USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1951 > Part 16
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g. Requests for all aids have far exceeded the budget and adminis- trative capacities of the division to meet them. Tabulated below are the approximate number of requests, aids used, and attendance figures:
Requested
Used
Attendance
Elementary
600
375
85,250
Junior High
250
170
53,000
Senior High
500
380
67,800
Total
1350
925
206,050
6. Remedial Reading
"At the Bicknell, Hunt, and Edward B. Nevin Schools, approximately 200 of the 1950 children enrolled are profiting by the very satisfactory ad- ministration of the remedial reading program. With this program, it is possible to screen pupils in need of help through a study of individual records, through teacher consultation, and by use of various types of read- ing capacity and achievement tests which indicate ability and individual reading level.
"In one of the schools, a survey of possible causes for a reading level below the local grade expectancy indicated that forty per cent were trans- fers from other towns and cities, forty per cent had histories of excessive absence in grades 1 and 2, and eighteen per cent had serious visual, audi- tory, or speech defects. The group included children of average ability as well as those below average. The retardation noted in the groups trans- ferred from one city or town to another does not mean that these children have not been taught or have been poorly taught, but indicates that in many cases the taking of a child from a familiar situation to a strange one necessitates a period of adjustment that many children, especially slow learners, find difficult.
176
"Of the pupils helped during the school year, approximately 50 per cent progressed between seven months and one year and six months, while those on the upper grade levels progressed in some instances from two to four years. All pupils showed improvement.
"The most gratifying achievement of the remedial program is not in terms of marks or ranks, but in the change of the child's attitude toward school when he is able to compete and to experience success at his own level. He is a happier and better adjusted child because he has experi- enced the joy of accomplishment.
"Because this program has proved its value in that it salvages those pupils who for one reason or another are retarded, or are not making the proper adjustment to school, it is hoped that eventually a similar program will be available to all pupils in need of corrective and remedial help."
7. Manual Arts
"During the school year now closing, 430 boys in Grades 7 and 8 re- ceived instruction in the Manual Arts classes. This figure does not include Grade 7 at the Abigail Adams School during the period January through June, as it was not possible to include this group in the schedule. The distribution of these pupils as of January 2 is shown in the following table:
School and Grade
No. of Boys
Hunt - 8
34
Hunt- 7
42
Bicknell - 8
45
Bicknell - 7
69
Junior Annex - 8
106
Junior Annex - 7
34
Nevin - 7
42
Pond - 8
12
Pond - 7
14
Pratt -8
12
Pratt - 7
20
430
The type of instruction given in these classes consisted of a variety of wood-working projects and simple electrical circuits. Each boy completed from four to six articles.
"The opening of the South Junior High School in September marks a forward step in the Industrial Arts work in the Weymouth schools. How- ever, the advent of this new school brings sharply into focus the inade- quacy of our shop facilities in the other parts of the town. It is most necessary, therefore, to bring our other shops up to a standard comparable with this new shop.
"Renovation is recommended of the room at the Bicknell School and installation of modern equipment. The room at the Junior Annex should also be improved and other suggestions carried out.
"For the thirteen preceding years, this report has always contained some mention of the impossibility of one person conducting the entire shop program. In September, 1951, with the opening of the excellently planned shops in the South Junior High School, the situation has been improved by a long needed and most welcome change."
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8. Sewing
"During the school year 1950-1951, the elementary Home Economics Program was inadequate because of overcrowded classrooms with limited equipment and varying class schedules.
"Each seventh grade student completed an apron, which was the first unit project designed to give 'experience learnings' of the following: cotton fabric selection, fabric preparation and cutting, hand hemming, applica- tion of patch pockets, gathering, plain seam, machine stitched hems of the tie sections, application of the waist band to gathered section, and the 'finishes' of the garment.
"The second unit completed was a skirt, the repetition of previous 'learnings,' plus the developing of some new sewing techniques which are: application of zipper, marking the hem line, and sewing on buttons.
"Some classes, because of extra time allotted, continued on to the third unit. Each class as a whole selected one pattern. Their selection was made from a simple cap-sleeve blouse or slacks (with variant of length for shorts, pedal pushers, or full-length slacks). This unit introduced such sewing factors as the following: use of commercial pattern, body measure- ments for correct size, darts, assembling of pattern pieces, curved seams, set-in pockets, and collar facings.
