USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1955 > Part 20
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The children throughout our system love and respond with enthu- siasm to the art program. They make it a challenge to us who work with them to make art a living, vital influence for the finer things in life. Some of these objectives are learning to live and work together, appre- ciating one another's honest efforts, making wise choices and knowing why, and having a wonderful time with the opportunities and materials provided to make these experiences possible. We hope we are developing people of taste and discernment; thus resulting in better citizens and pos- sibly a few artists.
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2. MUSIC
The Music program for the year 1955 continued in most areas as in past years, but there were changes in practices and personnel brought about by the addition of three new schools.
Vocal Music assignments of the supervisors and special teachers of music for the school year are as follows: High School Choir, Mr. Jack; Central Junior High School, Mrs. Buswell; South Junior High School, Pond, Nevin, Ralph Talbot and Pratt Schools, Mrs. Cooper; Bicknell Ju- nior High School, Bicknell, Athens, Johnson, Adams and Hunt Schools, Mr. Lyons; the other seven elementary schools, Mr. Warren.
The elementary vocal program included many programs for assem- blies of all kinds. Each school now has its own upper grade chorus and this adds greatly to programs. Christmas pageants were presented at P.T.A. meetings as well as at assemblies in most schools.
In the junior high area, Mrs. Buswell was transferred from the com- bination of South and Bicknell Junior High Schools to the larger Central Junior High School. At South Junior High School, both ninth and eighth grade choruses were active in school programs, including a Sibelius pro -ยท gram and a Christmas program with ninth graders singing for Old Colony Club twice and Rotary Club and Kiwanis Club once each. At Bicknell Junior High School, the eighth and ninth grade chorus, in addition to graduation and P.T.A. programs, presented an operetta with Mr. Madden as director. At Central Junior High School, a group of ninth graders sang at the dedication of the building, and a Christmas Concert was presented by groups which included pupils from all three grades. The high school choir sang at the annual concert and at high school assemblies.
Instrumental Music assignments are as follows: High School orches- tra, Mr. Jack; High School band, Mr. Stewart; Bicknell Junior High band, Mr. Stewart; Central Junior High band and orchestra, Mr. Warren; South Junior High band and orchestra, Mr. Jack; Elementary Schools: strings, Mr. Jack; other instruments, Mr. Stewart and Mr. Warren.
The instrumental program in the elementary schools is now contrib- uting to the formation of small orchestras and bands which add to school programs along with solos, duets and trios. A town-wide elementary en- semble, called the Pee Wee Band, was organized with nearly 75 members early in the year and went "on tour" to nine of the larger schools, making a hit with its programs. This presentation, it is believed, helped to inter- est other boys and girls to take up the study of a musical instrument. The Symphonet pre-band instrumental program which was taught in the fourth grades of several elementary schools last year is not being fol- lowed this year because of lack of time.
The beginning instrumental program this year is about twice as large as it was last year, perhaps due to the influence of the Pee Wee Band and the Symphonet program. These beginners receive a free class lesson once each week. Since our teachers no longer have time for other than begin- ners, an advanced lesson program has been instituted for all those who have taken lessons for one year. Ninety per cent of all these advanced musicians are now taking lessons with outside private teachers. In addi- tion to their private study, these pupils are members of ensemble classes led by our teachers.
About 30 advanced junior high musicians have been added to the high school marching band for football games, and for the Quincy Christmas
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Parade and massed band concert. The band participated also at the an- nual high school concert and high school assemblies.
Experimentally, a Town Band composed of 25 members, many of whon formerly played with the high school band, has been organized and meets each Thursday evening at the high school. It is hoped that this band may develop into an organization of real value to the community.
The high school orchestra joined the choir and band at the regular spring concert and played at high school assemblies. The orchestra and band played at the annual Southeastern Mass. Musical Festival.
A high point in the musical events calendar was the visit of the Uni- versity of Michigan Concert Band. This concert took place in Quincy and was an outstanding event both musically and financially. This band has a nation-wide reputation.
3. PHYSICAL EDUCATION
High School
The number of periods available for boys in corrective classes under Mr. Hayes has been increased and additional corrective and exercise ap- paratus is to be installed. A permanent separation between the gymnasium floor and stage is necessary to provide space for the corrective program and the installation of stall bars and wall apparatus. This phase of the physical education program is far more valuable and worthwhile than any advantage gained by non-physical education use of the stage, in my opinion.
Junior High
This past year marks the complete transition to the Junior High sys- tem. The curriculum for the Junior High Schools has been completely standardized. A corrective program has been started in each Junior High. The 120 bar-bells and dumbells, to be used as part of the corrective pro- gram, were made by the industrial arts boys at Bicknell and South Jr. High.
