USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1934-1936 > Part 13
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DIRECTORY OF SCHOOL DEPARTMENT
SCHOOL COMMITTEE
Mrs. Belle H. Chaffin
Chairman
Mrs. Marion C. Alexander
Secretary
Dnoald S. Pitkin
Harold C. Wingate
Superintendent
HIGH SCHOOL
A. Russell C. Cole
M. B. Gillespie
Nels H. Sandberg
Bessie M. Dudley
Adelaide Colburn
English, History
Latin, French
Commercial Branches
Household Arts
Science, Athletics
JUNIOR HIGH
Edward W. Whitmore
Anne L. Cunneen
Marion L. Brine
Anna M. Reynolds
Principal, VIIIA Grade VIIIB
Grade VIIA Grade VIIB
JENKINS
LeRoy E. Fuller
Bessie M. Monahan
Helen Pearl
Grade IV
Mrs. Eunice M. Cole
Grade III Grade III
Ruth C. Welch
Lillian M. Weeden
Grade II
Grace E. Hague
Helen L. Jones
Principal
Mathematics, Science
Practical Arts
English
Nancy H. Fisk
Gertrude E. Mahn
Dorothy E. MacFarlane
Edward L. Stewart
Principal, Grade VI Grade V
Grade I Assistant
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HATHERLY
George W. Burrill
Doris C. Crocker
Edith A. Dann
Sara M. Souther
Helen G. Knox
Lucy A. Lockhart
Principal, Grade VI
Grade V
Grade IV
Grade III
Grade II
Grade I
SUPERVISORS
Jeanne E. Bradford
Doris D. Ward
Ruth A. Whidden
Music
Art
Physical Education
HEALTH OFFICERS
T. B. Alexander, M. D.
School Physician
W. B. Parsons, D. M. D.
School Dentist
Margaret J. O'Donnell, R. N. School Nurse
SUPERVISOR OF ATTENDANCE
Annie M. S. Litchfield
JANITORS
Louis H. Madore
High School
Augustus Abbott
High School
Lewis B. Newcomb
Frank Young
Hatherly School Jenkins School
HIGH SCHOOL CAFETERIA
Ina B. Litchfield Elizabeth Abbott
Director
Assistant
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REPORT OF THE SCHOOL COMMITTEE
To the Citizens of Scituate:
The School Committee respectfully submits the follow- ing reports of the various departments of the schools, showing the year's accomplishment, and asks for $79,000.00 to cover the budget for another year. This amount is needed to maintain the schools at a high stand- ard of efficiency.
BELLE HOWES CHAFFIN, MARION COLLIER ALEXANDER, DONALD S. PITKIN,
School Committee.
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REPORT OF SUPERINTENDENT OF SCHOOLS
To the School Committee of Scituate:
I take pleasure in submitting my ninth annual report · for your consideration.
CHANGES IN OUR TEACHING STAFF
There were no teacher changes at the end of the last school year at the Hatherly School. One resignation, that of Mrs. Robert O'Hern, was received from the Jen- kins staff. Mrs. O'Hern, who was married during the school year, had completed eight years of commendable service at this school. Her position was not filled, as the enrollment in the three upper grades of this building made it possible to operate with one less teacher than last year.
The position held last year by Miss Boardman, in the Junior High School, was filled by the selection of Miss Anna M. Reynolds, of Boston, Massachusetts, a graduate of Bridgewater Teachers' College and Boston University, with four years' experience in the schools of Massachu- setts and Connecticut.
Another teacher, made necessary by the increased en- rollment, was added to the faculty at the High School. For this position, Miss Adelaide Colburn, of Holliston, Massachusetts, a teacher of five years' experience, was elected. Miss Colburn is a graduate of Mt. Holyoke Col- lege and holds a master's degree from Radcliffe. Her classes include two divisions of first-year English, two classes of History and one class in the Problems of American Democracy.
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The vacancy in the Manual Arts department was filled by the appointment of Nels H. Sandberg, of Weymouth, Massachusetts, formerly a teacher of this subject in the schools of Everett and Quincy. It is expected that the scope of this department will be somewhat broadened to include not only woodworking and finishing, but simple farm mechanics and projects which include sheet metal work.
UPKEEP OF BUILDINGS AND GROUNDS
The repairs to our elementary buildings that were re- commended in last year's report were carried out during the summer. The outside surfaces of both the Hatherly and Jenkins Schools received two coats of paint. In add- ition the copper gutters of the latter building were re- newed, for the first time since this building was erected. It was also found necessary to replace the small stack heater in the same building.
