USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1952-1954 > Part 52
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SCHOOL COMMITTEE REPORT
Upon completion and acceptance of this work by the com- mittee, our task is complete and we are grateful to all the taxpayers of Scituate for their cooperation in substantially broadening the academic facilities for our "Junior Citizens of Scituate".
PERTINENT FACTS ABOUT NEW JENKINS SCHOOL
ROOMS-Classrooms, 10 (4 with adjoining toilets) Kindergarten, 2
Playroom
Cafeteria (separate, with kitchen)
Office
Reading Room
Health Room
Storerooms, 3
Toilet rooms, 2
Teachers rooms, 2
COST SUMMARY:
Cost of Construction $367,500
Architect and Engineering Fees 28,000
Grading, Sewage Disposal and Planting 20,000
Equipment and Furnishings 36,000
Balance on Hand 4,000
$455,000
State average of schools with same facilities built elsewhere in 1953 $560,000
Cost of Jenkins School
$451,500
$110,500 less than average school.
State Aid on the project, 243/4%.
Insurance rate per year about $267.00.
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
SCITUATE SCHOOLS IN 1950 - 1951
In April 1950, the Central School was opened for use by pupils and teachers. Thus, some twenty-three rooms were added to the Scituate School System.
Previous to April 1950, 584 pupils had been jammed into the Jenkins School (capacity 180) and the Hatherly School (capacity 180). The overflow had been placed into the room over the police station and the room to the rear of the Allen Memorial Library. The capacity of the elementary schools at that time was 360. The other 224 boys and girls were crammed into the existing rooms or into the two others rented for the purpose of teaching the three R's. Certainly, little else could have been taught because of the crowded rooms, and because no facilities other than desks and chairs were available.
The new Central School added 23 rooms, a capacity of 690 for the 584 pupils, and room for our first Kindergartens. The Hath- erly School and the Jenkins School were closed, so the town fathers hoped, forever. Both schools were wooden structures, with base- ment toilets, no lunch rooms, no indoor play areas, and no fire doors, but with central wooden stairways and wooden fire escapes.
Then in September 1950 the school enrollment jumped from 584 to 795. When schools re-opened, the elementary capacity of 690 was no longer sufficient. The old Hatherly School (1896) was re-opened to four kindergartens to relieve the pressure in the brand new Central School.
The Town and, of course, the schools were growing. Over 200 pupils or six classrooms full of pupils, plus six teachers, had en- tered the elementary schools over the summer.
It was obvious a year later, September 1951, when the enroll- ment in the Central School jumped to 853, that something would have to be done. The "something" could be double sessions or a new school or schools. In the meantime, the enrollment in the individual classes began to rise from 30 to 32, from 32 to 34 and from 34 to 38 to a room. When this happens, when a teacher must teach more than 30 puipls, the efficiency goes down; pupils learn less because there can be but little individual attention.
In the meantime the high school enrollment continuing on its steady increase had reached 383. By September 1950, the boys and girls in the high school numbered 408. The high school build- ing with its lack of laboratories, a hopelessly inadequate library,
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SCHOOL COMMITTEE REPORT
inadequate gymnasium facilities, and no shop worthy of the name, was becoming more and more crowded as the larger and larger sixth grades moved into the junior high school, a movement which was climaxed in 1952-1953 when 50 pupils were crowded into each junior high school room.
The study programs in 1950 were suitable for the years which had passed. In the high school, boys and girls could then choose from a college course, a business education course, or a general course, the last a composite of all the others which the pupil gen- erally had tried without enthusiasm or interest. There was no program for the boy or girl who did not want college or business: only this conglomeration which neither fitted his needs nor his interests.
The elementary school curriculum was suffering from "growth disease". A program for reading instruction which had sufficed for the years when there were two or three sections in each grade, was hopelessly old-fashioned when there were five or six. The "look-see" method of teaching reading with the resultant discard- ing of phonetics had left its ugly mark. Many children could not read. There was no coordination or correlation between sections. One group might complete certain curricular requirements which the others had not touched, yet the boys and girls who had missed part of the work might be sectioned the next year with those who had had all the work. There was no course of study to use as a guide. There was no adjustment for ability levels within the sections except in a few instances. The schools had grown too rapidly.
In 1950 the budget totalled $212,000.