"The eighth grade completed a tailored blouse which was a unit project covering the following 'learnings': use of commercial patterns, personal body measurement for correct size, selection of cotton fabrics and notions of thread and buttons, pattern study of layout and cutting, darts, gather- ing, pockets, application of collar, setting-in of the sleeves, plain and lapped seams, facings, hemmings, and 'finishings.'
"The eighth grade students made notebooks along with this project covering the major 'learnings.'
"The second eighth-grade project was a choice of each student, deter- mined by his own ability, needs and means. These included skirts, dresses, jumpers, vests, slacks, shorts, and bathing suits, made from various fabrics, such as cotton, rayon, corduroy, or wool.
"At the May meeting of the Pond and Bicknell P.T.A.'s, fashion reviews were presented showing completed garments. The students planned the theme and staging. These programs were of great value, creating incentive for the students and giving the parents an opportunity to become ac- quainted with the work done in the Sewing Department.
"September brought changes to the seventh and eighth grade Home Economics Department:
(1) The teaching load was divided; one-half of the seventh and eighth grades now attend the South Junior High, which has its own Home Economics teachers. Thus, the time for each class is longer and more evenly scheduled.
(2) The equipment of the six schools is now divided among the two classrooms of the Junior Annex and the Bicknell School. Two of the treadle machines have been electrified at each school.
"With these better conditions, the students will receive more oppor- tunity to develop their sewing skills. The sewing rooms have been set up on the unit plan. Each unit consists of one work table, one or two ma- chines, one ironing set-up for every two units. There are three to five girls at each unit. There is one machine for every three girls in class,
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giving them about one-third of their class time for use of the sewing machines.
"Grade 7, September 1951 to December 1951. As the introduction to sewing, the class began with the study and development of the following:
Room equipment and classroom behavior.
The choice, selection and care of personal equipment.
The selection of cotton fabric for their first project, an apron.
The straightening of the fabric.
The cutting of the apron pieces.
Introduction to the Sewing Machines, with emphasis on the ma- chine parts, operation (treadle or throttle), and sample stitching.
Pressing the hems of the apron with the use of a hem guide.
Stitching of the hems by machine.
Pressing of the pocket hems and stitching.
Application of the pockets to the apron.
The stitching of plain seam.
The folding, pressing and stitching of the draw strings.
The "finishings" of the project.
Evaluation of the project. At this time, the discussion of the next project, which will be started in January, 1952.
"The modern up-to-date method of sewing is now being taught. As compared with the former method of pinning, basting, stitching, then the removing of the basting stitches, and the pressing, the new method teaches to press and stitch, minimizing the handling of the garment, and thus giving a more professional appearance to the garment.
"Grade 8. An adaptation of the Bishop Method of Sewing is being carried out on the first unit of a tailored blouse. The emphasized points in this method are:
Figure and pattern by accurate measurements. Grain perfection.
Pre-shrinking.
Grain perfection for layout and accurate cutting.
Unit construction for minimum handling while in progress.
Directional stitching with the grain to keep the edge of each piece from stretching.
"Proceeding step by step, these points are being demonstrated to the classes. The classes have studied, watched the demonstration, discussed, then worked on their own garments."
9. Handwriting
"In the initial tests in handwriting administered in September, 1942, to Grades 1-3, 19.7 per cent of the pupils received a grade of 'A' (Excellent) ; 17.5 per cent received a grade of 'B' (Good); and 62.8 per cent were graded less than 'B'. In the tests administered in May, 1951, to Grades 1-7, 89 per cent of the pupils received a grade of 'A' (Excellent) ; 8 per cent were graded 'B' (Good); and 3 per cent scored less than 'B'. Handwriting Cer- tificates were awarded to 73 per cent of the seventh grade pupils.
'During the last year, approximately 35,000 formal samples of hand- writing and approximately 35,000 samples of informal handwriting were
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graded. A formal test was administered monthly, and a report was sent to each teacher giving a careful diagnosis of the handwriting of each pupil in her room.
