Town annual reports of the officers of Southbridge for the year ending 1962-1966, Part 36

Author: Southbridge (Mass.)
Publication date: 1962
Publisher: The Town
Number of Pages: 1494

USA > Massachusetts > Worcester County > Southbridge > Town annual reports of the officers of Southbridge for the year ending 1962-1966 > Part 36

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In my opinion, the bright spot of the year was the advance made in the planning for a Regional Trade School. This new school will meet the needs of both boys and girls. The plan is also thinking in terms of the thirteenth and fourteenth grade which will permit a boy to earn an associate degree in En- gineering.

The following Trade School students were granted a South- bridge High School diploma.

CABINETMAKERS

Belanger, Ralph Anthony Cloutier, Joseph Victor Vallee, Normand Emile

ELECTRICIANS

Berthiaume, Louis Albert Lach, Edwin John

Fournier, Roger Laurent, Jr. Ryan, William John

MACHINISTS

Berthiaume, Ronald Gerard Langevin, Robert William Livernois, John Joseph

Blackmer, Douglas Stanley

Corriveau, Roland Omer Martin, Robert Lance

Diamond, David Warren

Graham, George Milton

Ricci, Samuel Antonio, Jr. Szczypien, Ferdinand Joseph Trifone, Anthony Mario

METALSMITHS

Chamberland, Henry Gerald Mahan, Bernard Edward Lafleche, Paul Leslie Serdinski, Richard Thomas

Leo, Denis Tully, David Egan

In conclusion, I thank the Townspeople, the School Com- mittee, the Advisory Board, the Superintendent of Schools, the faculty, the office staffs, and our custodian for their valuable aid in helping to make the Vocational Education Program a suc- cess in the town of Southbridge.

REPORT OF ADULT EDUCATION

RAYMOND L. W. BENOIT, Director

Approximately two hundred adults took advantage of courses offered them during the evening program. Unfortunate- ly the most popular courses, such as sewing and furniture re- finishing, necessitated our having a waiting list.

Many courses were advertised but the response was not enough to get started. As indicated before sewing and furni- ture refinishing are still the most popular.

During the year 1963 we had two projects under the man power program. One was clerical training for unemployed wom- en and from all reports from the employment service, most of these women have found employment. The second course under the man power is oil burner service and installation. This is for men who are unemployed and qualified. This course will be completed the latter part of January.

Under the University Extension, we included a course en- titled "Office Machines". In this case the student must pay the State of Massachusetts nine dollars which pays the salary of the teacher.

We had hoped to introduce some high school courses but the response was not satisfactory.

MARY E. WELLS JUNIOR HIGH SCHOOL REPORT

RAOUL O. LATAILLE, Principal

A number of societal developments during the past few years have given rise to the present educational reform move- ment. Many sweeping changes in the content and conduct of instruction will be affected in the future at all levels of schooling. Many innovations in curriculum, instructional devices and school organizaton have been developed during the past few years and are undergoing a period of experimentation in some pilot schools.

The reform movement is affecting all levels of schooling, es- pecially in the areas of arithmetic, science, and social studies.

Here in Southbridge at the Elementary and Junior High levels, the following developments are taking place:

ARITHMETIC

There has been much loose talk about "Modern Mathe- matics" which has spread confusion and, in some cases, has shat- tered the confidence of teachers. The term "Modern Math" has been very misleading since it seems to indicate an entirely new arithmetic program.

Modern Math is not a new program. It is merely a new ap- proach to the same traditional program that has been good enough to play a central role in any "moon shot".

Our main concern with this new approach is 1) to make arithmetic more meaningful to the pupils and thereby develop in them a deeper appreciaton of this subject matter, and 2) to provide them with the opportunity of learning more mathe- matics.

A reassuring finding is that most children enjoy the new approach and show marked aptitude for learning mathematics by the "discovery method".

LANGUAGE ARTS

Many changes are taking place in or are contemplated for the elementary and junior high levels in an effort to correlate all the language arts, i.e., spelling, oral, and written expression More emphasis needs to be placed on written expression in the form of composition on various topics.

