USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1952-1954 > Part 30
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If the enrolment trend holds up as anticipated, these rooms would be filled almost as soon as the new Jenkins school is opened, as the anticipated enrolment for grades 1-6 is approximately 940
1 In an earlier paragraph of this report reference was made to a desire, expressed locally, for the provision of sufficient kindergarten rooms to permit the operation of single session kindergartens. This would require a total of eight such rooms for the 1958 enrolment. If the kindergarten children should attend school only half a day, this would mean that these eight rooms would be unused half of the school time. If the children should attend the full day, then the room spaces would need to be more elaborate than the typical kindergarten, in that provision should be made for darkening the rooms and for the storage of sleeping cots on which the children could take their daily nap. The alternate arrangement is to provide separate room space for sleeping. The writer feels that, in the light of excessive future school housing needs for the Town, either arrangement is more expensive than should be provided. Therefor all recommendations are made assuming that there will be two daily kindergarten sessions for each room, - one in the morning and one in the afternoon.
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in the fall of 1954. It will be necessary to begin now, therefore, to plan for the construction of an additional 12-room elementary school, with one additional room for kindergarten.
With the completion of a new Hatherly school of 12 class- rooms and one kindergarten, there would be a total of 42 class rooms and five kindergartens, which would provide housing for 1134 pupils in grades 1-6 on a 27 pupil-teacher ratio, and an addi- tional 250 kindergarten children on double sessions. But since the estimate is for only 200 kindergarten children and 1150 in grades 1-6, it would be possible to use one of the kindergarten rooms in the Jenkins school for an additional grade above the kindergarten. The extra classroom could then be used for a much needed room for a special class.
As has been noted earlier, the Jenkins building is planned as a primary school, to house children of grades K-1-2-3. At the present time this is sound planning, because during the sharp upsurge in enrolment due to the rapid increase in birth rate, there will be for several years larger groups in those grades than in the upper elementary grades. This cannot continue indefinitely, however, unless the birth rate continues to increase annually, which is very questionable. When this does level off, or perhaps begin to drop, it will be only a short time until the grade enrol- ments level off also, thereby requiring approximately the same number of rooms for each grade. This report assumes that this will have happened by 1958, and that further increases in popula- tion and enrolment will come, if at all, from new families moving into the town.
Assuming that the grade enrolments have evened up by 1958, the estimated 42 classrooms required for grades 1-6 at that time would house seven groups of each grade. If the Jenkins school should then continue to be operated as a primary school, the dis- tribution of children throughout the system would probably be as follows:
Jenkins: Two kg groups in one room; five first grades; five second grades; one special class. Total, 12 rooms.
Hatherly: Two kg groups in one room; two groups per grade in each of grades 1-6. Total, 13 rooms.
Central: Four kg groups in two rooms; five groups per grade in each of grades 1-6. Total, 22 rooms. Grand total, 47 rooms.
This suggested building use would have two distinct advan- tages. First, it would mean that there would need to be no major
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building changes or additions to the Jenkins building in order to bring in pupils of grades three through six. Second, it would mean that it would not be necessary to try to find sufficient play space for larger children on a limited site that probably will prove difficult to expand to any appreciable amount. If proper steps are taken in time, it should be possible to expand the Hatherly site to the proper arca of seven or eight acres. The Central site is adequate to provide excellent outdoor activity areas for the older and larger elementary children.
Consideration must be given for a possible growth of enrol- ment beyond the estimates made for 1958-59. Of course a slight increase could be handled by increasing the pupil-teacher ratio beyond 27, but for the sake of good teaching this should not be done as a permanent move beyond the figure of 30. There is no gainsaying the fact that even this ratio is too high for satisfactory conduct of the wide range of activities the present day elementarv teacher is required to carry on.
If further growth should indicate a need of some two to eight classrooms, these could be provided most economically, in so far as building costs are concerned, by additions to the Jenkins and Hatherly schools, - that is, to the anticipated new buildings. No additions to the Jenkins school should be permitted, however, without an adequate extension of that site. Furthermore the loca- tion of the additional classrooms would depend to a large extent upon the location of the children demanding the additional class- rooms.
