USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1955-1957 > Part 11
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46
4. An individualistic approach to teaching in that there might be an over-concentration of grammar in one class, in another in social studies, in another in science, with a consequent omission of basic materials in the other subjects.
5. A belief that "progressive education" which had rolled over on its back with its legs in the air deader than the proverbial duck, was still alive in Scituate if not in all New England.
Progressive education had been badly misrepresented.
13
SCHOOL, COMMITTEE REPORT
With a staff of outstanding teachers, the progressive education plan worked well, but too often teachers never read beyond the part which advocated that pupils determine the direction of learning. Consequently, chaos often resulted. We had moved away from the basic educational axiom that you cannot teach anything to people who are not paying attention and who are misbehaving.
6. A situation resultant from a beneficient promotion system in the elementary schools coming to grips in grade seven with an iron-clad 1870 type philosophy of promotion. The misfits which resulted from the head-on collision of these two philosophies have been all too many.
7. And, of course, the problem of too few classrooms for all our pupils.
What have we done about these problems:
1. We now have adequate laboratories and libraries in the high school and we are putting more money a year into each. Our boys and girls can now keep up with the graduates of other high schools. We have elementary school playrooms. We have one gymnasium in the high school which is divided by a movable partition thus making it possible to have two classes, girls and boys in session at once. We have an adequate shop, and we have a makeshift badly needed second shop. We have a first- class art room and a first-class mechanical drawing room.
2. We have employed Dr. James F. Baker, of Boston University, to set up evaluative committees to examine our schools and recommend such changes in procedure as will benefit us. Later, we hope to ask committees of educators to come to Scituate to evaluate our schools in the light of our philosophy and our own evaluation. This is a vital need.
3. Under the direction of Melden E. Smith, Director of Curriculum and Reading, the teachers are writing curricula and lesson plans, and
4. We are now doing the same things in every grade section with no perceptible deviation. We do not subscribe to the French system by which every teacher in the Republic is on page 434 at 2:15 p.m. on a given day. But we no longer go on allowing the youngsters in one class to miss the important materials because a teacher is more interested in mathematics or social studies than in science, or reading.
5. We have, I hope, given the long-dead Progressive Education a decent burial and are insisting that the very basis of true
14
SCHOOL COMMITTEE REPORT
Democracy is the insistence upon the rights of the individual to speak without interruption, and on order and discipline as basic in Democracy as opposed to Anarchy.
6. We are working on the schism which has existed so long between grades 6 and 7 (the elementary school and the junior high school). We are bearing down harder in grades 5 and 6, and we are setting up a curriculum for the less academically minded in the junior and senior high schools.
7. We are building schools. The new Wampatuck school plus the Jenkins Addition will help. After that must come relief in the form of a Junior High School for Grades 7, 8, and 9.
Changes In Staff :
In July 1955, Anne L. Cunneen, teacher in the Scituate Public Schools since 1919, passed away at a nursing home in Marshfield. Incapacitated most of the school year, she was beloved by the towns- people so many of whom had known her as teacher and friend. One of Scituate's great teachers, she had been awarded the Woman of the Year plaque by the Scituate Kiwanis Club in 1954. Her work in making American citizens from Scituate's foreign-born was one of the remarkable parts of her long career. She was teacher of English and Remedial Reading in the Junior High School.
George A. J. Froberger, Assistant Superintendent of Schools, 1954-1955, and principal of the Scituate Junior-Senior High School from 1947 through 1954, retired in July 1955, because of health. The teaching staff presented him with a camera in appreciation of his service at the close of the year.
Mrs. Elizabeth M. Bassett, Director of Reading since 1953, re- signed to accept a position as a consulting psychiatric worker in Miami, Florida.
Earle P. Bassett, Mechanical Drawing and Shop, resigned to take a similar position in the Miami, Florida, Schools.
John M. Harrer, Cadet Teacher, took a position as English teacher in the Newton Schools.
John L. Hornor, part-time vocal music teacher, during 1954- 1955, resigned to continue with his singing career.
Richard P. Merrill, French and English, resigned to accept a position in Bradford Junior College.
Edward B. Williams, Latin and French, resigned to accept a position in the University of Connecticut.
Mrs. Elinor S. Manning is now teaching in Westerly, Rhode Island.
15
SCHOOL COMMITTEE REPORT
William C. Bonner, Jr., sixth grade teacher, is now teaching in the Miami, Florida, Public Schools.
Miss Joanne E. Castles, first grade teacher, resigned to marry and move to the Pacific coast.
