USA > Massachusetts > Plymouth County > Duxbury > Town annual report of the officers and committees of the town of Duxbury Massachusetts for the year ending 1964 > Part 11
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The concept of pupil personnel services including: guidance, attendance, psychological, health and social work services is accepted by the Commission as an inte- gral part of the educational program from kindergarten through adult education. Certain of these services are deemed by the Commission to be imperative. These include: continuous counselor contact for each pupil, work experience programs, and a strong program of edu- cational and occupational information and planning.
In this connection the Duxbury schools provide the following services: guidance counselors, an attendance officer, psychological services through the Judge Stone Clinic, and the health services of a school physician and two nurses. Under consideration is the addition of a . guidance counselor for the intermediate school.
Concerning teacher education the Commission's re- port stated that within five years minimum academic
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qualifications for all new teachers shall include: (1) prep- aration beyond the bachelor's degree, preferably to the master's degree, and (2) substantial subject matter con- tent preparation related to their teaching assignments. The report further stated that there should be 40 teachers and 10 non-classroom professional personnel for each 1000 elementary school pupils, and 60 teachers plus 15 non- classroom professional personnel for each 1000 pupils in secondary schools.
In relation to school buildings among other recom- mendations the report stated that a statewide building program to provide for the replacement of school facilities erected prior to 1900 be developed. In addition, schools constructed between 1900 and 1920 should be given high priority for replacement, and those constructed between 1920 and 1950 should be modernized.
Duxbury has no school buildings that were con- structed prior to 1920. Two were constructed prior to 1950.
In the matter of school costs the Commission rec- ommended that the present state aid formula be applied in full, and that the statute be amended to discontinue the practice of paying only one half of the amount of state aid as presently computed. Full assessed valuation should be used as a tax base for aid to education, the report stated. Presumably this recommendation would double the amount of state aid to be received by the Town of Duxbury under the formula now in effect. In this connection it should be noted that, under the revised state aid formula effective in January 1965, Duxbury can expect to receive only a little more than half of the amount of state aid formerly received. Under the old formula (Chapter 559, 1945) Duxbury's valuation was listed as $8,430,467.00. Under the new formula (Chapter 660, 1963) Duxbury's valuation is listed as $19,228,000.00.
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Applying this new valuation to the formula reduces state aid to Duxbury. Therefore the adoption of the Com- mission's recommendation would be most helpful to Duxbury.
VOCATIONAL EDUCATION The Regional Vocational School Defined
A regional vocational school serves the pupils of two or more towns by providing specialized vocational training suited to their needs and interests. It is sup- ported by the joint efforts of the towns comprising the region with aid from the state and federal government. It is controlled by a committee which is representative of the towns comprising the region. It is established under state law.
Towns which seek to organize as a region for the purpose of establishing a vocational school are usually too small individually to provide and support a suitable program of specialized education. Together, they include a sufficient number of pupils, and a broad enough base for financial support to provide an extensive curriculum. The State Division of Vocational Education states that, "the primary objective of vocational education in Massa- chusetts is to prepare persons for effective entrance into employment and to upgrade those already employed.". Such training primarily stresses the development of skills and is organized around unit trades such as: auto body repair, auto mechanics, cabinet making, carpentry, commerical art, drafting, electricity, electronics, graphic arts, machine shop practice, metal fabrication, painting and decorating, pattern making, plumbing, sheet metal, upholstery, welding, cosmetology, practical nursing, needle trades, medical assistants, dental assistants, sur- gical assistants, and food trades.
These unit trade programs require a minimum of six
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hours per day. One half of this time is devoted to pro- ductive shop work, one quarter to related subjects, and one quarter to academic subjects. Pupils are usually en- rolled in two sections and alternate in attendance at shop and related or academic subject classes.
Vocational courses are terminal courses in the sense that they lead directly to employment on the level of advanced apprentice.
Basis in Law
Regulations governing vocational education in Mas- sachusetts are provided in Chapter 74 of the general laws of Massachusetts, and in bulletin number 326 which sets forth policies for the establishment and administra- tion of Massachusetts state aided vocational schools. With the passage of the National Defense Education Act (P.L. 85-864, Title VIII) technical education became a part of the program of vocational education.
Control
The regional school district is administered and con- trolled by a Regional School Committee. The Committee is organized under the general rules relative to the estab- lishment of regional school districts as set forth in Chap- ter 71 of the general laws. This committee does not replace the town school committee. It is a separate and additional committee and is concerned with the voca- tional school only.