THE PROBLEM
Obviously things could not stay as they were. The elemen- tary schools enrollment of 584 had swollen to 795 in one year. It would jump to 853 in 1951, 939 in 1952, 1084 in 1953, and 1161 in 1954.
Certainly, more rooms must be added. Certainly, more teach- ers to teach the added sections must be hired. For these new schools more supplies, more textbooks, more furniture and equip- ment, new lunchroom personnel, more janitors would be needed.
Of a certainty, a budget total must advance.
Added to the problem was a sub-problem of salaries for teach- ers. Our salary scale was, if not the lowest, among the lowest in the Commonwealth. We were losing good candidates to neighbor- ing towns. Many of our teachers, having spent twenty or more years with us were receiving salaries which were barely living
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SCHOOL COMMITTEE REPORT
wages, and which, by comparison with neighboring towns, were ridiculously low.
A new salary scale was needed to attract good teachers to fill the new jobs.
SCITUATE SCHOOLS FIVE YEARS LATER
Today, we have two excellent elementary schools - the Cen- tral with 23 classrooms and the Jenkins with 12. We can house adequately about 1100 boys and girls with double-session kinder- gartens. But today our elementary enrollment numbers 1161, and we expect 1262 next fall-over three more rooms full!
When Dr. William K. Wilson made his survey of our school buildings (please see the 1953 Town Report for the full report) , he recommended two new elementary schools, one on the Jenkins Site and one on the Hatherly Site extended, or on a new site more strategically located as to population and better adapted for ele- mentary school housing than is the small Hatherly site.
We have built the school on the Jenkins Site, a modern, fire- proof, low-cost building, one which cost the Town $110,500.00 less than the state average for 12-room buildings. We now need another to care for the expected enrollment of 1262 next fall and at least 1500 by 1959.
It is my recommendation that the same building committee, headed by Jackson E. Bailey, and made up of Edward S. Rand, Lester J. Gates, Harvey A. Taylor, Arthur J. Gartland, Nels H. Sandberg, and Mrs. Rose Trefry, serve again to build another school. It is my hope that we can again employ Harry J. Kors- lund as architect. He saved us money on the new Jenkins School. By using the same plans (extended) we can save on the new school.
The new school should carry us into the 1960's and over the enrollment hump.
We have an addition to our high school, built at a cost of over $1,000,000, but increasing the capacity of the school only by some 300 pupils. Already it is filled and we expect that by September 1955 we must hold at least two classes each period in the Adminis- tration Building.
The enrollment in the high school has increased but not in the same proportion as it has in the elementary schools. True, the large classes in the elementary school are on their way up. When these move into the Junior High School, we may have double sessions again. Thus far our senior high school classes seem to stay constant, but if, in 1955 and 1956, these senior high school classes increase we shall be back to double sessions in the high school.
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SCHOOL COMMITTEE REPORT
What is the solution? One is another high school addition of some 8-10 rooms. Another would be to put the 7th and 8th grades back into the elementary schools. Still another would be to build either a separate junior or senior high school.
The first solution will cost least, and since we are committed to junior-senior high school education, it would seem to be the best. Certainly the last will cost the most.
When will we need this additional addition? Possibly in 1956, probably in 1957 or 1958. What happens to the high school en- rollment this coming school year will determine policy in this matter.
When enrollment increases and new rooms are added, more teachers are required. The table below shows how the increase in enrollment reflects the increase in teaching personnel.
SCHOOL
1950-1
1951-2
1952-3
High School
13 teachers 179 pupils
13 teachers 173 pupils
13 teachers 184 pupils
Junior High
4 teachers 229 pupils
5 teachers 257 pupils
5 teachers 259 pupils
Kinder- garten
2 teachers 105 pupils
4 teachers 125 pupils
4 teachers 145 pupils
Elemen- tary
21 teachers 690 pupils
23 teachers 719 pupils
30 teachers 807 pupils
Super- visors*
5
5
5
SCHOOL
1953-4
1954-5
1955-6
High School
151/2 teachers 177 pupils
191/2 teachers 192 pupils
191/2 teachers 208 pupils
Junior High
8 teachers 286 pupils
8 teachers 329 pupils
8 teachers 350 pupils
Kinder- garten
No Kindergarten
4 teachers 145 pupils
4 teachers 145 pupils
Elemen- tary
32 teachers 939 pupils
38 teachers 1017 pupils
38 teachers 1117 pupils
Super- visors*
5
7
7
* Supervisors care for reading, music, physical education, guidance, and art in all elementary schools or all schools.