Our first concern is to apply a systematic approach to the problem of spelling and to recall one of the most important prin- ciples of learning that whatever is to be learned should be intro- duced in a meaningful situation. With this thought in mind, it is agreed that new words should be introduced at each grade level in contextual settings which have more meaning and which are of greater interest to the child. Until now, spelling has been looked upon as a rote skill rather than as an essential partner to the language problem.

Our purposes in spelling therefore are: a) to teach and apply the spelling rules and principles during regularly sched- uled spelling periods; b) to teach each pupil to spell correctly those words which give him the most difficulty; c) to teach pupils to spell any new words that will help them to better ex- press their ideas in writing.

SCIENCE

Children today live in a world where science and technology have changed the whole way of living from that of even twenty- five years ago, and where changes of still greater import are clearly indicated.

The major trends in science are 1) from much subject matter to less but more emphasis placed on depth of study; 2) to help young people understand science better by having the teacher suggest ways of answering problems and of seeking answers, rather than telling.

The children need our help, as parents and teachers, to learn the effective way to discover answers to their questions, to grow in ability to solve problems in a truly scientific way, to be- come better thinkers, and to grow in appreciation of and interest in the scientific aspects of their environment. Our elementary and junior high curriculum is incomplete unless it takes these science interests and needs of children into account.

SOCIAL STUDIES

The major problem in the Social Studies is the learning load. Most curriculum designs seem to expect coverage beyond all reason and often results in frustration on the part of the teacher and of the pupils.

Long lists of foreign countries and peoples are to be "studied". Eastern peoples and cultures are to be included along with Western peoples and cultures. Emerging Africa is not to be overlooked.

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The present is to be understood; the past is to be known; the future is to be anticipated and so it goes.

The point is not that all these things are unimportant; they are important. But the problem of content selection becomes crucial.

Social Studies curricula are being revised to give recogni- tion but not an overemphasis of many topics.

READING

Because reading is a major key to school progress and be- cause the culturally deprived pupil often finds learning to read a difficult task, high priority should be given to a special pro- gram of reading instruction so that the number of children who will require remedial instruction in later school years probably can be substantially reduced.

For many years, we have been cognizant of some reading weaknesses and have tried our best to eliminate them within the classroom or by after-school help. The difficulty has gone be- yond these measures and must be reckoned with as soon as possible.

PHYSICAL EDUCATION

The academic progress of pupils is always desirable but it is almost impossible unless the pupils are physically fit. Our physi- cal education program is achieving its purpose of developing strength, vigor, and co-ordination in each individual according to his capacity.

ORGANIZATION

The new organizational plans attempt to make better pro- visions than the self-contained classroom for individualizing in- struction. They call for non-graded curricula and for flexible arrangements in grouping and instruction that permits each pupil to be conducted through a program of studies that is es- pecially suited to his learning needs and to his rate of learning in each subject.

All Junior High School teachers are to be commended for their splendid cooperation and their truly efficent work. With- out them a principal's task is obviously impossible. But with conscientious teachers at this level, we will make great strides forward in the future.

I also wish to take this opportunity to extend my sincere appreciation and thanks to the members of the School Commit- tee and to Mr. Fox for their support; to all the supervisors, the nurses, and to the Junior High School secretary for their numer- ous services; to the Cafeteria personnel and to all parents for their understanding of our work; and to the custodians for their work in the upkeep of the building.

REPORT OF THE ELEMENTARY SCHOOLS

The Elementary School at mid-century is subject to the impact of some extremely important influences. The recent growth in Elementary School population, rapid changes in economic and social conditions, the accentuation of problems in our society as mental health, continuing changes in home and life, increasing knowledge of child growth and development, raise questions concerning the kind of education that is best for our children. Much has been said by educators concerning these matters, and much of what has been said is valuable. However, more attention has been given to implications for vari- ous specific phases of the Elementary program than to providing a general overview of the program as a whole.

