USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1955-1957 > Part 12
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School Activities: Educational Field Trips
New Bedford Whaling Museum
Children's Museum, Boston
Science Museum, Boston
Logan Airport
Cinerama
Sharon Bird Sanctuary (grade 6 Nature Study)
Local fire and police stations (Kindergarten)
Assemblies
Movies - educational and entertaining
Travel talk by Mr. James Russell, a parent with experiences in Africa and South America
Student Council and Safety Patrol
Forest Fire Prevention
Mr. Young of the State Department of Natural Re- sources
Hansel and Gretel
Operetta under the direction of Miss Reynolds Performances for Central and Jenkins Schools
Panel Discussions - Looking Forward to Junior High School By Junior High School Pupils under the direc- tion of Miss Murphy (for grade 6)
Boys' Glee Club
Instrumental Instruction (grades 5 and 6)
Inter-class soccer tournament (grades 5 and 6)
Nature study (grade 6) - special instructor from the Mas- sachusetts Audubon Society
Open House (three evenings) : Many parents visited school on "Open House" nights. We welcome these opportunities to dis- cuss mutual interests. You, as parents, are cordially invited to visit at any time to see the school in operation.
LEROY E. FULLER, Principal
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SCHOOL COMMITTEE REPORT
REPORT OF THE JENKINS AND HATHERLY SCHOOLS PRINCIPAL
As of January, 1955, there were four kindergarten classes, five second-grade classes, four third-grade classes, and one fourth-grade class at Jenkins School. The increasing pupil enrollment made it necessary to discontinue two of the kindergarten classes in Septem- ber. The room made available by this move was needed for an additional fourth-grade class at Jenkins School. Miss Nancy Turner, cadet teacher, became our new fourth-grade teacher.
The cooperation which was so evident in the opening months of our school is still an important factor. Our staff has the experi- ence and the interest in their pupils to provide good education for your children. Our purpose is to train your children to be worth- while self-disciplined citizens who will respect and contribute to- wards American democracy. The teaching function is to help children rather than to judge them, to take each as he comes and to help him along as best we can.
During 1955 all classes at Jenkins went on field trips to Plym- outh and Boston and many local points of interest. These trips required the work and time of many parents for which we are grateful. Our pupils are particularly fortunate to be located near the town libraries. Mrs. Finnie and Mrs. Knowles have both given much extra time and effort in helping us to show children the value, the use, and the proper care of books.
On Student Government Day the Jenkins Junior Council was formed. Twenty-two youngsters meet with the principal to cooper- ate in their common aim of making their school better. This training in the procedures and responsibilities of representative government developes leadership, reporting ability, and a better understanding of our democratic system.
The kindergarten teachers, in cooperation with the reading office and some parents, developed a new report card. The parents liked this improved report. With certain minor changes it will become a permanent part of our reporting to parents. The Hath- erly teachers have already worked many hours to improve their first-grade report cards. We hope this coming year will see the introduction of this new method of reporting to first-grade parents.
The best way of all to learn how well your child is doing is to visit your child's teachers. We hope each and every one of you will do so in 1956.
ROYAL S. GRAVES, Principal
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SCHOOL COMMITTEE REPORT
REPORT OF DIRECTOR OF READING AND CURRICULUM
Supervision of Instruction: The situation in the schools of Scituate is one that is especially conducive to the development of a program of constructive supervision: the need is urgent; the mem- bers of the teaching staff are generally well trained and eager to improve their abilities; and the supervisor is conducting studies which should indicate the points of emphasis.
The Curriculum: Some principles underlying the curriculum. What is the curriculum? It is that series of activities in which pupils engage and, as a result of which, they grow in their abilities to do, to know, to think, and to feel. This includes both classroom and out-of-classroom activities.
