroom teacher. The music Supervisor encourages and assists the classroom teacher in integrating music with other subjects. She is available for consultation or special help after school.
The Music Supervisor conducts the Chorus, which now rehearses both Wednesday and Friday at the noon recess. This fine group of forty boys and girls, selected from grades four through six, is preparing a program for the December meeting of the Parent- Teacher Association.
Private and group lessons in band instruments are being given on Saturdays by Mr. William Bowers. When this year's beginners are ready, a band rehearsal will be held during the Friday noon recess, conducted by the Music Supervisor. Boys and girls in grades four through six are eligible for lessons and band membership.
Pianos, melody bells, song flutes, recordings, etc. are being used to good advantage in some classes to foster musical growth. Exten- sion of these phases of our program is anticipated.
Relatively few of our children may become highly skilled musical performers, or professional musicians, but many of them can enjoy amateur playing and singing. All of them can have richer lives because of the music they hear and enjoy. Our concern is not so much what the children can contribute to music, as what music can contribute to the lives of the children.
DOROTHY L. JACKSON
Music Supervisor
119
SCHOOL REPORT
REPORT OF ART SUPERVISOR
To the Superintendent-Principal, Howe-Manning School:
The art program at the Howe-Manning School is based on fulfilling the aesthetic emotional and kinesthetic needs of the children. The aesthetic side of the program is fulfilled by promoting the funda- mental priciples of art in a manner calculated to inspire rather than to indoctrine. The emotional side of the program is fulfilled by allowing the children to draw and color in an uninhibited and creative manner.
The kinesthetic aims of the program are fulfilled by giving the children art projects that develop manipulative skills. Such are the clayola, sawdust mache, and construction paper projects.
In the upper grades, some instruction is given in geometric type drawing. This practice assists the children to draw such geometric objects as buildings, vehicles, and airplanes with accuracy and con- fidence. In the lower grades, formal drawing instruction is limited to awakening the background and foreground consciousness by asking the children to draw some things that are near and some that are far away.
In the upper grades, design is taught in terms of its abstract principles. Stress is laid on the importance of having large areas complimented by small ones, of using predominantly hot or cold colors, and of using predominantly curvilinear or rectilinear shapes. These principles are universally applicable and permit unlimited com- bination of effects within their framework.
At all grade levels, color is taught in terms of its warm and cool harmonies and the psychological effects of such harmonies. It is brought forth that warm colors are suggestive of gaiety and happi- ness and that cool colors are suggestive of sad and spooky effects. This method of instruction places a minimum of restriction upon personal choice, yet impacts valid concepts to the children.
Sculptural work is done with clayola, sawdust maiche, and con- struction paper. Doing work in three dimensions is particularly good for broadening the horizons of art for the children. Sculptural
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SCHOOL REPORT
work done with sawdust maiche has been painted and kept by the children for its lasting value.
Classroom mural projects are often engaged in. These murals are done with sponge paints or crayons, with the entire class body participating. These murals brighten up the classrooms and promote interest in the subject matter portrayed.
Assistance is given the individual classroom teachers in planning for decorative bulletin boards and seasonal classroom decorations.
Respectfully submitted, EDWARD B. BRUZZO
Art Supervisor
121
SCHOOL REPORT
REPORT OF CAFETERIA MANAGER
To the Superintendent-Principal, Howe-Manning School:
For this year, a total of 56,259 Type A lunches were served during the 162 days the hot lunch program operated. This was a per- centage participation of 75.3%. A total of 3,301 lunches were served to adults and 19,964 bottles of milk served under the special milk program, with a percentage participation of 26.8%.
The National School Lunch Act of 1946 specifies that each Type A lunch must furnish one-third of the child's daily requirements and contain the following minimum nutrients every day: two ounces of protein-rich foods, a three-fourths cup serving of fruits and vege,- tables, one slice of enriched bread, two teaspoons of butter, and one- half pint of unflavored milk. To help keep the energy requirements of the older children, they are served larger portions. Dessert is included with lunches.