Mrs. Helen Young, worker in the Central School Cafeteria since 1950 resigned her position in June.
Prescott A. Damon, friend of the Scituate Schools, and driver and operator of school buses since he was fourteen when he drove horse-drawn barges, died in January 1956. His bus line was sold to Raymond K. Olson.
Russell H. Dyer sold his bus line to Merton S. Burbank during the summer.
New Appointments :
Melden E. Smith, graduate of Gorham State Teachers College and Colby College, was appointed Director of Reading and Cur- riculum in the schools. Mr. Smith has been principal in Barre and Montague, and superintendent in Provincetown, Stockbridge, Mass., Thompson, Conn., and York-Kittery, Maine. For the past ten years he had been headmaster of the Harmon Hall School in York Harbor, Maine. He has completed graduate work at Teachers College Columbia University, Boston University, and Harvard University.
Miss Eleanor Brown, graduate of Tufts College, and formerly instructor in Latin, French, and English, in North Brookfield, Whitman, Harvard, and Falmouth, was appointed teacher of Latin and French in the senior high school.
E. Elliott Small, graduate of Bates College, and formerly in- structor in Sanford, Pittsfield, Mechanic Falls, Freeport, Richmond, and Gray, Maine, was appointed teacher of mathematics in the senior high school. Mr. Small had also been high school principal in Gray, since 1950.
John J. Gibbons, Clinton, Massachusetts, graduate of the Col- lege of the Holy Cross, and formerly teacher of English, social studies, mathematics and science, in the Cliffside Park High School, Cliffside Park, New Jersey, since 1951, was appointed instructor in English in the junior-senior high school.
Dominic J. Bonanno, Dorchester, formerly instructor in Indus- trial Arts in the Franklin High School since 1952, was appointed teacher of shop and mechanical drawing in the junior-senior high school. Mr. Bonanno is a graduate of Boston Teachers College.
16
SCHOOL COMMITTEE REPORT
Mrs. Dorothy H. Croker, Scituate, formerly teacher in Revere, and more recently full-time substitute in the Scituate High School, was appointed teacher in Spanish and French. Mrs. Croker is a graduate of Boston University.
Edgar L. White, Jr., Vineyard Haven, formerly teacher of vocal music in the Martha's Vineyard schools, was appointed teacher of vocal music in the junior-senior high school. Mr. White is a gradu- ate of the New England Conservatory of Music. He taught in Martha's Vineyard from 1952 to 1955, and in East Douglas from 1950 to 1951.
Mrs. Ruth D. Allen, Sanford, Maine, formerly teacher in See- konk Junior High School, and Sanford, Maine, High School, was appointed teacher of Latin, English and reading in the junior high school. Mrs. Allen is a graduate of Boston University and has studied remedial reading at the University of Maine.
Mrs. Ruth J. Cote, South Hanover, formerly teacher of science, mathematics, remedial reading, and social studies in Middleboro, Brockton, and Howard Seminary, as well as in Pembroke High School where she had taught since 1946, was appointed teacher of science in the junior high school. Mrs. Cote is a graduate of Boston University.
Miss Mary E. Monahan, teacher in the elementary schools of Scituate, mostly in the 5th and 6th grades, since 1931, was transferred at her request to the junior high school to teach social studies. Miss Monahan is a graduate of Bridgewater State Teachers College.
Robert A. Wheeler, Green Harbor, formerly teacher in the Duxbury Elementary School, was appointed sixth grade teacher in the Central School. Mr. Wheeler, a graduate of Harvard University, has also studied at Cornell University, and Worcester Polytechnic Institute.
Mrs. Gertrude L. Russell, Scituate, formerly a teacher and prin- cipal in the Marshfield Public Schools, was appointed 6th grade teacher in the Central School. Mrs. Russell received her diploma from Bridgewater State Teachers College. She has operated her own kindergarten and has tutored and substituted in Scituate.
Mrs. Shirley D. Olson, Scituate, formerly teacher in the Agawam Public Schools was appointed cadet teacher in January to replace Mrs. Ruth E. Race, who resigned. Mrs. Olson is a graduate of Mount Holyoke College and has completed courses in Remedial Reading at Springfield College.
Herbert E. Bearce, Scituate, was appointed head custodian. William F. Harrington, Scituate, was appointed custodian in July,
17
SCHOOL. COMMITTEE REPORT
while Richard Mahan and Joseph P. Murphy were appointed in January 1955. Mrs. Roberta R. Merritt, North Scituate, was ap- pointed to a cafeteria position in the Central School.