Implication of Next Steps: In order to make sane and practic- able proposals for next steps in any enterprise. it is necessary that tentative objectives, or goals, be defined and defended as better than other possible objectives. Unless this is done, the next steps toward these goals may not fairly be set forth as indicating real and desirable progress.
All of the members of each school group - the children, the classroom teachers, the special teachers, the principals, and the parents - should work democratically and cooperatively to plan the work of the school in order that (1) they may create a free social environment where pupils in cooperation with others can live together much as they would in a good home: and (2) the school curriculum may fit the needs of all the boys and girls in each particular school building.
Next Steps Recommended: The young people of Scituate, as future citizens, will be responsible for the town's welfare and are entitled to the best education the community can provide. They are normal, growing human beings who welcome an opportunity to take part in the activities of the school and the community. Apparently they suffer no greater physical or mental handicaps than are common in other respects from children throughout the land.
A forward step has already been taken in initiating a coopera- tive curriculum revision program. With the hope that in the future the school will prepare pupils better to take their places in community life, the following recommendations are made:
1. That an effective plan for continuous improvement and evaluation of the curriculum be made.
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2. That mastery of academic subjects be elevated to its proper position as one of the important factors in development.
3. That the many existing avenues for pupil appraisal and adjustment be utilized more fully.
4. That the success of the school program should be evaluated just as all really important social institutions are evaluated now - on the basis of the subjective opinions of competent, intelligent persons, who have a real stake in the success of the enterprise and of each of its elements or features.
5. That mental and emotional health be important consider- ations in choosing what shall be taught and the manner of its presentation.
6. That procedures for the scientific classification, grading, and promotion of pupils to secure best results be established.
7. Greater opportunities be provided for pupils who are un- able to make satisfactory progress in the regular classroom.
8. Provision be made to care for the needs of the bright and gifted child through an enriched program of study.
9. That the splendid co-operation between the parents and the school be extended to make a more vital school-community relationship possible.
10. That we "tailor" the reading curriculum to meet the needs of the slow readers with average ability, but who have not responded to the prevailing reading method and procedures.
The Reading Problem: Before attempting to discuss the cause of the situation and the remedy, we shall discuss the seriousness of the problem. Far too many of our children in the elementary school are slow readers. These pupils who have the ability to read but do not read are destined to failure in other school subjects. Outside of school they cannot now hope to read with interest, pleasure, or profit. These children cannot live up to their potential capacity to serve if reading is always to be an unpleasant experience of stumb- ling over strange words.
If we are to improve the situation and give every child a good start, we must remove the cause at its root. We must find the remedy for the condition which produces the problem and which has pro- duced so many slow readers. We must abandon the theoretical methods which have failed and replace them with new methods which work.
Classes for the retarded readers are found in most schools, but no school can point with pride to those classes for they can spell
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failure on the part of the school to prevent the remedial reading necessity. Most of these children could and would be reading up to grade level, if the method and content of the reading curriculum had met the needs of the child in the primary grades. No one has yet produced a perfect plan for organizing the teaching of reading, and it is unlikely that the point will ever be reached at which further improvement is impossible. After a new plan has been devised and tried out, an evaluation of its results will always show ways in which it can be changed for the better. There is need in the Scituate schools for continued critical study and for continued effort to make good plans still better.
What Can Be Done for the Child Who Fails: Much can be done for the child who fails provided the teacher has the capacity, the ability, the willingness, the desire, and the time to understand him and an attitude toward him which makes him want to be under- stood by her.
For the child to win best success and, therefore, to be motivated by best effort, the school will have to do about as follows: find out in each subject at what level of accomplishment the child can enjoy healthy progress. No matter in what grade he might happen to be, he must face learning tasks easy enough for him to master. The teacher will go back until she finds the degree of difficulty at which he can win satisfactory success; then she will give him no harder learning tasks in those subjects. If, for instance, he is in the sixth grade and can read material only of fourth grade level, he will be set to read material no harder, and will go forward from that point, though remaining in the same grade. He will be made to feel no disgrace in doing such tasks but will find abundant satis- faction since he can succeed. Through his success he will be stimu- lated to strive harder to win still more successes.
