USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1955-1957 > Part 44
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
B. On the Playground
1. Keep grounds safe for play by removing harmful ob- jects
2. Do not run out into the street after balls
3. Do not throw snowballs on playground or to and from school
4. Do not bring to school articles which may cause accidents
5. Avoid strenuous play - younger children frequently try to compete with older children and fail to realize that they cannot play as hard as older children. Sometimes they get hurt.
III In the Community
A. Respect for Authority.
1. Respect for, and confidence in police
2. Regard rights of others, don't push in crowds, etc.
B. On the Street
1. Do not loiter on the way home
2. Obey traffic officer's signals promptly
3. Walk between white lines when crossing over to the other side
4. Stop and look in both directions for passing cars when an officer is not on duty
5. Take care of younger children
6. Walk on sidewalks
7. Do not run from behind parked cars
8. Do not ask for, nor accept, rides from strangers.
13
SCHOOL COMMITTEE REPORT
Physical Examinations
Before entering school, your child should have a physical and dental examination and any defects found should be corrected if possible in order that the child enter school in the best physical condition attainable. Such untreated handicaps can seriously retard mental and social development.
The periodic health examination of each school child by the school physician is a "screening" examination to find signs of trou- ble that might not have been recognized before. Lack of time pre- vents complete study of each child. Where serious defect is found, the child should be taken to the doctor of the family's choice, or to a clinic, for more adequate diagnosis, and for treatment. The school physician also examines children sent to him by teachers or the school nurse, for special attention.
14
SCHOOL COMMITTEE REPORT
DIRECTORY OF SCITUATE PUBLIC SCHOOLS
SCHOOL COMMITTEE
Fred T. Waterman, Chairman
1960
Mrs. Doris D. Ward, Secretary
1958
1959
A. William Krause, Jr. Mrs. Ellen M. Sides George C. Young
1959
1960
-0-
Edward K. Chace, A.M.
Judson R. Merrill, B.A.
Superintendent of Schools Administrative Assistant
JUNIOR-SENIOR HIGH SCHOOL
Edward L. Stewart, M.Ed.
Stuart E. Crapser, A.B.
Miss Doris I. Annis, B.S. Clarence O. Atkinson, B.S.
Mrs. Mary K. Baker, M.S. Mrs. Mary Bauer, B.S.
Dominic J. Bonanno, B.S. Miss Eleanor Brown, A.B. Robert D. Burgess, Diploma Mario Catinella, M.A. Mrs. Beatrice Coleman, B.S.
Mrs. Ruth J. Cote, B.S.
Mrs. Dorothy H. Croker, B.A. Miss Sally M. Donovan, A.B. Miss Bessie Dudley, A.B. A. Leslie Faulkner, B.S.
Paul F. Finnegan, M.A. John J. Gibbons, B.S. Miss Eleanor Gile, Ed.M.
Principal
Assistant Principal, Science
English (Central School)
Business Education, Driver Education, Director of Audio- Visual Aids
Home Economics
Physical Education
Shop Chairman Languages, French Shop French, Latin
Home Economics; Chairman
Home Economics, Shop, Art Science Spanish, French
Latin, English
Chairman English
Chairman Business Education; Driver Education
Social Studies
English, Social Studies Librarian
15
SCHOOL COMMITTEE REPORT
Miss Elizabeth Giles, B.S. Mrs. Margaret Hamilton, A.B. Leon R. Harvey, Ed.M. Miss Ruth Hawkes, Ed.M. William Johnson, B.S. Lawrence C. Keenan, B.Ed. Sally Ann Kennedy, M.A.
Barbara Murphy, Ed.M.
Charles Rathclement, B.S. Alma Shmauk, B.S.
Edward Elliott Small, B.S.
Patrick A. Soccorso, A.B. Ella Vinal, M.A.
Edgar L. White, Jr., B.S. Erroll K. Wilcox, B.S.
Mathematics English Science
Business Education
Chairman Mathematics
Science, Social Studies
English, Social Studies
English, Guidance
Social Studies (Central School)
Art, Mechanical Drawing Mathematics
Mathematics
Chairman Social Studies
Science (Central School) Chairman Science
ELEMENTARY SCHOOLS
Thomas E. Abbott, B.Ed.
