USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1945 > Part 11
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In its deliberations the joint committee took into consideration an anticipated growth in the high school and vocational enrollments. The increase will be moderate during the next four or five years, perhaps 200 pupils by 1950 or 1951 ; but during the 1950's a sizeable increase can be predicted as a result of the high birth rate of the last five years.
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The amount of the growth in high school enrollment will be determined by two other factors: (1) the increase in the population of the town; (2) the opportunities of employment for teen age youth. Without doubt before the early 1950's the complete addition to the High School- Vocational School plant will be required in order to accommodate the greatly increased enrollment.
In considering an elementary school building program, the first and most obvious conclusion would be that the old wooden buildings should be replaced. This would mean an addition to the New Adams School to make possible the closing of the two-room John Adams built in 1854. The size of the addition would depend on whether the building would provide for grades 1-8, or grades 1-7, as at present, or grades 1-6, as proposed under the junior high plan previously outlined. An addition to the New Pratt School would permit the removal of the old wooden building, the size of the new wing depending again on the ultimate or- ganizational plan adopted. For a building housing grades 1-6 a two room addition would probably be sufficient.
Any plan for replacing the Shaw School should consider locating the new building farther north, approximately halfway between the Nevin and Hunt Schools, perhaps on Front Street. The Shaw and Nevin Schools are now only seven tenths of a mile apart. In relocating the Shaw School much larger school grounds should be secured and the building would be planned to accommodate grades 1-6, if the suggested junior high school organization is adopted. This change in site would make possible a desirable change in elementary school district lines. The Nevin elementary district could be pushed northward and the new Shaw ! district could be extended farther north to include the Homestead de- velopment, thus relieving the enrollment in the first six grades of the Hunt School.
The long distance from any other elementary school would seem to dictate the need for a small modern primary school near, or at the present site of, the Center portable school. In any case, the continuance of this remodeled, temporary building as a permanent school should not be permitted any longer than is absolutely necessary.
Various solutions of the building problem in the East Weymouth section would be possible, particularly if it were decided to close all of the present schools, viz., the Jefferson, Humphrey, and Washington. One solution would be the building of a large modern school with in- dustrial arts, household arts, and physical education facilities to serve as the junior high center for East Weymouth and as the elementary school (grades 1-6) for the immediate area surrounding it. This school might be located somewhat north of the Humphrey School or on the present Humphrey School site if this location were not considered too far south. A new elementary school for grades 1-6 would then be needed to serve the approximate present Washington School district.
In planning elementary buildings, one requirement should not be overlooked. Present day teaching methods demand larger classrooms than it was customary to build at one time. Adequate storage facilities should be provided and a free working space should be available beyond that necessary to seat the pupils.
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These proposals for the organization of the Weymouth schools and the construction of new buildings have been made on the assumption that the town will have a gradual moderate growth in the next ten to fifteen years. If a large increase in population should occur such as estimated by Metcalf and Eddy in their report on the proposed sewer system in which they place the population in 1960 at 42,000 and in 1965 at 48,000, the plan outlined in this brief study of the Weymouth school building needs would have to be modified to fit the changed situ- ation. This could easily be done by adopting the 6-3-3 organization. The proposed combination elementary-junior high buildings in the four sections of the town could become elementary buildings (grades 1-6), new junior high schools could be built for grades 7-9 (perhaps two, one to serve the northern half of the town and one the southern half), and the present four-year high school could become a three-year senior high school for grades 10-12.
This study has not given any consideration to a likely development in the postwar years viz., the extension of the local school program be- yond the high school resulting in the establishment of a Junior College or so-called Community Institute. We should be alert to the possibili- ties of such a development, and we should be prepared to modify any building program that may be adopted in order to meet the needs of our changing civilization.
In summary, the following building projects have been suggested in the short discussion of a school building program for the Town of Weymouth. The order in which these suggested projects are listed bears some relation to the probable order in which they should be carried out. However, a rapid growth in school enrollment in certain sections of the town or other unforeseen conditions might well dictate a different order in the future.
