USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1957 > Part 27
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The junior high program is much more comprehensive. The same type of class program is used for general singing along with appreciation and work books. The Glee Clubs are in addition and usually meet at noon time. At Central last year, due to Mrs. Pierce's illness, little work was done in this area. However, this fall term much larger choruses were organized and they presented a Christmas program with grades 7, 8, and 9 being represented by their individual chorus groups.
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South Junior and Bicknell carry on much the same type of program. Bicknell produced a Christmas pageant and presented Gilbert and Sullivan's H.M.S. Pinafore, which was well received. South Junior also had a Christmas program and gave a large performance in the spring. Both South and Bicknell attended the Southeastern State Music Festival, which was held in Weymouth, and did very good work. All three junior highs are very cooperative and give generously to outside groups, such as P.T.A., service clubs, and for groups of an educational nature. The choruses of all three junior highs are used extensively for assemblies. Small groups are used for the prayer response at each assembly in some, and, in general, they contribute greatly to the entire junior high program.
The elementary instrumental program is showing a rapid growth. Last June the program ended with some 150 new students. At the present time there are 217 enrolled and indications are that a high percentage will continue. The 70-piece elementary band under the direction of Mr. Paul Warren met once a week at the high school for several months and gave a concert at the June festival. This group also gave concerts at the large elementary schools and is, in some degree, responsible for the higher enrollment of beginning students this year. In addition to the above, ensembles were organized at the Hunt, Academy Avenue, Humphrey, Pond, Nevin and Pratt Schools. It is hoped that time will be available to ex- tend this type of program to other elementary schools. Elementary in- strumental instruction is being shared by Mr. Warren, Mr. Haapoaja, Miss Jaffe, and Mr. Jack.
The string program of beginning and advanced students has reached such a point that we are planning to organize an elementary town-wide orchestra to rehearse once a week, the same as the elementary band. Possibly we can use the same transportation that we will use for band and have both rehearse at the same time. There is a great need for more time for the ensemble groups at the elmentary level, which at the present time is not available.
The junior high instrumental program is beginning to be felt through- out the entire system. Central is leading in size but both South and Bick. nell are increasing. The Central band of over 60 members this year is a gain over last year. They have played for all assemblies and numerous outside functions including National Education week and a joint banquet of the Kiwanis and Rotary Clubs. The band also presented an assembly concert. South Junior has a band of 25 members and an orchestra of 23. They alternate each week so that each plays the same number of assemblies for the year. There are new instrumentalists being prepared this year who should join the group early next year. The orchestra gave a spring concert last May and was well received. The Bicknell band has a total of 25 members and the orchestra 23. There is an ensemble of 15 beginning students which when added will make the largest group we have had in Bicknell. The entire staff is working with the lower grades in Johnson, Washington, and Jefferson, and the interest is increasing. Membership at the Bicknell should increase yearly from now on.
The three junior high schools were combined for a town-wide band and played for the spring program in June. We also took this group to the three junior highs for a special assembly, having Miss Jaffe, Mr. Haapoaja, and Mr. Warren each conduct certain numbers. This program was very well received and the principals have suggested that they have similar assemblies each year. All three junior highs attended the State Festival and received excellent ratings. It is hoped that they will be able to attend
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the festival again this coming year. It is being held in Quincy. Our entire junior high program is well rounded, with an orchestra and band in each, and also the level of performance is being lifted each year to the point where the high school groups are able to start the new year with well- seasoned players and a much better approach to their year's work. This must naturally lead to a much finer performance from the high school groups.
The high school band and orchestra and chorus have contributed to the assemblies and programs of the high school. The orchestra played in the two annual concerts, played for the senior play and attended the State Festival. The chorus also performed at the two concerts, a special assembly, a Christmas assembly, and the State Festival. The band played for the same type of programs, festival and graduation. Mr. Warren was assigned as director of the band in September. He has an enrollment of 55 members. The band provided half-time shows at all home and away football games and was well received. They appeared at the Veteran's Day Parade and the Kiwanis Club's skating show.
There have been some 24 students enrolled, all of whom tried out for the State and New England Concert Festival to be held in March. These students pay a small part of the registration fee and the Parents' Group pays the remainder and also furnishes the students, transportation. The Parents' Group, with the proceeds derived from the football concession and other functions, have contributed much to the high school music pro- gram. For the youngsters attending the festivals, they gave over $200.00 in registration fees. A special bus for State Festival cost $40.00. They hired busses and furnished the tickets for all members to attend a "Pops" concert in Boston, which cost $275.00, and gave a party for the music students after the High School Concert. They have done all things possible to help the growth of the music program.
