USA > Massachusetts > Plymouth County > Duxbury > Town annual report of the officers and committees of the town of Duxbury Massachusetts for the year ending 1960 > Part 21
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Trying to meet all these needs and be prudent in the use of school funds has been a continuing problem for the School Committee. School costs rose in 1961, and in 1962 they will advance sharply because of added person- nel, increased salary costs, and the new expense of operating and maintaining a large new high school build- ing.
Considering all the above it is apparent that 1961 has been a year of transition. At such times it is important to consider the direction in which we should move. A look at our school population indicates that most of our pupils are preparing for and being admitted to colleges and special schools. This points to the need for con- tinued emphasis on college preparatory courses, but with- out lessening our concern for those not continuing their education beyond high school. In the future we shall need to extend our present procedures to provide special opportunities for talented pupils through advanced course offerings, through further refinements in ability grouping,
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and through opportunities for independent study and experimentation.
For all of our pupils, whether or not they go to college, a general education of equal importance to all is essential in any future plans for our schools. In addition, specialized education to meet individual needs should be offered in so far as school size and costs permit. Because of present day problems of college admission and the variety of vocational opportunities open to high school graduates, careful guidance is increasingly essential in our high school. With all of this I believe there is an ever increasing need for strengthening of moral and spiritual values; and for a re-emphasizing of such fundamental considerations as honor, courage, truth, the dignity of work, respect for our institutions, thoroughness, carrying out of responsibilities, and understanding and respect for the rights of others. Such values are the foundations of successful living.
For a more detailed consideration of these matters I refer you to the remainder of my report in which school costs, personnel growth, school services, and the school curriculum are discussed.
I would like to express my appreciation to the Duxbury School Committee for its good counsel and sound policies which have made 1961 a successful year. Under the chairmanship of Edward L. Butler the Committee has held all regular meetings and many special meetings to supervise the work of our schools. The Committee has acted with sound judgment and foresight in guiding the development of our schools.
Many thanks to the High School Building Committee under the chairmanship of Howard M. Clark. We have an excellent building and the Committee's years of hard work on behalf of our schools are sincerely appreciated.
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Many thanks also to the teachers, supervisors and principals and other school personnel for their help and cooperation during a difficult transition period.
I join the School Committee in expressing sincere appreciation to all community groups and organizations for their interest and help during 1961.
EVERETT L. HANDY
Superintendent of Schools
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PERSONNEL
The pupil growth chart shown here indicates not only the number of pupils we may expect in the years imme- diately ahead, but other information such as : the number of additional teachers needed in future years, the number of classrooms required, and the extent of drop-out from year to year. The numbers of pupils indicated for fu- ture years is determined by multiplying the previous years enrollment by the index of survival shown at the top of the chart. The index was determined for each grade by finding the average yearly change for the previous fifteen year period. Such predictions are not infallible for unexpected large increases in population may occur as a result of social or economic changes. For example, the completion of the Southeast Expressway in 1964 may bring in population at a much higher rate than was the average for the last fifteen years. But whether or not the chart predicts future enrollments correctly, it offers a basis for planning to meet future needs, and thus does not leave such important matters to chance.
The population prediction chart shown indicates that, provided future pupil population growth continues at the rate it has averaged for the past fifteen years, the present school buildings should be adequate until 1970. If we apply the ratio of one teacher to every 20-25 pupils in the primary grades, and one teacher to every 25-30 pupils in the intermediate grades we can determine the number of teachers required in future years in these grades. After 1962 the chart indicates only a small increase in the number of teachers for the elementary grades. Increases at the high school level should also be only nominal.