Judson R. Merrill, B.A. Charles E. Bordne, A.M.
Joseph C. Driscoll, M.Ed.
William A. Lincoln, M.Ed.
Guido J. Risi, B.S.
Miss Mary R. Agnew, B.A. Miss Frances M. Byrnes, B.S. Edward J. Bielski, M.Ed.
Mrs. Catherine F. Callahan, Diploma Miss Ethel V. Clayton, B.R.E. Mrs. Justine Cook, B.A. Robert J. Corbin, B.S. Mrs. Eleanor P. Costello, B.S. Mrs. Helen C. Curtis, B.S. Robert E. Deakin, B.S. Miss Jean M. Feeley, Diploma Mrs. Edith L. Fennessy, B.L.I.
Principal, Central and Wampatuck Schools Principal, Jenkins School Assistant Principal Central School, Mathematics Assistant Principal Central School, Social Studies
Assistant Principal, Wampatuck
School, 6th Grade Assistant Principal, Wampatuck School, 6th Grade Cadet Teacher
Grade 1, Central School
Grade 6, Jenkins School, Director Evening Vocational School
Grade 5, Jenkins School Grade 3, Wampatuck School Grade I, Central School Grade 6, Jenkins School Grade 3, Wampatuck School Grade 2, Wampatuck School Grade 4, Central School Grade 1, Central School Grade 2, Wampatuck School
16
SCHOOL COMMITTEE REPORT
Miss Rose M. Fisher, Diploma Miss Marion Fleck, Diploma
Grade 2, Jenkins School Kindergarten-Central
Mrs. Madalin C. Ford, CertificateGrade 3, Central School Mrs. Mary E. Gardner, B.S .*
Kindergarten-Wampatuck School Mrs. Jane Gillingham, Diploma Grade 1, Jenkins School Mrs. Grace Grassie, Diploma Grade 1, Wampatuck School Grade 3, Jenkins School Mrs. Flora D. Harvey, B.S. Mrs. Mary Heffernan, Diploma
Grade 1, Jenkins School Mrs. Margaret E. Hoey, CertificateGrade 1, Central School Miss Florence Hyde, B.S. Miss Priscilla Kelley, Diploma Mrs. Dorothy D. Kettell, B.S. Mrs. Margaret Leach, Diploma Grade 2, Central School Mrs. Edna Locklin, Diploma Mrs. Grace Lull, Diploma Mrs. Winifred McAuliffe, Diploma
Grade 2, Central School Grade 1, Wampatuck School Grade 4, Central School
Kindergarten, Wampatuck School Grade 6, Central School
Mrs. Doris Mckinlay, B.S .*
Grade 3, Jenkins School Grade 4, Wampatuck School
Grade 4, Jenkins School Grade 5, Central School Grade 6, Jenkins School Physical Education-All Schools Grade 2-Wampatuck School Kindergarten-Jenkins School
Mrs. Eileen C. Menslage, Diploma Grade 5, Jenkins School Mrs. Alice Merz, M.Ed. Mrs. Vera Mitchell, Diploma Miss Mary E. Monahan, B.S. Mrs. Anna E. Murphy, Diploma Mrs. Helen M. O'Connor, B.S. Mrs. Florence O'Hern, Diploma Miss Marguerite O'Hern, Diploma Mrs. Virginia M. O'Neil, B.S. Mrs. Kathryn H. Pilot, M.Ed. Mrs. Doris Reddy, Diploma Mrs. Vera Reublinger, Diploma Miss Gertrude Reynolds, M.B. Mrs. Joan M. Sampson, B.S. Mrs. Barbara Sargent, B.S. Mark A. Swift, B.S. Mrs. Rose Trefry, Certificate Mrs. Madeline Vickery, Diploma Miss Gertrude Ward, Diploma Miss Eleanor Wescott, Diploma Mrs. Gladys I. Wiswall, Diploma Grade 2, Wampatuck School
Grade 4, Wampatuck School Grade 4, Wampatuck School Grade 2, Jenkins School Grade 3, Central School Grade 4, Jenkins School Vocal Music Grade 5, Wampatuck School Grade 5, Central School Grade 6, Central School Opportunity Class, Central School Grade 2, Jenkins School Grade 1, Jenkins School Grade 5, Central School
*On leave 1957-1958.