At the Community Center the two clay tennis courts were resurfaced, the baseboards being first renewed. The materials used in this work consisted of a fine grade of blue clay mixed with Quincy granite dust. After be- ing levelled and rolled, the surfaces were treated with calcium chloride. These courts have proved to be very satisfactory, holding up well throughout the entire sea- son.
The popularity of tennis seems to be increasing and it is not uncommon for those wishing to use the courts to have to wait their turn. It would be very desirable, if the expense did not make it impractical, to have an at- tendant regulate the use of the courts during the summer season.
During the fall term of the present school year, the Western Waterproofing Company completed the water- proofing and weatherproofing of the surfaces of the north and east walls together with the entire parapet wall of the two wings of the High School. This work is guar-
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anteed to stop all leakage through the walls, as well as around the windows, of the areas treated.
The cost of the maintenance of our school buildings during 1935 should be considerably less than in 1934.
FEDERAL PROJECTS
During the fall we were fortunate in having a project for the leveling and improvement of the westerly side of the Community Center grounds approved by the Emer- gency Relief Administration. This work was carried out at a relatively small cost to the School Department and its benefit to our athletic program will be very great. For the first time since the Center was constructed we have an adequate left field for baseball.
Another Emergency Relief Administration project which has been planned is the extension and completion of the ground drainage from the High School building. The dry wells which were expected to take care of the drainage from the large west wing of the building have not been sufficient for this purpose during heavy rains, and even the installation of a sump pump in the base- ment of this wing has proved to be inadequate. The con- struction planned in this project should solve our drain- age problem permanently as far as the present building is concerned as well as any possible future addition to it.
The first educational project undertaken in Scituate under the Federal Emergency Relief Administration was started on January 7 of the present year in the home of Mrs. Edith S. Dwight. It is a course in foods and food values and is planned to show how to prepare inviting and nutritious meals at low cost. Mrs. Dwight has had a wide experience in resturant management and this project should be of practical value to those who attend.
10
SCHOOL ENROLLMENT
Elementary Grades
Junior High Grades
Senior High Grades.
Total
1926
286
104
119
509
1927
314
97
117
528
1928
361
93
137
591
1929
369
88
135
592
1930
398
77
144
619
1931
421
73
162
656
1932
436
107
165
708
1933
443
131
173
747
1934
440
141
192
773
From the above table, based on our October first en- rollment for the past nine years, it is evident that our school population is still increasing, our net gain for the present year being twenty-six pupils. An analysis of these figures shows that for the past three years the enrollment of elementary pupils has been nearly stati- onary and the increase has been in the Junior and Senior High School units. From a study of the present mem- bership of the different grades of the elementary schools, it would seem that the Junior High enrollment will not change much during the next few years. On the other hand, it is likely that the High School will continue to increase during the period of the next three years. The rate of this increase will depend upon economic condi- tions to some extent, as a period of prosperity would probably lower the enrollment in the upper classes and eliminate the post-graduate problem. On the other hand, if the State legislature follows the Governor's recom- mendation and makes sixteen years the upper age of compulsory school attendance, the lower classes of the High School will continue large irrespective of economic conditions.
The increased enrollment in the High School this year made it necessary for us to provide more pupil stations (desks) as our regular class and recitation rooms were filled to capacity. These, twenty-five in number, were placed in the Library-Study Hall. Up to the present
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time, this room was used exclusively as a study room. As Mr. Cole points out in his report, our increased num- ber of classes, due to the larger enrollment this year, has made it necessary to use this room as a recitation room one period each day. It is possible that its use for this purpose will increase as our school membership in- creases.
PUBLIC USE OF THE HIGH SCHOOL
Outside of its use for Town meeting purposes and for the various extra - curricular activities of the High School, the High School building is being used in- creasingly by various town organizations. During the past year there have been sixty-one occasions on which the building has been so used. The Auditorium has been in greatest demand, although the library-study hall, the boys' showers and the cafeteria have been of fre- quent service to the public.