Cost
Financial support includes capital cost and operating cost. Capital cost is adjusted down by reimburseable planning costs, and by a state construction grant. A town's share in the capital cost of a regional school may be assessed on the basis of the town's estimated pupil enrollment. For example, if the estimated enrollment
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of a town is 10 per cent of the total enrollment of the proposed regional school, the towns share would be 10 per cent of the capital cost. Operating costs are based on a per pupil cost. For example, if the operating cost is $500.00 per pupil and forty pupils are enrolled from a town, the town's portion of the operating cost is $20,000.00. Operating costs are reimburseable by 50 per cent of the expenditures. In addition, towns in a region have an additional 15 per cent increase in reimburse- ment on account of schools under Chapter 70. Transpor- tation costs are reimbursed one hundred per cent.
The Curriculum
The curriculum of a vocational school is specialized and its offerings are extensive. A long list of special kinds of training was presented earlier. Academic sub- jects and related courses count for 50 per cent of the program of studies. All programs are grouped for instruc- tion purposes into four tracks. Track I is for pupils in the technical courses. In this area more stress is put on science and mathematics than on manipulative skills. Tracks II and III differ in that one emphasizes mechani- cal aptitude, while the other stresses artistic ability. Track IV is for certain pupils not qualified for any of the first three tracks, who are poorly motivated, perhaps because of socio-economic status and for whom certain kinds of job training may lead to employment. The fol lowing is a suggested list of training programs arranged according to tracks which was proposed for the South- western Middlesex Regional Vocational Technical High School.
TRACK I (Grades 13 and 14) (Post-Graduate)
Optic Technology Tool & Die Technology Machine Design
Practical Nursing
Medical Assistant Geriatric Assistant
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TRACK II (Grades 9-12)
Auto Body Spray Booth
Auto Mechanics
Carpentry
Basic Electronics Food Trades
Graphic Arts
Machine Shop Practice Inspection Room Metal Fabrication
Painting & Decorating Plant Maintenance
Plumbing & Pipe Fitting Precision Sheet Metal
TRACK III (Grades 9-12)
Distributive Education
Child Care
Food Services
Fashion Design
Health Service
TRACK IV (Diversified Occupations)
Production Welder
Machine Tool Operator
Packaging Machine Operator Auto Serviceman
Why Should Duxbury be Concerned?
The following are several reasons why the Town of Duxbury should give thoughtful consideration to the need for a regional vocational school in this area.
1. Our present facilities are being used at maxi- mum capacity. There is no time when classes are not scheduled.
2. Our facilities can provide only a very limited training program, thus challenging the inter- ests of only a very small group of pupils. The present program includes woodworking, some metal work and welding, and mechani- cal drawing. Eighteen pupils in grades 9-12 are enrolled. Some have dropped out because of lack of interest. Others have never started
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the program because the offerings did not meet their needs.
3. Training opportunities in already established vocational schools in the area are not readily available to all pupils who need it.
4. If 10 per cent of our enrollment in grades 9-12 is taken as an indication of the need for this kind of training by 1970 there will be at least 63 pupils who should be enrolled in this program.
The above information indicates that a more, appro- priate and meaningful program of training is required for a growing number of pupils whose goal is direct employment after graduation from high school. Parti- cipation in a regional school district would prove more extensive and more specialized education for our young people, and would result in a better investment of our money.
Implementation of this Program
The following is a series of steps necessary to a careful consideration of this problem.
1. A determination of the interest of other towns besides Duxbury. Marshfield and Plymouth have already expressed serious interest.
2. A request to the State Division of Vocational Education that a study be made of the area in relation to the need for a regional vocational school. This request has been made.
3. A request for the appointment of a town re- gional school district planning committee. This requires the submission of an article to be voted at town meeting. Such a committee
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would, if authorized, join with similar com- mittees from other towns thereby forming a regional school district planning board for the purpose of studying the advisability of estab- lishing a regional vocational school district.
Recognizing the urgency of an early decision the Duxbury School Committee has initiated conferences with other communities and has discussed the matter at several of its school committee meetings.
SCHOOL BUILDING NEEDS
A study of the chart showing population growth indi- cates that the projected number of students for grades 7-12 will have exceeded the stated capacity (600) of the high school building by 1966. On the other hand, the intermediate school will not reach capacity (450) until 1969. Although the figures have been checked, the esti- mates of future enrollments in the primary school appear unrealistic in view of the recent growth of population in this school. Good judgment would indicate that this building would also be at capacity by 1969.