17
SCHOOL COMMITTEE REPORT
SUPERVISORS
Herschel Benson, M.S. Mrs. Helene Fulton, Diploma Miss Ann Louise Hoar, B.A. Robert E. Morrill, B.S. Mrs. Gertrude L. Russell, Diploma Samuel J. Tilden, Ed.M.
Director of Physical Education Supervisor of Art Speech Therapist (part time) Director of Music
Coordinator of Reading Director of Guidance
HEALTH OFFICERS
Max D. Miles, M.D.
*W. B. Parsons, D.D.S.
School Physician School Dentist Hygienist
* Mrs. Lillian Higgins Miss Margaret J. O'Donnell, R.N. Nurse, Central and Wampatuck Schools
Mrs. Flora D. White, R.N.
Nurse, High and Jenkins Schools
*Employed by Board of Health
SUPERVISORS OF ATTENDANCE
William F. Kane, Chief of Police Miss Margaret J. O'Donnell Mrs. Flora D. White
All Schools Central and Wampatuck Schools Jenkins and High Schools
SECRETARIES
Mrs. Marguerite E. Cahoon Mrs. Emily Colton
Mrs. Dorothy Foster Mrs. Muriel Johnson
Mrs. Jean E. Strzelecki
Mrs. Martha Thompson Mrs. Doris Walker
Superintendent's Office Central School Office
Jenkins School
Superintendent's Office
High School
Wampatuck School High School
CAFETERIAS
Mrs. Gertrude Timpany, Supervisor
Miss Annie Barry, Manager
Mrs. Genevieve Hill Mrs. Irene Johnson
Mrs. Giertrug McCarthy Mrs. Mae Stark
All Schools
High School
High School
High School
High School
High School
18
SCHOOL COMMITTEE REPORT
Mrs. Florence James, Manager Mrs. Harriet E. Bubin
Central School
Central School
Mrs. Margaret McCormack
Central School
Mrs. Agnes C. Peirce
Central School
Mrs. Margaret Rice
Central School
Mrs. Bessie M. Dooley, Manager
Jenkins
Mrs. Enid Billings
Jenkins
Mrs. Florence Flaherty
Jenkins
Mrs. Ann Fettig
Jenkins
Mrs. Roberta Merritt, Manager
Wampatuck
Mrs. Connie Saccone
Wampatuck
Mrs. Gertrude Queeney
Wampatuck
Mrs. Florence Young
Wampatuck
CUSTODIANS
Herbert E. Bearce
Head Custodian and High School
John A. Cogswell
High School
Daniel E. Healy
High School
Percy Mayo
High School
Thomas F. Woods
High School
Earl Jenkins
Central
William F. Harrington
Central
Harry Soule
Central
John F. Curran
Jenkins
Joseph Murphy
Jenkins
Francis W. Hartnett Lewis B. Newcomb
Wampatuck
Wampatuck
BUS CONTRACTORS
Alfred Elliott
Route A
Andrew Finnie
Route B
William Mays
Route C
C. Alan Merry
Route D
Route E
William Steverman Richard S. Tibbetts
Route F
Lissie Berg
Route G
James Finnie Henry Bearce, Jr.
Route H
Route J
19
REPORT OF THE SUPERINTENDENT OF SCHOOLS
THE HANDWRITING ON THE WALL: "No," said the little girl forcefully, "I do not want to get good marks. I'll be laughed at by my friends. None of my friends get good marks. If you get good marks, you just don't fit with the crowd."
Maybe you haven't made this contact yet, or if you have, per- haps, you have rationalized it away by saying that it's a phase, that we all went through it, that it will pass.
As an educator with some thirty years of experience with boys and girls, I tell you that it is not a phase, that it will not pass, not until you and I do something about it.
Perhaps your little Mary or Johnnie is the exception. Perhaps he DOES like to get good marks; perhaps he IS interested in learn- ing and thinking because they mean something to him. But are you sure that he isn't being ostracised and laughed at because he is different from "the crowd"?
What I am talking about is not peculiar to Scituate. Any school man or woman will tell you the same things. Some of them will tell you that they are thinking of leaving teaching because children no longer want to learn.
We, as parents and school people can shrug and say that all school systems are afflicted in the same way, and what can we do (meaning we can't do anything)?