To provide a general orientation to our Elementary School program is not the purpose of this report. The physical educa- tional program, the general areas of social studies and science, music and art are an important and integral part of our total program, but to be discussed here are the specific content areas of our program at the lower level that have been improved dur- ing this school year.

MATHEMATICS

There is no substitute for the best classroom proven educa- tional materials! The main reason for introducing new arith- matic methods into our Elementary Schools this year is to help more children succeed in arithmetic. Because many children did not understand this subject they disliked it and were not interested. For this reason educators are attempting to lay a better and surer foundation in the Elementary School for the math courses these children will take in the future. The tradi- tional math program of the past assumed that it is impossible to explain to children the real meaning of Arithmetic, so children were asked to memorize a multitude of rules which discouraged them as they seemed discontented and meaningless. Today we try to make arithmetic more meaningful. In the primary grades more time is spent developing a thorough understanding of ideas fundamental to later grade work. Children are soon in- troduced to problem solving by the use of equations which formerly were taught in High School algebra. Equations help pupils to actually see the different steps they should take to solve a problem.

The present emphasis is on the understanding of arithmetic. In addition to teaching skills, we now want to teach the "why" of numbers. Children feel more secure when they overcome their dependence on sheer memorization. This new math de-

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velops discriminating thought processes and true reasoning ability which are installed in youngsters in a way that gener- ates genuine eagerness to learn.

To prepare themselves for the teaching of this newer ap- proach to mathematics, all Elementary teachers enrolled for a course in materials and methods to teach it. As in the past, Southbridge is showing great foresight in recognizing the newer trends in education, and this is only one phase of attempting to keep up with the challenge of change.

The teachers have worked zealously in applying the tech- niques learned and should be commended for their untiring ef- forts. Although this is our first experience in the actual pres- entation of this new material in the classroom, we have noticed an improvement in the actual understanding of numbers.

READING

Southbridge, like so many systems, took a "long, hard, look" at its reading program to see if it was securing the best possible results for both its teachers and pupils. Reading is the first and most important subject a child studies when he enters school. The chief goal of reading instruction is to teach the child to comprehend printed words and groups of words. However, we must remember that no child reads in the true sense of the term, unless he understands the meanings that words, sentences, paragraphs, and other word groups convey. Reading with comprehension is vital in social studies, science, mathematics, and literature because information and facts must be assimilated. Children are expected to acquire and retain facts, understandings, attitudes and skills and to store them away for use in further learning. The child who cannot read with true comprehension and interpretation will fail to absorb all the material in the subject. The new reading series with accom- panying study book is a complete phonics and language program. All rules and usage of English are taught along with the Basic Reading. Independence and alertness are encouraged.

Today's children must cope with heavier content reading in Modern Mathematics and space-age science. An earlier and greater emphasis in all types of thinking skills is a "must". They must master automatically all the phonics skills as soon as possible, so as to be freed sooner for independent reading which is increasingly required of them in accelerated classes and curricula. Stories are of the moment and times; therefore, of high interest because it is the world they know, live, and under- stand. This reading series is geared to teach pupils to "read and think" instead of the older "look and say" method. Every grade material stresses phonic skills and is devoted to thinking skills. Each unit in the series carries its own word-learning and comprehension tests. Simple, direct instructions, in the work-

books accompanying the series are addressed to the pupils so that the activity becomes completely independent.

In this new reader a pupil just can't answer a study-book page of questions with the aid of a picture clue. They have to read and think about the content before they can answer the questions correctly, and that is what good education strives to do.

So again, Southbridge is in the forefront in bringing to its children up-to-date materials in the reading phase which have been developed by experts in the field.

