USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1940 > Part 14
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It would seem that a program for secondary education for Wey- mouth should strike a balance between the cultural, the specialized. and general vocational training. Even then, the problem will not be entirely solved. There will still remain the necessity of provid- ing the opportunity for persons to train and re-train after leaving the secondary schools. This is just another way of saying that a suitable program of adult education is necessary.
An educational program must reflect conditions. It must be consistent with our dynamic economic life. The right system of education will significantly increase the intelligence and efficiency of labor and citizenship. Ours must be a system which provides opportunity for an individual to rise through his own efforts to positions of competence and respect.
Our program must also continue-yes-and even increase the emphasis placed on building attitudes and habits of living which will promote positive health. We need well planned and well administered programs of health and physical education. We can- not afford to lose sight of this important phase of our program.
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It is desirable to increase the emphasis placed on consumer and conservation education. (Work along these lines has yielded most satisfactory results in the grades under the efficient guidance of Miss Brassill.) We should continue and increase, if possible, the emphasis and clear understanding of the nature of democracy and the goals to which it aspires. The blessings and material well- being which our people have enjoyed cannot be taken for granted. Meaning must be put into the words, Human Liberty, Dignity. and Equality.
Guidance
The complexities of modern life make it necessary as never before that vocational and educational guidance be provided. Pupils need assistance in arriving at decisions relative to vocational and educational careers. They need assistance in their social ad- justment problems. Our principals and teachers have applied themselves to these needs. They must continue their efforts and constantly improve themselves in the techniques of directing their pupils to information and into types of approaches which will enable them to work out their own solutions.
Defense Program
We have been forced into a national defense program of enor- mous proportions through circumstances over which we have no control. The demands, nevertheless, are urgent, and time is the essence of the problem. The schools of Weymouth, along with other schools all over the country, will make such contributions as they can to this national emergency.
The immediate demands include intensive training in technical trades in such numbers and in such fields as the defense authorities may require. Courses in Weymouth are being organized in two areas-metal work and welding, these being the only ones which we are equipped to furnish. Under the present plan, these courses will be started in early January.
There is an urgent need for trained mechanics, but we are not equipped to go into this field.
As a member of the Weymouth Public Safety Committee and Chairman of the Subcommittee on Vocational Education, your superintendent has suggested that in studying the demands of the present emergency careful attention be given to the future exten- sion of the present vocational offering. The contention is that by looking at, through, and beyond the immediate needs of national defense, the immediate work might be planned so that it could contribute to the type of vocational education which the com- munity would wish to continue permanently. Because this policy seems to be sound, it has received the support of the Vocational Committee and citizens familiar with the vocational needs of the community.
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There is and has been, on the basis of the best data available, a very definite need for machinists in private industry over and above the present supply. This being so, it would seem that Weymouth, in order to provide its young people with additional opportunities for vocational adjustment, should establish a machine shop and the necessary classrooms as a part of its trade school offer- ing. It is, therefore, recommended that when an effort is made to contribute to the national emergency, it be done with this per- manent extension in mind. Such a course will avoid duplication of effort and will not cause additional delay in starting, since building expansion will be necessary before even the emergency work in machine shops can be established.
Cafeteria
Weymouth may well be proud of its high school cafeteria service. It is no exaggeration to state that nowhere in Massachu- setts do pupils get more value or better planned and balanced meals for their money than here. The speed and apparent ease with which approximately 1,900 persons are served daily speak well of the efficiency of the manager and her cafeteria staff.
The financial statement also testifies to the efficiency of opera- tion. Our cafeteria is operated on what might be called a "co- operative" method. Essentially, it is a pooling of all the pennies which the pupils would like to exchange for luncheon materials. From this fund, foodstuffs are bought, prepared, and served. There is no profit motive in such a method of operation. The object is to render the best service possible on a self-supporting basis, not to make money. This co-operative method is recognized as the most efficient method of operation, primarily because it is sensi- tive to efficient management and immediately responsive to suc- cessful or unsuccessful operation.