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SCHOOL COMMITTEE REPORT
ELEMENTARY SCHOOLS, 1955
Since 1950, these changes have been effected in our elementary schools.
1. Ability level instruction within each classroom so that each pupil who is above as well as below the grade norm receives in- struction on his ability level. Hence, the advanced and the slow pupil receives the instruction he needs.
2. A long needed emphasis on phonetics-vital to a sound reading program.
3. Cooperative curriculum studies in subject fields with defi- nite written courses of study the objective.
4. A sensible program of handwriting instruction which stresses printing in grades 1 and 2 so that the beginning pupil need not master four alphabets, and handwriting in grades 3 through 7.
5. A course in the basic fundamentals of reading instruction and practical application of methods, taught by Mrs. Bassett and open to all teachers in the elementary grades and to some of the high school teachers as an elective.
6. A committee study of the philosophy of grading and pro- motion to set up a plan of promotion and marking which will synchronize the ability level program of the elementary grades with the non-elastic plan in the junior high school.
7. Coordination of the work within each grade so that each section is doing the same work as every other section.
8. A reading program which will give instruction to the slow reader.
HIGH SCHOOL, 1955
Our junior-senior high school is in a period of change. Pre- vious to 1954, the junior high school had included only grades 7 and 8, actually departmentalized elementary grades and not any- thing resembling a junior high school at all. The principal dif- ferences between our grades 7 and 8 and the usual elementary grades 7 and 8 were:
(a) the boys and girls studied in the high school building.
(b) instead of having one teacher all day, the pupils had separate teachers for each subject.
There was no chance for exploration and adjustment for high school and college. Everyone took the same subjects. Everyone had
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SCHOOL COMMITTEE REPORT
the same program. Everyone did the same things, and grade 9 was a part of the Senior High School.
Now the Junior High School includes grades 7, 8, and 9, and the Senior High School includes grades 10, 11, and 12. Hence there is more chance of picking and choosing courses under guid- ance and of setting up a program for college and for life.
In grade 9, the channelling of pupils into courses of study begins, and in grades 10, 11, and 12, the pupils, with guidance, have selected their courses of study: college preparation, business education or a general course which is no longer a jumble of sub- jects from the other two, but a preparation for the kind of life which the boy or girl will live in the community.
Much work remains to be completed. The philosophy of junior high school education is new to us and so is the program of subjects for the "slow, the retarded, and the reluctant," but each is needed. It is not good that a pupil spend six years under a program which prepares him for life only to come into head-on collision with the hard and fast program of the high school.
One should not think of the elementary program as breeding "softies". It educates the individual. On the other hand, the "sur- vival of the strongest" philosophy in a high school does nothing for the youngsters who are to be so important in community life as adults. Anything which we can do to make good citizens is important. We do not make good citizens when we compel boys and girls to try to master subject matter for which they have little or no aptitude, desire, or need.
Thus we see that the basic structure for better schools has been erected. We have two excellent elementary buildings but we need one more to carry us through 1960.
We have a high school which needs painting and electrical work in the old portion, and, which, by 1957, needs added rooms to care for the increasing enrollment moving up into the higher grades. We have in that high school excellent laboratory, library, gymnasium, shop, business education, and art facilities. We shall need additional shop space for practical application of radio, metal, automotive, and other shop subjects. We shall need sev- eral general classrooms, a total of at least eight rooms. Unfor- tunately, these eight rooms cannot be replaced for the $80,000.00 which was deducted from the cost of the High School Addition when they were omitted.
We are finishing the structure of sound instruction in the "three R's" in the elementary grades. The report of the Director
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SCHOOL COMMITTEE REPORT
of Reading appended to this report shows that, on a basis of standardized tests, Scituate's children in grades Kindergarten through six are learning to read. True there are some-and there always will be some-who have trouble with reading. Such trouble can be the result of eye and ear handicaps, reading readiness, and lack of maturity, physical or mental. The fact remains that Sci- tuate's children are above the national grade norms in reading.
We are setting up a sound program of studies in grades 7 through 12. With the guidance facilities under the supervision of Samuel J. Tilden, Director of Guidance in the Scituate Schools, our boys and girls should be better prepared for college and for jobs.
WHAT SHOULD OUR SCHOOLS COST?