When we reach each individual in the group and adapt the work in the classroom to each learner's attainment and ability, there will be practically no failures in the traditional sense. Virtually all children in each classroom in the Scituate schools will be pro- moted so that those of the same chronological age will live and work and play at school together.
MELDEN E. SMITH,
Director of Reading and Curriculum
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SCHOOL COMMITTEE REPORT
REPORT OF THE DIRECTOR OF GUIDANCE
During the past year the Guidance Program has continued its general policies of testing, student conferences, educational guid- ance, placement and occupational information.
The testing program has been increased at some levels. Aca- demic ability tests and achievement tests were administered in the elementary grades. In Grades 7 and 8, arithmetic, and English tests were given in the spring as well as academic ability tests. Next year these tests will be given in the fall, so that they may be of more immediate value to the teachers with a full year to bring up deficien- cies. Academic ability tests will be given in grades 9 and 10 and the Cooperative achievement tests to Grades 9 through 12. The general aptitude testing battery of the United States Employment Service was administered to the seniors who do not plan to go on to college. Individual Stanford Binets and Wechsler Bellevues are given throughout the system at the request of principals and supervisors.
Each student has assigned interviews during the year to plan his course of studies and discuss other problems and questions.
The office has continued to expand its library of occupational information, college catalogs, nursing schools, special schools and information on scholarships and Armed Services programs. Career meetings in various fields are held throughout the year.
The college preparatory seniors are applying to colleges ac- cording to their choice and abilities. These seniors took the College Boards in May of their junior year. These scores are of a great value in determining where the student should apply the following year and it also gives the students an idea of the exams they must take their senior year. The present junior class will also take them in May.
The Guidance Office established a Placement Bureau in the spring as an aid to both students and tradesmen. The Office attempts to serve as a clearing house, and in no way wishes to interfere with the valuable experience to the student in applying and obtaining a job on his own.
The Office has continued to cooperate with the Quincy Child Guidance Center. This spring Dr. Saul Cooper from the Center will spend one day a week in Scituate discussing adjustment cases with individual teachers.
In the seventh grade Miss Murphy is giving an orientation
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course which has proved to be very valuable and helpful to the students new to high school life.
The alumni and townspeople are invited to use the occupa- tional and educational library in the Guidance Office on Tuesday evenings at which time the Guidance Director is available for evening conferences.
SAMUEL J. TILDEN, Director of Guidance
REPORT OF HIGH SCHOOL LIBRARIAN
During the past two years, the John J. Heffernan Memorial Library has been developing steadily to fit the needs of a growing school. There are now approximately 2700 books on the shelves. The increase in volume is largely due to donations of interested townspeople, the graduating classes, and the increased annual appro- priation. A special effort is being made to add to the collection of material on local history, in the form of books, clippings, and pic- tures. A vertical file of general interest has been started; and, the card catalog, still in the process of being complely reorganized, is beginning to take form.
Student librarians are trained to assist in various ways. They not only work at the charging desk but also help to prepare books and magazines for circulation, type catalog cards, and mend books. They have fun, too; for they attend parties at other school libraries, entertain occasionally, and hold organized club meetings.
Students, in general, are beginning to use the library more intelligently. During the school year 1954-1955, the seventh grade was given a unit of library instruction, followed by special exercises on the use of specific reference books. The latter were made avail- able to teachers of other grades who desired to use them. It is planned to give introductory units of instruction each year to the seventh grade, followed later with special assignments whenever the need arises.
Thus, work in the library moves steadily on to make it a center of learning for the students in the high school.
