USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1954 > Part 22
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It is estimated that the receipts which will be paid the Town in 1955 as State reimbursements for school expenditures, for tuition, and for sales and damages will total nearly $360,000. This is approximately $55,000 more than was received in 1954 and it will pay more than one-fourth of the increased costs of school support in 1955. In addition, at least $30,000 and possibly $44,000, in Federal funds will be received by the Town to pay part of the school costs of the children of federal employees.
Our cost per pupil for current day school expenditures continues to be one of the lowest in the State for large communities. Of the forty-seven cities and towns in Massachusetts with a population of 20,000 or more, only thirteen have a lower pupil cost than Weymouth, and six of these are only from one to four dollars less than Weymouth.
In 1954 the expenditures for school personnel salaries was $1,555,291.31 or 79.8 per cent of total expenditures. The provision for salaries in the 1955 budget is $1,761,881 or 81.5 per cent of the total. Of this amount $95,700 is provided for salaries of additional teachers needed because of increased enrolments and $12,238 is included for additional secretaries, nurses, and custodians.
Are Our Schools As Good As They Used To Be?
Many comparisons have been made in recent years by giving tests used a number of years ago to present day pupils. In general the findings show
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that we are doing a slightly better job in teaching the fundamentals to- day than was done twenty-five to fifty years ago. At the same time, present day schools are offering a broader program and are devoting more time to art, music, physical education, health, safety, character training, citi- zenship, history, geography and science.
The above statement that schools are doing a better job is a generali- zation and certainly would not apply to all schools or in all areas in any given school system. In this connection the following quotation from an article by William S. Gray and William J. Iverson in the Elementary School Journal is significant "The records show that some schools are achieving far better results than they did earlier. Other schools are doing less well, because of a variety of factors and conditions . . .. Unfortunately. the unfavorable comparisons in reading appear to be due in many cases to lack of adequate emphasis on reading . .. , or to failure to hold pupils responsible for as much progress as their readiness for reading and their capacity to learn would make possible."
As I talk with teachers and parents who are acquainted with the cur- riculum and program of the Weymouth Schools, and who know something of the program of other school systems, the belief prevails quite generally that the standards of the Weymouth Schools are high and that the achievement of the pupils is correspondingly high. If this is true, the reason lies in the above quotation. Our schools do hold pupils responsible for as much progress as their capacity to learn will make possible. We still expect and attempt to insist on high achievement, and like most adults, most children will work up to what is expected of them if the goals are set, if proper incentives are devised, and if conscientious, hard working and sympathetic teachers guide the learning process.
In closing, I should like to express my appreciation to teachers and all staff members for their cooperative spirit, their hard work on curriculum and other committees, and their general devotion to duty. To the office staff, I express my thanks for their whole-hearted cooperation and hard work. To the School Committee for its friendly counsel and support and for its conscientious devotion to its civic responsibilities, I extend my full appreciation.
Respectfully submitted, ELMER STEPHENS MAPES Superintendent of Schools
SUPERVISION AND CURRICULUM CONSTRUCTION REPORT OF FLORA H. MCGRATH Director of Instruction
So much has been accomplished this year by way of curriculum con- struction and the compiling and editing of this new curriculum material, that it deserves first place in this report.
The reputation of a school system where everything possible is done to help pupils to maintain a high academic achievement, and where every possible help is given to those who cannot attain this maximum personal development, is not dependent on buildings and equipment alone. It calls for well planned daily programs, helps in building such a program, a diag- nosis of pupil needs, and a constant searching for those methods and ap- proaches to the teaching activity which will make the maximum contri- bution to the teaching-learning situation.
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ARITHMETIC COURSES OF STUDY
Following an arithmetic survey in 1953, the results indicated that a detailed course of study with sufficient exercises and suggestions for meth- ods of presentation would be of great help to the many new teachers added to the staff. A committee of ten teachers was chosen from each grade level through grade VI to work with a steering committee. As a result of this study, it is not extravagant to state that never have we had a more de- tailed, more carefully planned teacher-made course of study. Aside from the final editing and compiling of this material, a task which ran well through the summer months, all credit for the excellent courses now com- pleted must go entirely to the teachers who did the work. These booklets which represent many extra hours of work are a great credit to the teach- ers who worked on them, giving generously of their time and experience.