Building Problems and A Building Program:
The task of forecasting school population increases on the South Shore is complicated by the ever-increasing influx of new residents into the towns. Scituate is no exception.
A year ago I predicted enrollments in our schools for the years 1955-1956 through 1963-1964. These predictions are based on data supplied by vital statistics from the Town plus information correl- ated by the Massachusetts School Building Assistance Commission. The figure for Scituate's total enrollment for 1955-1956 was 1835. We opened school with 1849. The forecast for 1956-1957 was 1994. Already this has been raised (based on new data) to 2064 for next September.
The significant fact is that the trend is ever upward. At no time since 1947 has our enrollment stood still, much less decreased.
The accompanying table shows the new predictions, based on a supposition that grade totals will level off at 240 each, a supposition which may be as unreliable as all data which have been available thus far. If this table is correct, and it may very well be a low estimate, then we shall, in September 1963, have in our elementary schools 1645 boys and girls as compared with 1254 now; 710 pupils in grades 7-9 as compared with 383 now, and 590 in grades 10-12 as compared with 212 now.
Our Junior-Senior High School enrollment can jump from a present 595 to 1300 by the opening of school September 1963. It can also exceed that figure if the Town's population continues to increase as it has been increasing since 1950.
One should keep in mind that, by and large, each increase of 30 pupils in our schools means, roughly, one new classroom, one new set of furniture, one new set of books, one new teacher, plus other essentials.
Hence, if our enrollment which is now 1849 and which may very well exceed 2945 in September 1963, then we shall have increased by at least 1096 pupils or some 36 added rooms, of which 20 will be added in the fall of 1956 and 1957 with the Jenkins Ad- dition and the Wamputuck School. In other words, between Sep- tember 1957 and 1963 we shall need at least 16 more rooms over and above those which are being planned for at the present time.
18
SCHOOL COMMITTEE REPORT
HOW OUR SCHOOLS MAY GROW
Grades
51-52
52-53
53-54
54-55
55-56
56-57
57-58
58-59
59-60
60-61
61-62
62-63
63-64
K
129
145
* _*
144
178
190
190
200
200
200
200
200
200
1
127
160
175
179
170
185
190
200
210
215
220
225
230
2
140
134
190
201
185
185
200
210
220
225
230
235
240
3
129
142
145
195
218
220
220
215
225
230
235
240
240
4
130
131
146
144
200
225
235
225
235
235
240
240
240
5
97
130
133
146
156
217
220
230
235
235
240
240
240
6
8.5
99
138
140
137
155
210
230
230
235
240
240
240
SP
16
11
12
12
10
10
10
12
15
15
15
15
15
Total
853
952
939*
1161
1254
1387
1465
1522
1570
1590
1620
1635
1645
7
115
91
109
143
137
150
160
215
230
235
240
240
240
8
74
106
99
95
147
140
155
160
210
225
240
240
240 9
9
68
62
78
91
99
150
140
160
160
200
205
230
230
Total
257
259
286
329
383
440
455
535
600
660
685
710
710
10
63
72
58
73
86
90
130
135
160
160
190
195
225
11
55
60
65
62
69
82
80
130
130
130
135
185
190
12
55
52
54
57
57
65
75
80
130
130
130
130
175
Total
173
184
177
192
212
237
285
345
420
420
455
510
590
Total
430
443
463
521
595
677
740
880
1020
1080
1140
1220
1300
GRAND
TOTAL
1274
1395
1402*
1682
1849
2064
2205
2402
2590
2670
2760
2855
2945
INCREASE
71
121
7*
280
167
215
141
197
188
80
90
95
90
*No Kindergartens 1953-1954
SCHOOL COMMITTEE REPORT
Hence, a building program for Scituate is needed if we are to avoid the history of the past; namely, waiting to build until the tide is well over our heads.
Such a program is much easier to outline than it may be to adopt:
(1) Town meeting of March 1956, vote the 20 rooms of elemen- tary housing in the form of a four-room addition to the Jenkins School, to be ready by September 1956, and the 16-room Wampa- tuck School to be ready by September 1957. These twenty rooms should, if we move grades 7 and 8 into the elementary schools, care for the elementary increase and the high school increase for a few years.