The School Committee last June authorized the use of school build- ings for a summer music school. Daily classes were held with over 40 students attending for six weeks. A demonstration concert was given on the final day, with most of the parents and many interested friends in attendance. This program gave approximately one full year's ad- vancement to those enrolled. It is planned, at this writing, to continue the program this coming summer and to enlarge it to include more of our regular staff as instructors. Another important factor in the growth and advancement of the instrumental program is the advanced lessons given by competent teachers with instruction now available to all students. The number of students enrolled is large and their progress is quite gratifying.
3. PHYSICAL EDUCATION
A report on the activities conducted and a curriculum report have not been submitted since the complete changeover to the 6-3-3 system. I believe a detailed account of these activities is appropriate at this time.
In the development of the program, particular stress has been placed upon the recommendations of the New England School Development Council and the American Association for Health, Physical Education, and Recreation.
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Elementary Class Program
Each elementary class at present has two class periods weekly. On alternate weeks, a physical education supervisor visits each class and assists the classroom teachers in planning their program, giving them techniques of teaching physical education and occasionally taking over the class to show how teaching may best be accomplished. The class- room teacher is present during all physical education classes, even when the supervisor is handling the class. This helps to insure continuity in the program.
A. Activities
1. Running, tag and relay activities
2. Ball activities (Fundamental skills, simple ball games, sports skills, lead up games, and games)
3. Rhythmic activities (basic rhythms, song games, folk dance, square dance, social dance)
4. Stunts, tumbling, apparatus
5. Individual and dual activities
6. Body mechanics-conditioning exercises
B. Program Planning
1. Lower grades 1-4
a. Activities varied from day to day
b. Special days observed
c. Integrated with academic subjects units (farm, circus)
2. Upper grades 5-6
a. Activities varied from day to day
b. Seasonal activities observed
c. Sexes separated for certain activities while combining others
d. Integrated with academic subject units
After School Program - Grades 5-6
This program is set up to provide an athletic program for the boys each season and a varied activity program for the girls during the winter season. The objectives of the boys' program are as follows:
1. Each boy will be assured of participating and be able to gain a sense of belonging through competition in wholesome activity with- out threat to his status with his group.
2. Size or natural ability are not to be considered factors.
3. Team play, sportsmanship and competitiveness under relaxed con- ditions rather than the atmosphere created in selective, league- type competition is the aim.
As a result of a survey taken this past year, the number of boys participating increased over 1956. A total of 346 boys participated in touch football, 302 in basketball and 338 in baseball. Male members of the school faculty serve as coaches, and as a result of their interest and ad- herence to the ultimate aim, this program is expanding each year.
The facilities are excellent, and every boy has an opportunity to participate. The program is sound and provides normal development in athletics.
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The girls' winter program provides varied activities including group games, volley ball, basketball, dancing, rope climbing and tumbling. It is my recommendation that this program be extended to include a spring program for girls.
Secondary School Class Program
SEASON
BASIC ACTIVITIES
OPTIONAL ACTIVITIES
A. Fall
Boys
Girls
Organization
Organization
Archery
Touch Football
Field Hockey
Badminton
Soccer
Soccer
Tennis
Speedball
Speedball
Table Tennis
B. Winter
Basketball
Basketball
Badminton
Tumbling
Tumbling
Bowling
Apparatus
Apparatus
Rope Skipping
Volley Ball
Volley Ball
Skating
Wrestling
Badminton
Table Tennis
Group Games
Dancing
Social
Square
Folk
Modern
C. Spring Track and Field Softball
Softball
Table Tennis
Tennis
Horseshoes Archery
All Seasons
Body Mechanics Conditioning Exercises Correctives Testing for physical fitness
This class program in grades 7-8-9 is conducted on a compulsory basis two periods per week. In grades 10-11-12 it is optional in certain courses. The program in the high school does not include physical education for the Vocational School. The shower facilities for the girls in the high school are entirely inadequate. A total of eight showers for large classes means that they are optional. This is not a good situation. I recommend that, if there is to be a renovation program in the present school, this inadequacy be corrected.
Secondary School After Class Program
This program is carried on three times weekly each season for boys and girls in the junior high schools and the girls in the high school and is well attended. However, there is no program as such in the high school for boys. The program is necessary to provide an opportunity for the less adept and those too young to compete in an interscholastic program. I believe the introduction of this program for boys in the high school is necessary.
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Junior High School Interscholastic Athletic Program
The boys' program is one of the most sound in the state. We now have football, basketball, baseball, and track teams competing. There has been increasing interest each year. From my past experience in communities having more than one junior high school, there can be difficulty in an: athletic program arising from sectional feeling and a subsequent longer period of adjustment in later grades. With the approval of our present regulations by the school committee and the adherence of the coaches to these regulations as well as the objectives set up by this department, the program is very successful.