ELEANOR GILE, Librarian, High School
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SCHOOL COMMITTEE REPORT
REPORT OF THE DIRECTOR OF MUSIC
Miss Reynolds, elementary vocal supervisor, visits each class weekly, kindergarten through grade six. The Central School Boys Glee Club sang at Open House and at a P.T.A. meeting last spring. The operetta, Hansel and Gretel, was staged by students of grades five and six for all the children of Central and Jenkins Schools. The lack of a stage equipped with curtains and dressing rooms makes the production of an operetta difficult, but the many advantages the performers gain in such activities make the attempt worthwhile. At the Hatherly School, where there is no auditorium, the six first grade classes frequently gather in one classroom to enjoy singing together.
We are very grateful to the Scituate P.T.A. for their generous gift of a much-needed set of rhythm band instruments for the Hatherly School and subscriptions to a music appreciation maga- zine for the Jenkins and Central Schools.
Instrumental instruction is now offered two days weekly at Central School and at the beginning of the fall term, sixty-six students were enrolled in grades five and six. A band ensemble is open to those who have had a year of experience. The Seashore Music Aptitude Tests continue to be given to all fifth grades in September.
The school year ending last June concluded a successful and busy one for members of the high school concert band, chorus and orchestra, having participated in numerous local school and munici- pal functions. They also performed at the annual Southeastern Massachusetts Music Festival in Mansfield, Southeastern School Con- cert in Hingham and the All State Concerts in Boston. The con- cert band played several summer concerts in Scituate and Cohasset.
In June Mr. John Hornor, vocal music teacher, resigned. We were fortunate in securing Mr. Edgar L. White, Jr. to take his place. Mr. White, the first full-time instructor, has had a very fine educa- tional and musical background and several years' experience as a vocal supervisor in public school work.
All students in the junior high school have been given a private voice test to determine the type of voice, quality and range, power and intonation. This test determines the placement of each voice to its respective part. As a result, two and three part singing can be accomplished successfully. Records have been played as a means of audio-aids to develop a keener sensitivity to music.
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The High School Glee Club stresses greater exactness of musicianship. Accompanists have been chosen from the students so that more individual attention can be given to three part har- monic singing by Mr. White. The results of a continuing interest is evident with a volunteer Glee Club of forty voices and a Girls Choir that have sung at the Thanksgiving Assembly, the first public Christmas Concert and Christmas School Assembly with the Orches- tra. The Girls Choir made two other outside public performances.
A rotating schedule for the instrumental department was in- stituted in the fall to facilitate better heterogeneous groupings for instructional purposes. This likewise released time for a much needed additional day at Central School. Rehearsals for band or orchestra are held during the daily activity period.
Three good used instruments were purchased during the past year. These were gratefully received as they form the nucleus of the background instruments needed to build a better balanced organization.
The football band played for all games except one, despite generally unfavorable weather conditions. They also marched at the Boston University-Temple game and the South Shore Music Festival in Quincy. Future vocal and instrumental appearances are scheduled for Brockton, Needham, Pittsfield and a joint concert with Marshfield High School.
B. NORMAN DICKINSON, Director of Music
REPORT OF THE DIRECTOR OF PHYSICAL EDUCATION
The effect of physical education is measurable in terms of pupil development, just as is the effect of any other phase of education. The development of strength, the acquirement of skills, and par- ticipation in muscular activities will tend to create an intelligent interest in the pupil concerning his bodily welfare. As a result, hygienic living and mental poise will become desirable achievements.
Everyone in the junior and senior high school is required to participate in physical education classes at least twice a week, unless excused by the proper authorities. The 7th and 8th grades have three classes of physical education weekly, while the 9th and 10th, 11th and 12th attend classes twice a week. The State Department of Education recommends five classes weekly, but due to the number of grades and students in the high school building this is an
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administrative impossibility. We feel that the students are getting about the minimum requirements of a good physical education program. In order to be able to show very many tangible results in a physical education program, each student needs more than one hour of actual physical education time weekly. Our program of calisthenics, instruction in different activities and games, and par- ticipation in activities and games meets the immediate requirements of physical education, but lasting benefits cannot be achieved in such a short amount of weekly time per student. Co-ordination, agility, strength and stamina: each is the result of time consuming activities. Our physical plant is ample, although with more time allotted to each student, it is hoped that more gymnasium equip- ment may be purchased so that our physical education program may be more diversified.
