USA > Massachusetts > Barnstable County > Harwich > Town annual reports of the selectmen and overseers of the poor of the town of Harwich 1948 > Part 7
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for the first grade. It seems self-evident that a child should not start his school life with a failure if this can be prevented. Falmouth is one of the many Massachu- setts towns which have used the pre-primary plan with success for many years.
I realize that some parents may feel that we should have a public kindergarten instead of the pre-primary, but I cannot conscientiously recommend it for this year because of the cost involved. If we adopt the pre-prim- ary plan, we would lower the entering age by a month or two. The children would have a full day of school and ride on the regular buses. If we had a kinder- garten, we would lower the entering age by one year to include all children who would normally enter the first grade the following year. This would mean an additional load of at least 50 children which would necessitate two sessions, and would mean bus transpor- tation at noon over the entire town. The cost would be in the neighborhood of $8,000 which seems too much of a burden at the present time.
Hot Lunch
During the last few years, the hot lunch program has expanded rapidly from a small beginning to the proportions of a small business. At the present time, we have five full time workers in addition to the assist- ance given by the administration, teachers, and pupils. Last year we budgeted $17,800 for this program, and will need to budget $20,000. for next year. This means an expenditure of about $2,000. each month or more than $100. per school day. Despite our attempts to explain this program verbally and by notes to parents, most people do not seem to understand our program.
In the first place, I should like to point out that the hot lunch is self-supporting. As of November 1, our total receipts have equalled our expenditures for 1948. These receipts come from the Federal Govern- ment which reimburses us 9c on every meal served and from the children who pay 25c. We did find it necess- ary to increase our charge to the children from 20c to 25c this fall.
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Every meal which we serve must be balanced in its protein, fat, and carbohydrate content. It must be equal to from 1/3 to 1/2 the pupil's daily nutrient re- quirement. The two chief purposes of the hot lunch are to give the children a well-balanced meal at noon and to introduce the child to a wider variety of foods. You can be assured that your child will be served a wholesome, well-balanced meal each noon, although it is obvious that not every child will like every meal equally well. It is, of course, impossible to cater to the likes and dislikes of individual children, but we believe that it is to the child's advantage if his diet is not limited to a few favorite dishes which may or may not constitute a balanced diet. We have frequently urged parents to visit school and eat with us, but very few have accepted our invitation. We feel that such a visit would clear up any misunderstanding which the par- ents may have about the hot lunch.
Curriculum
The modern textbook is a tool developed by ex- perts to meet the needs of children. A great deal of research goes into the development of any new series of texts. Reading level, pupil interests, and aims of the course are all carefully studied. There are, of course, many textbook publishing companies which of- fer texts aimed at the same level. Therefore, each town has to choose the books that seem to meet the needs of its particular group. Whenever it becomes necessary to change a basic series a committee of teachers is formed to study the various texts and make a recom- mendation to the Superintendent and School Commit- tee.
At the present time, we have committees composed of teachers from all the towns of Union No. 20 working on the development of courses of study. The elemen- tary teachers are concentrating this year in a course of study for the language arts. At the high school level, teachers are working in their special fields in collabora- tion with teachers of the same subjects in the other towns. We have found the exchange of ideas most
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helpful, and as a result we shall develop courses which will be most valuable, especially to new teachers enter- ing our system.
Miscellaneous
1. I call your attention to the report of the Guid- ance Director. This report shows the progress which has been made during the year and an outline of our plans for the future.
2. The Reinhart system of handwriting is again being used in the towns of Union No. 20. I believe that most parents are convinced of the value of this program.
3. The new school buses have met with universal approval. The bus drivers have been most helpful and cooperative in our attempt to provide better transpor- tation service for the children of Harwich.
4. Our custodians do an excellent job in main- taining the Harwich schools. We should not under- estimate the importance of these men who work hard to keep our schools clean and attractive.
5. I call your attention to the reports of Mr. Nassi, Mr. Tileston, and Miss O'Toole. The towns of Union No. 20 may well be proud of the musical oppor- tunities given their children. The results of this pro- gram were very evident in the series of concerts held last spring. Miss O'Toole has been with us only a few months, but her art program is already showing excel- lent results.
6. Our visual aid program has not received the emphasis it deserves. I hope to see progress in the future.
7. Every elementary room should have books available at various levels of reading difficulty. I recommend that each year we continue to purchase a few books for our libraries, both at the elementary and at the high school level.
Conclusion
It has always seemed to me that the parents of school children are too little acquainted with our teachers and with what they are trying to accomplish
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in our schools. The increasing number of parents at- tending our annual "Open House" is most gratifying, but it is not enough. Parents, through their own initia- tive, owe it to their children to become acquainted with the teachers. Most of the parent-teacher problems which come to my attention would never arise if the parents took the trouble to become personally acquaint- ed with the teacher. It is only through these personal contacts that parents and teachers come to realize that their aims and ideals are identical. Parents can help a great deal by speaking well of the teacher and of the school in the home. Too often the child hears only comments about what is wrong with the schools, never about what is right.
May I express to you, the Harwich School Com- mittee, my gratitude for your wholehearted coopera- tion during the past year. I know the many hours you have devoted to the problems which I have brought to you, and I know that each problem has received your careful consideration. The citizens of Harwich have evidenced their deep interest in the education of their future citizens by assuming the financial burden in- volved in building a new school. I feel that the last year has been a period of advancement, and I look for- ward to the next year with confidence.
