USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1956 > Part 22
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The School Committee is desirous of making known their apprecia- tion to the teachers, custodians, maintenance men, and to anyone who helped to make our schools excel in education and appearance.
Following is a report of the 1957 operational budget together with the expenditures for 1956.
ADMINISTRATION
Account Classification
Expenditures 1956
Estimates 1957
Salaries
$42,019.03
$45,932.00
Legal Expense
350.00
500.00
Building Program Expense
3,237.95
800.00
Other General Expense
3,547.12
3,505.00
Total
$49,154.10
$50,737.00
INSTRUCTION
Salaries of Directors, Supervisors,
Principals, and Teachers
$1,631,224.81
$1,861,066.00
Expenses of Directors, Supervisors,
Principals and Teachers
22,357.92
26,744.00
Textbooks
36,562.25
41,060.00
Supplies
59,753.94
70,550.00
Other Expenses of Instruction
810.42
900.00
Total
$1,750,709.34
$2,000,320.00
OPERATION OF SCHOOL PLANT
Custodians' Salaries
$146,914.55
$177,745.00
Fuel
41,147.54
54,803.00
Light and Power
32,679.66
32,900.00
Water
3,964.61
3,700.00
Telephones
5,293.06
5,375.00
Custodians' Supplies
17,174.16
17,200.00
Total
$247,173.58
$291,723.00
MAINTENANCE OF SCHOOL PLANT
Salaries
$43,165.28
$57,999.00
Materials and Supplies, non-contract
25,600.34
25,505.00
Repair of Buildings and Equipment, by contract
38,643.56
52,476.00
Replacement of Equipment
15,397.05
16,554.00
Other Expense
845.90
855.00
Total
$123,652.13
$153,389.00
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AUXILIARY AGENCIES
Library Books and Supplies
$ 6,342.11
$ 7,500.00
Graduation Expense
567.15 19,801.88
22,842.00
Support of South Shore Guidance Clinic
4,000.00
Transportation of Pupils
83,933.89
102,959.00
Tuition
6,997.78
9,865.00
Athletics
10,745.92
12,095.00
School Lunch Program
4,500.00
7,300.00
Insurance Other Expense
2,008.03
2,785.00
50.00
Total
$134.896.76
$170,046.00
OUTLAY AND NEW EQUIPMENT
Capital Outlay
$31,761.69
$ 6,770.00
New Equipment
18,250.49
27,324.00
Total
$50,012.18
$34,094.00
DAY VOCATIONAL SCHOOL
Salaries of Director and Teachers
$ 91,086.71
$ 95,886.50
Expenses of Director's Office
4,293.75
4,141.00
Textbooks
910.61
1,650.00
Supplies
11,373.18
13,000.00
Operation of Plant
10,507.88
11,345.50
Repair of Buildings
601.17
1,000.00
Repair and Replacement of Equipment
5,066.99
5,387.00
Transportation of Pupils
3,312.12
4,664.00
New Equipment
70.00
2,341.00
Total
$127,222.41
$139.415.00
EVENING SCHOOLS
Commercial
$ 1,163.06
$ 1,224.00
Woodworking
1,270.59
1.167.00
Practical Arts
6,338.55
7,296.00
Adult Civic Education
194.93
385.00
Part-time Apprenticeship
1,065.91
1,125.00
Trade Extension
430.50
900.00
Public Speaking
100.00
Total
$10,463.54
$12,197.00
TRAVELING EXPENSE
Out of State
$404.66
$ 700.00
In State
297.02
400.00
Total
$701.68
$1,100.00
TOTALS:
1956 Expenditures
$2,493,985.72*
Balance 1956 account
$1,300.12
1957 Estimates
$2,853,021.00 **
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650.00
Promotion of Health
WAR VETERANS' PENSIONS TOWN HALL HEATING HALL RENTALS
$4,985.00
$4,985.00
$3,383.50
$4,014.00
$12,750.00
$14,200.00
* Includes $18,375.85 expended from Federal Funds
** To be reduced by balance in Federal Funds of $67,830.00
CREDITS
The following income was received by the Town in 1956 as credits to the schools. The law requires that the Town shall appropriate the full amount of the school budget, but in determining the net cost for the sup- port of schools these amounts should be deducted.