A second consideration for the years beyond 1958 is the possi- bility of a continued growth that will indicate the need for at least twelve additional classrooms, plus kindergartens. If this growth should come, it seems reasonable to assume the possibility of growth in population to the west of Route 3A, that would neces- sitate a school in that general location. There are now 125 children in grades 1-6 living west of that highway. It is not inconceivable that this number could increase to 325, which is ample for the requirement of a 12-room school. With kindergartens this number would approximate 375. Steps should be taken early to locate a suitable site in that area, which could be obtained if or when there were evidence that a school would be demanded there.
Planning for the Years 1958 and 1964-the Secondary Schools
It has been estimated that by 1958-59 there will be 700 children in grades 7-12, derived from the enrolments of grades 1-6 who are now in school. By 1964-65 this figure can increase to 1000, from pre-school children now living within the district, without
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any appreciable increase in the total population of the town. Any long range plan of expansion of the school plant in Scituate must therefore anticipate extending the present high school plant to care for that amount of housing. And since this housing will play a big part in the development of many generations of teen age boys and girls, the entire housing program should be planned primarily around educational objectives, rather than around the tax rate.
TABLE III shows two schedules of teaching room spaces required for six-year high school groups of 700 and 1000 respec- tively. It also lists the teaching room spaces that will be available in the present Scituate high school building when the additions now being constructed are completed. The difference between the two is in each case the number and types of teaching spaces that will need to be provided for the enrolment estimates used.
There are three types of facilities that must be present in any high school building if there is to be opportunity for the successful administration of a comprehensive program of secondary school activities. These are:
1. The teaching spaces, in which the regularly scheduled recitations and related activities are carried on.
2. The large group activity spaces, in which educational activi- ties of an intermittent or irregular schedule are carried on. These are the auditorium, the gymnasium, the cafeteria when it is planned for dual or multiple use, the group music rooms, and such further spaces as finances will permit, as corrective rooms, swimming pools, little theatres, and audio-visual laboratories.
3. The administrative and personnel spaces, such as the offices, teachers' rooms, guidance suite, health suite, street clothes locker facilities, students' activity room, toilets, general stor- age spaces, custodial work and dressing rooms. Adequate specific storage for the various teaching activities is a prime requisite.
There is a definite relation between the floor areas that must be provided for these various types of activities, if any secondary school is to function at top level efficiency, or if the capacity of any given building is to be rated accurately. As a simple example, a school with 600 enrolment and with an administrative program that requires all children to eat lunch at the school, cannot func- tion efficiently with a cafeteria that will feed only 400 under the most efficient type of administration. The objectives of secondary
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education today are such that many of the essential activities of the program and of the school day are carried on outside of the regular classrooms, but both inside and outside the building.
TABLE III SCHEDULE OF RECITATIONAL ROOM SPACES FOR 6-YR. HIGH SCHOOLS, 700 and 1000 ENROL. SCITUATE, MASS.
Additional
Type of
Recitational
No. of Spaces Needed for 700 1000
Available Spaces Needed
Now
700
1000
Homemaking
2
3
11/2
1
2
Industrial Arts
3
4
1
2
3
Beginning Science
2
2
0
2
2
Advanced Science
2
3
2
0
1
Commercial
3
4
3
0
1
Drawing
1
1
1
0
0
Art
1
2
1
0
1
Music
2
2
0
2
2
Non-special
Recit. Rooms
16
22
13
3
9
Library
1
]
1
0
0
Study
1
2
0
1
2
Totals
34
46
23
11
23
It must be recognized that this table represents only the number of teaching room spaces needed for the enrolments used, for the typical six-year high school program. No high school building can ever be planned correctly without complete agree- ment on the educational program to be housed and the method in which that program is to be administered. To illustrate the preceding statement, an analysis of the plans of the existing high school building and its addition now under construction raises the following questions:
1. Are homemaking and industrial arts to be required for the 7th and 8th grade children? If so, where will they be taught?