SOCIAL STUDIES UNITS
The social studies units made by the teachers under the direction of Dr. Linwood Chase of Boston University in the Workshop held in Wey- mouth during 1952 and 1953 have finally reached completion. The amount of work necessary in compiling and editing this material was so time- consuming that the completion was delayed. They are now ready to be placed in the hands of the teachers. As they represent for the most part actual classroom work, they should prove very helpful in planning geog- raphy and history programs, but they are only a part of the total social studies program which is still in the process of reorganization.
TESTING PROGRAM
Through the use of both standardized and teacher-made tests, town wide surveys are conducted at various times during the year. Mental ability tests are given to all children in grades I, III, and V, as well as to all children transferred from other towns and cities
ARITHMETIC TESTS
The February 1954 testing in Grades VII and VIII completed the town wide survey begun in 1953 which indicated a need for a detailed course of study.
The following were tested during the year:
Grades VII and VIII. February 1954
Grades VII and VIII. . December 1954
Grades II and III. .December 1954
ENGLISH TESTING
Grades VII and VIII February 1954 Grades IV, V, and VI. . March 1954 Grade III May 1954
The scores on these language tests for the entire town were excellent with only one or two classes falling below what is considered an acceptable standard.
SPELLING
Following the spelling survey, meetings were held to discuss present methods being used and ways of improving those methods.
Grades I, II, and III. Spelling tests. . May 1954
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READING
A study is now being carried on as to the feasibility of grouping in grades VII and VIII according to reading ability. To assist in this study, 192 grade VII pupils at the South Junior High were given reading tests in May 1954 and these results were compared with those derived from the testing of the same classes the previous year.
Grade VI .. Metropolitan Reading Achievement Test Form R .- Sept. 1954 Junior Manual Arts Classes. . Gates Primary Reading Test-Oct. 1954
MENTAL ABILITY TESTING
The annual mental ability testing was conducted as follows:
Grade I Pintner Cunningham Mental Ability
Grade II All new pupils or those who had not been previously tested in Grade I
Grade III Pintner Durost Mental Ability test
Grade IV All new pupils and those for whom there was no previous testing record
Grade V Pintner General Ability
Grades VI and VII All not previously tested
STANFORD BINET MENTAL ABILITY TEST
This year, all pupils who were presenting serious learning problems were given individual Binet tests. These were given at the request of the teacher or principal by Miss Dorothy Gallant.
REMEDIAL READING
Again the interesting reports from our remedial reading or helping teachers re-state that familiar fact that there is a preponderance of boys in the helping classes. Again we are reminded of that fairly well estab- lished fact accepted by educators, namely, that boys in the early years are less mature than girls of the same age level, and probably should not enter grade 1 until they have reached at least age 5 years and 9 months.
Of the 282 pupils throughout the town receiving help in the remedial reading classes, 198 or 70 per cent are boys. This is practically a repetition of the figures for previous years.
In nearly every case except where there is mental retardation, the pupils showed a gain or improvement by the end of the school year. In several of those instances where there seemed to be no gain, it was re- vealed that sensitive children who are easily discouraged were being forced beyond their capacity by over-anxious parents, thus causing great frus- tration and interfering with the school reading help.
If it were not for these helping classes, the slow learner, the pupil with a record of long absences, the child in need of encouragement and psychological help, many of the transfers, and other special cases would go unaided. Teachers with large classes must neglect the average and above average to help the slow learner. This is an injustice to the ma- jority of the class. The remedial or helping teacher meets this great need ..
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Remedial or helping classes should be extended through the high school.
UNITS OF WORK AND RELATED ACTIVITIES
The amount of creative work carried on by teachers and pupils in English, science, and social studies units has been exceptionally notice- able this year. To mention only a few outstanding activities the following may be noted:
Unit on solar system Grade IV, Jefferson School
Unit on Shakespeare Grades VII & VIII, Bicknell Junior High Correlation of study of Dickens with Christmas pageant at South Junior High, Grades VII & VIII
The construction of innumerable machines and other articles demonstrating principles in science
Grades VII & VIII, South Junior High
Community units, Grades I, II, and III, in which our valuable community helpers, the police and firemen participated
These and many other planned activities made the classrooms a place for dynamic, living experiences.