(2) Start planning at once for additional high school housing to be ready no later than September 1959, preferably in the form of a building to house grades 7, 8, and 9, leaving the present building to grades 10, 11, and 12. Another addition to the present building would seem impracticable. First, it would be unwieldy, and, second, there is not enough land on the present site for a ten-to-fifteen room addition, either under our own requirements, or under the requirements of the School Building Assistance Commission, and, third, because separating the junior high school adolescents from the senior high school pupils makes for better education for both.
(3) To say that these two parts of the program will end our troubles would be to make a very unwise statement. If the popula- tion levels off between the years 1959 and 1965, then the program thus far suggested, will suffice, but if it does not, added elementary housing will be needed, probably in the West End, some time after 1962.
I cannot see how shutting our eyes to the population increases will solve any problem. I cannot see how waiting until it's "double sessions or build" will help. We must plan ahead. The present Scituate School Building Committee with it membership coming from the School Committee, the Planning Board, the Advisory Board, the Selectmen, the PTA, and the Teachers' Association, is an ideal committee to do this planning, working as it has with the School Committee.
I certainly would be remiss if I did not remind the Town that such a program is needed now.
Teachers Salaries :
The trouble with teaching as a profession is that a high school graduate can make almost as much money (if not more) in his
20
SCHOOL COMMITTEE REPORT
first year of manual labor as can the graduate from a teacher's col- lege after four or five years of training. But that isn't the only trouble. Somewhere through the years, the teacher has been stripped of any patina of glamour which he or she had thirty or more years ago. Years ago, when I was teaching in Vermont, teachers were known as "professors" and were very important persons in the com- munity. Today, little Johnny is likely to say to his peers, "Ah, he's just a teacher!"
Another trouble stems from the fact that everyone now goes to school and so believes that he knows all the skills of teaching, or, at least, that he is qualified to criticize all the teachers. The old adage about "little pitchers having big ears" no longer means any- thing and little Johnny or little Hepsibah is likely to be well ac- quainted with all the faults of his or her teacher, because, well, haven't mother and daddy discussed at length and in detail the shortcomings of Miss Jones or Mr. Doaks right in front of the little pitchers? Little Johnny is likely to tell Miss Jones or Mr. Doaks right to his face what Mommy or Daddy said, too!
And so, higher pay, once the reward for better work is likely to be a necessity to counterbalance (1) the fact that Joe Smow, fresh from high school, makes more money than does Miss Jones or Mr. Doaks, (2) the fact that teachers are supposed to do all the work of disciplining the children and teaching them respect (once the sacred precinct of the parents in the home), (3) the fact that the little children are likely to discuss teachers' shortcomings, real or fancied, in front of the teachers.
But, seriously, teachers' pay has not kept pace with that of the other professions. $2900 or about $50 a week before deductions is not enough to attract the best college graduates to teaching, and it doesn't.
But automatic security and automatic increments would appear to be things of the past if teachers' salaries are to move upwards as recommended by the Massachusetts Teachers Association. If the scale in this Commonwealth is to begin at $4000 and go to $8500, or anything approximating it, teachers must be willing to give 110 cents for every dollar spent on salaries, and to be willing to have their increments set up on a scale which will call for yearly or tri- yearly evaluations of worth before any increments are given. It would seem to me that the old days of automatic increases merely because we are pedagogues are gone forever.
The public wants good teachers in their schools, but they want to be sure they are good, and they will be unwilling to tolerate in-
21
SCHOOL COMMITTEE REPORT
crements and advancement for every teacher just because they are teachers.
Scituate teachers have done well over the past six years. We have had a good, fair salary scale, and the teachers have been used fairly. However, our minima are too low. We cannot hire the graduates from our state teachers' colleges by offering them $2900 per year when other towns and states offer them $3100, $3300, and even $3500 and more.
But we cannot go on giving "across the board increases" every time the minimum goes up. Teachers who do good jobs should be rewarded and the others should not. It is as simple as that. Work- able criteria for evaluation of teachers and teaching will be set up. A good portion should be self-evaluation. But increments should not be forthcoming merely because a teacher, as some wag put it, "lives and breathes".
The Public:
Each year I state in print, and often, in public, that these schools are called THE SCITUATE PUBLIC SCHOOLS because they belong to the people. The School Committee and I desire nothing so much as to show the people how we operate, how we do things, how we educate your child. Each year we say, the schools are yours, they are open to you to visit; please come and visit.
But each year I am startled when somcone says out loud that the Scituate Public Schools is a closed corporation and that he or she can't find out anything about them!