Since its inception. the Weymouth High School cafeteria has been self-supporting. All equipment, supplies, maintenance, and operating expenses have been paid for out of receipts, including gas consumption. The Town has not been asked to make a single expenditure except for providing quarters (as provided by law ) and paying the salary of a dietitian, whose duties are to plan the meals and supervise their preparation, manage the business of the cafeteria, and teach in the girls' division of the industrial arts department.
An inspection of the menus and observation of the servings will immediately reveal the fact that certain dishes are manufac- tured at a loss. It is necessary to do this in order to maintain a balanced diet for those who buy all of their lunch from the cafe- teria. It requires no mathematical computation to reveal the fact that the cafeteria could not operate on a self-supporting basis if the same were true for all articles on the menu. Obviously, some items have to be sold at a profit. A portion of the profit from the
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sale of such items is used to offset the lack of profit, or loss, on other items.
Careful buying, planning, and avoidance of waste are ex- tremely important, since there is so little margin between success and failure in operation. These details are all receiving careful attention; and the objective of good cafeteria operation, which is to turn profits into both quality and quantity of food served, has been achieved to a high degree.
There are many factors which make successful cafeteria operation difficult. Fluctuating prices, irregular attendance of pupils, weather conditions, etc., are indicative of such factors. It is, therefore, good business practice to build up a reserve of approxi- mately ten per cent of the annual gross business, to serve as a buffer to absorb the effect of these deterring factors in order to avoid the necessity of raising prices. This will be the policy of the department, and every effort will be made to accomplish this end.
After this objective is achieved, there will be, if the cafeteria continues on its path of successful operation, surpluses in varying amounts after operating costs, maintenance costs, replacement costs, and new equipment costs are paid. These surpluses prob- ably will not be sufficient to warrant a price reduction on any item. The cent being the smallest unit of exchange, and the volume be- ing large, the reduction of a penny might, and probably would. result in a loss instead of a profit. The matter of increasing the portions served is hardly to be considered, since servings are already generous and such a course would result in a loss through waste or loss through inadequate returns for the amounts consumed. The profit cannot be returned directly to the consumer, since there is no way of determining a base for such distribution.
To what legitimate use, then, can these profits be turned? It has been the policy in the past to use surpluses for the purchase of services and items of direct value to the high school and its pupils as a whole. This will continue to be the policy, for the following reasons: These profits have been derived from the pupils through their purchase of food. The fact that they have received value for money paid is not the matter under consideration. The issue under consideration is to determine what legitimate use can be made of the surpluses which for reasons stated above have accumulated. The policy of using the money for the benefit of the high school as a whole by the purchase of such desirable extras as do not neces- sarily come within the scope of appropriated funds would seem to be a reasonable disposition.
Physical Education
Until this year the physical education program has been built around each school, with the responsibility of administration rest- ing with the principals. Last September, Mr. Harry Arlanson was
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assigned the responsibility of reorganizing and inaugurating an articulated physical education program to be operative under his direction as Supervisor of Physical Education.
During September and October, Mr. Arlanson visited sur- rounding and comparable communities. His study and efforts resulted in the setting up of a tentative program for grades 1 through 8. (His program was started in November.)
The program was divided into four major divisions :
Division I is adapted to the needs and interests of grades 1 and 2: Division II, to the needs and interests of grades 3 and 4;
Division III, to the needs and interests of grades 5 and 6: Division IV, to the needs and interests of grades 7 and 8.
Quite obviously, a complete program of physical education could not be ready-made and fitted to the department needs at a given instant, and no effort was made to accomplish the impossible. There is a certain continuity in a well-planned physical education program; that is, the work planned for grades 3 and 4, for example, depends somewhat on the co-ordination, skills, and habits developed in grades 1 and 2; and the work of each division is dependent in part on the foundations built in the preceding division or divisions. Therefore, a complete program was built for grades 1 and 2, which it is planned to cover, in spite of the fact that the program was made operative two months after the opening of school. The work for grades 3 and 4 includes as much of the first and second grade fundamentals as would interest older pupils, together with that portion of the third and fourth grade work which is not dependent on earlier grade development. The same principle was applied to the adaptation of the work for the remaining upper grades.