It is entirely proper that buildings which are con- structed and maintained at public expense should have a wide public use. It is readily understandable, however, that the greater the use for outside purposes, the larger the expense. In the case of the High School building this additional expense must be represented in the school budget, as the income from rentals must go into general town funds. The only large item of extra expense that can be readily computed is janitor service. In 1934 this amounted to one hundred eighty-eight dollars. The other sizable items of expense are heat and electrical energy, as represented by light and by power for ventilation purposes. While these outlays are not for school pur- poses, they are included in our school expenditures.
SCHOOL COSTS
Below is a table of local school expenditures for five years beginning with 1930. Except for the cost of maintenance of our school buildings and grounds there has been a rather general decrease of expenditures since 1931. The 1934 total is about 10% less than the total for 1931.
·
SCHOOL EXPENDITURES FOR FIVE YEAR PERIOD
General Expenses :
1930
1931
1932
1933
1934
School Committee
$ 242.06
$ 222.00
$ 167.50
$ 187.00
$ 197.13
Superintendent, Salary and Expenses
2,844.99
2,895.24
2,803.20
2,525.78
2,492.35
Truant Officer and Clerk
548.00
444.00
440.00
440.00
436.00
Other Expenses of Administration
54.42
58.20
64.14
64.82
86.13
Expenses of Instruction :
Supervisors and Teachers
42,500.25
46,962.00
46,555.00
41,933.70
41,437.75
Textbooks and Scholars' Supplies
3,534.54
4,173.82
2,939.08
2,863.87
3,497.23
Operation and Maintenance of School Plant :
Janitors
4,496.33
5,421.50
5,390.68
5,030.01
4,823.00
Fuel
2,928.63
2,731.67
2,554.32
2,151.15
2,638.50
Upkeep of Buildings and Grounds
5,019.87
3,972.59
3,096.45
2,639.55
5,848.72
Miscellaneous
1,147.19
2,025.88
2,076.03
2,061.02
1,739.54
Auxiliary Agencies :
Library
174.01
323.68
115.50
132.41
429.42
Health
1,143.42
1,213.79
1,305.78
418.34
452.41
Transportation
10,993.00
12,621.31
12,076.78
12,076.78
11,851.50
Miscellaneous
360.54
655.51
966.58
689.20
739.35
Outlay : New Equipment
1,278.65
1,953.50
727.63
530.16
857.60
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Special Items :
Tuition, Vocational and other Schools
643.62
885.57
1,301.20
934.89
513.61
Insurance Community Center Grounds
1,325.65
260.61
1,921.98
2,058.82
81.91
(1) 2,864.52 (2)1,071.99
3,065.21
1,599.70
Total
$79,235.17
$89,685.39
$85,573.84
$79,802.71 $79,721.85
(1) Under Park Commission.
(2) Special Appropriation.
SCHOOL DEPARTMENT CREDITS
From Federal Funds
1930 $ 236.20
1931 $ 261.63
1932 $ 153.47
1933 $ 165.61
1934 $ 154.62
From State Funds :
On teachers' Salaries
4,688.67
5,322.00
5,572.00
5,664.34
5,582.00
Maintenance of Household Arts classes 1,454.06
1,508.01
1,050.16
938.33
933.40
Maintenance of Americanization classes 265.32
166.22
168.65
Tuition at Trade Schools Tuition of State Wards
323.24
290.88
365.89
616.20
453.02
336.63
380.10
476.69
413.65
355.98
From City of Boston-Tuition
344.50
191.81
300.00
393.75
Money Collected by Department
26.50
104.45
362.65
320.43
291.75
Total
$7,330.62
$8,377.79
$8,341.32
$8,418.56
$8,164.52
Net Cost from Local Taxation
$71,904.55
$81,307.60
$77,232.52
$71,384.15
$71,577.33
Cost per Pupil from Local Taxation
116.16
123.94
109.09
95.56
92.57
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Following this table of expenditures is one showing the School Department credits. In the period 1931 to 1934 inclusive these have amounted to over $8,000 each year. The largest items represent State credits, including al- lowances on teachers' salaries, on Household Arts ex- penditures and for tuition. We also receive federal aid to apply to our Household Arts expenses and tuition from the City of Boston. Subtracting the amount of these school credits from the total school expenditures we have the school costs that have been met from local taxation. It is significant that while the total school ex- penditures were ten per cent less in 1934 than in 1931, the cost per pupil was less by about twenty-five per cent.
Your attention is called to the reports of the Principal of the High School, the School Physician, School Nurse, and Attendance Officer. In addition there are five ar- ticles written by teachers which deal with the activities of their departments. The usual Statistical tables and Financial Statement for the year 1934 are included.
