USA > Massachusetts > Worcester County > Southbridge > Town annual reports of the officers of Southbridge for the year ending 1962-1966 > Part 70
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St. Anselm's
4
University of Massachusetts
6
University of Purdue
1
Worcester Polytechnic Inst.
1
Worcester State
2
Xavier University 2
At Nursing Schools
Peter Bent Brigham Hospital
1
Burbank Hospital
1
Sturdy Memorial Hospital
1
St. Francis Hospital
1
St. Vincent Hospital
2
Worcester Memorial Hospital
1
At Junior Colleges
Becker
1
Endicott
1
Wales and Johnson 1
Worcester 11
At Business Schools
Bay State Academy
1
Cambridge School
3
Career Academy 1
Chandler School 1
New Hampshire College of Accounting 2
Salter Secretarial 3
Ward Schools 7
Technical, Trade or Vocational Schools
Cole Trade-Drafting (P.G.) 1
Ellis Technical
1
19
Northeast Institute of Industrial Technology 1 Ollis Beauty Academy 1 High School Post-Graduate Program Southbridge High School 1
ENROLLMENT
The total enrollment in the Academic Division as of Octo- ber 1, 1965 was 630. The total enrollment in the Trade Division was 162.
LIBRARY
The last months of this year were busy ones for our new librarian. Orders for over six hundred professionally selected books were placed with various book jobbers. These books should start coming into the library in early 1966. In order to accommodate an expanded library, new book shelves and magazine storage racks are being constructed by students at Cole Trade Division.
Presently, our collection totals approximately 3,300 hard- bound books plus other printed material in the following categories :
Reference Books 435
Professional Books
96
Fiction
885
Non-Fiction 1,875
Pamphlets
727
Periodicals
44
Newspapers
3
The average circulation in 1965 was 43 books per day. Average attendance was 160 students per day-all of whom were engaged in assigned research work or were making in- dependent use of the library facilities.
SUMMER SCHOOL
The 1965 Southbridge High School Summer School Pro- gram represents a first in secondary education in Southbridge. It provided an educational service never before offered in Southbridge.
Designed to help students make up credits lost during the year, raise grades, provide a preview of courses to be taken in the Fall, and strengthen foundations in specific sub- jects, the Program met the individual needs of 112 high school
20
students at absolutely no cost to the Town. Actually, the Pro- gram realized a profit of some $250 for the Town.
On the basis of its demonstrated educational and financial success, it would appear superfluous to recommend that the Southbridge High School Summer School Program should be- come a part of our total educational structure.
In conclusion, we look back with pride to 1965 as a year of educational achievement, but we also look forward with renewed vigor to the educational challenges which will be con- fronting us in 1966.
SOUTHBRIDGE HIGH SCHOOL MUSIC DEPARTMENT
Arnold M. Reppucci, Supervisor
This past year the Music Department of the High School has continued to enjoy a period of growth and expansion. The success of our program is due in great measure to the fine scheduling of music classes which Mr. Desroches, our principal, continues to arrange for us. In addition, these music students all receive credit for music courses toward graduation.
Our large performing groups are the Band, the Chorus, and the Scarlet Troubadour Choir. These groups, and smaller musical units have participated in many different programs during the year. A few of our performances have been:
Football games, home and away
District Concert
Halloween Parade
Christmas Concert
All-State Rotary Club
Talent Show
Spring Concert
Gold Star Memorial Dedication Graduation
This year also saw the organization of the Southbridge High Band Boosters Club for parents and other interested adults. The purpose of this organization is to promote the band in the community. During the first few months in existence, the club has already performed outstanding service to the Music Department under the club president, Mrs. Ralph Mon- roe.
21
Projected plans include the establishment of a boys' Chorus and a concentrated program geared to increase the size of the Band.
In the spring our Music Department was honored with an invitation to perform at the New York State Pavilion at the World's Fair in New York. This was a tribute not only to our high school, but to the town of Southbridge at large. It was an exciting and memorable experience for the students, the chap- erones, and myself, and we wish to thank the school committee, Mr. Fox the Superintendent of Schools, and Mr. Desroches our High School Principal for making it possible for us to go.