Three or four years will, therefore, be required to establish a complete, well-balanced program. In the meantime, principals and teachers will co-operate by making recommendations to be considered in revision, modification, or extension, as conditions may require.
Dental Clinic
For the purpose of developing "tooth consciousness" among the pupils, the Dental Hygienist, Miss Virginia Loring, is making monthly visits to the classrooms in accordance with the follow- ing schedule:
Monday
Wednesday Friday
1st week
Adams
Bicknell
Athens
2nd week
Center
Humphrey
Hunt
3rd week
Jefferson
Nevin Pond
4th week
Shaw
Washington Pratt
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As the Dental Clinic is a function of the Board of Health, this department appreciates the allotment of time to this additional service. Miss Loring's instructions will prove beneficial to the pupils by arousing enthusiasm and more interest in correct dental habits.
Home Instruction for Physically Handicapped Children
In accordance with State law, home instruction for physically handicapped children was started on March 12 on a part-time basis, continued through June 9, and re-opened on October 7. Mrs. Inez A. Kohler was assigned to the work.
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In Memoriam
SUSAN GERTRUDE SHEEHAN
1907-1940
"Out of the strain of the Doing. Into the peace of the Done; Out of the thirst of Pursuing Into the rapture of Won."
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CHANGES IN PERSONNEL
RESIGNATIONS
School Abigail Adams Athens Bicknell
James Humphrey Hunt
Center Edward B. Nevin Junior Manual Arts Vocational
Barbara F. Libbey
Barbara R. Cleaves Josephine M. Caruso Jane R. MacDonnell Genevieve A. Perkins
Mary A. Connell
Hazel E. Smith
Dorothy M. Vestburg
Loretto M. Buchan
Doris B. Glidden
Dorothy W. Bearce
James A. Booth, Jr.
APPOINTMENTS
Abigail Adams Athens Bicknell
Charles Wintermeyer Marjorie F. Bentley
Stefani Konrad
Rose Leonard
Elizabeth Lesenechal
Jean T. Lindsay Elizabeth A. Groht
James Humphrey Hunt
Mary B. Harrington Patrick J. O'Brien ( substitute basis)
Kathryn A. Scully (substitute basis )
Center
Marjorie F. Cass Marie G. Keohan
Edward B. Nevin
Lucille Trenear (substitute basis)
High
Vocational
Cecilia A. McDonald (substitute basis) Mary F. Toomey (substitute basis) Madelyn M. Wilson George H. Klay
'TRANSFERS
Center to Abigail Adams Bicknell to James Humphrey Abigail Adams to Junior Annex James Humphrey to Junior Annex Junior Annex to Junior Manual Arts High School to Director of Physical Education
Katharine A. Dunning Thomas L. Stetson Dorothy U. Murphy Margarita M. Jones Eleanor L. Garvin
Harry Arlanson
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RETIRED
MRS. DORA S. WHITE taught in the High School for twenty years. Due to her careful, conscientious work, students from her classes entered college thoroughly prepared in the fields of United States history and English. The generous giving of her time outside of school hours to extracurricular activities, in addition to the painstaking and effective teaching of her assigned subjects, made her a very valuable member of the teaching staff. Her retirement is a correspondingly great loss.
MISS MARTHA A. LOUD taught in the Weymouth schools for nearly twenty-five years, the last twenty-two at the Hunt School. Her cheery good nature and zest for living leave a happy memory to her pupils and associates. Her keen in- terest in all people and events assures us that she will continue to live a happy and useful life in her retirement from school work.