Respectfully submitted, HAROLD C. WINGATE, Superintendent of Schools.
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REPORT OF HIGH SCHOOL PRINCIPAL
Mr. Harold C. Wingate, Superintendent of Schools, Scituate, Massachusetts.
Dear Sir:
I have the honor of submitting to you my eighth an- nual report as principal of the Scituate High School for the Scholastic year 1934-35.
At this period a year ago, we had in our high school a pupil enrollment of 176 pupils. This year we registered a student group numbering 196. The steady yearly in- crease has this year approached quite closely the maxi- mum pupil accommodation of the building under present arrangements.
It was found necessary to make a new home room for the pupils by placing permanent desks in the room form- erly used as a library-study hall, which up to this time has been used exclusively by pupils for study purposes. It has been necessary also during one period of the day to use this room as a recitation room because of the num- ber and sizes of the classes.
It seems quite evident that additional pupil stations will have to be installed in this room for another year in order to accommodate an increased enrollment and unless another room is made available, to be used more fre- quently as a recitation room. This would mean one of two things-either we must return to the unsatisfactory method of distributing pupils for study in rooms where recitations are going on, or reduce the number of periods in the school day by making each period longer.
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There are advantages and disadvantages in adopting the longer period method. It would lessen the number of periods that a pupil would have purely as a study peri- od, and hence free the library room for class use. The longer period would also enable the teacher to use a part of the period for recitation and test work and a part for directed study. This would unquestionably be of benefit to the pupil in that the teacher who conducts that subject would be available to assist any pupil in that group during the study part of the period. The freeing of the library for classes and the opportunity for pupil aid given by the teacher from whom they receive instruc- tion in a particular subject, are certainly beneficial.
There are disadvantages, however, to this plan. Under the present system we have eight periods of forty min- utes each. The longer period system would permit of six periods of fifty-three minutes each. Usually four main subjects are taken by each pupil-subjects occur- ring daily, five times each week. This would leave two periods each day for each pupil for whom must be pro- vided a place for study with the possibility of an art, music, or physical education period taken out. The six- period day would also necessitate a diminution in the number of subjects, and hence the possibility of a less diversified program, or else an additional teacher or ad- ditional teachers must augment the present teaching force to permit the retention of the subjects which we now have.
The work in the music department would be confined to one or at the most two periods each week and avail- able only to those who have no conflicts in the period when music is given. No period could be left open each day for this work. The range of subjects which now exist would be restricted for those pupils who desire to take extra work, and it would make difficult the articu- lation of physical education and art in the program with the regular subjects now in the curriculum.
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The lessening of the entrance requirements by colleges in certain subjects does not at the present time warrant the omission of any subject from our course of study. We still maintain the Class A rating given us by the state and by the New England College Entrance Cer- tificate Board. The failure of any pupil from this school in a higher institution would lose for us that rating. No such failure has occurred.
The work in the various departments of the school have functioned well so far this scholastic year. The at- titudes of teachers and pupils in their work have been cooperatively helpful. Some departmental reports, I be- lieve, are to be given covering the work done in some of those departments.
I would like through this medium to express our thanks to the following who have made contributions to our school library by giving us subscriptions to maga- zines, or donating books, pictures, and statuary: Miss Emma Woods, Mr. Stacy Bearce, Mrs. Frances H. Dowse, Mrs. Cora Overland, and Mrs. Arnold Weeks.
Respectfully submitted,
A. RUSSELL C. COLE,
Principal.
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FRENCH AS TAUGHT IN OUR CLASSROOM
NANCY H. FISK Instructor in French - High School
The constant aims of our department are to develop in as challenging a manner as possible the pupil's ability to understand French when spoken, to speak, read, and write the language, and to appreciate the French nation, its people, customs, and institutions.
From the beginning English is eliminated provided there is no lack of pupil comprehension. The pupil first hears French words, expressed in complete sentences. After sufficient repetition, the pupil next sees the writ- ten words. He then attempts to speak and write the ex- pressions which have been thus assimilated. This pro- cess continues from day to day with ever increasing vo- cabulary which includes classroom, home, and town ac- tivities. Thus simultaneously the purposes of the course are being executed.
To develop skill in composition each pupil frequently writes a short theme dealing with topics correlated with the work of the class. During the last term of the sec- ond and third years each member of the class will choose a subject of particular interest to himself. After gather- ing sufficient material he will compile the results of his research in booklet form written in French and illus- trated with pictures and original drawings.