How to operate the high school effectively with a projected enrollment greater than the stated capacity is our problem for the next few years. For 1965-66 we are planning to increase the number of class periods per day from six to seven. This plan makes for greater use of the existing rooms and hence provides for more stu- dents. Extending the school day, if necessary, will also provide classroom space for more students.
In what grade grouping student population growth will develop fastest in the years ahead is an important consideration in relation to plans for future school build- ings. During the period 1954 to 1964 the number of pupils in grades K-6 increased 60 per cent, but in the same period the number of pupils in grades 7-12 increased
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134 per cent. For this ten-year period the high school grew in enrollment more than twice as fast as the ele- mentary school. If the five-year period beginning in 1959 and ending in 1964 is considered we find that the number of pupils in grades K-6 increased 39 per cent, and for the same period the number of pupils in grades 7-12 increased 37 per cent. For this shorter period then the amount of growth in each area was about the same. For the period after 1964 the projected growth for grades 7-12 indicates an increase of 35 per cent from 1964 to 1972. On the other hand, the amount of growth in grades K-6 from 1964 to 1972 is only five per cent. This amount of growth would seem to be unrealistic even though mathematically correct. Perhaps the effect of the South- east Expressway on school population is a factor which is too recent to be an influence in our calculations of future growth. It seems reasonable to expect that the growth of the elementary school population will continue to increase and that the amount of increase will be con- siderably greater than five per cent as indicated by the mathematical projection.
POPULATION PREDICTION TO 1972
Grades and Totals
K
1
2
3
4
5
6
7
8
9
10
11
12
K-6
7-12 K-12
Percentage
of Survival*
1.26
1.10
.98
1.05
1.05
1.02
.99
1.02
.99
.99
.95
.92
.88
Number of Births 5 Years
Years
Previous
1964*
95
122
143
113
144
139
140
122
121
109
117
95
66
81
923
589
1512
1965
85
107
134
140
119
151
142
139
124
120
108
111
87
58
932
608
1540
1966
102
128
118
131
147
125
154
141
142
123
119
103
102
77
944
666
1610
1967
90
113
141
116
138
154
128
153
144
141
122
113
95
90
943
705
1648
1968
79
99
124
138
122
145
157
127
156
143
140
116
104
84
912
743
1655
1969
90
113
109
122
145
128
148
155
130
154
142
133
107
92
920
758
1678
1970
100₺
126
124
107
128
152
131
147
158
129
152
135
122
94
915
790
1705
1971
100±
139
139
122
112
134
155
150
150
156
128
144
124
107
931
809
1740
1972
120%
151
153
136
128
118
137
153
133
149
154
122
132
109
976
799
1775
*Based on previous 10 years experience
¡Actual Membership October 1, 1964
*Estimate
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Because the need for additional classroom space is obvious for the immediate future, and because the plan- ning and constructing of a new school building is a long process, a beginning should be made in 1965. Therefore, it is recommended that a committee be appointed at the March 1965 Annual Town Meeting to investigate and study our school building needs.
DATA PROCESSING PROCEDURES
With the requirement in 1964 by the State Depart- ment of Education that a new system of financial account- ing be established and with the adoption by many school systems of modern accounting procedures using data pro- cessing equipment, the advisability of using these new procedures in the Duxbury school system has been un- der study for several months. Consultations with spe- cialists in the field of data processing, a presentation of the nature of these procedures to all faculty members, and study of the matter by the School Committee have been carried out.
Data processing is the use of modern technological devices in business office accounting, in instruction of pupils in business education classes, and in student ac- counting and scheduling.
The equipment is similar to that used in industry for payrolls and for the handling of invoices and other accounting procedures. Our school business office uses payrolls and invoices, and keeps records involving a large number of transactions. During 1964 there were 978 invoices processed by the Superintendent's office. The use of data processing equipment would make for more efficient operation of school business activities in the same manner as it is found useful in industry.
Data processing equipment is not only useful in student accounting and in business office accounting, but
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it also serves as means of instruction for those pupils specializing in the commercial subjects. Because of the increasing number of data processing installations in in- dustry, there is a growing demand for persons trained in the use of this equipment. There is need for key punch operators and for persons trained in punched card data processing. Competence in the use of these machines leads to profitable employment. There should be suffici- ent time for pupil instruction on this equipment in the high school even though the equipment would be used for accounting purposes.
In the area of student accounting such equipment can be used to prepare pupil programs, class lists, report cards, and attendance reports. These procedures will result in a saving of teachers' time by eliminating many hours of routine clerical work. Thus, more teacher time is available for instructional purposes.