1. Technical Wing added to High School, to be built in two parts : (1) machine shop north of present Auto Mechanics Building in 1946; balance of addition by 1950-51.
2. New Center School to replace portable building now in use.
3. New modern elementary school located halfway between Nevin and Hunt Schools to replace present Shaw School, and to relieve Hunt School.
4. Addition to Abigail Adams School to replace John Adams School, and to provide for prospective increased enrollment.
5. Addition to Nevin School to provide added facilities for junior high.
6. New modern junior high and elementary school in East Weymouth.
7. Addition to New Pratt School to replace old wooden building.
Conclusion
. I should like to express my appreciation to the members of the School Committee, to my predecessor, Mr. Charles R. Thibadeau, to the teachers, other members of the school staff, town officials, and to all others who have so kindly welcomed me to the Weymouth schools and who have contributed to whatever progress the schools have made dur- ing the past year.
Respectfully submitted, ELMER STEPHENS MAPES, Superintendent of Schools.
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COURSES OF STUDY Report of FLORA HAVILAND MCGRATH Director of Courses of Study
Each year brings with it a changing emphasis and at the close of this year 1945, we seem to be stirred to the need for the further develop- ment of greater social consciousness. Good citizenship in a democracy cannot go on to its fullest fruition without knowledge and understand- ings. In his article, "The Effect of Education on Democracy," Charles Edison, former Governor of New Jersey, said, "The first obligation of every educated citizen is to be politically literate." It is this type of literacy which we have already attempted to awaken through specific units conducted at the Pratt, Abigail Adams, and Bicknell Schools this year. In 1946, it is hoped that these units will be conducted in all schools in grades VI through VIII. It is through this means that we hope to develop at an earlier period than previously, this greater social consciousness so vital to life in a democracy.
Early in 1945, several experimental units in town, state, and na- tional government were completed at the Pratt, Abigail Adams, and Bicknell Schools, under the direction of four grade teachers, Miss Alice Story, Miss Marie Upton, Miss Dorothy Condrick, and Miss Concetta Passero.
As a result, two of these units have already been organized for use in all schools and the other is still in the process of development.
Group Testing
In many school systems, testing has been adopted as part of the guidance program. Although it is not designated here as a guidance measure, the testing program as now conducted is an instrument for use in guidance.
The testing program is so planned that there will be three intelli- gence quotient ratings for each pupil by the time he will have completed grade V. Any unusual deviation in these intelligence quotients is studied in order to determine the best procedure for the individual pupil.
During the year 1945, approximately 1800 pupils were given men- tal ability and achievement tests. This included mental ability testing for all pupils in grades I, III, V, and all those new to the Weymouth school system.
In January, in addition to the mental ability testing, all fifth grade pupils were given achievement tests. Pertinent data on these tests in- cluding high, low, and median scores, were collected and recorded. Medians were compared with the standard norms and deviations from the norms studied.
A survey by means of achievement tests was made during the month of March in grade VIII in literature, social studies, and elementary science. The following results indicate achievement in these studies as compared with the test norms :
Subject
No. of Pupils
Weymouth Median
Test Norm
Literature
361
66
68
Social Studies (history)
361
68
68
Social Studies (geography)
361
74
68
Elementary Science
361
69
68
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In September 1945, all pupils in grade VIII were given an achieve- ment test, the results of which will be considered when pupils choose their high school course. The total record which appears on each pupil's testing data card at the end of grade VIII is an indication of the pupil's ability to succeed in high school subjects. These records are used as a guidance procedure in helping pupils to choose their high school courses.
Courses of Study
The new units in government, two of which are ready to be dis- tributed to the teachers of grades VI and VII, will be incorporated in the history course. It is hoped that the third one will be ready within the next month.
We are indebted to Miss Marie Upton and Miss Alice Story for their excellent contributions to these units.
In Conclusion
To all those in the school department who have in any way assisted me either by suggestion or the actual contribution of acceptable material, I wish to extend my thanks and appreciation.