TOTAL EXPENDITURES, 1956
$2,493,985.72
CREDITS :
State Reimbursements:
,
Equalization Aid
$296,893.87
Special Class Aid
18,280.73
Transportation
7,051.22
Day Vocational*
51,754.48
Evening Practical Arts*
3,157.48
Evening Apprenticeship*
142.15
Tuition Paid to Out-of-Town Trade Schools
1,453.86
Adult Civic Education*
73.50
$378,807.29
* for one-half cost of instruction
Tuition :
Day Vocational and
Evening Apprenticeship
$11,848.03
State Wards
3,417.18
Junior High School
398.61
Agricultural Department High School
2,714.88
18,378.70
Miscellaneous Cash Receipts :
Day Vocational School Sales:
Auto Repairs
$ 288.48
Cabinetmaking
2,714.47
Carpentry
598.48
Printing
459.39
Sheet Metal
1,158.87
Supplies, etc.
149.82
5,369.51
Manual Arts Sales
813.64
Junior Manual Arts Sales
126.50
Evening Practical Arts Sales
93.91
Fines, damages, refunds, sale of supplies, etc.
2,693.05
9,096.61
TOTAL CREDITS
406,282.60
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Federal funds received and expended for school purposes 18,375.85
$424,658.45
TOTAL NET COST TO TOWN
$2,069,327.27
FEDERAL FUNDS RECEIVED UNDER PUBLIC LAW 874
Balance from 1955
$ 10.08
January 20, 1956
$ 2,850.70
42,041.00
May 22, 1956 June 21, 1956
16,169.00
September 6, 1956
6,759.65
67,820.35
TOTAL FUNDS AVAILABLE
$67,830.43
FEDERAL FUNDS AVAILABLE FOR VOCATIONAL DEPARTMENTS
Smith-Hughes Fund:
Day Vocational School
$1,348.00
Evening Practical Arts
255.00
$1,603.00
George-Barden Fund: Day Vocational School
735.00
$2,338.00
Respectfully submitted,
EDWARD J. HOWLEY, M.D., Chairman WALLACE H. DRAKE, M.D., Vice-Chairman
THEODORE L. HANABURY, Secretary
WILLIAM A. CONNELL, Jr.
HAROLD B. NASH
WILLIAM F. SHIELDS
GEORGE H. THOMPSON
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the Members of the School Committee:
I respectfully submit my twelfth report as Superintendent of Schools, the seventy-first report in such a series:
Excerpts from the reports of directors, supervisors, and special teachers follow:
1. ART
As 1956 ends, the art department is functioning smoothly because there are excellent teachers doing fine constructive art work with the pupils. The junior high schools are all doing interesting work of high quality, and the elementary teachers working with their classes under the guidance of the art supervisors Miss Marion Ray, Miss Vera Freeman, and Mrs. Mary Dolan are showing steady pupil progress at their various grade levels.
The physical facilities of art rooms at Central Junior High are the best we have, and it makes a tremendous difference in room organization and ease of doing work for both students and teachers. The rooms are of suitable size and are well equipped so that the art program can be carried out with room enough in which to move about without bumping and crowding.
The extent to which art work functions in the education of the child is evident by a visit to any school or any classroom in the town. In the first six grades, the art lessons are often strictly art problems planned to bring out the pupil's ideas, develop his skills, and to help him learn to make wise choices. Also, art work can and is used many times to help anchor and clarify his knowledge of academic subjects by making pic- tures of subject matter studied in his other classes. This use of art ex- pression gives the teacher an excellent check on how much the child comprehends of a subject. If the child copies, or traces, or colors mimeo- graphed pictures provided him by others, it will prevent this check on the child's knowledge. The copied picture or map does not require thought on the part of the child, and so, is not helpful educationally.
In the junior high schools we have the following art faculty: Mr. Philip S. Dolan, South Junior High; Mrs. Shirley C. Freeman, Bicknell Junior High; and Mr. Carl A. Dolan and Mrs. Jean A. O'Malley, Central Junior High. All of these teachers are excellent, trained in the field of Art Education, and are adding much to the steady growth of the students in their classes. Their teaching loads are heavy and the extra-curricular activities that fall upon them are many; signs, scenery, dance decorations, entertainments, etc. One extra load that had been corrected at South and Bicknell is having the art teachers teach classes in Mechanical Draw- ing.