My friends, I've now been with you five years. Surely you know me well enough to call my office (Scituate 15) or my home (763) and ask me about that which puzzles you? I'll sit down with you. I'll explain in detail. The teachers will explain in detail. Each School Committee member will explain in detail. Surely, you know that you can come to us anytime for the facts.
And if you've got an idea, pass it on to us. If you don't like what we're doing, let us know. We want to know. But, for good- ness' sake don't listen to those who tell you that we are a closed corporation, - because we aren't, and you can prove it very quickly by using the phone.
Appreciation :
Thank you to the staff, teaching and non-teaching, to the five school committee members who serve without remuneration or reward, to the Advisory Board for working with us on the perplex-
22
SCHOOL COMMITTEE REPORT
ing problems of increasing costs, and to the public for entrusting such very fine youngsters to our care.
In 1956 can all of us not work more closely together? Together we can make our schools the best anywhere.
EDWARD K. CHACE, Superintendent of Schools.
REPORT OF THE HIGH SCHOOL PRINCIPAL
Due to the polio epidemic our school, as did most others in the area, opened two weeks later than originally scheduled. The delayed opening resulted in an increased study load especially on the college preparatory group that they might be prepared for the College Board Examinations.
Our enrollment as of October 1, 1955 was 596. Grades 7, 8, and 9 totaled 381; grades 10, 11, 12 registered 215. This total represents an increase of 79 over the 1954 registration. The art room, business machines room and homemaking area are being used as home rooms as well as class rooms. Also, the Administra- tion Building is used for classes each period throughout the day.
Next year's enrollment in grades 7-12 will probably increase by another 90-100 over this year. Of necessity, classes will be much more crowded than now, and every available space must be used to accommodate this enrollment.
Among the schools being attended by last June's graduates are Boston College, Bowdoin, Chandler. Cornell, Fisher, Green Moun- tain, High Point, Miami, M.I.T., Nichols. Nasson, Northeastern, St. Lawrence, Simmons, St. Michael's, University of Massachusetts, University of New Hampshire, University of Vermont, and the Vesper George School of Art. Five girls are in schools of nursing. Sixty-five per cent of the class are furthering their studies. Seven of those graduated in 1954 are now in the armed services.
Additional courses offered in the high school this year are Spanish, Sociology, Family Finance and Economic Geography.
An evaluation of all phases of the school is now in the process by the faculty using as their guide the Evaluative Criteria. In May a visiting group of educators will check the objectivity and validity of the faculty's evaluation. This study should be most interesting and constructive.
23
SCHOOL COMMITTEE REPORT
Our athletic teams have represented us well this past year. The boys and girls have conducted themselves as true sportsmen at all times while winning their share of games.
This fall's football schedule was curtailed by two games due to the late opening. The cross country team enjoyed signal success by winning the State Class D championship and the South Shore Class A and Class B championships.
On numerous public and school appearances the band, orchestra and glee club have been very well received. The Chimes, Scituation and Mariner, school publications, reflect the hard work and effort of the students and faculty advisors. It is hoped that a student handbook will be published this year by the Student Council.
New clubs organized this year include a Future Teachers' Club, Hobby Club and Radio Club. Through our athletic teams, clubs, dramatic productions, and music groups, we have a high percentage of student participation in extra-curricular activities.
The death of Miss Anne Cunneen during the summer saddened all who knew her. She left a heritage of kindness, courage and real humanity that should inspire all of us.
To you and the school committee, the faculty and the student body, I would like to express my sincere thanks for the help and cooperation I have received.
EDWARD L. STEWART, Principal
REPORT OF THE CENTRAL SCHOOL PRINCIPAL
With the increased number of private homes being constructed each year, we can be assured of an increased school enrollment. The following figures will show the distribution of pupils in Cen- tral School as of October 1, 1955.
Gr. 2 55 Gr. 3 101
Gr. 4
137
Gr. 5 155 Gr. 6 138
10 Spec. Kgn. 139 Total 735
Housing: With the need for an additional room for grade 2 (Jenkins), it became necessary to eliminate a double kindergarten there. As a result the Central School Kindergarten enrollment was increased considerably, averaging thirty-five pupils to each morn- ing and afternoon class. There are now 2 second grades, 3 third grades, 4 fourth grades, 5 fifth grades, 5 sixth grades, 4 kinder- gartens, and 1 special class.
24
SCHOOL COMMITTEE REPORT
Evaluation Program: A program of evaluation of the elemen- tary schools was set up in the late fall to be carried on during the succeeding months under the direction of Dr. James Baker of Boston University. All Elementary School teachers are participating in this program.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.