So long as the population of Scituate increases so long will the school budget increase. Your superintendent and your school com- mittee do not effect the increases. When we have more children, we must have more classrooms and when we have more classrooms we must have more teachers.
Today there is a serious teacher shortage. If we had not pro- vided an adequate salary scale, we would have lost our best teach- ers and would be unable to hire any but the poorest new teachers. Scituate has been indeed fortunate. A check of the teachers' agencies, private and in the colleges, revealed no candidates last fall. With our salary scale we were able to hire experienced mature men and women from other school systems.
We cannot forever go without painting and repairing our buildings and our equipment. Work needs to be done in the Central School to stop water leaks. Work must be completed in the old high school building where inadequate lighting is hurting pupils' eyes and where dirty walls need painting. The heating system in the Hatherly School (four ancient furnaces which are operating on borrowed time, heating six rooms) is a large ques- tion mark. We hope that we need not spend money replacing them before a new school building is ready.
Our school population has doubled since 1950-in five short years. We certainly cannot operate 1955's schools on 1950's money. When the Town's population levels off, then will the budget level off.
NEW TEACHERS
Last spring, George A. J. Froberger, principal of the junior- senior high school, stated that he wished to retire either in January or June 1955 because of his health. Accordingly, the School Com-
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SCHOOL COMMITTEE REPORT
mittee appointed him Assistant Superintendent of Schools for the year 1954-1955. He plans to retire in June.
Edward L. Stewart, assistant principal of the high school, was appointed principal.
Royal S. Graves, assistant principal of the Hatherly and Central Schools, was appointed principal of the Jenkins and Hatherly Schools.
Mrs. Frances Cole, formerly a teacher in our schools, was appointed part-time teacher on a per diem basis in the 5th and 6th grades to relieve the three men teachers so that they could, in rotation, assist Mr. Fuller with the administrative duties in the Central School.
Earle P. Bassett, formerly of Attleboro and Duxbury schools, is mechanical drawing and shop teacher in the high school. Mrs. Mary Kingsbury Baker returned to us as home economics teacher replacing Mrs. Shirley O'Donnell who is on maternity leave.
A. Leslie Faulkner, graduate of Salem State Teachers College, teaches Business Education in the high school. Mrs. Margaret T. Hamilton of Detroit, Michigan, teaches History in the high school. Miss Eleanor Gile is now full-time librarian.
Mr. John Harrer, graduate of Haverford College and holder of an A.M. from Harvard, is cadet teacher in the high school. He teaches reading.
Richard P. Merrill replaces Ralph Merrill as language and English teacher in the high school.
Edward B. Williams, who was graduated from Tufts College and who received his master's degree from Brown, replaces Miss Esther Harrington who resigned in November to accept a position in Natick, nearer to her home.
Lawrence C. Keenan, graduate of the University of Miami, and teacher in the Miami Public Schools, replaces Donald P. Drake as teacher in Physical Education and Health in the junior high school.
William C. Bonner, formerly of the Lynn Public Schools, re- placed Mrs. Mildred S. Parker, who resigned as 6th grade teacher in the Central School.
Mrs. Margaret W. Leach, Andover, Massachusetts, Public Schools replaced Mrs. Elizabeth A. Burns, Marshfield, who resigned in November. Mrs. Burns had replaced Mrs. Barbara Burney Os-
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SCHOOL COMMITTEE REPORT
borne who resigned last June. Mrs. Leach teaches 2nd grade in the Central School.
Miss Madlyn A. Crawford, Bridgewater State Teachers Col- lege, replaced Miss Susan Stamler who resigned last June to get married. Miss Crawford teaches 4th grade in the Central School.
Ralph J. Fletcher, formerly of the Marshfield Public Schools, is an additional 5th grade teacher in the Central School.
Mrs. Madalin C. Ford, Scituate, is an additional 3rd grade teacher in the Central School.
William A. Lincoln, Bridgewater State Teachers College, re- turned from the army to take a 6th grade position in our schools. He had completed his practice teaching in the Scituate schools three years ago.
Mrs. Catherine Callahan, formerly of the Providence, R. I., schools, teaches 3rd grade in the Jenkins School. Miss Ethel V. Clayton, of the Millers Falls schools, teaches 3rd grade in the Jenkins School, and Mrs. Helen C. Curtis, formerly of the Dover schools, teaches 2nd grade in the Jenkins School.