HIGH SCHOOL Report of MR. WALLACE L. WHITTLE, Principal
The ending of the war and the consequent change of emphasis from preinduction to postwar training enables us to judge more accurately the values of the changes made to meet the war emergency. It would seem that, by and large, our peacetime program met wartime needs. With the exception of physical education, a change of emphasis only was necessary. It has always been my feeling that a school which needs radical reorganization to meet wartime needs is not a particularly good school in peacetime; for the type of education which is vital in wartime is just as important in times of peace. This does not mean that we should educate our pupils for war, but that we should keep the school curriculum up to date under normal conditions so that a change of em- phasis rather than reorganization should meet almost any need. Our experience in the past few years has, I believe, justified this opinion.
The aviation courses which were started during the war will be continued. They are popular and offer definite educational values. Each year has seen a change in the offering of this subject. This year we have added a laboratory course in aviation for college students who have completed the junior aviation course. This is a major unprepared course with the time spent entirely in the aviation laboratory studying various parts of the airplane itself.
The orientation and study methods program for freshmen has been made permanent. A non-credit course in driver education has again been offered to all those who can be accommodated.
One bad situation which exists throughout the country is the poor physical condition of our youth. To help remedy this situation our physical education program should be extended. It is almost impossible
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to do corrective work when it is necessary to assign forty-five or fifty pupils to a class with one teacher. 1
The guidance department has completed its first full year, during which time the staff has given all possible aid and information in both the educational and vocational fields. It has also done a great deal toward placing pupils in part-time work. I feel that an extension of the work of this department to the seventh and eighth grades would be of immeasurable value in helping the grammar school pupils make their elections for high school. As I have mentioned almost every year in these reports, the importance to the pupils of these elections cannot be overemphasized.
Last June the guidance department co-operated with the Armed Forces Institute and the American Council on Education in order to establish norms for the benefit of veterans taking tests for educational credit. It is also co-operating fully with the Director of Veterans Af- fairs in Weymouth to aid our veterans in solving their educational problems.
Because of the policy adopted by the School Department in regard to boys leaving school to enter the armed services, we have been able to take care of most of our boys who were eligible for a diploma. We have, therefore, few veterans returning to complete their high school work, since almost all of the boys completed their work either before they left or while in the service. We are ready at all times, however, to help the returning veteran with his educational problems.
The awards given in June are as follows :
Weymouth Teachers' Association-Edward Dalto, Anne McGovern, Donald Sylvia
Weymouth High School Alumni Association-Ingrid Fallgren, Mabel Whaley Alice W. Dwyer Scholarship-Priscilla Hilliard
Frederick W. Hilton Award-Marguerite Corbo
The Monday Club of Weymouth-Jean Huntress, Irene Weisslinger
Sons of Italy and Daughters of Italy-Marguerite Corbo
The Weymouth Catholic Club-John Donovan
Weymouth Post No. 79, American Legion-Edward Dalto
The Old Colony Club-Pauline Barnes
Weymouth High School Art Department Scholarship-Avis Ellstrom
The Washington and Franklin Medal for proficiency in American History was given to Anne McGovern.
The Daughters of the American Revolution Good Citizenship Award was made to Priscilla Hilliard.
WEYMOUTH VOCATIONAL SCHOOL Report of the Director, MR. FRANCIS E. WHIPPLE
Early in the year a faculty committee was formed to examine voca- tional education in Weymouth and to recommend changes, improve- ments, and additions. This committee met weekly over a period of five months and probed deeply into all aspects of the question. A compre- hensive report was submitted, making some specific recommendations. These were:
1. A definite and thorough program of publicity should be undertaken to inform the public and grade school teachers of the aims and ob-
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jectives of Vocational Education, and the results that can be ex- pected when pupils are properly selected.
Inaugurate an active program to get boys into trade courses who should be there.