"The following instructional materials were furnished: monthly teach- ers' outlines, pupil folder outlines, room motivation certificates, term and monthly envelopes, handedness tests, individual handwriting certificates for pupils who qualified, seals, etc.
"Representatives made Special Visits to each of the classrooms in the first seven grades during the month of September for demonstration teach- ing; in the month of January for diagnosis and motivation of the writing in everyday classroom activities; in May for another diagnosis of everyday writing, as well as a check-up on the rhythm and rate at which the writing was being accomplished; and in June to award the final stars and seals for the year. In each of these classroom visitations special attention was given to the matter of correct healthy posture, and to the special problem of the left-handed writers."
10. Clubs and Gardens
"The work has moved smoothly according to schedule. The same course of study has been used and the same guiding principles as in 1950. Lessons have been planned to meet seasonal activities and seasonal con- ditions, and have stressed the interests and activities of practical gardeners as guides for those trying to have gardens of their own.
"Pupils have been taught to be alert to what was happening around them and to select their own line of activity in accordance therewith. Having done that, they were encouraged to put into practice as much of the work as they were able to understand.
"There has been constant effort to enlist the help and co-operation of the home. This is necessary because of the growing registration for club membership and requests for summer visits to the gardens. There were two hundred eighty-three gardens listed in 1950. This year the number is slightly larger. There is reason to believe that fully as many more put into practice what they have learned, although not wishing to report their activities.
"Classroom work in sixth grades started in September, 1951. The pupils have welcomed it. Practical results will not be evident until 1952.
"In the upper grades (High School), club members have been guided individually. Exhibits were entered at the Weymouth Fair and in Horti- cultural Hall in Boston. We have reason to be pleased with the awards given by experienced judges."
11. Health
"During 1951, nurse-teacher conferences have been held regarding behavior problems, as well as problems directly concerning the physical health of the pupils. The school nurse is in a position to interpret the home to the teacher, and the school to the parents. Emotional health is so closely allied with physical health that a child who suffers a deviation in either needs close and understanding co-operation between the school and the home. The school nurses are ready and willing to make any home visit which teachers think might help a child who has a problem.
"A better understanding also seems to exist between parents and the school health department. Many parents have expressed appreciation when defects have been found through vision and hearing tests. Slight
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defects of this type are often impossible to detect without the use of in- struments for this purpose. When found early, these defects are more apt to be remediable. Each year, more parents are using the school health service to plan ways and means to correct physical defects which have been reported to them.
"Several agencies have helped this department in the following man- ner: the Salvation Army Service Fund has been called upon to give help in several emergency cases where children needed clothing in order to come to school and which, at that time, their parents could not supply; the Kiwanis Club generously provided a hearing-aid for a deaf child; the Lions' Club has obtained glasses for fourteen students who were recom- mended for this service by the school nurses; the Weymouth Family Service Society has taken over and satisfactorily handled several cases where conditions within the home resulted in a seriously maladjusted school child.
"Each year, the School Health Department makes a survey of the general health of all school children in the Town. All children who have any physical handicap are listed and checked as necessary. The school nurses advise the teachers if any change in program is needed for the handicapped child.
"Visits are made to the homes of the pupils who are not able to be in school for a long period of time, and a physician's certificate is obtained for those who are able to receive home instruction by the visiting teacher. At present, we have eight such children.
"Listed below are the various handicaps which are found among the children who are able to be in school:
Asthma
17
Cerebral Palsy
2
Defective Hearing
21 (serious impairment)
Defective Vision
18 (serious impairment)
Diabetes
2
Epilepsy
3
Heart Trouble
2
Nephritis
8
Poliomyelitis
8 (aftereffects)
Rheumatic Fever
26 (aftereffects)
Speech Defects
2
Structural Deformity
12
Other
17
"It might be interesting to note the large number of handicaps due to rheumatic fever and the relatively few due to poliomyelitis, which is such a generally feared disease.