With the foods donated by the Commodity Division, it is possible to serve more satisfying lunches. This year the value of the commo- dities received was $4,202.55.
The third week in January was designated as the first "State School Lunch Week" in Massachusetts. The theme was, "School Lunch Serves Good Health". It was observed with a poster contest and the prize winner from each grade received a week's lunches free. The second week in October was proclaimed as the first "National School Lunch Week" and the second "State School Lunch Week". The theme was, "School Lunch is Big Business".
Hoping to better acquaint parents with the hot lunch program, refreshments, consisting of samples of our baking, were served at Open House in November.
Personnel continuing their fine work in the cafeteria are: Mary Silva, Myrtle Boardman, Lorayne Hocter, and Helen Doucette.
For the cooperation given the cafeteria staff, we take this opportunity to thank everyone.
Respectfully submitted, MARY KING
Cafeteria Manager
122
SCHOOL REPORT
REPORT OF SPEECH THERAPIST
To the Superintendent-Principal, Howe-Manning School:
The speech therapy program was continued in September, 1962, with a testing program surveying the first grades, students new to this school, and all children referred by the classroom teachers. Also included were those children who were recommended by the previous therapist, either for admission to or dismissal from therapy.
The results of the above survey indicated that a total of twenty- three children should be enrolled in speech therapy at this time: 16 in the first grade, 1 new student, 2 referred by classroom teachers, and 4 of those recommended by the previous therapist; 13 were dis- missed after screening.
The total case load at the present time is forty-eight, since twenty-five children from the upper grades are continuing therapy. Six active cases from the previous year were dismissed due to sufficient improvement.
Teacher and/or parent referrals are encouraged. Throughout the year each child so referred is tested, the case renewed, and if advis- able, is included in the therapy program.
Speech improvement lessons are being conducted by this therapist in the first grade on a trial basis. The purpose of the above is to instill in these youngsters a desire for good speech. The first grade teachers are planning follow up sessions on these lessons.
The interest in the speech therapy program shown by the teach- ers at the Howe-Manning School is greatly appreciated. The therapist would also like to express her appreciation to the Superintendent- Principal of the Howe-Manning School for the support, guidance, and encouragement he has given her.
Respectfully submitted,
LINDA GOLBURGH
Speech Therapist
123
SCHOOL REPORT
REPORT OF SUPERVISOR OF PHYSICAL EDUCATION
To the Superintendent-Principal, Howe-Manning School:
The Physical Education program at Howe-Manning School is planned to provide the children with a wide range of activities and games which may be enjoyed on the playground and at home. The encouragement of whole-hearted participation by pupils of all abilities is one principle concern.
Singing games, calisthenics and various forms of dancing are used to develop a strong sense of rhythm and physical coordination. Certain activities such as running, jumping, throwing and tumbling answer a need for individual recognition in one way or another. Finally, the all-important group games and team games call forth the character building emotion of pulling together. At the same time, we are building potential leaders.
The school undertakes this program by scheduling each class in the gymnasium once a week with a classroom teacher and the physical education supervisor. Time is allotted in the gymnasium for a second physical education period each week. However, this is purely on an optional basis without the supervisor in attendance. For those young- sters particularly interested in continuing an activity started in class, games and special activities are arranged during recess time.
Regular testing physical fitness, for grades four through six, is carried out using national standards as comparisons. These tests have been simplified and used on a small scale in the lower grades also.
About midwinter, Sports Days are presented during noon recess. Demonstration and skill displays combined with class competition pro- vide younger classmates with entertainment and a sample of what to expect as they progress. Equally important is the satisfaction derived by the students who participate in the practices and the final presen- tation.
In the process of carrying out the entire physical education pro- gram as outlined above, continual support is obtained from the class- room teachers. Special appreciation is extended to each of them for their understanding assistance.