The organization of Junior High School athletic teams in four sports at each Junior High School has been completed. The necessary policy has been set up regarding schedules, officials, academic eligibility, age eligi- bility and number of games, handling of publicity, and, most important of all, the objectives. These have been worked out in cooperation with the principals and the coaches. Any publicity is directed through school pub- lications, and the coaches and principals are interested in the physical and emotional development of each boy participating.
Each school played seven games of football this past fall. I feel the organization of the Junior High Schools in football is complete and ex- cellent.
In basketball, a 14-game schedule will be played with each school playing six games within the town and 8 games with surrounding 9th grade teams. This allows for two games each week. In order for the pro- gram to be sound, the M.S.S.P.A. rule prohibiting outside participation must be observed as part of the recommended policy. The parents and principals of each school have requested the adoption of this rule to pre- vent participation of some boys in as many as seven games a week. I sin- cerely request the school board to sanction this regulation.
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The baseball program is increasing in interest and with the Pony League agreeing to delay the opening of their season until the conclusion of the school season, there should be even greater interest. The interest in track has been disappointing. If this lack of interest continues, I rec- ommend that this activity be discontinued.
Elementary
The type of activity and curriculum in the elementary schools has been reported many times so I will omit the listing of the activities from this report.
We have five school buildings at the present time where a modified program is carried on because of lack of facilities. However, every effort is made to provide a program that is both interesting and beneficial to the pupils. These schools are the Center, Shaw, Washington, Jefferson, and Athens.
With the opening of the two new elementary schools, Academy Ave- nue and Ralph Talbot, the physical education program has been con- siderably enhanced. I feel that we are well on the way to having an ele- mentary program second to none. The foresight of those responsible for the construction of dual purpose (auditorium and gymnasium) facilities has made possible the inclusion of more activity in the program. The in- stallation of the rollaway cafeteria tables has also enabled the depart- ment to increase the number of pupils participating, particularly in the after school activities.
With the return of Miss Peterson the past fall, the curriculum has been standardized throughout all elementary schools and frequent meet- ings with the four elementary school supervisors have been held.
After School Activity Program
This program, which provides seasonal activity for all fifth and sixth grade boys and for the fifth and sixth grade girls during the winter, has become increasingly popular.
The opening of the playgrounds at the Hunt and Johnson Schools helped the program, and the completion and opening of the Talbot and Academy playgrounds will be of further help.
The availability of transportation has provided the opportunity to schedule inter-town contests. I feel that this competition is necessary for continued interest and is worthwhile when properly supervised.
4. GUIDANCE
Throughout all grades of the school system, the basic principle in Guidance is to place more attention upon the individual pupil. Formerly, this meant attention only to the vocational problems of youth. Today, how- ever, Guidance is concerned not only with the vocational, but with the full range of a pupil's personal problems. Thus, to be specific, and to give real meaning to the term, we may say that Guidance is that part of the total educational program which gives specific and concrete help to pupils so that they may make good adjustments, wise decisions, and intelligent plans in all aspects of their personal development, social and emotional as well as educational and vocational.
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Guidance in the Weymouth Public Schools is based upon the follow- ing five essential functions:
1. Pupil inventory work and testing
2. Collecting and imparting information about vocations and educa- tion
3. Counseling
4. Placement - This refers to both educational and vocational place- ment, and includes courses and subject selection in junior high and high school as well as the selection of college and university programs.
5. Follow-up - This is carried on for two purposes: one, to evaluate the Guidance program, and the other, to provide further help to those needing it. This latter purpose includes those pupils still in school who have needed assistance in the past as well as those who have left or graduated.
Carrying out these functions means continuous study, annual follow- up surveys, and other evaluative techniques in order to provide for those factors and trends which have grown in importance and influence, and which have deeply affected the lives of youth. In short, the Guidance program has been carefully organized over the years and is being con- stantly adapted to meet the needs of our pupils.
In our testing program, we obtain data on aptitudes, abilities, and interests of pupils. During the past year, this program has been strength- ened for junior high school use by the addition of a general achievement test given to grade 7 pupils early in the school year. Also, this year we were invited to participate in an experimental program of "High School Guidance Tests" devised by the The Educational Testing Service, better known to the public as the organization controlling the College Entrance Examination Board. These Guidance tests, measures of aptitude and in- terest, were given to grade 10 pupils in the high and vocational schools. Results of these tests will be made to available to each pupil.
Several scholarship tests were administered. These include tests de- vised by the National Merit Scholarship Foundation, the Altrusa Organi- zation, the American Federation of Labor, and the Betty Crocker Scholar- ship Foundation. Also, assistance was given to any high school senior who applied for the various national scholarship competitions, such as the General Motors Program and the Sears Foundation Scholarships. At the same time, the counselors are always ready to help high school seniors in preparing for the College Board Examinations and other examinations given independently by certain colleges and universities.