DUXBURY SCHOOL POPULATION PREDICTION 1961-1970
Percentage of Survival
1.22 1.15
.94 1.03 1.02 1.03
.98 1.00 .97 .92 .96
.91
.88
Totals
Number of births 5 years previous
K
1
2
3
4
5
6
7
8
9
10
11
12
K-6 7-12 K-12
1961*
83
109
111
111
99
117
106
97
100
82
107
85
56
52
750
482
1232
1962
84
102
125
104
114
101
121
104
97
97
75
103
77
49
771
498
1269
1963
86
105
117
118
107
116
104
119
104
94
89
72
94
68
786
521
1307
1964
90
110
121
110
122
108
119
102
119
101
86
85
66
83
793
540
1333
1965
90
110
127
114
113
124
112
117
102
115
93
83
77
58
817
528
1345
1966
92+
112
127
119
117
115
128
110
117
100
106
89
76
68
828
556
1384
1967
94+
115
129
119
123
119
118
125
110
113
92
102
81
67
848
565
1413
1968
96₸
117
132
121
123
125
123
116
125
107
104
88
93
71
857
588
1445
1969
98+
120
135
124
125
125
129
121
116
121
98
100
80
82
879
597
1476
1970
100₸
122
140
127
128
128
129
126
121
113
111
94
91
70
900
600
1500
* Actual Membership as of October 1, 1961.
Estimate.
į Percentage of survival indexes based on previous 15 years' experience.
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A further breakdown of these figures indicates the number of class sections, and, hence, the number of supervisors and special teachers required. Such an analysis points to the need for more physical education instructors, and for the employment of a full-time art teacher. With the addition of a guidance counselor this year our needs in this area will be adequate for several years in the future.
Because of pupil population growth, the teaching facilities in certain areas may be limited in the near future. This may be particularly true in the case of industrial arts. A shop was not provided in the new high school because the present shop area in the old high school building was considered adequate for five years. Much will depend upon future enrollment. Perhaps the entire education of the advanced students in this depart- ment could be handled on a tuition basis at the new regional vocational school at Hanover. This is a matter worthy of further study.
Finally, a study of the population growth chart serves as a guide for our long range plan for future school buildings. Our present plans require an additional ele- mentary school by 1969-70. The present school system includes grades K-3 in the primary building, grades 4-6 in the intermediate building (old high school), and grades 7-12 in the new high school. At the target date 1969-70 it is planned to ask for an additional elementary school. The present intermediate school would then cease being an intermediate elementary school and become a junior high school, thus relieving the new high school which will have reached its capacity. The new high school may then increase in enrollment again until it reaches 600 pupils at which time grade 9 may be added to grades 7 and 8 in the junior high school, and the growth process repeated. Finally, rooms can be added to the new high school
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building to increase its capacity to 1,000 pupils. Other elementary schools will need to be added in still future years and perhaps two junior high schools will be re- quired. However, one senior high school (the present building) should be the only unit of this type required in the foreseeable future.
School Building Needs
Number Required
Type
1961
1970
Future
Elementary
2
2
3+
Junior High School
0
1
2
High School
1
1
1
Distribution of School Department Personnel
1961
1962
Elementary School Teachers
29
32
High School Teachers
22
24
Supervisors and Special Instructors
10
12
Superintendent
1
1
Principals
2
2
Special Instructors-part-time
2
2
Evening School Teachers
4
4
Janitors
9
9
Clerks
4
5
Dentists
2
2
Physician
1
1
Nurse
1
1
Attendance Officer
1
1
Lunchroom
10
10
Total
98
106
ELEMENTARY TEACHERS
Telephone: WEllington 4-5733
Name
Position
Training
Years of service in Duxbury
Mr. James M. Cain Jr.