Budget
The fact that a school budget is prepared annually leads to the belief that it is just a statement concerning desired income for ex- penditure during a definite period-the fiscal year. This is only partially true. It is true in the sense that a budget does have to be prepared each year. It is, however, a narrow view of the school department budgetary problem. In its broader concept, the annual department budget concerns itself with many factors, ranging from those evidenced in past performances to those likely to be experi- enced in future planning. Department policy, future planning. and administrative educational improvements are reflected in its inclusion.
Policies previously adopted become commitments in subse- quent budgets; for example: the setting up of a system of annual salary increments for beginning teachers and teachers who have not reached the maximum in any one year is bound to affect the salary item for several years to come. There are variables in the situation, such as those experienced when a teacher on the maxi- mum salary leaves the system and is replaced by a teacher on the beginners' salary; but these instances. cannot be accurately antici- pated, except in the few cases when teachers will reach the compul- sory retirement age. Even then, the vacancy may be in a key position, which, for the best interests of the system, requires replacement by a person with experience and training, necessitating a salary at or near the maximum.
By and large, a salary schedule providing for annual incre- ments increases the salary item in the budget not only for the year of adoption but for a period of years to follow. For example, the increases which were adopted in 1939 increased the 1940 budget by an amount approximately three times as great. This is due to
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the fact that increases for the most part are effective as of September following the annual town meeting; the period, September, Octo- ber, November, and December, is one-third of a year (our teachers being paid on the twelve-month basis). On the same basis, the increases approved for 1940 have increased the 1941 salary esti- mates approximately $10,000.00.
These facts are, of course, generally understood, but are some- times lost track of in analyzing an estimated budget for a particular year. The policies which have been adopted in Weymouth are sound and represent clear thinking on the part of those initiating them. They also reflect credit to the citizens for making it pos- sible to start and continue them. School Department salaries in Weymouth are neither the highest nor the lowest paid in compar- able communities. If maximum salaries are listed for suburban Boston communities and for those towns ranging from 20,000 to 25,000 in population, those paid in Weymouth will be found to be at or near the median.
Measurement Program
There has been a real effort to promote better teaching-learn- ing activities in our schools. This effort should receive continued support and encouragement.
Probably no single activity can do more to achieve this goal than an effective measurement program and a careful record system. A measurement program furnishes a better guide toward the achievement of objectives, and justifies itself on the basis of results. We need valid diagnosis and appraisal to improve teaching and learning. A good record system will provide for cumulative record- ing of these data and other significant information, all of which are so important for supplementing teacher judgment-all to the end that the best guidance and teaching-learning relations may be provided for each pupil.
The point is sometimes made that measurement programs are all right and may have a place in large centers, but that they have no place in small systems. The purpose of education is to effect desirable changes in individuals. Measurement furnishes infor- mation concerning the nature and the rate of these changes. About the same information is needed in all communities which hold to this conception of education. Therefore, the size of the community would seem to have no bearing, except perhaps in the method of administrating.
Teachers welcome valid information concerning pupils to supplement their judgment. They recognize that the most im- portant teacher activity is to aid pupils to identify and solve their difficulties. They should have information concerning mental maturity, learning skills, and achievement for each pupil. The testing program which has been carried on under the Director of
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Courses of Study should be extended. This can be done at negligible cost.
Marking System
At the teachers' meeting in September, the Superintendent spoke in part on the problem of marking. Subsequent discussions revealed that there is general dissatisfaction with marking systems. The challenge was accepted by the principals and the entire teaching staff, to study this important problem to determine what, if any- thing, could be done by way of standardizing methods to improve the marking system in our schools.
It was decided that marking is a form of measurement, and should represent the pupil's achievement in the subject in which the grade is assigned.
It was agreed that any attempt to include various abilities, habits, traits, and attitudes as a part of the achievement rank would lead only to confusion and inaccuracy.
It was recognized that the possession of certain habits and personal qualities or character traits contributes to a higher degree of achievement and are, therefore, worth cultivating: but that each should receive its own evaluation and that none should be included in the grade representing the degree of achievement in any subject matter field.