REPORT OF COLE TRADE HIGH SCHOOL Wilfred H. Learned, Jr., Director
The challenge of training students to participate in this changing world or work is indeed an exciting task. No one knows which particular skills will be needed at any given time in the future. Therefore it is the primary concern of education to equip students with work habits, skills and attitudes that will allow them to adjust to the demands of industry and society.
The base of Vocational Education has been tremendously broadened so that we now have the flexibility necessary to do this job. Historically vocational education has been limited to a three or four year Unit Trade Program which taught skills that pertained to one trade or vocation. Now they are talking about families of occupations that will teach skills in more than one trade.
There is also a movement, a federal obligation, to develop programs for disadvantaged youth and also for youths on the 13th and 14th year level, commonly called a technical institute.
As you can see vocational education can now meet the needs of the individual and thereby meet the needs of industry and society.
The following trade school students were granted a certifi- icate of Trade Proficiency and a Southbridge High School Diploma.
CABINET
William Joseph Anger
Martin James Champagne George Girard
Ronald Alphonse Mominee Ernest Antonio Roso Richard Dennis Thibeault
22
DRAFTING
Paul Raymond Brunell John DiGregorio Richard Edmund Hill
Alexander Kamizirides Lawrence Roger LeBoeuf Stanley Edward Misiaszek
ELECTRIC
Paul Jean Belanger Richard Kenneth Duhamel David Allan Hebert Ronald Gene McGlinchey
Robert Raymond Ouellette Stanley Joseph Petrelli Paul Joseph Zajac
MACHINE
Michael John Boucher Douglas George Broga Robert Joseph Gemme Jan Charles Hmielowski Anthony Kalwarczyk, Jr. Kenneth Robert Kopas Thomas Joseph Kruzewski John Allen LaFleur Roland Ernest Lucier Raymond Ronald McDonald
METALSMITH
David Louis Bernard
David Nickolous Materas
Michael Ernest Mongeau Dennis Paul Osimo Roland Joseph Rondeau David Edson Rose Joseph Ovide St. Pierre Joseph Raymond Arthur Sauvageau
Richard Francis Theriault Antonio Tortis Zdzislaw Wrona
Paul Edward Tremblay
In conclusion, I would like to take this opportunity to thank the people who have made my first three months, on the job, a very satisfying experience. My staff and I hope for con- tinued success in our vocational school program.
REPORT OF EVENING ADULT EDUCATION Frank P. Skinyon, Director
More than 300 adults were enrolled in 17 classes in 10 different courses in the adult education program for 1964-65.
These courses were conducted at the Southbridge High School and the Cole Trade High School on a four night a week schedule. The courses ran a varied schedule of from 6:30 to 10:00 P.M. on Monday, Tuesday, Wednesday and Thursday.
Welding, Machine Shop Practice, Drafting and Blue Print Reading were conducted under Trade Extension organization.
23
Three courses in Furniture Refinishing and four in Sewing were carried on under Practical Arts. Woodworking, two courses in Art and two in Rug Braiding were Hobby courses. One course in Typing was conducted under University Extension organiza- tion.
In University Extension courses each student must pay nine dollars. One dollar is for registration and the other eight dollars are for tuition. Twenty people are needed to initiate a course.
In most of these courses a waiting list was registered. Attendance was kept well up by drop-outs being replaced from a waiting list.
The Adult Education program can be expanded. Our aims for expansion are in the areas of Cooking, Rughooking, and Business Courses.
REPORT OF THE ELEMENTARY PRINCIPALS
Miss Patricia Callahan
Mrs. Camella Dintini
Miss Constance L'Ecuyer Vincent J. Puracchio
The intellectual needs of our young children in an ever- increasing and complex American society is a topic frequently discussed through all the news media on local, state, and national levels. The Southbridge Elementary Schools are con- tinuing to answer these needs by enriching their academic areas as well as art, music, and physical education.
After a year of intensive preparation and presentation of a new transitional arithmetic series, we are pleased to find that youngsters have assimilated and enjoyed this new approach to arithmetic learning. The "how and why" of numbers and the practical application of same have provided for children an insight into an area of learning conducive to more advanced learning in algebra, geometry, and calculus, and for vocational pupils, a broader understanding of practical mathematics. Mental arithmetic training from the basic introduction of the sets theory in grade one, along with expanded notation in the computational areas of arithmetic through grade five, stimu- lates the mental processes needed in the understanding of arithmetic. The traditional approach emphasizing drill and repetition of learning processes is also blended in with the newer approach.