Art work was sent to the Scholastic Art Exhibit last winter in Boston, and the following pupils had work on display:
Joan Hamblin - Grade 11 - Weymouth High School Polly Lincoln - Grade 9 - Central Junior High Martha AuCoin - Grade 9 - Central Junior High Esther Stennes - Grade 8 - Central Junior High Russell Harrington - Grade 9 - South Junior High Ronald Hobson - Grade 9 - South Junior High
272
Part of this last year was especially difficult for the head art super- visor. With the essential general supervision and the many details neces- sary for the first year of operation of the Central Junior High art rooms, much of the supervisor's unscheduled time had to be spent at that school. That, added to the heavy teaching program at the high school, was an exhausting load. Had it not been for a smaller enrollment in the whole high school, the work would have been impossible. It was only the second time in twenty-seven years that no other art teacher was available to take some of the high school classes. This year Mrs. Dolan has a schedule of three days in elementary art supervision, and two days at the high school where she works largely with the sophomores .. This has helped free the head supervisor for the necessary administrative work.
The aims and achievements of the children in art in the first six grades had been discussed at P. T. A. meetings in five schools by the head of the art department as a member of a panel of department heads. This panel has been well received and has apparently helped the parents to better understand the specific aims and activities in the various depart- ments.
Last Spring, Miss Ray and Mr. Carl Dolan attended the Eastern Arts Association Convention in New York City. Mr. Dolan had an official part to play as the Treasurer of the affiliated Massachusetts State Art Teachers' Association. Miss Ray and Miss Freeman attended the special art meeting of the New England School Development Council held in Cambridge in the Spring. These meetings and conventions always have inspiring speakers, and give helpful ideas which are valuable professionally.
At the high school level all activity has continued at the usual pressing rate. One real achievement this year has been the high ratings for the 1956 yearbook.
Boston University's Scholastic Press Association gave us "Outstanding Achievement" rating which was next to top honors in Class I, the high schools with largest enrollments. Columbia University Scholastic Press Association gave us a "First Place Award" in our class.
This is the first time such high ratings have been received, and much credit is due the Editor-in-Chief, Miss Mary Hoyle, and the Art Editor, Miss Joan Jacobson, their staff, and all who had a part in the production of the book.
One of our newer art teachers said recently that is is a pleasure to work in such a well-functioning system where all cooperate so pleasantly. Those are encouraging words for our department and we all will endeavor to continue to keep that spirit, while ever striving to raise the quality of the work.
2. MUSIC
Along with the increased enrolment in all our schools, there was growth in 1956 both in the number of pupils participating in musical activities and in the Music Staff. Mrs. Mary Mulligan joined the staff on a part-time basis in the Spring. In September, Mr. Richard C. Haapaoja replaced Mr. Raymond Stewart, who resigned, and Miss Angela M. Jaffe was employed as an additional instrumental teacher.
Vocal Music assignments for the school year are as follows: High School Choir, Mr. Jack; Central Junior High School, Mrs. Pierce; South Junior High School, Pond, Nevin, Ralph Talbot, and Pratt, Mrs Carpenter;
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Bicknell Junior High School, Bicknell, Jefferson, and Humphrey, Mrs. Mulligan; the other nine elementary schools, Mr. Lyons.
The elementary vocal program has progressed very well. We are work- ing on a six-year vocal program for the elementary schools with definite aims and objectives for each grade. This program includes reading, blend- ing, part singing, appreciation and application and is designed to give independence to all participating. There is some divergence of teaching methods and procedure which we are endeavoring to bring together. Pro- grams have been presented in some schools for assemblies, especially for Christmas. The chorus at the Hunt School took part in the Choral Christmas Festival Promenade in Quincy in December.
Vocal music is coming along well in all three junior high schools. At Bicknell Junior High, the chorus has appeared at assemblies, in an oper- etta, and at a P.T.A. meeting with a Christmas program in December. At South Junior High, many groups have performed in many places; for example, some ninth grade boys presented a program for the Finlandia Foundation at the International House in Boston; boys of the 7th, 8th, and 9th grades sang at an assembly and also at the Pond Plain Improve- ment Association Bazaar and at a Ralph Talbot P.T.A. meeting; and the ninth grade chorus sang many times in assemblies and presented a choral concert. There was much activity by vocal groups at Central Junior High; they appeared in assemblies and for several clubs, along with soloists and an instrumental group. They also performed at school plays and the final assembly. The interest in choral work is on the increase through- out the town. It is planned to enter some of these choruses in the State Festival to be held in Weymouth in May.
Instrumental Music assignments are as follows: High School orches- tra, Mr. Jack; High School band, Mr. Haapaoja; Bicknell Junior High band, Mr. Haapaoja; Central Junior High band and orchestra, Mr. Warren; South Junior High band and orchestra, Miss Jaffe; elementary schools: strings, Mr. Jack and Miss Jaffe; other instruments, Mr. Warren and Mr Haapaoja.