HOME VISITS
The usual number of home visits and parent conferences were carried on wherever the request was made by the parent. This necessary and valu- able aid in solving unusual individual pupil problems is one in which we are always glad to cooperate at all times.
CURRICULUM DEVELOPMENT ANTICIPATED
The first meetings have already been held for the planning of a new mathematics course of study for grades VII, VIII, and IX. When this work is completed we shall have developed a sequential program from grades I through IX.
GENERAL SUPERVISION
While the new approach to supervision is a consultation service in which the supervisor gives help only on request, this is not the policy in Weymouth. It is felt that more helpful service can be given, especially to the new teacher, through frequent visitation, and through the dissemina- tion of the methods and experiences of the more successful teachers. It would be difficult to perpetuate the successful practices of experienced teachers except through this sharing of ideas.
IN CONCLUSION
To Mr. Mapes, Superintendent of Schools, to the members of the School Committee, to the principals, to Miss Dorothy Gallant, Assistant, to Miss Denault, our part-time secretary who has made an excellent art contribution to the primary arithmetic courses, and especially to the teachers, I wish to express my continued appreciation for the assistance which has been given to me.
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HIGH SCHOOL
Report of Wallace L. Whittle, Principal
The past year has been a rather difficult one for both pupils and teachers at the high school, mainly because many classes have of neces- sity been so large. Besides being unable to give adequate individual at- tention to each pupil, we have had difficulty in finding seats for some of these classes, because most of our classrooms will seat a maximum of thirty-five pupils.
There have been as many as forty pupils in physics and chemistry classes; and while this situation is undesirable in the classroom, it creates a situation impossible to supervise properly in the laboratories, where supervision is needed most.
Because of an unexpected influx in the mathematics classes, it was necessary to create two new classes which meet during the lunch periods. This arrangement would not have been possible if we did not have a teacher with some time available to take care of such emergencies. With the number of new pupils that continue to enroll at the high school, I feel that it is necessary in a school of this size to have enough teachers to take care of such situations. This would mean, of course, that one or two teachers would not have full teaching loads in the original program; thus they would be available for extra classes, should the necessity arise.
I also feel that the present attitude of pupils toward academic work is such that most of the learning is done in the classroom and very little in study outside of school. The teaching, therefore, has to be different from what it has been in the past; and if results are to be kept at a reason- able standard, the teacher must give more individual attention to the pupil. This cannot be done if the classes are large. I should, therefore, like to have all classes under thirty pupils. I realize, of course, that this situation would add to the per pupil cost, but I think it is a necessity if we are to obtain the results to which we are accustomed. We have done as well as we have only because of an outstanding, conscientious faculty.
The increase in size of the upper classes will necessitate a sizeable ex- penditure in equipment beginning in 1955. We shall need another type- writing room which will require thirty-five new typewriters next year. We shall also need several new office-practice machines next year and in the near future an additional, fully equipped office-practice room.
I also feel that some thought should be given to the removal of athletic details from the high school office in the near future. It is becoming in- creasingly difficult for the office to handle athletics and the administration of the building without slighting one or the other.
Our extra-curricular activities other than athletics are not as popular as we should like. The probable reasons are as follows:
1. The fact that a very large percentage of our pupils are transported to school
2. A large number of pupils are employed in after-school work.
The athletic program, which for years has been self-supporting, con- tinues as usual with the exception of income. Football receipts, in the past, have supported the other sports, but with a steady decline in re- ceipts, it seems inevitable that the athletic program will have to be financed, in part, by the school budget, if we are to continue on our present level.