The equipment needed includes an interpreting card punch; a sorter (which sorts record cards at the rate of 650 per minute; a reproducing summary punch, and an alphabetic accounting machine, which works at the rate of 50 lines per minute. This equipment could be placed in the office practice room in connection with the com- mercial department. Here it would be available for classes to be trained in its use, and would, at the same time, be in a convenient location for use by school admin- istrators and office personnel.
Such equipment is too expensive to purchase, but it can be rented on a yearly basis. It is our hope to finance this for a year by using funds outside the regular school budget. Rental of such equipment includes a number of services, such as: planning procedures for each appli- cation of the equipment to the schools, maintenance of equipment, and instruction in its use.
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PERSONNEL
What appeared to be only one possible change in each school faculty during 1964 increased to eleven before the school year 1964-65 opened. This number, plus the six additional teachers previously planned for, resulted in seventeen new appointments for September 1964. The total school personnel is now 123 of which 88 are con- cerned with instruction. In 1965 the instructional staff will increase to 92 if the school budget is approved.
During 1964 we were saddened by the untimely deaths of Mrs. Horatio O'Neil, Elementary school teacher in Duxbury for twenty-five years; Mrs. Louis H. Cushing, a recently retired teacher of our Special Class; and Mr. Edwin I. Baker, driver of Duxbury school buses for many years. Their loyalty and devotion to our schools will long be remembered.
ALICE M. O'NEIL
The whole community was saddened by the sudden death of Alice M. O'Neil, on August 21, 1964. Mrs. O'Neil began her teaching in the Dux- bury schools in 1926 serving in different schools in the town in the elementary grades through June 1964. At the time of her death she was the senior mathematics teachers in the Intermediate school.
During her many years of teaching she served her profession and the people of Duxbury with honor and devotion. Her dedication to her work was a continuous source of inspiration to her fellow teachers. With a warm, friendly and understanding spirit and with the skill of a mas- ter teacher she taught the young people of Dux- bury with true affection and understanding for twenty-five years. We shall miss her.
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LAURETTA M. CUSHING
Although she taught in Duxbury only six years (from September 1957 to September 1963), Lauretta Cushing will long be remembered by her associates for her warm and friendly person- ality. In 1963 she retired from public school teaching having completed some twenty years of service in various towns in the state. Mrs. Cush- ing was a specialist in teaching the retarded, a field in which she demonstrated great compe- tence.
After her retirement she served as needed as a substitute teacher until her untimely death on August 28, 1964.
EDWIN I. BAKER
Although he was not a member of the Dux- bury faculty, Mr. Baker was well known to many teachers and pupils. As a driver of a school bus, and later as head of the school bus service he took an active interest in all school affairs that involved the transportation of pupils. A sym- pathetic understanding of young people and a great concern for their safety were characteristic of Eddie Baker. His work was important and his passing was a great loss.
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Distribution of School Department Personnel
1964
1965
Teachers (Elementary Schools)
45
47
Teachers (High School)
31
32
Librarian (High School)
1
1
Supervisors (Elementary Schools)
1
1
Principals
2
2
Assistant Principals (High School)
0
1
Superintendent
1
1
Special Instructors (part-time)
3
3
Evening School Teachers
4
5
Custodians
10
10
Clerks (full-time)
4
4
Clerks (part-time)
2
2
Dentists (part-time)
2
2
Physician (part-time)
1
1
Nurses
2
2
Attendance Officer (part-time)
1
1
Lunchroom (full-time)
7
7
Lunchroom (part-time)
6
6
-
Totals
123
128
HIGH SCHOOL TEACHERS Telephone 934-2951
Years of Experience Dux- Else- bury where Total