Principal
B.A. and M.A., Tufts College B.S. Salem State Teachers College
4 7
Mrs. Robert Cooper
Elementary Supervisor
and Assistant Principal
Mrs. Paul K. Baker
Kindergarten
Perry Kindergarten School Massachusetts School of Art; Lesley College; Bridgewater Teachers' College 1
9
Mrs. Henry Hurd
Kindergarten
Mrs. Harold G. Scott
Kindergarten
N. E. Conservatory of Music; Curtis Institute of Music
9
Mrs. David W. Ellis
Kindergarten B.S., Maryland State Teachers College
6
Mrs. Elmer Glass
Grade One
Bridgewater Normal School; Bridgewater State Teachers College 11
Mrs. Kenneth Macomber
Grade One
Salem Normal School; Bridgewater State Teachers College 20
9
Mrs. Henry Craig
Grade One B.A., Mt. Holyoke College; Wheelock College
4
Mrs. Adolph Battista
Grade Two
B.S., Bridgewater State Teachers College
5
Mrs. Steven M. Loring
Grade Two B.A., McGill University; M.Ed., Bridgewater State Teachers College
0
Mrs. Eugene Merlet
Grade Two
B.S. in Ed., Bridgewater State Teachers College B.S. in Ed., Bridgewater State Teachers College
4
Mrs. Morris Loring
Grade Three
Bridgewater State Teachers College
9
Miss Maureen Renaghan
Grade Three
B.S. in Ed., Lesley College
0
Mrs. James Binyon
Grade Three
B.S. in Ed., Westfield State Teachers College
2
Miss Maureen Ingoldsby
Grade Three
B.S. in Ed., Lesley College
2
Grade Four
B.S., Nasson College
1
Mrs. C. Fremont Shirley Mrs. John Morton
Grade Four
B.S., Bridgewater State Teachers College
6
15
Mrs. C. Truesdell Fife
Grade One B.S. in Ed., Ohio State University
0
Mrs. Frederick Keenan
Grade Two
2
Miss Joan C. Petraglia Mrs. Frankland Miles Mr. Kenneth W. Lovejoy
Mr. Richard E. Woodsum
Mrs. Theodore Chase
Mrs. John DeWolf
Grade Five B.S., Ed., Bridgewater State Teachers College
7
Mrs. Horatio O'Neil
Grade Six North Adams Normal School; Bridgewater State Teachers College 21
Grade Six B.S., Boston University; Stanford University 0
Grade Six B.A., Harvard University; M.A., Trinity College, Dublin 8
Grade Six
B.S. in Ed., Lesley College
0
Mrs. Lawrence R. Dunn
Mrs. G. Edwin Peters
French B.F.A., Beaver College 2
Music B.Mus., Boston University College of Music;
Hyannis Teachers College 3
16
HIGH SCHOOL TEACHERS
Telephone: WEllington 4-2951
Principal
Assistant-Principal Junior High Grades ; Mathematics
Mr. Robert B. Mendenhall Director of Guidance Mr. Robert A. Anderson Mr. Robert H. Backus English Mathematics Mrs. Malcolm Brock Mathematics
Grade Four B.S. in Ed., Lesley College
Grade Four Perry Kindergarten School; Boston University 2
Grade Five B.A., University of Massachusetts; M.Ed., Fitchburg State Teachers College 7
Grade Five B.A., Brown University
5
Grade Five B.S., Lesley College; Boston University
10
Mrs. Charles Turner Mr. James F. Queeny
Miss Joan A. Mulrenin
Art Philadelphia Museum School of Art 1
Miss Mary Jane Smith
Mr. Harry B. McCormack Mr. Ralph N. Blakeman
B.S., Springfield College; M.Ed., Boston University; Harvard University; Tufts College 2 B.S. in Ed., M.Ed., Boston University; Bloomsburg State Teachers College 22
B.S. in Ed., M. in Ed., Boston University 9 B.A., Upsala College; M.A., Colorado State College 2 B.A., Tufts College 2 B.A., Swarthmore College; University of Chicago; Akron University; Bridgewater Teachers College 0