Plans are being formulated for an interclass project in composition. At the end of the year a small type- written magazine or newspaper will be edited. The best themes, poems, school news, crossword puzzles or jokes
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written in French by the pupils of all classes will appear in this paper.
Some pupils enjoy corresponding with French boys and girls of their own age. Through the courtesy of Peabody College for Teachers, Tennessee, our students may obtain the names of French students with whom let- ters may be exchanged.
In order to inspire pupils to feel that French is not just a lesson to be learned in school but a source of en- joyment and enrichment, outside reading which is most suited to individual tastes is encouraged. "Le Petit Journal", a small newspaper published in French par- ticularly for schools, is read enthusiastically.
Dramatization is one of the best means of stimulating not only written but also oral French. This work is en- joyed in the very first year. A beginning class has written and acted its own Christmas play. The advanced pupils can develop this means of self-expression more fully. This year one class which is reading Victor Hugo's "Les Miserables" have selected a portion of the story to be written in play form.
A keener appreciation of France is produced by dis- playing French pictures, money, by learning French songs, by reading French history. To learn something of the geography of France, one class is taking an im- aginative tour of France. Each pupil learns the neces- sary steps to take such a trip: the purchase of a ticket, the obtaining of a passport, the exchange of money. He then plans an itinerary and spend a certain number of days "sightseeing" in various towns and cities of France.
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OFFICE PRACTICE
GERTRUDE E. MAHN
Instructor in Commercial Subjects - High School
The course in office practice is given in conjunction with senior stenography and typewriting. It is an at- tempt to make the students anticipate many of the du- ties that are found in practically every business office, and to develop in them the character traits of a success- ful business worker.
As a foundation for the course, the qualifications of an ideal office worker - intelligence, integrity, initia- tive, responsibleness, personality, tact, skill and health - are discussed. The members of the class are required to make a personal inventory of their own qualifications, and if there are any in which they are weak they strive to improve them.
Much time is spent in learning the operation of the most common office machines. We are very fortunate in having a modern mimeograph in our department. With this, the students have turned out many notices and pro- grams for use in the high school.
The adding machine is taught in the class in book- keeping in the junior year, but the work on it is con- tinued in this course. The process of addition is re- viewed and that of multiplication taken up. Both pro- cesses are practiced until they can be accomplished ac- curately and quickly.
Although our machine equipment is limited to the two just mentioned, an understanding of many of the appli- ances which we do not have is given through the use of
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charts and pictures so that the students will not find it difficult to learn their operation when they do come face to face with them. The dictaphone, addressograph, and check writer belong in this group.
Filing, which offers employment to many in the busi- ness world today, is studied. Special emphasis is placed on the leading methods and general rules.
In the work on telegraph and wireless the various kinds of service offered are learned. Practice in writing messages and deciphering standard code is also given.
These are but a few phases of the work which also includes the handling of mail and correspondence; the correct use of the telephone, both in placing and receiv- ing calls; the preparation of such business forms as statements, receipts, checks, money orders and vouchers ; and the use of business reference books.
The students are very free in the criticism of their own work, and benefit much from group discussions. At the close of the course, the technical knowledge and increased skills which they have gained give them greater con- fidence in themselves as they await entrance into the business world.
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MANUAL ARTS IN THE HIGH SCHOOL
NELS H. SANDBERG
Instructor in Practical Arts - High School
Manual Arts in the High School curriculum is some- times confused with trade courses in technical schools. There is, however, a decided difference. The main aim of a trade school is to develop skill in that particular trade the pupil has chosen. Our aim is to develop a fair degree of skill, a sense of responsibility and a pow- er of appreciation and imagination which will better prepare him to make worthy use of his leisure. Other fundamental reasons for having this subject in the cur- riculum is to teach the boy accuracy, neatness and per- severance, thereby helping to establish a foundation for industrial intelligence. The combined use of hand, eye and brain educates a new side of the boy, broadening his outlook and is very often instrumental in opening a new field for his life work. The teaching of manual arts gives the teacher an opportunity to inculcate honesty and manliness in the boy.
The program is laid out with the idea of creating and sustaining interest and it is our purpose that every pro- ject shall contain the elements of use and beauty.
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A SCIENCE PROJECT
EDWARD W. WHITMORE
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