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It is my opinion that this situation will exist in 1956. A comparison of income and expenditures for the last four years follows:
1951
Receipts
Expenditures
Football
$22,095.58
Football
$16,599.84
Basketball
1,167.50
Basketball
1,702.52
Baseball
936.07
Track
1,255.48
So. Jr. High Athletics 3,177.86
Miscellaneous
1,377.64
$25,049.41
1952
Football
$18,226.63
Football
$14,994.48
Basketball
1,302.50
Basketball
1,758.01
Miscellaneous
226.68
Baseball
1,041.16
Track
971.45
$19,755.81
Miscellaneous
779.47
1953
Football
$12,113.51
Football
$9,185.01
Basketball
1,356.00
Basketball
1,559.47
Miscellaneous
226.52
Baseball
831.05
Track
999.45
$13,696.03
Miscellaneous
732.35
1953 Football
Received in 1954
1,909.43
$13,307.33
$15,605.45
1954 (As of December 10)
Football
$8,237.95
Football
$10,350.21
Basketball
903.05
Basketball
1,398.7'7
Miscellaneous
143.25
Baseball
995.70
Track
1,084.37
$9,284.25
Miscellaneous
903.58
$14,732.63
The awards given in June are as follows:
Weymouth Teachers' Association John Burgess, Lucille Grogan, Barbara Nicholls, Carolyn Pitts
Parker T. Pearson Memorial Scholarship - Raymond Freeman, III Weymouth High School Alumni Association - William Duncan, Joan Dutson, Joan Lukis, Marilyn Lutz, Paula Murphy
Alice W. Dwyer - Judith Donahue
Frederick W. Hilton Award - Joan Bush
Rotary Club - Robert Hazlett, Jr., Gary Hochberg, Marilyn Lewis Monday Club - Barbara Leggett
Old Colony Club - Frances Nenna
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Miscellaneous
316.50
$23,579.58
$19,544.57
Old Colony P. M. Club - Patricia Brittain Catholic Club - Verna Caruso Sons and Daughters of Italy - Evelyn Daniele
Kiwanis Club - Francis Kelcourse, Janet Cowe Police Association - Stuart Dean
C. Y. Berry Memorial - Janet Hoering
Pratt School - Patricia King
Nevin School - Nancy Masters
Fraternal Order of Eagles No. 2899 - Richard Payne Past Commanders Memorial - Carol MacDonald Briarwood Community Association - Richard Robinson
Brisswood Community Association - Richard Robinson
Weymouth High School Music Parents Group - Gordon Barnes, Jr., Richard Payne
Meritorious Progress Award - Laura Bermingham
Rotary Club Award - Gary Hochberg
The Daughters of American Revolution Good Citizenship Award - Janet Cowe
WEYMOUTH VOCATIONAL SCHOOL Report of Ray G. Parker, Director
The enrolment of our school on September 8, 1954 was 226 and had increased to 242 by October 29. This is an increase of 20 pupils over the same period in 1953. It is expected that all of the available space will be taken next year with a waiting list of others who wish to enroll.
The boys who entered from the junior high schools showed the re- sults of the efficient training offered there. The boys were given an op- portunity to try various types of work and select the vocation that they liked best.
There should be more trades offered at the vocational school as there are many boys who want vocations other than the ones available. There are many in general courses who would benefit from training which would allow them to enter industry upon graduation. There are also others who attend school in Quincy and Boston, and have their tuition and trans- portation paid by the town, who would go to our school if there was a course offered.
The estimated enrolment in the vocational school will be about 400 pupils in 1957. As this is an increase of 54% over the present capacity of 259, it will be necessary to provide additional space.
During the past year, a committee of teachers has completed a stand- ard practices and conduct study for the purpose of increasing a better teacher-pupil relationship to increase the effectiveness of the pupil to himself and to the school by improving his attitude and scholarship; to maintain the morale of the whole student body; and to emphasize to the students the responsibility of the teachers and administrators for mainten- ance of discipline and good order. One of the outcomes of this study was to establish an Award System to give recognition to those students who con- tinually do good work and to provide an incentive for all students to in-
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crease their efforts. This award is in the form of a mechanical pencil or pen and is made to a student in each department for each marking period. At the close of school in June a plaque suitably engraved with the stu- dent's name will be awarded to the outstanding students chosen from the four term winners. The expense of this project is borne by the Weymouth Vocational School Teachers' Club.