2. Inaugurate a four-year course with the same time schedule as the high school.
3. Provide greater variety of courses.
4. Better guidance.
5. Raise standards of admission and completion.
6. Emphasize character training.
7. Reorganize each course to give better tie-up between shop and related work.
8. Advisory committees should be more active.
9. Add to courses in mathematics and science sufficient material to qualify graduates for entrance to advanced technical schools and formal apprentice programs.
10. Designate one man in each department as department head.
And for future adoption when physical plant permits or as deter- mined by further investigation :
1. Installation of pre-vocational program (Grade 9).
2. General vocational program (Grades 9-10).
3. Technical vocational program (Grades 13-14).
The committee is to be commended for the thorough professional nature of its work. Already some tangible results of their meetings are apparent.
Four recommendations, the second, third, fourth, and fifth, involve fundamental changes and perhaps require comment.
The time schedule, seven hours per day, has long been a source of dissatisfaction. There is some evidence that State requirements may be relaxed and that a six-hour day may be allowed. This will be a desir- able change. I feel, however, that experience with a six-hour day should be acquired before going to the high school's day of slightly more than five hours. In fact, one will find himself in some excellent com- pany in thinking that high schools could profitably increase the length of their day to six hours.
As to the recommendation for a four year program, there is some- thing very much worthwhile to be gained by postponing the choice of a vocation to a later time - an additional year of maturity can do much to crystallize a boy's plans. To require permanent occupational choices to be made at the end of grade eight, or at the age of about 14, seems in many cases to be unwise. It is possible that given ninth grade com- pletion, more settled life aims, and greater maturity, as much could be taught in three years with a shorter day as is is now taught to younger students in a longer day.
Weymouth lacks a suitable place in the school system for children who have not achieved in accordance with their age and grade place- ment. One of the present practices is to transfer these children as special students to the various boys' and girls' vocational programs. It is to the everlasting credit of these programs that many such children become happy and contented school citizens, showing progress of which
117
their parents can be proud. However, as the faculty committee pointed out, the vocational program is aimed at a higher level of achievement and normal students are bogged down by the presence of those unable to proceed at normal rates.
For some, even many, of these children, a type of remedial educa- tional program not yet in existence seems indicated. But for those chil- dren able to profit from vocational education there is a great need of a special program not identified as a skilled trade but of a general nature, one which fits the child for employment on the operative level. This should be for grades 9 and 10. Many boys would go directly into in- dustry at the end of grade 10 or upon reaching the upper compulsory school age limit. Provision would be made for them to go into skilled trade courses if their abilities warranted it.
Weymouth has five vocational programs for boys, Agriculture, Automobile Repair, Cabinetmaking, Printing, Sheet Metal work. A broad vocational program should include courses touching the great occupational areas. Machine production, electricity and electronics, aviation, painting and finishing of wood and metal, selling and distri- bution of goods are such areas. These areas should be represented in Weymouth. With the approval of a new machine shop by both the Vocational Committee so ably headed by Mr. W. B. Mathewson and by the School Committee, the first step in this direction has been taken. The entire plan should envisage an addition to the garage connecting with the high school building of such size as to accommodate representative courses in these occupational fields. Weymouth could well be a voca- tional center for the South Shore extending as far south as Plymouth and west to Whitman and Bridgewater.
The fourth recommendation, "Better Guidance," has in mind an extension of the guidance program to include the presentation of occu- pational information in the 7th, 8th, and 9th grades as a recognized part of the curriculum. The faculty committee felt strongly that alto- gether too many boys had made occupational choices based upon too little real understanding of their fitness for the trade or of the fitness of the trade for them. It is pertinent to note that every principal's report for at least the past twenty years has expressed the need for a wiser choice of courses on the part of entering pupils.
The technical-vocational program mentioned as a possible future plan grows out of the needs of industry and has been brought into clear focus by the war. Our industry, based as it is on technology, has great need for technicians of less than engineering college training. Many states have set up such technical-vocational programs in the public schools. With the area setup mentioned above, Weymouth is in an ideal position for such a post-high school program.