2. Is there to be any science taught to these same children? If so, where?
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3. Is all group music to be taught in the auditorium? Is there to be no individual teaching of instrumental music?
4. Will pupils not reciting at any given period study in the cafeteria, or remain in the classrooms? If in the cafeteria, how will the odors and noises of the open kitchen be controlled?
5. Is there to be no required program of physical education for all of the children? The gymnasium space is generous for athletics, but there is no provision for dividing it for physical education.
This table, as noted, lists only teaching spaces, and does not indicate the required increase in the two other types of spaces listed in the discussion of planning for the future secondary school needs. All of these must be kept in proportion, if a suitable pro- gram is to be administered efficiently and with profit to the pupils.
Summary of Findings and Recommendations
Evidence of Growth of the Town
1. The population of the town of Scituate has increased from 2534 in 1920 to 5993 in 1953, or 136% over the base year.
2. The population increased from 3846 in 1935 to 5993 in 1953, or 56% over the base year.
3. The average number of annual residential births for the 17-year period of 1925 through 1941 was 67.
4. The average number of residential births for the 11-year period of 1942 through 1952 was 121.
5. The average number of residential births for the past six years was 141, with a high of 149 in 1948, and a second high of 148 in 1952.
6. Enrolment in grades 1-6 increased from 415 in October 1936 to 792 in October of 1952.
7. Enrolment in grades 7-12 increased from 360 in October 1936 to 434 in October 1952.
8. Total school enrolment, including kindergarten and special children for the past three years, increased from 775 in October 1936 to 1409 in October 1952. Kindergartens were initiated in 1950.
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9. There were 481 new and 46 winterized homes added to the Town during the past five years.
The Present School Plant
1. The Jenkins school site, with authorization to extend it slightly. The Jenkins building has been abandoned, and authorization has been given to dismantle it.
2. The Hatherly school, wood building, partly two stories, built 1896, basement toilets, open wood stairs. Six class- rooms. Poor condition.
3. The Central Elementary building, modern, fire-resistive, excellent site, 22 classrooms including two kindergartens, large lunch room, but no gymnasium or indoor play room.
4. The high school building, built in 1928, added to in 1930, and with a further addition under construction at the present time. Claimed capacity with latest addition, 660.
5. Plans for a 12-room building to replace the abandoned Jenkins building, to be located on the Jenkins site, to be voted upon June 22, 1953. Modern building to be used as a primary school for grades K-2.
Recommendations for the School Year 1958-59
1. A new elementary building to replace the Hatherly school, on that site extended to seven or eight acres, or on another site of that acreage. To have 12 classrooms, one kinder- garten, with all related facilities necessary for a good modern program of elementary education.
2. An addition of a good gymnasium-play room to the Central Elementary building.
3. An extension of the Jenkins school site.
4. Housing five sections each of grades one and two, two kindergarten groups, and a special class in the Jenkins school; five sections each of grades three through six and four kindergarten groups in the Central school; and two sections of grades K-6 in the new Hatherly school.
5. All kindergarten children to attend half day sessions, half of the total number of sessions to be in the morning, and the remaining half in the afternoon.
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Recommendations for the School Year 1964-65
1. An expansion of the six-year high school building, with proper balance of all types of facilities, that will permit the administration of a comprehensive secondary school program for 1000 pupils in grades 7-12.
The Time Schedule
1. The extensions of the Jenkins and Hatherly sites should be done at the earliest possible moment.
2. The Hatherly building will be needed no later than the fall of 1955, and possibly by 1954.
3. The gymnasium should be added to the Central school as soon as it is financially feasible. The program demands it now, but failure to provide it will not keep any children out of school or on double session.
4. Studies looking toward the extension of the high school building should be initiated about 1956.
5. IT IS IMPERATIVE THAT ALL DATA BE REVIEWED AND BROUGHT UP TO DATE AT LEAST SEMI- ANNUALLY, IN TIME TO CATCH ANY SIGNIFI- CANT CHANGES IN GROWTH TRENDS THAT MAY ALTER THE LONG RANGE BUILDING PROGRAM.