Years of service in Duxbury
Name
Mr. Ronald B. Child Mrs. Sarah F. Cobb
Mrs. Kenneth Cram
Mr. Lawrence R. Dunn
Biology & Chemistry English & Social Studies Household Arts Head of Mathematics Dept., Science and Mathematics Industrial Arts Social Studies, English and French
Training
B.S., Northeastern University B.A., Colby College
1 0
B.A., University of New Hampshire 0
B.A., M.Ed., University of Maine 6
B.Ed., Keene Teachers College 3
B.S., Suffolk University 0
B.A., Brown University 3 B.A., University of New Hampshire; M.Ed., Central State College; Boston University; Boston State Teachers College 1
B.S., Providence College 9
B.S., Bus. Admin., Suffolk University
0
B.A., Radcliffe College; M.A., Yale University 2
B.S. Ed., Boston University 3
B.S. in Ed., Bridgewater State Teachers College; Mt. Holyoke 4
B.S., Boston University 6
B.A., University of New Hampshire; M.A., Columbia University 7
B.S., Boston University 1
B.S., Boston College; M.S. Fordham University 6
B.A., Clark University 1
17
Mr. Walter T. Kennedy Head of Department Social Studies Commercial Subjects
Mr. Charles D. Kraemer
Mrs. Philip Lynch Head of Foreign
Language Department; French
Mr. David R. Murphy Mrs. James C. Pye
General Science Latin
Mrs. Wilmot L. Reed Mrs. M. E. Sherwood
Mr. Karl L. Stahl
Mr. Robert J. Sullivan
Miss Ann M. Vaitiekaitis
Position
Mr. Edwin T. Green, Jr.
Mr. Robert A. Hurley
Mr. Raymond N. Jenness, Jr.
English
Mr. James P. Kelley
Social Studies
Commercial Subjects Head of English Dept., English Social Studies and English Chemistry & Physics, Acting Dept. Head English
SUPERVISORS AND SPECIAL INSTRUCTORS
Mrs. Elesebeth B. Bencordo Mrs. Lyle K. Bush
Mrs. Louis H. Cushing
Special Class
Partridge Academy 16
B.A., University of Washington, M.A. Teachers College, Columbia University 11
B.A., Fitchburg Teachers College; M.Ed., Boston University 4
Miss Anna Bigelow Davis
Mr. Roger E. Jarvis
B.M. Ed., Westminster College
8
Mrs. Emily P. McWade
Homebound Students
Boston University; Hyannis Teachers College 9
0
Mr. George E. Teravainen
Physical Education Physical Education
B.S. in Ed., Boston University; M.Ed., Springfield College
6
CLERKS
Mrs. Muriel O. Ferrell
High School Secretary Superintendent's Office
Partridge Academy; Bryant and Stratton
16
Miss Helen F. Hanigan
Norwich Academy; Packard Commercial School Milton High School 1
Quincy High School; Boston Commercial
5
18
7
Mrs. Dolly H. Paulding Superintendent's Office Mrs. Margery S. Trout Elementary School Secty.
Librarian Remedial Reading
Art Music
B.S. Art Ed., Rhode Island School of Design
7
Miss Gail Parks
Springfield College
19
JANITORS
Name
Position
Years of Service in Duxbury
Mr. Charles W. Schwab Head Janitor, Primary School
16
Mr. Leonard Cuneo
Janitor, Primary School
0
Mr. Ralph Whitehouse Janitor, Primary School
0
Mr. Harold Johnson Head Janitor, Intermediate School
0
Mr. James E. Walke Janitor, Intermediate School
5
Mr. Michael J. Sheehan
Head Janitor, High School
10
Mr. Carlton Torrey
Janitor, High School
0
Mr. George Watson
Janitor, High School
0
Mr. Alfred W. Freeman
Janitor, High School
0
HEALTH AND SPECIAL SERVICES
Mrs. Anne P. Welcker, R.N.