24
Our science program has also been up-dated to keep pace with the new developments and discoveries of the Space Age. The Harper & Row Science Series, TODAY'S BASIC SCIENCE, was the unanimous choice of teachers, after carefully studying various science textbooks. In this course of study, pupils ex- plore science "scientifically," by applying principles and gener- alizations in their experimentation with a mature, scientific attitude. By using the Scientific Method, or problem-solving approach to science, the inquisitive child learns that the "how and why" of his environment can be answered by himself. Provision is made for extra reading to remind pupils that read- ing is truly an important part of the scientist's work as he gathers information, tests ideas, and keeps records to obtain positive-proof facts so necessary in his work.
The language arts program is now under objective study. An increasing necessity for good oral and written expression in our everyday needs prompts a study of new material in the spelling and creative writing areas, as well as the study of grammar and language.
At present, principals and teachers are revising and rewrit- ing a curriculum guide. This guide will be of value to our edu- cators in unifying the entire school program from Grades 1-12.
New areas of knowledge and teaching methods have chal- lenged faculty members to such an extent that many principals and teachers are actively enrolled in various colleges and universities.
We should like to express our appreciation to our School Committee and Superintendent of Schools for their help during the school year. To the parents, P.T.A.'s interested citizens, and businessmen of the community, who have always been generous to our schools, we extend a sincere thank you.
REPORT OF THE MARY E. WELLS JUNIOR HIGH SCHOOL
Raoul O. Lataille, Principal
Many sweeping changes in the content and conduct of in- struction will be affected in the near future at all levels of schooling. Many innovations in curriculum, instructional de- vices, and school organization have been developed during the past year and are undergoing a period of experimentation, study, and recommendation.
25
TESTING
At the beginning of each school year for many years, achievement tests are given to all students in the major sub- jects. The results of each grade are evaluated, analyzed with the results of the previous year, and then compared with national standards. This provides us a means of comparing our local standards with those of the other sections of the country.
In general, the results have been good and the students at Wells Junior High School have scored invariably above national averages. However, where certain deficiencies and weaknesses may have existed, remedial measures were taken and corrective procedures were applied.
CURRICULUM
At present, under the leadership of the Curriculum Coordi- nator, we are in the process of evaluating and consolidating the curriculum of grades one through eight on a sound and unified basis.
Committees from various elementary schools as well as committees from the instructional staff at Wells Junior High School have been appointed and appropriately contain members from all the subject areas. Subject matter chairmen have been named to meet with the committees to discuss their curriculum area and to unify goals and objectives.
In grades one through five, the following chairmen have been appointed : Mrs. Camella Dintini, Social Studies; Miss Con- stance L'Ecuyer, Arithmetic; Miss Patricia Callahan, Science; Mr. Vincent Puracchio, Reading.
At Wells Junior High School, the subject chairmen are: Mrs. Celestine Sweet, English; Mr. Francis Flanagan, Science; Mrs. Claire Kirk, Mathematics; Mrs. Joan Ferry, Literature; Mr. Raymond Renaud, Social Studies; Miss Edith Manzi, French; Mr. George Curtin, Special Education; Miss Claire Birtz, Mrs. Rosalie Rubenstein, and Mr. Richard Yucatonis, general supervisors of Art and Music.
The curriculum must be arranged so that work is sequential and some prerequisites are set up for more advanced work. The activity program should be coordinated with the academic work so as to enrich the instructional program.
Coordination of the curriculum with the school unit preced-
26
ing and the unit following is desirable to effect good articula- tion. For example, the curriculum of the Junior High School should be articulated with the elementary and with the Senior High School. The high school must have good articulation of curriculum with the junior high and with higher institutions of learning. Such consideration and coordination of effort in modernizing the curriculum of any school unit is highly recom- mended.
There are other responsibilities for the curriculum com- mittees. We contemplate that every year a program of studies should be developed to decide which subjects will be required by some or all students and which subjects should be put in the elective area. Depth in the different subjects, too, must be allocated to the year of study or requirement so that a reason- able sequence can be for more effective learning.