A curriculum study committee of faculty members made a survey of the vocational schools of Massachusetts to compare our courses with others in the State. There were 28 schools that submitted their courses of study and text book lists. Upon analysis of these studies, it was found that Weymouth was providing very satisfactory training. However, there were some books used in the other schools which were very desirable to adopt. There were some added this year, and we hope to add more next year.
We also have a student government committee, with James Petersen as chairman, which has been very effective in promoting good school citi- zenship. The members of the committee are selected by the boys them- selves and take their responsibilities very seriously. We are pleased with the results of their efforts to make this a better school.
The Open House which is held in May each year brings many parents and friends to see the work done by the boys. The faculty would welcome more visitors during the school year as we would like to have more people see our school and the training that is available.
The school was host to the members of the Advisory Committee on November 10. This day was devoted to an inspection of the various de- partments by these committees, and there were group meetings which allowed the students to ask questions about the various phases of their trade. Other guests present were Walter Markham, Director of Vocational Education in Massachusetts; his assistant, John Shea; supervisor of teachers, Leslie Nutting; secretary of the school committee, William A Connell; members of the guidance department; Elmer S. Mapes, Superin- tendent of Schools, his assistants, Harold G. Olson and Francis E. Whipple; and also the principal of the high school, Wallace L. Whittle. The results of this meeting will keep our instruction in line with the methods and practices used in industry.
In the auto repair department, there were over 540 different jobs completed with a market value of $5,517.18. These jobs covered instruction in all phases of automobile repair. .
In the cabinetmaking department, there were 230 different jobs com- pleted with a market value of $8,049.33. These jobs are selected to give the student training in the various branches of the cabinetmaking in- dustry, such as: door and sash construction, custom millwork, which in- cludes kitchen cabinets, custom finish, custom furniture, both period and modern. The boys receive instruction in design, estimating, construction, and finishing.
The carpentry department has completed 129 jobs in the shop with a market value of $10,283.00. These jobs are selected as suitable for train- ing in the fundamentals of the trade. In addition to these, the beginning boys have built a maintenance garage 24' x 60' having the same style of architecture as the carpentry shop which is across the driveway, and also built a men teachers' room about 20' by 20' in the basement of the High School.
The junior and senior boys completed the home of Thomas Lynch at 17 Fallgren Lane. This was a Cape Cod house with six rooms, a breezeway
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and a garage. This house was started in September, 1953 and completed in June, 1954. In September, there was a Cape Cod house of six rooms and garage started for Edward Tracy at 132 Mt. Vernon East. This home will be finished in June, 1955.
In the sheet metal department, there were 245 jobs completed with a market value of $8,108.90. There were many small jobs carried on in the shop, and these were selected, as in the other departments, for train- ing in the fundamentals of the trade. Some of the larger jobs completed were: fabricating and installing the forced warm air system in the Lynch house, ventilating ducts for the men teachers' room, fabricating the re- quired duct work for the Hunt School univent, fabricating the duct work for the heating and ventilating in the Humphrey School lunch room, fabricating the duct work for a gravity heating job for Kenneth Bates, con- structing and covering with copper seven large marquees which go over the outside doors of South Junior High, and constructing an iron railing for the home of Thomas Lynch.
In the printing department, there were 260 jobs completed with a market value of $22,656.58. This is the only department in the school which does not do any work for outsiders. There is a sufficient variety of printing in the school department to train the boys in their trade. This is a very satisfactory arrangement as the saving to the town helps to pay the expenses of the department. Some of the larger projects completed are: the high school year book, the high school "Reflectors," brochures, "The School Voice," school manuals, courses of study, programs, and many others.
The printing related work covers mathematics, science, theory, proof- reading and layout. There is a close correlation between the shop and related room. The boys do all cost finding, under the teacher's supervision, on all jobs that go through the shop.
The cabinetmaking and carpentry related work covers mathematics, science and theory. The boys receive special instruction in roof framing, stair building, estimating use of steel square and slide rule. This in- formation is most important for success in the trade for the workman and for those who may advance to foreman and contractors.
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