School Nurse 1
Dr. Walter E. Deacon
School Physician 14
Dr. Francis C. Ortolani
School Dentist
8
Dr. Gillis K. Turner
School Dentist 12
Mr. Lawrence C. Doyle
Attendance Officer
0
LUNCHROOM STAFF
Mrs. Thelma P. Redlon
Manager
13
Mrs. Marie Caron
Cook
15
Mrs. Verna M. Schwab
Assistant
7
Mrs. Ruth LaFleur
Assistant
6
Mrs. Frances Sollis
Assistant
6
Mrs. Lawrence Govoni
Assistant
0
Mrs. Paul Kehoe
Assistant
1
Mrs. Richard Putnam
Assistant
0
Mrs. Donald Sollis
Assistant
0
Mrs. Mary Ann LaFleur
Assistant
0
EVENING PRACTICAL ARTS
Mrs. Phyllis Gray
Clothing
5
Mr. Daniel H. May, Sr.
Furniture Refinishing
4
Mrs. Louise Snell
Cake Decoration and
Party Refreshments
2
Mr. Alexander Johnston
Upholstery
1
Mrs. Hazel Green
Rug Braiding
1
Mr. John MacFarlane
Chair Caning
2
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CURRICULUM
ELEMENTARY SCHOOL
The curriculum offered in the Duxbury elementary grades is planned so as to provide fundamental educa- tion of importance to all children. It includes the follow- ing major areas.
Language Arts* (reading, phonics, grammar, writing, spelling)
Creative Arts (art, music) Re-creative Arts (health, physical education) Arithmetic Social Studies (community civics, history, geography) Science
*Foreign language study begins in grade three.
The elementary curriculum provides training in the arts of communications through the language arts; provides opportunity for self expression and apprecia- tion through the creative arts; provides training for the development of good health and physical well being ; gives training in the necessary skills of computation; and, through the social studies and science, provides funda- mental information about the world in which we live.
By arranging the program of studies in six major areas teachers are allowed more freedom to use available time where it is most needed. For example, a teacher may wish to spend more time on reading on a particular day and less time on this activity on another day, or she may wish to coordinate two or more areas in one unit of teaching. These things may be done easily since the teacher is free to use large blocks of time under this plan instead of operating in small time units. Flexibility in teacher use of time makes for more effective teaching.
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To end a presentation of the elementary school cur- riculum at this point would be to over simplify a some- what complex matter. Consideration must be given to individual differences which exist among pupils, and attention must also be given to the problem of teaching techniques.
Individual needs and differences are met in a variety of ways in the Duxbury elementary schools. Pupils who have reading difficulties are given remedial instruction by a specially trained teacher. Pupils who are so-called non-readers, and who have not been helped by our usual remedial procedures, are grouped for special instruction. This instruction is given by some of our regular teachers who have received special training in this area.
In regular classes in skill subjects pupils are arranged in groups according to their ability to advance in their work. These groups are further refined to take care of the very slow learning pupils and those who are exceptionally fast learners. It is through this refinement in grouping that we provide for our so-called talented pupils. This procedure allows the exceptionally bright pupil to ac- complish more and to move ahead faster, while it provides more time for the pupil who needs more. In effect, this provides an ungraded primary unit. We hope that we can eliminate the grade designations in the first three grades and refer to them as the ungraded primary in 1962.
A further reorganization for improvement in in- struction at the elementary level is the use of depart- mentalized teaching in grades five and six. This plan assigns a person to teach a particular subject in which he is especially qualified rather than to teach several subjects in which he may not be equally well qualified. We have used this plan in Duxbury for the past three years and
22
we find it very satisfactory. We hope to extend the plan to include grade four beginning in September, 1962.
Those pupils who have extreme difficulty in all phases of learning receive special instruction adjusted to their needs. Such instruction is required under state law and must meet state standards as to curriculum and teacher qualifications. At the present time there are twelve such pupils in grades one through six who require this instruction.
Concerning teaching techniques, consideration has been given to "team teaching". The concensus to date is that more experimentation needs to be done before we should adopt this procedure. Measured by achievement on standardized tests there is no strong evidence that this procdeure is any more effective than the traditional plan. It is our feeling that at the present time a good teacher with a normal size class gives the best assurance of pupil success. We are fortunate in having many fine, experi- enced teachers together with classes averaging 20-25 pupils in the primary grades and 25-30 pupils in the intermediate grades.