"Very poor dental conditions top the list of physical defects. Weymouth is not unique in this. At school health conferences, reports of this need are unanimous. This condition seems to become worse every year. Families in even better-than-moderate circumstances are finding the cost of living so high that adequate dental care for their children seems impossible. The school dental clinic, sponsored and financed by the Weymouth Board of Health, is set up to give care at a small cost to children in the first six grades when their parents cannot send the children needing attention to their family dentist. Occasionally emergency care has been given to chil-
181
dren in the upper grades. However, the number of pupils in the first six grades who need attention is much larger than the clinic can handle.
"Enlarged tonsils is another major defect found by the school physi- cians. The third on the list of major defects found by the school physical examinations is the large number of defective feet.
"Preparation has been made for a pamphlet which each school child can take home to his or her parent or guardian explaining the school health policies. A similar pamphlet is also being prepared for each teacher in order that the teachers, especially those new to the Weymouth school sys- tem, will know the school health policies and will be able to understand how they may call upon the school health service.
"The procedure followed in the past to assure each child protection against diphtheria has been changed somewhat. Following the advice of the Massachusetts State Department of Public Health, only booster doses of double antigen (protection against tetanus and diphtheria) are given in Grades 1 and 6. These clinics are sponsored by the Weymouth Board of Health and are conducted by the school nurse. Pre-school children have been immunized at the well-child clinic instead of in the school.
"At the request of the Director of Instruction, the Health Service De- partment makes home visits to pupils who are retarded in school for two or more years. The purpose of these visits is to discuss with the parent or guardian whether or not the child can be helped by being admitted to the Junior Manual Arts Class. Occasionally special attention for a year may help him to resume work in his regular classes.
"At present, four children whose vision is defective are receiving all of their instruction in the sight-saving classes in Quincy. These children are recommended for these classes by the Massachusetts Division of the Blind, which makes its recommendations after receiving an ophthalmologist's report. Three more children may be recommended later for these classes. Three children in the elementary schools who are hard of hearing are attending lip-reading classes in Quincy one hour a week. Tuition for these special classes is paid for by the School Department."
12. Home Instruction for Physically Handicapped Children
"Of the twenty-three pupils enrolled in this year's class, four were members for the whole year, nine for a half-year, and the remaining ten from one to twelve weeks. The twelve pupils in the class in June were all promoted, one on trial. There are seven in the class now. Fourteen have returned to school and two are hospitalized. Rheumatic fever, as usual, tops the list with seven afflicted. Four children had heart complications, three polio, two kidney trouble, and the others had a variety of ailments: asthma, glandular fever, liver infection, hip injury, foot operation, and cerebral palsy.
"Without the wholehearted co-operation of the parents, the thirteen primary pupils would not have been able to make the progress they did. Three hours a week does not give enough time for the word drills and number work necessary for promotion. In every case, the parents have done good work, and the children have had the satisfaction of being in the class with their playmates when they returned to school."
13. Agriculture
"The opening of school in September 1950 showed a total enrolment of 39 students, divided according to classes as follows:
Seniors
Juniors 8
12
Sophomores 9 Freshmen 10
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"The 39 students may be divided geographically as follows:
East Weymouth 9 Scituate 2
South Weymouth 8
Rockland 2
North Weymouth 6
Hanson 1
Weymouth 6
Abington 1
Quincy
3
Braintree 1
"Thirty-eight had summer projects during 1951 and worked on seven farms or agricultural enterprises in Weymouth, five in Vermont (Barnet, Brattleboro, Poultney, Shoreham, Vergennes), three in New Hampshire (Walpole 2, Peterborough 1), one in Maine (Dover-Foxcroft), one in Con- necticut (Lebanon), and in Massachusetts outside of Weymouth as follows: Abington 4, Hingham 4, Avon 3, Harvard 2, Hanover 2, and one in each of the following: Braintree, Charlton, Mansfield, Marshfield, Norfolk, and Walpole, representing 14 dairy farms, 6 greenhouses, 5 poultry farms, 4 nurseries, 1 poultry dressing plant, 1 dairy goat farm, 1 general farm, and 1 landscape gardener; in several cases, more than one boy worked on the same agricultural enterprise."
14. Driver Education
"Weymouth's Driver Education Program has been commended by Registrar of Motor Vehicles, Rudolph S. King, for its contribution to the winning of the National Safety Award for Massachusetts.