This past fall we concluded the season by selecting nine football players from each of the three teams on the basis of the recommendations of the principals, coaches, and teachers. Attitude during the season was the primary reason for selection. The three coaches handled the boys in a game against an outside junior high school team. It is not necessary to point out the benefits derived from such a game. This type of game will be carried on in other sports when possible.
4. GUIDANCE
The chief purpose of the Weymouth school guidance program and the major part of each guidance counselor's task is to work with students in order to enable them to make adequate solutions in regard to learning difficulties, personal problems, and educational and vocational choices. Many of these problems and difficulties arise at each successive age level as the individual attempts to cope with the requirements and restrictions of an ever-changing environment. For example, in elementary school years, personal-emotional problems are more frequent, with social problems present to a significant degree. In junior high school years educational and vocational problems begin to appear and in high school years they become more significant. Thus, the Weymouth guidance program is made flexible enough not only to account for differences between age groups, but also to meet the needs of students within these age groups.
A summary of guidance work during the past year is as follows:
1. Gathering Information - It is important for guidance personnel to have as much information as possible from sources outside the school system as well as from within the school system. Thus, two government and three private monthly services provide information about job require- ments, trends in employment, career opportunities, and school and college information, including entrance requirements, programs of study, scholar. ship opportunities, evening and part-time courses, fees and expenses. At the same time, information from within the system is contained in the school cumulative records, the guidance inventory record, and all supple- mentary records.
2. Administering Tests - The guidance testing program is designed to measure the interest, aptitudes, and achievement of pupils. The program is so organized that all group tests are given in grades 7, 8, and 9 in order to provide data useful in junior high counseling and in the selection of high school courses and subjects. Individual tests are given in grades 10, 11, and 12 to high school students whenever necessary. Most important to students in the high school years are the Differential Aptitude Tests given in grade 9, which are particularly helpful in determining the number of tasks an individual can perform well. These tests are most valuable in educational counseling.
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3. Counseling - In addition to the part-time counselors in grades 7, there are four full-time guidance specialists in the junior high schools. In the high school there are two half-time counselors and the assistant director.
The junior high guidance offices have been most satisfactory, but the high school office prior to this year has not met all the requirements, parti- cularly in regard to conference privacy. Therefore, it is with a great deal of pleasure that we point to the new guidance office in the high school located in the area formerly occupied by the principal. This new office. including a reception room and guidance library, truly meets all the re- quirements of a good guidance office.
During the past year, there was a total of 3,980 conferences and inter- views held in the high school guidance office. This total included 1,600 scheduled conferences, for which the students were requested to come, and 1,943 voluntary conferences. The total voluntary conferences included each visit made by a student to the guidance office. Students often make more than one visit during the year. Also, during the past year, there were 208 visits of parents to this office, and 229 other conferences involving veterans, graduates, employers and others. In fact, the nmber of interviews and conferences has become so large that it will be necessary to request additional counselor time for another year. In this connection, it should be pointed out that the present ratio of students to counselors does not meet the recommended standard.
4. Placement and Follow-up Work - It is a pleasure to announce that the number of students going on to further education in the class of 1957 is 147 or 44%. This is the highest per cent of educational placement made by any class during the past ten years, a fact which is all the more remarkable in view of the college enrollment pressures of the past months and the difficulties in obtaining admission to many colleges and univer- sities. Usually the figure varies between 32% and 39%. At the same time the job placement figure continued as in past year, namely, about 50% cf the class.
5. College Admissions - Success in college admissions in any one year should not become an excuse for relaxation in the matter of college prep - aration. As one school publication states, "There is little likelihood that colleges will be able, during the next few years, to increase their facilities rapidly enough to keep up with the demand resulting from the steadily increasing numbers of high school students with college ambitions .
some well-qualified students will be denied admission because there are still better-qualified applicants." Therefore, worthy high school students should make a selection of several colleges and universities and apply to each one-furthermore, these students should be ready to accept admission to any one of the colleges selected. In this connection, it should be noted that many colleges in other parts of the country will provide as good an education as that obtainable in this locality.
Finally, since the competition for college admission is great, the im- portance of early planning should be stressed again and again. An attempt should be made as early as the ninth grade to determine realistically and within reasonable limits whether or not the student has the scholastic ability to succeed in college-in fact, planning should begin in grade 9 and continue with the help of the guidance counselors throughout the three high school years. Since colleges require a transcript of school work in grades 9 through 12, it is necessary to obtain good performance in each
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of these four years in order to open the way both to college admission and financial aid. Less than good performance in college preparatory subjects in grades 9 through 12 will definitely limit opportunities and may make it impossible for students to obtain admission. In addition to a good record, students should have a high rank in the graduating class and above-average scores on the College Board tests. Students should take the College Board Scholastic Aptitude examination in the junior year and plan to have all applications filed for college admission before the Christmas vacation of the senior year.