But we as parents and teachers can do something here in Scituate. The handwriting is on the wall. A generation of adults who shun intellectual activity, stultified by adherence to the criteria for the mediocre, will be the alternative unless we do something now.
WHAT IS WRONG WITH AMERICAN EDUCATION?
First, we do not train for mental work and we teach too little.
One of the first duties of a school is to train pupils to work with their heads, a habit which must be started in the lower grades. Our high schools seldom force the pupil to make a serious effort nor do they accustom him to systematic, constant hard work. Most troubles college freshmen experience are the result of half-hearted high school training.
20
SCHOOL COMMITTEE REPORT
Parents and teachers appear to be increasingly reluctant to make a child do the things which they believe to be right. In the home, democratic discussions among all the family members have too often become free license in which a child "tells off" his parents and the parents appear not only to take it -- but like it!
The adolescent desires guidance and needs direction. He feels insecure and confused when the decisions are left to him, despite the brave front he may often assume. Parents and teachers increas- ingly shirk the job of setting a pattern for their children and fail to give them the essential support and direction they need.
We protect, direct, and support the child with physical care. Why can we not in a like manner administer to the child's emo- tional and intellectual needs?
Systematic hard work in the early years will increase a child's confidence in his own mental powers and will help him accumulate and digest knowledge easily. All of us are familiar with the child's eagerness to learn in grades 1, 2, and 3. Each of us is familiar with something which happens after grade 3. He no longer loves school. He professes to hate it. He, in most cases, does just enough to get by. Again this attitude is no temporary phase to be shrugged off.
A stiff program plus demands on time and effort will stimulate and encourage the pupil in grades 1 through 12.
Have you seen bright pupils become bored, discouraged, and restless because so little is required of them? Which teachers do you remember most fondly? Are they not the ones who did more than merely keep you amused ?. Were they not the ones who really taught you something - the ones who were tough yet fair?
The acquisition of knowledge is a serious, time-consuming business. It takes more than a few forty-minute periods a day, five days a week. Learning never stops with the school bell. Yet too many of our pupils think that it does. Could it be that our teachers too seldom relate what they teach with life? Could it be that too many teachers teach with an eye on the clock and an ear on the bell, and that pupils get the idea from their teachers that learning is something which takes place only during the brief school hours principally because teacher by example appears to think the same thing?
HOMEWORK? Our schools appear to be so afraid of taxing pupils' time and energy that they do not dare to give them much homework, and what they give is usually of the superficial type,
21
SCHOOL COMMITTEE REPORT
consisting mainly in repeating what has been learned in class. Homework should require effort and the exchange of ideas with others. Then, too, we still find the teacher who gives homework as a penalty. "All right, Freddie," he says, "for that you will do 200 problems tonight!" Probably little Freddie will not misbehave in that way again, but his love of arithmetic or science will have dimin- ished because homework has become the club used to beat him into good behaviour.
Should we allow youngsters to choose their own courses? I often wonder. Are these adolescents mature enought to decide in- telligently what is best to study, and to take on themselves the task of choosing a course of study which will affect their lives?
The European child has no subject choices. But he does have a comprehensive, stable curriculum which takes up the important subjects gradually at the logical time. Native language, mathe- matics, natural sciences, history (in a meaningful, chronological order), and geography are studied every year and the pupil pro- gresses in them gradually and logically. Other subjects come when a sound groundwork has been laid. When he has finished second- ary school, he has a firm grounding in the essential elements of his cultural and scientific heritage; he knows how to use his mind, and he is ready for advanced, specialized study at the university.
Our high schools can be compared with cafeterias, offering discreet fragments of modern knowledge, not related to each other, not grounded on any serious common foundation, and changing their bill-of-fare at every twist and turn of popular fad and fashion. The pupil makes his selection from. courses reputed to be amusing or easy or which might possibly have immediate practical value. He is likely to avoid those requiring much work and long prepara- tion (including mathematics and sciences). He is often allowed to take the courses in any order he wishes. He is seldom called upon to note the common foundations and interrelationships as well as essential common problems in various subjects. He spends little time on each. He skims but does not master. Perhaps our secondary school departmentalization is responsible. Reluctance of science, mathematics, and history teachers to stress grammar rhetoric, and punctuation; of English teachers to stress the vocabularies of science and mathematics; the constant complaint of language teachers that English teachers do not teach grammar, are examples which might well cause the pupil to think that there is no relationship between subject fields.