Now that the war is over, changes in emphasis in our program are in order. The Woodworking, which began as a course in Carpentry . in a very similar post-war era twenty-two years ago, and during depres- sion years was changed to Cabinetmaking, should now, in view of the great housing shortage and the consequent building which will come, be changed to Carpentry. The enrollment has increased greatly here. If it continues so to increase, a carpenter-instructor will be necessary. We may again find ourselves building dwelling houses before many years.
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Sheet Metal work, which during wartime aimed at shipyard work, now must aim at building construction and air-conditioning installation. The Printing industry, not favored in wartime as an essential industry, is vitally short of well-trained men. Printing has and is undergoing a revolution in production methods. In recent years we have modernized our equipment in line with the industry. We have much more to do. Automobile Repair is both a wartime and peacetime necessity. Here, too, we must keep our equipment up with the times. We must teach more body and fender work. We must have safe space for spray- painting facilities.
During the year we have received three machine shop tools-drill presses-and a sizeable quantity of small tools such as milling cutters, drills, reamers, etc., as surplus property from the United States Army. This equipment is being held to be used in setting up the proposed ma- chine department.
We have enrolled six veterans since V-J day for special training. One completed his work for graduation in Printing, one is taking a re- fresher course in linotype operation, three are taking courses in Auto- mobile Repair, and one is studying Sheet Metal work. It is our policy to make courses for these m'en as practical and intensive as possible, giving them precisely the training they want and need.
The placement service has worked with employers in setting up In-service Training programs for veterans. The function of the school has been to assist in planning courses of study. Training programs have included many shoe manufacturing trades and also funeral directing and embalming.
The total enrollment figures for the current school year (as of December 21) are given below :
I
II
III
GI Total
Auto Repair
39
20
12
3
74
Cabinetmaking
22
IO
7
O
39
Printing
7
6
4
2
19
Sheet Metal
6
15
9
I
31
74
51
32
6 163
Of this year's freshmen, 3 were admitted as special students with- out completing the eighth grade, 38 had completed the eighth grade, 19 were members of or had completed the ninth, 5 the tenth, and 9 were repeaters from last year. There were 42 non-residents enrolled, 12 more than last year.
Twenty-six boys graduated; twenty-one entered the trade trained for; three, the armed services; and two, other fields.
I wish to extend to the Superintendent of Schools, to my assistant, and to the members of the maintenance staff, my thanks for the excellent support and cooperation they have given me during the year.
CHANGES IN PERSONNEL
Resignations
Superintendent of Schools
Charles R. Thibadeau
Athens School
Elaine T. Clapp; Allan L. Kinsley, Janitor
Bicknell School
Isabel Tutty ; Helen E. O'Halloran
James Humphrey School
Mary B. Halligan
Jefferson School
Florence M. Hawes
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Hunt School
Pratt School Shaw School Pond School
High School
Vocational School
On leave of absence for military service
Nunzie C. Daniele; Rose M. Leonard Doris F. Wild
Doris A. Upton
Irving S. Warner, Janitor
Philip T. Jones; George O. Stewart (retired un- der provisions of Veterans' Retirement Act) ; Mary M. Lambe, Secretary
Howard H. Hawley (released from military vacancy )
Catherine J. Nolan; Geraldine R. Colligan
IN MEMORIAM
FRED A. ROULSTON Janitor High School
Service 1943-1944
Leave of Absence
James Humphrey School Edward B. Nevin School High School
Elizabeth Egan Cecilia A. McDonald Inez E. Hoag
Elections
Superintendent of Schools Athens School Bicknell School Washington School Hunt School
Pratt School Shaw School Edward B. Nevin School
Pond School ,
High School
Vocational School Supervisor of Attendance Home Instructor for Physically Handicapped Children School Physicians
Elmer S. Mapes .Walter F. Hackett, Janitor Mary H. Sheehan; Rose Uckerman Jean Condon Margherita Auriemma; Adrienne Garrity ; Helen McGovern; Delia Will
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