The elementary instrumental program has, with the addition of an- other instrumental teacher, broadened out to include more of the needed instruments for both bands and orchestras - cellos, oboes, string basses and additional horns. However, there has been no time available this year for the bands, orchestras and desirable smaller groups such as quartets and quintets. There are many students who have studied one or more years and who should be in organized groups within their own buildings. About 135 who started a year ago are continuing their study with private teachers. Instrumental ensembles were rehearsing regularly last Spring, and per- formed on various occasions at the Pond, Nevin, Pratt and Homestead Schools. The All-Town-Elementary Band began rehearsing early in the year on a weekly basis and was very well received at the annual Spring Music Festival.
The junior high instrumental program is improving steadily. The Bicknell Junior High Band of twenty-two will soon be doubled in size by the addition of beginning pupils who are now studying. Strings are doing sectional work and will soon be ready to join woodwinds, brasses and per- cussion instruments to form an orchestra. The South Junior High Band and Orchestra have played at many school assemblies. There are always some twenty-five in either group .. Some beginners are studying regularly. At Central Junior High it was decided in the Fall to allot one full day for instrumental instruction. As a result, the instrumentation of that band was increased and improved upon. The band, which now has over fifty
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members, performed regularly at school assemblies and gave two band con- certs at assembly programs. The orchestra has over thirty members and also appears at various programs.
The high school program has increased in numbers over last year. The band, chorus and orchestra played two concerts last Spring. All three attended the State Festival and received ratings of Excellent for their performances. The band played in the Memorial Day parade. Consider- able time was spent by the band during the football season drilling to make it a better marching band. About ten junior high players joined members, performed regulary at school assemblies and gave two band con- eral football players enrolled in the bass section.
This program is in need of additional time for sectional rehearsals for all three groups. Students accepted for festivals need individual and group rehearsals in order to train them in their music, that they may meet the requirements set up by the organizations. The extra need of time for marching band and for small ensembles in vocal, brass, woodwind and strings is getting beyond the stage that we can properly handle.
3. PHYSICAL EDUCATION
Elementary
The elementary school physical education program the past year has come closer to the modern concept of education and the part which physi- cal education can play as an area of instruction in the complete develop- ment of the individual pupil. Bodily activity is an important area of in- struction. Combining this physical activity with learning in the funda- mental areas stimulates social growth as well as academic learning. The elementary physical education program in Weymouth has been set up as a specific period in which skill, coordination and rhythm are taught by means of activities suited to various grade levels.
The supervisors of physical education, as they make their rounds, are truly consultants; they advise the classroom teachers, they place at their disposal techniques and teaching outlines and demonstrate methods of instruction. This procedure enables the classroom teacher to conduct physi- cal education classes on odd weeks and play periods daily. Although the elementary school physical education program is considered by some as merely a game or exercise period, there is no activity or game included in the plan of instruction that does not have a lesson or planned objective as an aid in the all around development of the boy or girl.
We have been fortunate the past year in having the same personnel as supervisors as the previous year .. As a result, the supervisors, classroom teachers, principals, and pupil know each other better and much more has been accomplished.
For recommendations regarding the physical education program at this level, I would say that these are two problems which should be considered:
1. Arrangements for upkeep of school playgrounds and the play areas
2. Consideration of the need for an additional elementary super- visor on a part-time basis due to increase in enrollment
After School Activity Program
This program was very successful this past year. Increased participa- tion and interest was noted. It has been requested by elementary school principals that the program be made seasonal for the girls, also. I believe this request is worthy of consideration.
275
Junior High
This program changes as the physical, social, and intellectual aspects cf children's education change. More advanced physical skills are taught; boys and girls are separated for most activities in the physical education classes.
The curriculum for the girls is planned to include varied activities, such as Field Hockey, Soccer, Basketball, Tumbling, Apparatus, Volley Ball, Badminton, Dancing (Social, Square, Modern, Folk), Group Games, Softball, Tennis, Shuffleboard, Body Mechanics, Rope Skipping and Horse- shoes. We seek to develop in the girls a knowledge of how games and sports are played and scored, so that as players or spectators they may have greater appreciation and enjoyment.
Individual differences are recognized. There is remedial instruction for pupils with handicaps where facilities are available; intramural and recreational activities serve the needs of the majority. For varied reasons coeducational activity in the classes and intramurals has been limited to the seventh grade boys and girls in social dancing prior to the initial school dance.