Mrs. Kathryn H. Pilot, formerly of the Marshfield schools, also teaches 2nd grade in the Jenkins School. Miss Nancy B. Turner, graduate of the College of the Senecas, is cadet teacher in the elementary schools.
Miss Joanne E. Castles, Westfield State Teachers College, teaches first grade in the Hatherly School as does Mrs. Margaret E. Hoey, who taught in the Norwell schools last year.
John N. Hornor is part-time vocal teacher in the high school, thus releasing Miss Reynolds for full-time teaching in the ele- mentary schools.
Samuel J. Tilden, whose experience and training over a long period of years in guidance admirably fits him for the job, is Di- rector of Guidance, a new position.
Mrs. Gertrude Timpany of the Central Cafeteria staff is now the manager of the Jenkins Cafeteria. She is assisted by Mrs. Bessie M. Dooley of Humarock and Mrs. Enid Billings of Scituate Harbor. Mrs. Harriet Bubin replaces Mrs. Timpany in the Central School.
Donald Quinn, head custodian in the Scituate Public Schools for over four years, resigned in December to accept a position in the Fire Department. The School Committee accepted his resigna- tion with regret.
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SCHOOL COMMITTEE REPORT
APPRECIATION
I am grateful to my co-workers for their efforts to make the schools better. I am grateful to the townspeople for their under- standing and assistance at all times. I am grateful to the school committee for their leadership and support.
POLICY
My policy has been and will be to keep the public informed of what goes on in our schools. To that end I welcome questions, conferences, and talks. My time is yours. If you think something is wrong, I wish to know about it so that I can investigate. If you do not understand some phase of what we do, I wish to know so that I can explain. If I have made an error, I wish to know so that I can correct it. Please call either Scituate 15 or 1100 and make an appointment to talk over whatever in the schools interests you. I believe that to help you is a vital part of my job as super- intendent of schools.
EDWARD K. CHACE, Superintendent of Schools.
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SCHOOL COMMITTEE REPORT
REPORT OF THE JUNIOR-SENIOR HIGH SCHOOL PRINCIPAL
September 1954 was the actual date for full scale operations in our new high school. Grades 7-12 had been on single sessions since April but had used the facilities in the new building to a limited extent. The students and faculty are appreciative and proud of the new school plant. The library, laboratories, art room, homemaking room, shops, cafeteria and gymnasium have been especially attractive and useful to the students.
Registration on October 1, 1954, was 517. Grades 7 and 8 en- rolled 235 pupils; grades 9-12; 282. This enrollment represents an in- crease of 53 since 1953. Our present senior class numbers 57; next year's seventh grade has approximately 140 students. To accom- modate this prospective increase, it may be necessary to use the Ad- ministration Building for some classes.
Among the most pressing needs for repair or renovation are the stairtreads, lavatories and lighting facilities in the older part of our building.
Along with the new look to the physical plant, we have several new teachers, some of whom are replacements and others who are additions to the faculty to take care of the increased enrollment. Mrs. Mary Baker, Earle Bassett, A. Leslie Faulkner, Mrs. Margaret Hamilton, John Hornor, Lawrence Keenan, Richard Merrill and Edward Williams are our new faculty members. Mrs. Dorothy Croker has been with us most of this year as a substitute for Miss Cunneen. John Harrer serves as the reading consultant in the high school. Samuel Tilden as guidance director occupies a most im- portant position on the staff.
The faculty is continuing its study of the curriculum endeavor- ing to offer each student the training that is best for him whether it be terminal training or preparation for further schooling.
Many from the Class of 1954 are furthering their education. This class is represented at Brandeis University, Boston University, Fisher Junior College, Green Mountain Junior College, Holy Cross, Leland Powers, M.I.T., Middlebury, Mt. Ida, Sargent, Skidmore, Trinity and the University of Massachusetts. Other members of the class are at various trade and technical schools, and two are attending schools of nursing.
Extra-curricular activities have increased this year because of the new facilities and the added activity period. Successful plays and
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SCHOOL COMMITTEE REPORT
dances have been held by the various classes and groups. A new paper, the "Mariner," is published by Grades 7 and 8. Other pub- lications are the "Chimes," our year book, and the "Scituation." During the activity period the Student Council, Pro Merito and Key Club meet. New clubs this year are the librarians', art, knitting, chefs', photography and explorers' clubs. Assemblies and rehearsals of the band, orchestra and glee club are also held during this activity period.
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