22
SCHOOL COMMITTEE REPORT
HIGH SCHOOLS FAIL IN PREPARING PUPILS FOR COLLEGE IN THESE WAYS:
(1) Some pupils cannot read college textbooks. High School teachers very often refuse to shoulder any responsibility for teach- ing reading. It is much easier to shift the blame to the elementary school teachers. If a pupil cannot read his high school texts, how can he read college texts?
(2) Pupils cannot follow main arguments or find the central point in what they read because they have not been trained to do so. Once upon a time, when I taught college preparatory English, I required all my youngsters to study Edmund Burke's "Speech on Conciliation with America". No longer does anyone require it. Yet no greater example of clear, systematic thinking exists. Gone is the joy of following argument and evidence to a conclusion. We read tid-bits instead, little gems which might grace the bedside table in a guest room.
(3) Pupils cannot express themselves either in writing or in oral expression. Clear, concise English is a fundamental tool. What have we done with it?
(4) Ignorance of anything which was not a part of some course. A potential college freshman should have read, literally, hundreds of books: not just fiction: but all manner of non-fiction. He should be steeped in background which comes only from reading. Did you ever check the reading requirements of Phillips Academy or Phillips-Exeter?
(5) Hopelessly inadequate orientation in the ways of college practice: (a) note taking; (b) source material use; (c) freedoni from someone (teacher or parent) sitting over a pupil requiring him to do this or that at any set time; (d) no instruction in how to study, how to concentrate, how to get rid of people nicely so that one can study, how to make friends, how to budget one's time between studies and activities, and so on.
(6) Failure to develop active, critical, inquisitive minds. Our democratic discussions stress questions but not substance. We pro- vide students with slogans, generalities, and formulas by which to judge and criticise- but we are slighting badly the knowledge which alone makes criticism meaningful.
WHAT MUST WE DO? First, we must re-evaluate and re- align our curriculum so as to make inter-relationships of subject fields meaningful. We must stop immediately "text-book" teaching.
23
SCHOOL COMMITTEE REPORT
If we could throw away the textbooks, we would teach better. Some of our teachers might quit, but that might be just as well. A test could be made. If you cannot teach without a textbook, you are teaching badly. The textbook should be the reference book, but never the curriculum guide.
Second, we must set up a program of studies for the college- bound which will really prepare them for college.
Third, we must work with parents and pupils to see to it that the potential college pupil goes to college.
Fourth, we much teach the pupil how to think, how to study, how to concentrate, how to outline, how to take notes from what he reads, how to find the basic thought in a paragraph.
Fifth, we must stop clock-watching, bell-listening, and text- book teaching.
Sixth, we must set patterns of study and homework which are stiff, comprehensive and meaningful.
Seventh, we must bear down on our bright pupils. We must re-evaluate our teaching so that pupils no longer merely memorize disparate facts and ready-made generalizations which can be regur- gitated in the test or examination. We must award independent thinking (and I underline that word).
The regular high school academic course should become the purveyor to the college, admitting its students selectively, and treating them as potential creative scholars, scientists, engineers, or administrators.
Other courses should train the others.
Eighth, we must learn how to enrich a course, how to make it more meaningful through more than the minimum essentials such as one would expect from the average student. In that way we can engage the bright and train him to think.
Ninth, in the grades we must, again, be strict, fair, and firm. We must, of course, work with as nearly homogeneous groups as possible. Enrichment must be provided for the bright, and remedial work for the slow. We must, in short, through our teaching and our parenthood guidance eradicate the philosophy that intellectual activity is sissy, silly stuff.
IF WE DO NOT DO THESE THINGS, WE SHALL SUFFER. The handwriting is on the wall.
24
SCHOOL COMMITTEE REPORT
CAN SCITUATE AFFORD GOOD SCHOOLS?
What are good schools? Fundamentally, good schools are those which educate the children to enter college and stay in college with facility and which educate the others to fill places as good citizens in the community. Good schools must have adequate housing so that the educative process can take place as it should. Good schools must have good teachers. Education can take place without expen- sive buildings but education cannot take place without competent teachers. Obviously, the best schools have the best teachers.