For the past several years our elementary grades have used Channel II educational television programs to supplement our regular studies. We have not used the televised foreign language program, however, since we have been able to obtain the services of a well qualified language teacher. Our foreign language program has now been in effect for three years. Instruction begins in grade three and classes are held for thirty minute periods three times each week. The head of the foreign language department reports that, because of this early training, high school pupils are doing more advanced work than was formerly possible.
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There are many interesting and stimulating new areas of curriculum study and teaching techniques at the elementary level that will demand our attention in the years immediately ahead. The further use of televised instruction, more study of the team teaching technique, the use of teaching machines, and the use of teacher aids (persons) are some of the devices and procedures we shall consider. We shall also do more in the area of curriculum improvement, including a re-examination of our mathe- matics and sciences courses, and the strengthening of our health and physical education program to meet the President's proposals in regard to physical fitness.
HIGH SCHOOL
At the high school level our major areas of instruc- tion are directly related to pupil's future plans. In general they can be divided into programs for the college and non-college bound students. Those who are preparing for further study beyond high school are provided a sufficient spread and depth of course offerings so that they can meet the entrance requirements of any college provided they maintain the scholastic standing (marks) required by the college. The student who is not planning to continue his education beyond high school has three areas of prep- aration to choose among. A boy may take the industrial arts program or the commercial program. A girl may elect the commercial program or the home economics program. All of these programs have good facilities and experienced teachers. In addition, both boys and girls may go to vocational schools at public expense to obtain more extensive training than Duxbury is able to offer. Some of our students desiring such additional training have enrolled at the Silver Lake Vocational School, the South Weymouth Vocational School, the Norfolk County Agricultural School, and the Peabody School in Norwood,
24
Massachusetts. It is expected that still further opportuni- ties will open up in this connection with the establishment of the regional vocational school at Hanover, Mass.
The majority of pupils in the Duxbury high school are interested in preparing for some kind of advanced training beyond high school, and this fact has a strong bearing on the nature and scope of our high school cur- riculum. This does not mean that other areas of the curriculum should be short-changed because of this strong interest. These areas must include good programs with adequate facilities and well qualified instructors. How- ever, the number of pupils in the college preparatory area makes it possible to provide a two track ability program, to offer advanced science, advanced mathematics, honors courses in English, and more depth in foreign language. On the other hand there are many more courses that could be offered in the commercial, industrial arts and home economics areas than we provide, but we would not be justified in offering them because of the small enroll- ments in these departments. Students seeking more ad- vanced and more specialized training in these areas may find it possible to meet their needs at a nearby vocational school at public expense.
Some recent curriculum changes in the Duxbury high school curriculum include :
1. A complete foreign language sequence from grade 7 through 12.
2. A language laboratory of 27 positions to strength- en instruction in this field.
3. The addition of a third year of Latin.
4. A course in economics emphasizing knowledge of the American economic system.
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5. A re-organization of the science courses providing advanced science in grade 12.
6. Metal work in the industrial arts program.
7. Ceramics in the art program.
New directions in the high school curriculum point to the need for further study in the mathematics, science and social studies curriculums. We need to provide more opportunity for individual study during school time. In the science field this may well develop in connection with the new senior science course in grade 12. The use of teaching machines to improve student's work in the skill subjects needs investigation now. Some modification of the team teaching plan in which new units of work will be presented to several sections at once by one department member should be investigated. The possibilities for this in English and Social Studies are evident. More time for health and physical fitness instruction is needed. All of these and other new proposals may require more than the present six hour school day. At present a high school student is in classes or study halls six fifty minute periods each day. More periods of the same length are desirable if the school curriculum is to be further extended. Addi- tional time would provide opportunity for more classes and for independent study and research.
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