SPELLING

Spelling is the third phase of our curriculum up-dated this year. The School Committee is continually striving to give the children of the town the newest and finest in basic working ma- terials. A spelling book was purchased to build spelling inde- pendence - that is for the pupil to spell correctly and be able to determine the correct spelling of words used every day with- out outside help. "My Word Book" enriches the pupils' spelling skills and widens the usefulness of their learnings. Provision is made for fast learners and slow learners with needed valuable words to be learned by all. Each week's work is divided into five parts. The work every sixth week is made up of special language arts lessons featuring a review treatment of the pre- vious five weeks' words. There is provision for study words missed, practice in word building, application of spelling skills and review of words studied earlier in the program which are persistently troublesome. Children see the word printed as well as written, helping him see it as he writes and copies it.

The easy use of the dictionary to determine spelling and meaning is taught by the use of Trainer Dictionaries. The pupil is taught to think about spelling as he writes to habitually proof- read and check his work for spelling. There are many types of word building activities also. He is encouraged to write clear, grammatically correct and legible sentences and paragraphs, else his spelling ability is futile.

These three major subjects - mathematics, reading, and spelling are a tangible indication of the community's willingness to provide the best improved materials for its children. It is realized that improvement in any subject will automatically help the improvement of all subjects.

The American School System is unique in many ways. It provides a greater educational opportunity for the masses than any other country in the world. However, we must not be com- placent in our thinking about our educational system. Let us recognize that we have a good start, but there is much to be done. As in medicine or any other profession, we must continue our research and constantly improve our practices.

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In conclusion, we all know that education in America has progressed from a somewhat limited personal affair, to a large public undertaking reaching into nearly every home in the land. Public education in the United States is essentially a group un- dertaking. To our Southbridge citizens, our hard-working School Committee, our dedicated Superintendent, Mr. Robert L. Fox, and to our loyal teachers, a sincere thank you. CONSTANCE M. L'ECUYER PATRICIA CALLAHAN

VINCENT J. PURACCHIO

CAMELLA M. DINTINI Elementary Principal.

REPORT OF SCHOOL HEALTH DEPARTMENT

PAULINE BOUCHER, Senior Nurse

The main objective of the School Health Services is to main- tain and promote the health of the school age child. The phy- sical, mental, emotional and social welfare of each individual child are some of the important aspects for maturing with as little difficulty as possible. We all know that "Growing up" to- day offers many barriers, and though it is the responsibility of the parents, the health department tried to lend a helping hand whenever possible.

As in the past, routine physical examinations were done and fewer defects were noted this year. Notices were sent to parents regarding these defects.

The vision and hearing program was completed and all stu- dents were tested except five absentees. Any defects noted were brought to the attention of the parents.

We held a very successful series of Sabin vaccine clinics for the entire school population. All three types of vaccine were administered at different times. The response was overwhelm- ing. We feel that the majority of the school age population is now immunized against polio.

Also at this time I would like to mention the Dental Clinic for grades two through five - The diphtheria and tetanus im- munization clinics for grades one through eight, and grades ten and eleven. All the above clinics are sponsored by the Board of Health in conjunction with the School Health Department.

The annual pre-school clinic was held in April at the Wells Junior High School in the Nurses' office. Letters with appoint- ments were mailed to parents. Birth certificates and vaccina- tions are required before a child may enter school. The chil- dren who were eligible to start school in the fall were interviewed

with parents present. This is just a few of the activities that were completed this year.

Santa's Fund was successful in going over the top due to the generosity of the townspeople. Many of our less fortunate families had a much happier Christmas when food baskets as well as gifts were delivered to their homes on Christmas eve.

In conclusion, I wish to express my sincere thanks to the school committee, to Mr. Fox, Superintendent of Schools, to all the school Principals, to the Teachers, to our School Physicians, Dr. William E. Langevin, and Dr. Adah B. Eccleston; also to Mrs. Virginia Page, R.N., my co-worker, and especially to all of the parents who have shown interest and have co-operated to the fullest to enable this department to have such a success- ful year.

REPORT OF THE HIGH SCHOOL MUSIC DEPARTMENT

ARNOLD M. REPPUCCI, High School Music Director

The Music Department of the High School has been ex- periencing a period of growth and expansion. The band rehear- sal time has been increased this year from three to five rehear- sals a week, with a corresponding increase in credit. The small choir, "The Scarlet Troubadours", have been scheduled for three rehearsals a week during school time, as against one outside of school rehearsal a week last year. Credit is now being offered for participation in this group also. The large choir continues to meet twice a week as last year. A dance band was formed and meets outside of school time.