6. Guidance events and activities during 1957 include the following:
1. Selection of Weymouth High school as a center for College Board examinations
2. The Massachusetts Institute of Technology Guidance Conference -- Weymouth High was one of fourteen schools in Massachusetts invited. Guidance Directors of ninety-four high schools and prep- aratory schools from thirty-two states, the District of Columbia, and Canada took part in this conference.
3. Participation of the director in the American Personnel and Guid- ance Convention, Detroit, as a counselor for the Placement Center, as a member of the committee for the study of local guidance organizations, and as an associate editor of the "School Counselor," journal of the American School Counselor Association.
4. Participation of the assistant director as a member of the panel at the biennial conference of Massachusetts Deans, Secondary School Principals and College Directors of Admission - Subject of the panel: "The Role of the College Entrance Examination Board in the Transition from School to College"
5. Speaking assignments of the members of the department on various panels and conferences arranged by the Parent-teacher Associa- tions, junior high schools, church groups, Future Teachers' Club, and Future Nurses' Club
6. Participation of the director in the Scituate High School Evalua- tion Program conducted under the regulations of the New England Association of Colleges and Secondary Schools
7. Registration of students for the College Board Examinations held in January, February, March, May, and December; Registration of students for the General Motors Scholarship Examination and the Naval Reserve Officers Training Corps Examination
8. Administration of the Merit Scholarship Examination and the Betty Crocker Homemaker Examination
9. During the year, the director served on the following boards and organizations:
Board of Trustees of the Greater Boston Chapter of the American Personnel and Guidance Association
Board of Directors of the New England Conference of the American Personnel and Guidance Association at Hartford
Executive Committee of the South Shore Mental Health Association Member of the Child Welfare Committee of the Massachusetts Teachers' Association
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Extension Course Teaching Staff at the State Teachers' Colleges at Boston and Bridgewater Board of Consultants in Guidance and Placement, Massachusetts Department of Education Educational Standards Committee, College Courses, Incorporated, Quincy, Massachusetts
5. ADJUSTMENT COUNSELOR
This is respectfully submitted as the first report of the Adjustment Counselor.
Unsatisfactory school adjustment has been found in the background of the majority of adjudged delinquents. Since the school has close and continued contact with all the children of the community, it must be alert to the tremendous opportunity it has for preventing maladjustment and for diagnosing the causes for maladjustment in those cases where children are experiencing difficulty.
In every school there are children with problems-social and emo- tional problems that interfere with school success and with personal life. If these young people receive no help now, they may become the unhappy and ineffective adults of the future.
The attention of the adjustment counselor has been focused on the elementary schools, Grades I-VI. It is possible to detect delinquent be- havior in children at early age. Aberrant behavior begins in the primary grades. In a study done by the Gluecks, it was found that the "onset of persistent misbehavior tendencies was at the early age of seven years or younger among 48 per cent of our delinquents, and from eight to ten years in another additional 39 per cent."
Children show signs of anti-social behavior long before they reach the stage of getting into trouble with the authorities. Most teachers are aware of the telltale signs of deviate behavior and are able to identify a number of potential offenders.
No two problems that come to the attention of the adjustment counselor are identical but children with deviating behavior patterns may be grouped as follows:
1. The child who is exceptionally aggressive or destructive, who is defiant and quarrelsome, who disrupts the class and is difficult to manage, who defies authorities
2. The child who is withdrawn, who daydreams a great deal, who finds it difficult and uncomfortable to participate in group activities, who is extremely shy and timid
3. The child who is overanxious, who is most apprehensive, tense, dejected, and more unhappy than most children
4. The child who is uninterested, indifferent, and apparently lazy, who needs constant prodding, who is a school failure for no apparent reason
5. The child who achieves much less in school than his ability indi- cates
6. The child who is extremely nervous, who exhibits excessive nervous mannerisms such as nail biting, muscle twitching, hair twisting, thumb sucking, constant moving of hands and feet
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7. The child who is truant from school or who is absent frequently, who dislikes school intensely
When a child is referred to the adjustment counselor, the counselor confers with the principal, teacher, school nurse, and the child. There is gathered together all the information available on the individual youngster -the health record, attendance record, testing data, report card marks, anecdotal record, comments made by other teachers who have had contact with the child, and a report of parent-teacher interviews.
A comprehensive picture of the child is needed before any advice or help can be offered.
The child is given an individual psychometric test, either the revised edition of the Stanford Binet or the Wechsler Bellevue. During the test situation the counselor has an opportunity to observe the child closely.
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