HENRIETTA GIANNINO
Supervisor of Physical Education
Howe-Manning School, Middleton, Mass. ENROLLMENT STATISTICS
AGE-GRADE DISTRIBUTION - October 1, 1962
Age
5
6
7
8
9
10
11
12
13
14
Totals
Grade
I
15
78
7
1
101
II
14
62
9
1
86
III
10
58
5
3
76
IV
11
50
6
1
68
V
15
41
13
1
70
VI
17
40
11
1
69
Ungraded
1
1
4
4
1
11
Totals
15
92
80
80
75
71
54
12
2
481
TEACHER-GRADE DISTRIBUTION
October 1, 1962
Teacher
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Ungraded
Totals
Miss Devane
25
25
Mrs. Hammond
25
25
Mrs. Hughes
25
25
Miss Smith
26
26
Mrs. Lavorgna
31
31
Mrs. Lewis
28
28
Mrs. Maney
27
27
Mrs. Cassidy
26
26
Mrs. Fall
24
24
Miss Paravano
26
26
Mrs. Beattie
23
23
Miss Lundgren
25
25
Mrs. Ryder
20
20
Mrs. Johnston
27
27
Mrs. Schindel
18
18
Mrs. Seiberg
25
25
Miss Foley
20
20
Miss Ruark
23
23
Mr. Winter
26
26
Miss Chasse
11
11
Totals
101
86
76
70
69
11
481
ANNUAL REPORT
of
THE MASCONOMET
REGIONAL SCHOOL DISTRICT
BOXFORD, MASSACHUSETTS
JIWONO .......
GIONAL
MASC
.........
.......
ASTRICT
SCHOOL
For the Year Ending December 31, 1962
127
MASCONOMET REGIONAL SCHOOL REPORT
MASCONOMET REGIONAL DISTRICT SCHOOL COMMITTEE For the Year Ending December 31, 1962
REGIONAL DISTRICT SCHOOL COMMITTEE
Term
Town
Expires
Richard Cressey, Chairman
Middleton
1963
Arthur O. McCoubrey, Vice-Chairman
Topsfield
1965
M. Douglas Banus
Topsfield
1963*
Hans W. Barber
Boxford
1965
Merton S. Barrows
Boxford
1963
David V. Harding
Middleton
1963*
J. Harrison Holman
Topsfield
1963
Shirley MacGill +
Boxford
1963*
Richard E. Quinn
Middleton
1965
E. Arthur Woodbury
Boxford
1963*
* Appointed by Local School Committee
į Resigned June 14, 1962
Appointed to fill unexpired term of E. A. Woodbury
The Regional School Committee meets the first and third Wednesday and the second and fourth Monday of each month at the Administration Building, Endicott Street, Boxford, at 7:45 P.M.
DISTRICT SECRETARY Martha P. Perry
DISTRICT TREASURER Francis F. Perry
SUPERINTENDENT OF SCHOOLS Julius H. Mueller
SUPERINTENDENT'S OFFICE
Miss Elizabeth H. Rider, Secretary
Mrs. Sarah P. Walshe, Bookkeeper
SCHOOL PHYSICIAN Clarence E. Thornton, M.D., Danvers
SCHOOL NURSE Mrs. Helen F. Hoogerzeil, R.N., Boxford
ATTENDANCE OFFICER Nathan A. Hayward, Jr., Middleton
128
MASCONOMET REGIONAL SCHOOL REPORT
SCHOOL CALENDAR FOR 1963-1964
FALL TERM
Tuesday, September 3
Wednesday, September 4 Thursday, September 5 Friday, September 6
Monday, September 9 Wednesday, October 16
Monday, November 11 Wednesday, November 27
Monday, December 2 Friday, December 20
1963
Meeting of Department Heads and Orientation of New Teachers All Teachers Report
Orientation for Grade 7 First Day of School for Grades 8-12, until 12:00 Noon
Faculty Luncheon and Final Orienta- tion Meeting 12:30 - 4:30
School Reopens
County Teachers' Convention - School closed
Veteran's Day - School closed
School closes 12:15 P.M. - Thanksgiv- ing recess. No afternoon session for Grade 7 -
School Reopens
School closes 5:15 P.M. - Christmas recess
WINTER TERM
1964
School Reopens
School closes 5:15 P.M. - Winter
Vacation
School Reopens
Good Friday - School closed
School closes 5:15 P.M. - Spring Vacation
SPRING TERM
School Reopens ** Graduation
** Last day for grades 7 and 8
Final Exam Period grades 9 - 12
** School closes for Summer Vacation
Thursday, January 2 Friday, February 21
Monday, March 2 Friday, March 27 Monday, April 20
Monday, April 27 Thursday, June 11
Friday, June 19 Monday, June 22 Thursday, June 25 Thursday, June 25
129
MASCONOMET REGIONAL SCHOOL REPORT
SUMMER SESSION
Monday, July 6 Friday, August 14
Summer School (30 days)