REPORT OF THE HIGH SCHOOL BUILDING COMMITTEE
To the Citizens of Scituate:
Throughout the year 1953 the major part of the construction of the addition and remodeling to the high school was accomplished. The remodeling was substantially completed during the summer months and the new construction will be substantially completed by January 31, 1954.
At the present time the Committee has conditionally accepted from the contractor portions of the building. The wing including the classrooms and laboratories, the art room and medical rooms connecting the old building to the gymnasium, and the mechanical drawing room and shop area have all been conditionally accepted. This acceptance allows us to move equipment and furnishings into the rooms.
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The arrival of furnishings and equipment has begun. It is expected that most everything, with exception of the equipment in the kitchen, will be installed and ready for use by February 15, 1954. The kitchen equipment is scheduled for shipment about the middle of February. We expect the construction work in the cafeteria and kitchen will be completed some time in advance of the arrival of the equipment.
During the year the Committee experienced a great personal loss. Mr. John J. Heffernan, secretary of the Committee, suffered a heart attack following the special Town Meeting in May and passed away. He had been handling the legal and financial affairs con- nected with the high school building program. His death ended a life devoted to the civil well-being of Scituate. He had long been deeply interested in schools, the parent-teachers movement, and youth organizations. After his death the Committee recommended to the School Committee that the new library be named in his honor, so that all will be reminded of his untiring efforts in behalf of the schools of Scituate. The library will be known as the "John J. Heffernan Memorial Library".
The Selectmen have requested that the Building Committee consider a memorial to the Scituate World War II Veterans, be placed in the new gymnasium. The Committee is in complete ac- cord and the names of these men and women will be suitably honored.
The members of this Committee have worked untiringly on the project for the past four years. We sincerely hope we shall have given the town a building which will meet the Junior-Senior High School housing and educational needs for a few years. If and when additional classrooms are needed, they can be added to the new wing. Provisions have been made in all the necessary phases of the design and construction to accommodate these additional class- rooms.
We wish to thank all who have contributed to our support during the past four years.
Respectfully submitted, FRANCIS A. OBERT, Chairman CARLTON F. GREEN SAMUEL J. TILDEN NELS H. SANDBERG EDWARD H. SCHOTT, JR.
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REPORT OF ELEMENTARY SCHOOL BUILDING COMMITTEE
To the Citizens of Scituate:
The Elementary School Building Committee has operated in an effort to comply with the long-range plans for elementary school needs as laid out by Dr. William K. Wilson, Town School Advisor and the Elementary School Investigating Committee.
This plan suggested the building of a new elementary school to replace the Jenkins School; and in the future, a new or re- modeled school in the North Scituate area; and in the distant future, another elementary school in the Southwest part of town.
These schools were to be of functional design and built at as low a cost as is consistant with good building practice and educa- tional values.
The new Jenkins school proposal was presented at the last special Town Meeting, complete with plans, specifications, and bids on the General Contract with allowances made for extra items to give a complete cost picture. The Committee wishes to thank the voters of the Town of Scituate. They without hesitation banded together to give a unanimous vote to the expenditure of $415,000 for the new school, plus another unanimous vote for $15,227 for its cafeteria.
Work was started on this project in August by the L & R Con- struction Company of Medford under the supervision of Harry J. Korslund, Architect. Reports by A. C. Dahlen, our resident En- gineer, reveal that the work is progressing exceptionally well with no shortage of materials or manpower to date. If the pace set is maintained, the building should be completed well before the deadline of September Ist, 1954.
Respectfully submitted,
JACKSON E. BAILEY, Chairman EDWARD S. RAND, Secretary-Treasurer ROSE M. TREFRY ARTHUR J. GARTLAND LESTER J. GATES HARVEY A. TAYLOR NELS H. SANDBERG
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SCHOOL COMMITTEE REPORT
REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the School Committee of Scituate:
I am honored to submit to you my annual report for the fiscal year of 1953.
The work of a superintendent of schools may be evaluated by an appraisal of the schools under his care. My report to you in this my third year as superintendent of our schools will attempt to give you and the taxpayers of Scituate a report on what we are getting for our tax dollars.