Testing and all other functions of guidance are essential. Consequent- ly, to carry on effectively the Guidance program, there must be an ade- quate number of counselors. Therefore, it is necessary to repeat the recom- mendation of last year, that more counselors be assigned to the Guidance Department. This is particularly important in connection with the high school, not only because of the additional pupils coming in from Hull next year, but also because of the large enrollment coming into the high school from now on. In addition, there is need for a full-time secretary in the Guidance Office at the high school. The work carried on in this office ill- cludes not only work connected with the high school guidance program, but also many clerical duties related to guidance services throughout the town.
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In Weymouth, counselors are assigned to pupils by grades in the junior and senior high schools. However, a pupil can at any time go to any counselor of his choice in connection with a personal problem. In addition to individual work, counselors in grades 7, 8, and 9 meet with pupils in groups to discuss problems of concern and of mutual interest to youth. The general theme of the group work in grade 7 is character, good habits, and good manners. In grade 8, these discussions are related, for the most part, to educational problems, and in grade 9, to vocational problems. Techniques in the group conference classes include panel dis- cussions, case studies reports, and self-appraisal tests. Films are also used in each class once a month.
In the high school the Guidance Department, with the co-operation of Northeastern University, has developed a series of conferences cover- ing those occupations and careers about which pupils have requested in- formation. Three of these conferences are held each month during the school year.
Last year in connection with counseling and group work, the problem of college admissions was given much attention in the Annual Report and in numerous newspaper accounts during the year. The results have been most gratifying. Of the present senior class, most of those preparing for college took the College Board Examination in May of their junior year Aided by a study of the resulting scores, these seniors have developed a more realistic point of view with regard to their abilities to carry on studies at the college level. This self-analysis together with the training in taking College Board type examinations is most helpful. These prac- tices should be continued. Furthermore, from now on it cannot be too strongly urged that in addition to preparation for entrance examinations, juniors planning to attend college should make a first choice selection, and also an alternate college selection before September of their senior year.
One other factor which should be mentioned in connection with coun- seling concerns problems of a personal-emotional nature. In these situa- tions, it is possible to call upon many resources within the school system for help. Specifically, these include special testing in the Guidance De- partment conducted by those counselors who have School Psychologist or Binet Certificates, and help given by the Health Department, the Depart- ment of Physical Education, the Supervisor of Attendance, the Home Visiting Teacher, and the Director and the Assistant Director of Instruc- tion, and also the excellent work done by the teachers and principals.
However, there are those pupil problems which persist even after a school has exhausted all resources at its command in seeking a solution. In these cases, it is possible to turn to agencies outside the school system for certain types of specialized services. In particular, use is made by the Guidance Department of such agencies as the Adolescent Unit of the Children's Hospital, The Judge Baker Foundation, South Shore Guidance Clinic, Protestant Community Service, Catholic Boys' Guidance Center, Jewish Vocational Service of Greater Boston, Massachusetts Society for Prevention of Cruelty to Children, the Family Service Society, The South- ard Clinic, and many others. In fact, in no other area can one find such excellent services in connection with mental and physical health as can be found in greater Boston.
In many larger cities, some of the services offered by the agencies listed above are included in a department within the school system known as the Department of Juvenile Adjustment or other similar title. In other cities and towns, certain of these services are maintained within the
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Guidance Department. In either case, the evidence seems to show that guidance plays an important part in the process of adjustment and will continue to play a leading role in the future.
In the June 1955 issue of the Weymouth School Voice, reference was made to the need within the school system of a trained psychologist and also a psychological consultant. Concerning the latter, it is possible at the present time to have mental health consultants come to the schools to work with the teachers concerning pupil problems. Through the Divi- sion of Mental Hygiene of the State Department of Mental Health, ar- rangements have been made to have this service brought to the schools at no cost to the town.
Recently, a law was enacted which provided for the employment by school committees of School Adjustment Counselors. Duties of these coun- selors include, "counseling and helping children in the primary and ele- mentary grades ... co-operation with teachers and all other school per- sonnel . . . serving as referral agent in cases of maladjustment." Before employment, a School Adjustment Counselor must be approved by the Commissioner of Education and the Director of the Division of Youth Service. Toward the salary and expenses of the Adjustment Counselors the State grants the town $4,500 plus $2,250 for each additional counselor.
Last September, the Director of Guidance in Weymouth was asked to serve on a committee of thirty people composed of presidents of State Teachers Colleges, deans of various schools of education and schools of social work, several adjustment workers and guidance directors. This com- mittee met to discuss the qualifications which would be required of the school adjustment worker. With qualifications now being determined and methods of approval established, it should be possible to employ this type of trained worker in the near future.