* Tentative
** Provided School has been in session 180 days as required by Massachusetts law.
130
MASCONOMET REGIONAL SCHOOL REPORT
Report of the Masconomet Regional District School Committee for Year Ending December 31, 1962
Committee Organization
One change occurred in the membership of the committee. Mrs. Shirley MacGill, a member of the Boxford School Committee, replaced Mr. E. Arthur Woodbury as the appointed member of the Boxford School Committee. Mr. Arthur O. McCoubrey of Topsfield and Mr. Richard E. Quinn of Middleton were reelected by the voters of their respective towns to three years terms.
The members of the committee would like to express formally in this Annual Report their appreciation to Mr. Woodbury for his many fine contributions to the work of the committee during his year of service on the committee.
At its organizational meeting on April 18, 1962 the following were elected :
Richard Cressey, Chairman Arthur O. McCoubrey, Vice-Chairman Martha P. Perry, Secretary Francis F. Perry, Treasurer
Because of the many problems faced in connection with planning for new facilities to care for the growing enrollment the committee has found it necessary to reestablish its meeting schedule on a weekly basis. Regular meetings are held on the first and third Wednesdays and on the second and fourth Mondays with extra meetings scheduled as needed. In 1962 there were 30 regular meetings and 19 special meet- ings, plus meetings of sub-committees for special activities, The meet- ings of the committee are open to the public and have been attended regularly by representatives of the League of Women Voters, the Middleton Citizen's Advisory Council, and the press.
LONG-RANGE BUILDING PLANS Introduction
The matter of greatest concern during the past year and to which the committee, the administration, and the school staff have devoted considerable time and effort has been in connection with studying and planning for the construction of new facilities to alleviate the present shortage of classroom space. Favorable action by the voters of member towns in approving at their last annual town meetings a total appropriation of $75,000 to be used in developing plans for the
131
MASCONOMET REGIONAL SCHOOL REPORT
construction of a new junior high school enabled the committee to move ahead rapidly on this project.
Enrollment Projections and Educational Specifications
It was originally thought that constructing a school for 700 pupils, expansible to 1200 pupils as recommended in the Englehardt report would be adequate to meet our immediate space needs. This developed not to be so upon a recommendation of the enrollment pro- jections which had been derived independently by Englehardt, the office of the Massachusetts School Building Assistance Commission, and the Superintendent. The restudy of these projections indicated most clearly that a school constructed for 700 pupils would be filled nearly to capacity the year it opened, thus requiring almost immediately a further addition to it. The projected enrollment for grades 7 and 8 of 692 pupils in September 1965 would rise to 784 pupils the following September. In view of this the committee decided it would be more economical in the long run to build initially for 850 pupils.
Educational specifications were prepared on this basis. These enrollment projections also indicated an ultimate enrollment in grades 9 - 12 of 2200 pupils at saturation. Since this was an important con- sideration in regard to our long-range building needs problem educa- tional specifications were also prepared for a senior high school of this maximum capacity.
These data were submitted to the S.B.A.C. for review. In subse- quent meetings with the representatives of this state approving authority, the suggestion was made that the development of a master plan for the expansion of the facilities of the regional school based on the saturation enrollment of 3400 pupils, grades 7 - 12, was most essential, particularly if needless duplication of expansion-to-con- struct core facilities was to be avoided.
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