It was decided that a five-step system would be about as fine a distribution as the established measuring devices could distinguish.
It was agreed that no system of grading has meaning except as it is defined and, therefore, that any system which might be adopted must be very carefully defined in order that uniform meaning might be read into the method.
This study will continue through the school year ending in June.
No School Signal
Dissatisfaction which arises out of this School Committee regulation is principally traceable to misplaced emphasis. There has been constant stress on PERFECT ATTENDANCE, whereas em- phasis should be placed on REGULAR ATTENDANCE. Conditions arise when the health of a child might be impaired by his own or his parents' effort to maintain a record of perfect attendance. It is not advocated that children should be kept out of school indiscriminately. Success in school is dependent in part on regular attendance, and every effort consistent with the health interests of the child should be made to maintain a record of regular attend- ance. Whether a child should or should not attend school on a certain day cannot be intelligently determined by the fact that the
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"no school" signal has or has not been sounded. It would seem that the best health interests of the child could be better served by parental decision as to whether or not on a certain day the child is a fit subject to attend school, be that day fair or stormy.
Schools today hold a real appeal for most children. They look forward to the activities of each new day with enthusiasm and object to having their routine interrupted. However, health is an important part of the school program, and best results will be obtained by attendance records which conform to the health needs of the individual. There is also a responsibility to the group. No child should knowingly be allowed to infect his schoolmates.
The School Committee regulation is simply stated and easy to interpret: "The No School signal will be given at 7:30 a. m. when transportation by bus is impossible." During a recent storm this fall, the transportation manager stated to the Superintendent that because of road conditions the buses would probably be un- able to cover the route. The "no school" signal was promptly sounded. There are in the course of a year but few instances when buses cannot operate. The "no school" signal will, therefore. rarely be sounded. Generally, schools will be open in stormy weather. Whether or not a child attends will rest with the decision of the parents.
Maintenance for 1940
The following is a listing of major items accomplished in the maintenance work of 1940. No attempt has been made to include all phases of the work. Items which occur annually, such as in- spection and repair of boilers, repairs to pupils' desks and chairs. parting beads, glazing, window cords, etc., etc., etc., are considered as minor repairs and are not made a part of this report.
Abigail Adams School
18 steam traps replaced, leaky flanges repacked, short boiler tubes replaced
Athens School
Considerable masonry pointing, approximately 420 sq. ft. parapet wall rebuilt and approximately same quantity re- paired; approximately 1,225 sq. ft. tar and gravel roof and paper flashing repaired: ventilator hood replaced on roof : new fin type radiation in indirect heating stacks
Bicknell School
In the auditorium, rebuilt and refitted all outside doors, sanded floor, blanked semicircular tops of windows and provided black shades in metal grooves to exclude light: in the gymnasium, built two new doors and rebuilt one door. sanded floor and laid out basketball, volleyball, and shuffle- board courts; two coats lacquer applied to floor
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Washington School
Gutters lined with copper and flashed back on roof; extensive overhauling of dormer window on the High Street wing: new bulkhead, concrete steps, and doors; new coal bin door
Hunt School
Installed 7 expansion joints in the gutter of the new class- room wing
Lincoln School
Clapboards, cornice, roof repaired preparatory to W. P. A. Painting Project
Pratt School (old building)
Complete installation boys' and girls' toilets; filled in and cemented old boiler room pit, tore down partitions, laid floors over area, leveled building, and made extensive altera- tion to manual training room; replaced and relocated steam piping in the basement; replaced entire water supply system; refinished and repainted basement
Pratt School (new building)
Rebuilt one vacuum pump
Shaw School
Replaced rotted wooden steps with concrete in basement classroom
Edward B. Nevin School
In the gymnasium, made and installed one fixed and one swinging basketball backboard assembly and provided pro- tecting net for stage; sanded floor and laid out basketball. badminton, and shuffleboard courts; applied three coats Swan Treatment to floors, buffing between coats;
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