The curriculum for boys is set up on the philosophy that physical edu- cation should be a program that develops physical fitness. All class activ- ity, as well as intramural planning, is organized on a unit basis, so that the activities included are Football-Touch, Soccer, Basketball, Tumbling, Apparatus, Volley Ball, Wrestling, Group Games, Track and Field, Soft- ball, Body Building and Conditioning Exercises.
Physical Fitness Tests are now given each season to record develop- ments, and each phase of the program is based upon the reports and results of the President's Conference on Fitness held last year in Annapolis. His concern for the physical fitness of our youth in this age of labor and time-saving devices at home and at work, and the resultant ability to sur- vive with the expenditure of less physical effort than heretofore, nas brought recommendations that strenous physical exercise be stressed. There are many who feel that the trend should be more coeducational and re- creational. However, results of studies and conferences of physical edu- cators suggest the return to the physical. Our program is set up and operating on their recommendation.
High School
The Physical Education curriculum in the High School follows the pattern of the Junior High Schools. The separation of the stage and gym by a curtain, and the addition of new small exercise equipment and new bar- bells has enhanced the boys' corrective program greatly.
Junior High Athletics
The only change in the past year has been in the development of track. The physical education teachers have become the coaches and the interest the past year was increased considerably.
4. GUIDANCE
Organized guidance work in public school systems is that part of the total educational program which provides for the special needs of indi- vidual pupils in three areas; namely, personality adjustments, learning difficulties, and problems concerning educational and vocational plans and decisions.
276
Guidance work in these three areas involves the following five basic lines of endeavor:
1. The collection of information about individual pupils, including as much data as is factual, relevant, and useful in the solution of an individual's problem - this includes group and individual tests of apti- tudes, achievement, interests, and the objective measurement of mental maturity
2. The gathering and the imparting of essential information, partic- ularly information necessary in assisting students who are about to make important educational and vocational decisions
3. Counseling
4. Placement - with reference, not only to occupations, but also to placement in the proper course of study program, as well as in colleges, universities, and technical schools
5. A follow-up program, which includes the sending of questionnaires to graduates in order to evaluate the effectiveness of the guidance pro- gram. The placement of an individual in any environment is incomplete from a guidance viewpoint until it is known whether the desired adjust- ment has resulted.
During the past year, as in other years, guidance work has been carried on within the areas and along the lines of activities as mentioned in the preceding paragraphs. In order to be able constantly to meet the needs of students, however, measures have been adopted to make guidance work more effective.
Our testing program includes a schedule of achievement tests in Grade 7, mental maturity tests, and interest inventories in Grade 8, aptitude tests in Grade 9, scholastic aptitude tests and higher level achievement tests in the high school years, individual and group fill-in tests at various times in Grades 7 through 12.
In October 1956, the complete Differential Aptitude Test Battery of the Psychological Corporation was introduced on the Grade 9 level in place of a number of separate or independent tests. The D.A.T. series is carefully integrated and completely standardized and results in a more accurate measurement of a student's aptitudes and abilities.
In May 1956, for the second successive year, Weymouth was invited by the Educational Testing Service to participate in a special experimental administration of the "Scholastic Aptitude Tests for Growth Study." The E.T.S. is the authority which administers College Board examinations, and invitations to take part in these experimental programs give our high school students additional opportunity to obtain experience in taking "Col- lege Board type" tests.
Testing, and most other functions of guidance work, are particularly valuable because they contribute data useful in counseling - the center of the guidance program. Therefore, at this time, the importance of counsel- ing, particularly in the area of personality difficulties, must be stressed. To explain briefly, increased enrollments bring increasing problems of a personal-emotional nature. Many of these difficulties are complex and persist even after the counseling organization has exhausted all resources within the school system. In such cases, it is gratifying to note the con- tinuing and complete cooperation with agencies to which many of these cases are referred: namely, the Adolescent Unit of the Children's Hospital,
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the Judge Baker Foundation, the South Shore Guidance Center, and others. In particular, it is a pleasure to report not only on the value of the monthly meetings between the counselors and members of the staff of the South Shore Guidance Center, but also on the value of the services which the mental health consultant of this Center brings to the schools one day each week.
At the same time, work in adjustment areas could be made more effect- ive with the addition within the school system of a school psychologist and a school adjustment counselor. Two such individuals, trained in coun- seling and adjustment work and giving full time to Weymouth, would pro- vide a more efficient and continuing service than is possible to achieve on a part-time basis.
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