Eight Southbridge High School students passed the audi- tions for Central District Chorus and Band and will participate in the Central District Concert at Fitchburg State College. Six of these students have received invitations to audition for the All-State chorus and band. One student from Southbridge High participated in All-State last year.

The band and "Scarlet Troubadours" choral group traveled to Johnston, Rhode Island, this past spring and presented a con- cert in the high school, which was very well received. The Johnston groups are scheduled to visit Southbridge at a future date.

The band also performed at all Southbridge High School football games both home and away, in several school assem- blies, and in two parades. Both the band and the choral groups performed in the annual Christmas and Spring Concerts at the high school.

The Music Department has also actively participated in

the WESO "Festival of Music", radio program with three radio shows taped for broadcast at this writing, and more planned for the near future. The annual "Talent Show" utilized soloists and groups from both the instrumental and vocal areas.

Projected plans for the future include the establishment of a testing program for music in the high school, and a concen- trated program geared to build the size of the high school band.

In conclusion, students of the Music Department have been found to participate in all of our programs and activities with much interest and enthusiasm. We have enjoyed a productive year and we look forward to even greater accomplishments in the future.

REPORT OF THE ADVANCED ELEMENTARY PROGRAM

EDITH A. MANZI, Supervisor

In order to attain the fullest development of his potential, the academically talented student needs intellectual stimulation and challenge. We strive to fulfill these needs through the constant evaluation and revision of our curriculum, the mod- ernization of subject matter, materials, and techniques in all areas, and the tightening-up of our standards.

The Advanced Elementary Program is currently enjoying its sixth year of consistent acceleration and enrichment. As a result of acceleration in the areas of mathematics, science, English, social studies, and French, students emerge from grade eight thoroughly equipped to meet the challenges of high school honors courses. The first two classes of the program are pres- ently in the freshman and sophomore classes at Southbridge High School.

We continue to promote and encourage active participation of our students in many educational endeavors. Two eighth graders were selected to attend the French summer school on scholarship at Assumption College. Another student was the Wells Junior High School finalist in the Lowell Tech-WBZ-TV Science Count-Down of 1963. Several students participated in the Mathematics State Fair at Salem State College. Two eighth grade students were rated in the top five percent of 900 participants in the Assumption Preparatory School entrance and scholarship examination.

The many and varied interests of our students are mani- fested in their enthusiasm in the physical education program, in this display of creativity in art, and in their enjoyment of vocal and instrumental music classes.

Along with their scholastic training, we deem the develop-

ment of good, sound character in each individual as most es- sential. We attempt to instill in our students the qualities of self-reliance, initiative, co-operation, and respect for their peers and for authority qualities for fine future citizens!

To the Superintendent of Schools, to the School Commit- tee, to the High School Principal, to the Guidance Director, to the Junior High Principal, to the teachers of the program, to the parents, and to all who have helped us progress, I extend my thanks.

REPORT OF GUIDANCE AND PLACEMENT DEPARTMENT

DR. LEWIS A. KYRIOS, Director

Our Guidance services have been structured to provide for the intelligent guidance of individual boys and girls toward the immediate opportunities provided by the school and the com- munity and toward long-time educational and vocational oppor- tunities available after secondary school is finished. The oppor- tunities for any given individual are dependent both upon his environment and upon his aptitudes and personal qualities.

In developing this guidance structure our services have been concentrated on the following areas:

1. Individual Inventory Services

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Town annual reports of the officers of Southbridge for the year ending 1962-1966, Part 36

Author: Southbridge (Mass.) Publication date: 1962 Publisher: The Town Number of Pages: 1494

Author: Southbridge (Mass.)
Publication date: 1962
Publisher: The Town
Number of Pages: 1494