Name Mr. Harry B. McCormick
Position
Training
B.S., Springfield College; M. Ed., Boston University
5
16
21
Mr. Ralph N. Blakeman
Assistant Principal Junior High Grades and Mathematics English
B.S. Ed., and M. Ed., Boston University
25
0
25
Miss Susan C. Albro
Miss Nancy Jo Altpeter Mr. Robert A. Anderson
English
B.A., University of Massachusetts
2
0
2
B.A., Upsala College, M.A., Colorado State College
5
4
9
Mr. Robert H. Backus
B.A., Tufts College
5
0
5
Mrs. Elesebeth B. Bencordo
Partridge Academy
19
0
19
Mrs. Malcolm Brock
Mathematics Librarian Mathematics Developmental
B.A., Swarthmore College
3
712
1012
Mrs. Lyle K. Bush
Reading
B.A., University of Washington; M.A., Teachers' College Columbia University
14
15
29
Miss Anna Bigelow Davis
Art
B.S., Art. Ed., Rhode Island School of Design B.A., and M. Ed., University of Maine
10
2
12
Mr. Lawrence R. Dunn Head of Mathematics Department; Mathematics
9
4 13
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B.A., Connecticut College; M.A.T., Yale University
0
0
0
English
Principal
HIGH SCHOOL TEACHERS - Continued
Mr. Edwin T. Greene, Jr. Miss Audrey M. Hibbett
Mr. John G. Hubbard Mr. Roger E. Jarvis
Mr. Walter T. Kennedy
B.S., Providence College
12
0
12
Miss Ann B. Kimpton
B.A., Regis College
1
0
1
Mr. Charles D. Kraemer
B.S., Suffolk University
3
3
6
Mr. Gordon E. Leighton
B.S., Springfield College
11/2
0
112
B.A., Radcliffe College; M.A., Yale University
5
31/2
81/2
Mr. Robert J. Martin
Science
B.S., Tufts University
2
1
3
Mr. David R. Murphy
General Science
B.S. Ed., Boston University
6
0
6
Miss Lucille B. Picco
Social Studies
B.A., Park College;
M.A.T., Wesleyan University
0
0
0
Miss Marguerite C. Pinter
Social Studies
B.A., Trinity College; M.A.T., Boston College
0
0
0
Miss Janet A. Proulx Mrs. James C. Pye
Biology
B.S., University of Maine
1
3
4
7
21/2
91/2
9
12
21
Commercial Subjects Household Arts
B.Ed., Keene Teachers College
6 £
0
6
B.S. Ed., State College at Bridgewater
2
0
2
0
1
1
B. Ed., Keene Teachers College B.M. Ed., Westminster College
11
2
13
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-
0
0
0
Industrial Arts Girls' Physical Education Industrial Arts Music, High School and Elementary School Director of Guidance Social Studies Commercial Subjects Mathematics
Mrs. Philip H. Lynch
Head of Language Dept.
French
Latin
B.S. Ed., State College at Bridgewater B.S., Boston University B.S. Ed., State College at Framingham
Mrs. Wilmot L. Reed Miss Joan Rotchford
HIGH SCHOOL TEACHERS - Continued
Mrs. M. E. Sherwood
Head of English Dept.
B.A., University of New Hampshire; M.A., Columbia University B.S., Boston University B.S., Boston College;
10
14
24
Mr. Karl L. Stahl
English
4
0
4
Mr. Robert J. Sullivan
Head of Science Dept.
M.S., Fordham University B.S. Ed., Boston University; M. Ed., Springfield College B.A., Boston University
9
7
16
1
12
13
B.S., Boston University
21/2
0
21/2
Guidance Counselor
B. Ed., University of Hawaii;
M. Ed., Boston University
0
6
6
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14
Mr. George E. Teravainen Boys' Physical Education French Social Studies
Mrs. Mercedes A. Tower Mr. James R. Truden Miss Ethel M. Yamachika
5
9
ELEMENTARY SCHOOL TEACHERS Telephone: Primary -- 934-5733 Intermediate - 934-5754
Years of Experience Dux- Else- bury where Total
Name
Position
Training
Mr. James M. Cain, Jr.
Principal Kindergarten
B.A., and M.A., Tufts College
7
5
12
Mrs. Paul K. Baker
Perry Kindergarten School
12
0
12
Mrs. David W. Ellis
Kindergarten
B.S., Maryland State Teachers College
9
4
13
Mrs. Henry Hurd
Kindergarten
Massachusetts School of Art
4
0
4
Mrs. Kirby Kellar
Kindergarten
Westbrook Junior College
1
0
1
Mrs. Harold G. Scott
Kindergarten
New England Conservatory of Music B.S. Ed., State College at Bridgewater
2
9
11
Mrs. Eugene P. Merlet
Primary School
B.S. Ed., State College at Bridgewater
3
2
5
Mrs. C. Truesdell Fife
Primary School
B.S. Ed., Ohio State University State College at Bridgewater
12
16
28
Mrs. Morris Loring
Primary School
12
6
18
Mrs. Kenneth O. Macomber
Primary School
Salem Normal School
23
0
23
Mrs. Elmer Glass
Primary School
Bridgewater Normal School
14
4
18
Miss Marilyn E. Countway
Primary School
B.A., Wheaton College
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