Finally, it is a pleasure to mention the Guidance Department per- sonnel, the experience these people have obtained, and the preparation which they have made in ordr to carry on guidance work. Four counselors have a Master's Degree in Guidance, and three are studying for that de- gree. Two counselors have Binet Certificates, and one has a School Psy- chologist Certificate.
5. AUDIO-VISUAL INSTRUCTION
Public schools use audio-visual materials because they are the most dynamic instructional media known. Research proves four major achieve- ments: (1) more learning in less time, (2) improvement in retention, (3) reduction of reading limitations, and (4) reduction of school failures. The selection, utilization, and integration of the materials to meet these ob- jectives is the function of the department of audio-visual instruction in close cooperation with teachers, principals, supervisors, and directors.
Since audio-visual instruction encompasses all teaching at all levels of the curriculum, the problem of merely providing for the needs of our rapidly expanding school program is stupendous. Our accomplishments are a tribute to those teachers and principals who give so much assistance toward the development and administration of a successful audio-visual program.
6. HANDWRITING
In the initial handwriting tests administered in September 1942 to Grades 1 - 3, 19.7% of your pupils received a grade of "A" (Excellent) ; 17.5% received a grade of "B" (Good); and 62.8% were graded less than
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"B." In the tests administered in June 1955 to Grades 1 - 6, 93.6% of your pupils received a grade of "A"; 15.2% received a grade of "B"; and 1.2% scored less than "B." Handwriting certificates were awarded to 87% cf your sixth grade pupils.
During the last year we graded approximately 42,000 formal and ap- proximately 42,000 informal samples of handwriting. A formal test was administered at four teaching-week intervals and a report was sent tc each teacher giving careful diagnosis of the handwriting of each pupil in the room. A teachers' meeting was held at four-week teaching intervals for all new teachers. We furnished outlines for teachers, folder outlines for pupils, room motivation certificates, term and monthly envelopes. handedness tests, individual handwriting certificates for pupils who quali- fied, seals, etc.
Our representatives made special visits to each of the classrooms in the first six grades during the month of September for demonstration teaching; the month of January for diagnosis and motivation of the writ- ing in everyday classroom activities; in May for another diagnosis of every- day writing as well as a checkup 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 problem of the left-handed writers.
7. HEALTH
During the last part of April, 1955, great plans were being made to immunize the pupils in grades one and two against the dread crippling disease, poliomyelitis. Then came the confusion regarding the safety and effectiveness of this vaccine. The local Board of Health planned to go forward with the clinic as soon as the Massachusetts Department of Pub- lic Health advised doing so. Originally nearly 90% of the parents of chil- dren eligible to have the vaccine signed application slips and later fully half of those requesting the vaccine withdrew their request. On May 25 the clinic was started and by June 5, 1272 children had been vaccinated. This summer proved to be the worst year in our history because over 48 school children were afflicted with poliomyelitis. However, none of the children who were vaccinated were the paralytic type.
The diphtheria clinic which was held this fall showed an increase in the number of pupils immunized. The public seems better aware of the value of this safe and sure preventative of diphtheria.
In general there seems to be a better understanding by the public of the aims and objectives of the school health program. "The Elementary School Information Handbook," which is now being revised, and the "School Voice" pamphlet which goes out to all parents, have been great helps in this respect.
The Weymouth Lion's Club continues to provide glasses for needy children with defective vision, and with most pupils carrying school in- surance against accidents, problems of this type are easily solved.
In general the recommendations made last year are the same; briefly, they are as follows:
1. More emphasis on the family physician making the routine health appraisals.
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2. The employment of a technician to make routine tests of vision and hearing - this trained person to record results of tests on the health cards. Pupils who fail these tests to be reported to the school nurses for follow up.
3. Visible files for school health records with index markers for de- fects. At present many people have access to the cards, result- ing in cards being lost or mislaid. With colored index markers a quick glance would show defects needing correction. I believe the rapid stack type of visible files would be most convenient for each school.
8. HOME INSTRUCTION FOR PHYSICALLY HANDICAPPED CHILDREN
Of the thirty pupils enrolled in the Home Class from January to De- cember, 1955, four were full time pupils, two enrolled a few weeks, and twenty-four enrolled from two to six months.
The epidemic of polio this fall increased the class to such an extent that an assistant was appointed on a part time basis. She has six of the eighteen present members.
The disabilities represented were:
8 polio
6 surgical cases, three leg fractures, 1 hip operation, 1 injured kneecap and a fractured pelvis.
5 rheumatic fever
2 kidney infection
2 muscular dystrophy
2 nervous condition
2 eye trouble
1 of each, hemophilia, heart, tonsil infection
The handicapped children deserve credit for successfully carrying on their studies under adverse conditions. The parents help in every way and appreciate the opportunity the children have to continue their edu- cation although unable to attend their regular classes.
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