Our elementary physical education program in the Central School and Hatherly School is very limited during the late fall, winter, and early spring since practically all activity is limited to classrooms. This is unsatisfactory and not conducive to a good physical education program. In the Jenkins School, the all-purpose room is providing opportunity for games and activities necessary in elementary physical education. During the months when out- door activity is feasible, there is plenty of play area available al- though not enough of it has been developed to make it suitable for physical education and general play activity.
As everyone knows, our high school has grown in the last few years, and we have tried to keep abreast of the growth in our athletic program. We have added wrestling, cross country and track to the boys' athletic program of football, baseball, and basketball. We now offer two sports during each season. Addition of these three sports has increased the number of boys participating in the ath- letic program. Also, we have scheduled junior varsity and fresh- man games in sports where it seemed feasible. The girls' athletic program of field hockey, basketball, softball and tennis seems ample for this school at this time.
Our gymnasium serves our indoor athletic and physical educa- tion program very well. Our outdoor facilities are not really ade- quate. The grounds are being used to such a degree that it is now nearly impossible to maintain a surface suitable for physical educa- tion classes and athletic contests. We need more area in the immedi- ate vicinity of the school. Our athletic squads and physical educa- tion classes are getting larger: consequently, our outdoor facilities will be used a great deal more than they have been in the past.
Our coaching staff should be complimented for the fine team-
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work and sportsmanship their teams have exhibited. I wish to compliment the cheerleaders for their fine spirit this last year. We hope that more students will enter into the athletic program and benefit from the fine instruction of our coaching staff.
HERSCHEL G. BENSON, Director Physical Education
REPORT OF THE DRIVER-TRAINING INSTRUCTOR
The Driver-Training Course is offered as an extra-curricular activity in the High School to qualified students. Two courses are offered each year accommodating twenty students each. The class- room work is accomplished during the activity period of the school day, while the behind-the-wheel instruction is given after school. The classroom activities are aimed at promoting proper attitudes toward driving problems.
In order to meet standards set up by the Commonwealth of Massachusetts, Registry of Motor Vehicles, classroom instruction must total twenty clock hours for a complete course of instruction. Another six clock hours of actual driving instruction is also required. The classroom instruction must be given either before the actual driving instruction or the two may be given simultaneously.
Students have to pass two written examinations before they are allowed to take a road test for a driver's license. The first test is given by the instructor based on the work covered in the class- room sessions. The other test is one prepared and distributed by the Registry of Motor Vehicles. On this test every student must get a grade of at least eighty per cent in order to qualify for a certificate which is issued by the Registry after the applicant has succeeded in getting his driving license. It is this certificate which entitles the holder to certain insurance premium benefits. The certificate can be cancelled if the driver's record becomes poor. A regular birth certificate is also required.
At the present time plans are being put into effect to add an- other dual-controlled car for instructional purposes. This will double our facilities for instruction and should mean that soon every student who wants Driver Education can have it. The school is certainly fortunate in having the full cooperation of our three local automobile dealers, Paul Young Motors, Watson Chevrolet, and Front Street Sales and Service, in providing dual control auto- mobiles for our use.
C. O. ATKINSON,
Driver-Training Instructor.
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REPORT OF THE ART DEPARTMENT
Elementary Schools: The use of Visual Aid Films has provided added stimulus to the craft part of our Art Program, and after all the pupils of the Elementary Schools were shown movies on "Mak- ing Papier Maché Animals" and "Finger Painting", many groups enjoyed projects of making and decorating their own Indian masks, toys and Prehistoric Animals.
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