The aim and spirit of our curriculum program must be con- structive and developmental at the same time that it is ex- perimental. Many changes will have to take place in an effort to correlate all the language arts. More emphasis needs to be placed on written expression in the form of composition.
The new arithmetic textbook series is now in its second year of usage and proving very satisfactory, but it must be adapted and geared to the needs and abilities of the students.
Children today live in a world where science and technol- ogy have changed the whole way of living from that of even twenty-five years ago, and where changes of still greater im- port are clearly indicated.
The major problem in the social studies area is the learn- ing 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. The social studies curriculum is being revised to give recognition but not an overemphasis to many topics. It must be designed to eliminate duplication and formulated to the needs and abilities of the students.
GROUPING
Program provisions and curriculum adaptations and ad- justments must be made by subject for ability grouping and adequate programs for the academically talented as well as the slow learner. The aim for adequate curriculum provision is to offer enough subjects of suitable or vocational standard to provide a maximum challenge for every student.
27
The curriculum must present various curricular opportu- nities and offerings so that every pupil, if properly placed in the school program, could attain the full development of his potentialities. Vocational and other types of education must be added in order to become a good source of basic training for boys and girls.
Many schools take their students, give them a general achievement rating and assign them to a definite classroom section or group. These students then take the same block of subjects year after year. However, schools now know that students who have superior ability in English may not have the same level of academic ability in science or some other subjects. Modern schools are grouping these students by sub- jects. Wells Junior High School is proud to practice this latter recommended form of pupil classification.
Nevertheless, all groups must be flexible. As soon as the student demonstrates an ability or a lack of ability to do the required level of performance in one level group, he should be placed in the appropriate ability level group. Pupils must be listed by name and classified. Individual schedules must be arranged as they should be for all students in a school that operates on the philosophy of serving the individual student.
Our present curriculum revision plans will strive with in- creased professional efforts in providing every normal youth with the best possible development so he can become a pro- ductive member in our society and a responsible citizen in our American democracy.
All Junior High School teachers, the members of the School Committee, Mr. Fox, our Superintendent, the supervisors, the nurses, the Junior High Secretary, the cafeteria personnel and the custodians are to be commended for their share in making the past year a profitable one for all our students.
REPORT OF THE GUIDANCE AND PLACEMENT DEPARTMENT
Dr. Lewis A. Kyrios, Director
The education of the youth of America is the most im- portant aspect of our culture. We have dedicated ourselves, our financial support, and more importantly our moral support to see that the generation of tomorrow is to have the best educational opportunities available.
28
It is with this philosophy that our guidance services has been organized. Our services intend to give continuous assist- ance to each student in knowing himself as an individual and as a member of society; in making the most of his strength and in correcting or compensating for limitations and in dis- covering and developing creative interests and appreciations.
Our guidance services provide an inventory of the indi- vidual counseling, educational and job placement and follow-up.
INVENTORY SERVICE: This phase of guidance is the collection of information that will identify each individual pupil as a unique individual. It is based on objectve information, be- havior patterns, and identifying information.
Testing is an important factor in the inventory service. Our testing program consists of the following:
1. Achievement tests
2. Intelligence tests
3. Mechanical and Clerical Aptitude tests
4. Interest tests
5. Cooperative tests
These tests are administered to pupils on different levels and various areas of our school system.
COUNSELING: The Guidance Department provides indi- vidual counseling to' assist students to discover and pursue those courses of study which offer them the greatest opportu- nities. Solution of personal problems is likewise an objective of this service. Specialists are also consulted in this counseling process.
EDUCATIONAL AND JOB PLACEMENT: It is the pol- icy of the Guidance Department with the educational device of counseling to stimulate and motivate the college students in the first quarter of their senior year to seek advanced admis- sion to their selected colleges. Information about colleges and future occupations is readily available in the Guidance Office. Applications to college, local or college scholarship informa- tion, college board examinations, and bulletins of information are all in the realm of the guidance services.
Part-time employment of pupils is fostered by our Guidance Department. An excellent cooperative program utilizing our commercial students has been very successful with industry.
The following information is the status of the Post- Secondary Activities of the 1965 Graduating class.