However, when a town grows from 4900 to 10,000 population in less than seven years, and when a school population moves from 1180 to 2600 in the same period, the buildings which housed the schools in 1951 will not do in 1958 and in the years to come.
Until in 1950 when Scituate opened its 22-room Central School, a high school accommodating approximately 400 in grades 7-12 and two six-room wooden schoolhouses were our entire school plant. Since 1951 when the Central School went into full operation, the Town and the need for housing have grown. Today despite the addition of two new 16-room elementary schools, and a $1,000,000 wing on the high school, we are faced with a building program which includes the immediate need for a 1000-pupil capacity junior high school, and, within two years, another 16-room elementary school, plus the possibility in 1963 or 1964 of another addition to the existing high school.
ARE OUR SCHOOLS COSTING TOO MUCH? The build- ing of necessary school housing at a cost well below the state average as our Building Committee has done with the Jenkins School, the Jenkins School Addition and the Wampatuck Schools, is not costing too much. Without adequate housing, education can- not take place. Cold rooms, lack of laboratories, lack of libraries, lack of play areas, pupils crowded 40 or more to a room are signs of inadequate education. At present, because the existing high school can no longer house grades 7 through 12, we are faced with "double sessions" until a junior high school is built to care for grades 7, 8, and 9, thus leaving grades 10, 11, 12 in the present building. Double sessions do not make for adequate education. Periods are shortened, pupils receive less instruction. However, double sessions are prefer- able to cramming from 40 to 45 in rooms and the necessity of drop- ping all classes in which there are less than 40.
ARE OUR TEACHERS COSTING TOO MUCH? This year we start our inexperienced teachers with bachelor's degrees at $3400 and $3600 for those with master's degrees. Teachers may go as
25
ENROLLMENT 1957-64 - SCITUATE PUBLIC SCHOOLS
Grade
1957-8
1958-9
1959-60
1960-1
1961-2
1962-3
1963-4
K
223
240
245
260
270
280
290
1
242
255
260
260
280
290
300
2
230
265
270
275
280
290
300
3
217
245
260
280
285
290
300
4
223
230
250
270
290
290
300
5
223
240
245
265
285
295
305
6
225
245
260
260
280
290
300
Sp
7
10
10
14
15
15
30
Total Enrollment
1590
1730
1800
1884
1985
2040
2125
Total Capacity
1680
1680
1680
1680
2190
2190
2190
7
155
220
240
265
260
280
290
8
169
175
235
250
270
265
285
9
132
160
185
225
240
280
275
Total Enrollment
456
555
660
740
770
325
850
Total Capacity
(650)
(650)
(650)
900
900
900
900
(Grades 7-12)
10
148
140
165
185
230
245
285
11
96
140
140
165
180
225
240
12
83
95
140
140
160
175
240
Total Enrollment
327
375
445
490
570
645
765
(Grades 7-12)
Total Capacity
(650)
1 (650)
(650)
650
650
650
850
SCHOOL COMMITTEE REPORT
26
ENROLLMENT 1957-1964 - SCITUATE PUBLIC SCHOOLS (continued)
Grade
1957-8
1958-9
1959-60
1960-1
1961-2
1962-3
1963-4
7-12 Total Enrollment
783
930
1105
1230
1340
1470
1615
7-12
Total Capacity
650
650
1550
1550
1550
1550
1750
K-12
Total Enrollment
2373
2660
2905
3114
3325
3510
3740
K-12 Total Capacity
2330
2330
2330
3230
3740
3740
3940
Our Building Program
JHS
El School
SHS Addition
SCHOOL COMMITTEE REPORT
27
SCHOOL COMMITTEE REPORT
high as: (no degree) $5200; (bachelor's degree) $5400; (master's degree) $5700; each after years of experience. Beginning next fall, we have increased these salary ranges: (no degree) no change; (bachelor's degree) $3700-$5700; and (master's degree) $3900-$6000.
WHY HAVE WE DONE THIS? Because we must do it to meet competition if we are to hire 12 additional teachers who will be the kind of teachers you and I as parents wish to have educate our children. In other words, if we do not pay higher salaries, teachers will go where they will - and most of our neighboring communities are paying comparable or better salaries.
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.