Unfortunately and fortunately for me, I came to Scituate in the midst of a tremendous population growth. Unfortunately because I must be the one to shoulder the burden and the onus of showing you that more tax dollars must be spent to give us good schools. Fortunately because, unafraid of work, I have plenty of it before me, and challenging work and its accomplishment make life worth- while.
Hence, my report to you shall be an appraisal of our schools.
HOW DO OUR SCHOOLS RATE?
We have good schools which should be better. If we are con- tent to set our sights on the average school system, we may be com- pletely satisfied, but if we are to set our sights higher, if we desire for our children the best in education so that they will do the best work in life, then we, taxpayers, teachers, and I cannot be satisfied.
Of course, if we were not growing rapidly, we could concentrate on perfecting our curricula and methods. But, unfortunately, we have grown from 967 in 1950 to over 1700 in 1954. We burst at the seams in the old Jenkins and Hatherly Schools, and later in the Central School and High School. And we are continuing to grow ---- and very rapidly.
Hence, my problems of giving you good curricula and teaching methods and the best teachers has been complicated by having so few classrooms that good learning has been handicapped severely.
First, teachers: The entire United States is faced with a tre- mendous teacher shortage. The schools of education and the teach- ers' colleges cannot mect one-eighth of the demand. As a result, al- most anyone who thinks he can teach can be hired as the bars of training and experience are let down in the face of necessity of operating schools at all. Extremely low salaries cause the high
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SCHOOL COMMITTEE REPORT
school graduate to shy away from teaching. High School seniors can now earn $60 a week or $3120 a year in business offices. Begin- ning teachers in Scituate earn but $2600 a year. Which job would you take? Do you wonder why our men and women teachers take after-school hours jobs clerking in stores, washing windows, and the like when they should be studying, preparing work for the next day, or just recreating themselves?
Perhaps you wonder why men and women enter teaching at all. After 25 years in the profession, I still wonder at times. Some enter it because they love children and have "a way" with them. These are our best teachers. Others enter teaching because they like the summer vacations, because they can't do anything else, because they are waiting "for something else to open up". These are definitely NOT our best teachers.
How can we attract to teaching the men and women who love children, the men and women who instinctively know how to "get ideas across" to them? We can't do it with low salaries.
Hence, the School Committee and I have revised our salary schedule so that we can attract to Scituate the best teacher candi- dates from the training schools and so that we can attract the out- standing experienced teachers to our schools. What dividends are more important than well-educated boys and girls? The future of this country rests in the hands of the taxpayers. If we spend dollars to bring able teachers to the schools, we shall bring forth new generations who will steer our country straight.
Obviously increasing our minimum salaries will cost more. But is not this added cost worth a little sacrifice if we educate our youth well.
Last year, we hired fifteen new teachers, of which four were replacements. We were indeed fortunate in securing the services of able men and women but we lost others because neighboring towns could pay higher salaries. If we are to keep our able teachers, we must pay them adequate wages, reasonable wages both from the point of view of the teacher and the taxpayer. We are facing tough competition.
Second, Curriculum Survey Committees: Last year in the three schools we set up six committees to study and evaluate our curricu- ula. The three in the high school studied Subject Matter in Curric- ula, the Non-College Curricula, and Character Training. The chair- men of these committees are Edward L. Stewart, Ella Vinal, and George A. J. Froberger respectively. Seventeen high school teachers participated in these studies.
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SCHOOL COMMITTEE REPORT
Knowing that we are to expand our junior-senior high school, the members of these committees advocated courses of studies for the "other 50%" who do not go to college. These were divided into three groups: (1) Objective, office jobs; (2) objective, voca- tions which do not require college training, and (3) objective, ade- quate education in citizenship for life in the community. Thus training for all high school pupils is planned. Further, these com- mittees planned for a true junior high school in which pupils in the 7th 8th, and 9th grades are prepared through exploratory courses for the three types of education explained above. Thus we would give the younger high school boys and girls a more flexible program and would do away with the departmentalized grades which now make up the junior high school.
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