"A brief summary of the activity of the program follows:
a. Miles of behind-the-wheel instruction - 3000.
b. Pupils enrolled in driver education classes: High School, 140; Vocational, 58.
c. Pupils certified for driver training and/or licensing: High School, 118; Vocational, 58.
d. Licenses issued at school: High School, 90; Vocational, 49.
e. Breakdown of instructional time:
1. Mr. Swan-15 periods per week (average of 2 periods per week after school in addition).
2. Mr. Mahn-8 periods per week.
3. Mr. Cleaves-2 periods per week.
"Under the present program, nearly one-half of the students eligible for driver education each year cannot be enrolled. Unfortunately, there are many in this group who would benefit considerably from the classroom phase of the program, even though they might not be persuaded to 'wait' for behind-the-wheel training. For this reason, it is recommended that one instructor be appointed on a full-time basis in order to reach all stu- dents as they approach the driving age."
15. High School Library
"One aim of the school library is to provide an opportunity through library experiences for boys and girls to develop helpful interests, to make satisfactory personal adjustments, and to acquire desirable social attitudes. With this aim in mind, students' collections are exhibited in the case made by the Vocational School. A collection is borrowed from the Children's Museum and kept for two weeks. This service is taken care of by the Audio-Visual Aids Department.
183
"The Library Assistants planned a Christmas Party with the members of the French and Spanish Clubs. The Staff also entertained members of neighboring high school libraries. The latest project of the Weymouth High School Library Assistants is corresponding with members of high schools in foreign countries.
The circulation statistics:
Number of books in the library
5,037
Number of magazines subscribed to 61
Fiction 5,179
Non-Fiction 3,956
Magazines
1,124
Total
10,259
"Two classes were held in the library for each Freshman English divi- sion in the use of the library.
" 'The library should be conceived of as an active service agency in- tegrated with the learning program of the school, not as an adjunct to it.'"
16. Evening Schools
"Attendance at the classes has been very good, and the per cent of attendance very high for this type of instruction. Only twenty-five regis- trants were called from the waiting list to complement cancellations or withdrawals during the year.
"The annual exhibition of work completed by the Evening School classes was held April 3, 1951. The variety of work on display, the excellence of the craftsmanship, and the comments of the huge throng in attendance emphasized the success of the program. Special interest was centered on the style show staged by the members of the Clothing classes.
"Some localities have substituted visiting nights in place of an exhibi- tion. A study of this procedure seems to indicate that it is a night of instruction wasted. I believe that the exhibition rounds out this program better and is more satisfactory.
"The day of registration, Tuesday, September 18, 1951, brought the usual results, an over-registration of classes. On the first night, 459 regis- trations were accepted, distributed as follows:
Clothing 129
Cooking 12
Fabric Painting
29
Shorthand 20
Americanization 2
Rug Hooking 62
Office Machines 15
Woodworking 57
Tray Painting
80
Typewriting 53
Registrations were accepted for two weeks, which brought the total regis- tration to 501. Further registrations brought additions to all classes. The Cooking class, with a final registration of 20, is a typical example of these changes.
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"Applicants already on the waiting list were required to re-register, and were accepted first. A drawing, conducted in the presence of wit- nesses, was made both to determine those who would be accepted and to establish the current waiting list. This seems to be a fair way to organize the classes, because people who have a real desire to take these courses will re-register a second year. This waiting list is available to anyone who wishes to examine it.
"The employment of a regular teacher for Shorthand, in addition to the teachers of Typewriting and Office Machines, has made it possible for us to offer a more complete commercial program. While the registration is always heavy in this department, there is a normal withdrawal which permits us to accommodate all who register.
"The greatest difficulty in an Evening School Program centers in this broad area. Some of the classes have a 'healthy' waiting list. Rug Hook- ing, Fabric Painting, Cooking, and Furniture Repair are in this category. Others are over-registered, with little hope existing for those who are on the waiting list. This year's registrations in the Industrial Arts class, the Tray Painting and the Clothing classes are examples. For Clothing for beginners, there is a waiting list of 73; for Clothing-Advanced, 25; for Tray Painting, 50. Obviously the answer is the addition of other classes.
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