29
1965 GRADUATES
Total Number of Students
186
Academic Division 145
Trade Division
41
POST SECONDARY EDUCATION
Academic Division 97 of 145 = app. 66+%
*Trade Division
0 of 41 = app. 0
Total
97 of 186 = app. 50+%
COMPOSITE PROFILE OF 1965 GRADUATES ACADEMIC
Colleges & Universities-4 yr. Degree
Boys
Girls 22
Total
Granting
31
53
Junior Colleges
13
1
14
Nursing Schools (R.N. & L.P.N.)
0
7
7
Business Schools
1
17
18
Private Preparatory & Post-Graduate
Secondary Schools
2
0
2
Trade, Technical & Vocational Schools
(Non-Degree Granting)
2
1
3
Total Continuing in Post-Secondary Education
49
48
97
*Employment
41
17
58
Unemployment, Undecided & Waiting
10
14
24
Service
7
0
7
Total
107
79
186
*Some of the Graduates who have entered the Labor Market are continuing their education by attending Evening College Classes.
In conducting a follow-up of our 1960 graduates, the following information is submitted:
CLASS OF 1960 112 Graduates
Number
Graduates Entering:
Degree Granting Colleges 36
Junior Colleges, Colleges, Nursing Schools, and all other schools 29
-
30
Armed Forces 13
Labor Market Married Deceased
32
1
1
Total 112
SUMMARY
36 Entered 4-year Degree Granting Colleges
30 Graduated (83% )
1 Attending College
2 Left-Entering Service
1 Attended Worcester Junior College-Graduated as Medical Technician
1 Working in New York
1 Working-Attending Worcester Junior College- Evening Division
NURSING SCHOOL
10 Entered Nursing Schools
8 Graduated
1 Attended-Worcester Girls Trade-L.P.N.
1 Left
BUSINESS EDUCATION
11 Entered Business Schools
10 Graduated
1 Deceased
OTHER SCHOOLS
4 Entered Technical Schools
4 Graduated
2 Entered Hairdressing Schools
2 Graduated
1 Entered Culinary School
1 Graduated
1 Entered School of Agriculture
1 Graduated
MILITARY SERVICE
13 Entered Military Service
LABOR MARKET
34 Entered Labor Market
31
REPORT OF THE SCHOOL HEALTH DEPARTMENT
Pauline Boucher, R.N., Senior Nurse
It is now a recognized fact that the two most important social institutions in every child's life are his home and the school. The school plays an important part in contributing to the family. A well coordinated home and school program is most helpful for a child to be well adjusted and happy with his daily living.
The Central Youth Guidance Clinic which opened on Oakes Avenue, in March of 1965, has been of great assistance to this department. When any problem is reported to the School Nurse it can now be evaluated sooner. Dr. Goldstein has been helpful in evaluating children with problems and in some cases the nurses have been able to take care of the situation with his guidance. There are several cases who are now getting help at the clinic that were referred through the school.
As in the past, the routine physical examinations were done by the school doctors. A total of 996 students were seen by either their own family doctor or by the school doctors. Twenty-three notices for defects were mailed and of these only one student had not received treatment when the follow up work was done. This student has since received treatment.
The yearly diphtheria, whooping cough and tetanus clinics were held. The school population in this town is very well im- munized. The parents are to be commended for taking advan- tage of the services available in this community.
The usual other programs such as vision and hearing screening and the dental clinic were completed as in the past.
Santa's Fund went way over the top. The committee was able to care for more families. Food baskets were distributed to all of these families. The children who were in need of per- sonal items such as mittens, hats, scarves, etc. received those along with toys, trucks, games, dolls, stuffed animals, just to name a few. The support of the townspeople is what makes this program so successful every year.
Through the generosity of a local organization 14 needy children received treatment for vision failures. Examinations were done and glasses were obtained when needed.
We are concluding another tremendous year. I would like to thank Mr. Fox, the members of the school committee, my co-
32
worker Mrs. Page, the School Physicians and the school per- sonnel for being so understanding and helpful. To the parents a special thanks for your cooperation.
CONCLUSION
In closing, I wish to express sincere appreciation for the help and cooperation that has been extended to the schools during the past year. The community as a whole and many of its public and private agencies have been most helpful. I am especially indebted to all members of the staff and to the School Committee.
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