Respectfully submitted,
Herbert E. Hoyt, Superintendent of Schools
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REPORT OF THE HIGH SCHOOL PRINCIPAL Paul A. Morris
In my report for the last school year I wrote at length of the boys of Harwich who leave formal school- ing before graduating. I was particularly concerned with what we might do to be of better service to this group. Since that report was made, we have given much attention to the problem. We find that the situa- tion is not peculiar to our school, but rather that it ex- ists quite generally. We find that various attempts are being made to cope with it, and some places are trying to ignore it. We find that in no instance has the prob- lem been solved, but that some progress of a construc- tive nature is being generally made. We find, too, that the element of personal behaviorism, and the element of home relationship are very closely allied to the pro- gress made in the learning situations.
In Harwich, our situation changes from year to year; we never have had two years alike. We find that some conditions solve themselves in time, while others constantly need attention.
We have analyzed our school and started on our corrective procedures. (1) Each child has been test- ed for his capacities and achievements. (2) He has been graded accordingly. (3) The school committee has employed an additional teacher in order that, with our increased enrollment, the pupils could be placed in the proper section. (4) Work for each group is level- ed at the capacity of the group. (5) The sections themselves are divided into their own capacity groups, with different assignments. (6) For the slower learn- ing group the entire program has been rearranged. (7) When certain further adjustments are completed the character of the work of the sections will change some more.
It is too early even to estimate results. Only a start has been made. However, already indications are be- coming noticeable that our plan may be a good one.
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There are some who may think that we are over- emphasizing the conditions described above, to the neg- lect of those pupils who do remain and are graduated. I believe that this is not the case. Our record upholds my belief.
High schools were primarily intended as college preparatory institutions. That is not the case today. However we do have an excellent college section. The record of our graduates of this section, as well as the commercial section, is remarkable. Practically one hun- dred percent of our college course graduates in recent years have entered college, teachers' colleges, or schools of nursing. They have done well, and are still doing well in these institutions. This isn't hearsay: the grades of our graduates are sent to the school and are in our files. We have just cause to be proud of the achievement of our graduates.
In my reading, observation, and investigation of educational trends over the last decades I find three distinct movements. These have blended and merged progressively to develop the "new" in methods.
The first was the subject curriculum. As know- ledge increased it was organized into subject patterns, and new subject fields were added to the traditional college curriculum. Illustrations are the home econo- mics, industrial arts, agricultural, business, science cur- ricula, and others.
The second movement was for correlation. This was an attempt to make a better adjustment between subject fields and courses. School people tried to bring the related matters of other fields into their courses. Courses in general science became common, and extra- curricular activities became a recognized part of the curriculum as "out of school" procedures.
The third movement, which is now in the process of developing, is on an integrated basis. The general education program develops around a central core. Some use guidance as the core and organize around this basic idea. Others organize the "broad fields" curriculum around the subject basis. Some schools use
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the interests of the students as a core. Other schools use life problems as a core. We, in Harwich, are using the life interests of our students as our core curriculum.
An integrated curriculum means more than simply relating some activities of different courses within a subject field. It is a means of breaking down all sub- ject field boundaries, and organizing all activities and learning experiences around some basic ideas or con- cepts, or skills, or behavior patterns, to be acquired. The extra-curricular activities in the integrated curri- culum become an "in-school" part of the program, and lose their separate identity. Music, orchestra, band, glee club, dramatics, physical education activity, jour- nalism, camera, nature, and other former clubs are now a definite part of the integrated program and rec- ognized as such.
Harwich still has progress to make. We constantly hear that the schools have changed. I am trying to show how they are changing. We want to use the best of the old and choose discriminatingly in the offerings of the new, to arrive at what we believe will best serve our local situation.
REPORT OF THE ELEMENTARY SCHOOL PRINCIPAL Mrs. Ethalene B. Nickerson
In this, my annual report, I wish to summarize three subjects which I think are of interest to the par- ents of our children.
Much has been written and said about reading readiness. Educators believe that some children upon entering school should not be forced at once into for- mal reading and other graded work, but should have as much time as they need to adjust themselves to school life. Tests are given by Mr. Lynch, our Educa- tional Consultant, who determines from these and from the observations made by the teachers the place in our system where each child will profit the greatest. There- fore, we have a Pre-primary group in which a child may
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remain, if necessary, until we are reasonably sure that he can experience success in his graded work.
Questions have been asked as to why our children are assigned no home work. In the past we have been under criticism for giving too much. Superintendent Hoyt and I were glad to obtain the opinion of Miss Alice Beal, the Supervisor of Elementary Education for the state of Massachusetts, on this matter. She dis- approves of any home work in the first six grades. She approves having all instructions given in the class room under supervision of the teachers. This year we de- cided that no home work would be given except upon request by the parents, in cases of sickness and low scholarship.
For a number of years the Elementary teachers in the Union have felt dissatisfied with our system of marking. Early this fall Superintendent Hoyt called a meeting of the Elementary Principals and appointed a committee to obtain samples of rank cards from many other schools and publishing companies. From these samples and our own experiences we hope to develop a more satisfactory method of grading. Another meet- ing was called by Mr. Hoyt of all teachers in the Union to discuss plans for working on a new English course of study throughout the elementary grades. We hope to have both these projects completed by June.
In looking over our records of last year, I find that of our five hundred and fifty fathers and mothers, only sixty visitted our classrooms while the children and their teachers were actually working together. Parents have not visited our playgrounds to become acquainted with the supervision. Only a very few know the work- ing of our lunchroom. I beg of you not to wait until an accident happens on our playground or a discord occurs in the classroom, but visit us, not once, but often. Also, visit the schools in other towns and compare our schools with those. Your children are your most val- uable possessions. Please give a little of your time, and come and form an opinion from your own observa- tions, not from hearsay or reports from the children.
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In closing this report, may I express to the towns- people the pleasure and interest that the teachers feel in watching the development of our new school. May I also extend our guarantee that when we enter that building, we will continue to give our best in teaching the future citizens of Harwich.
Respectfully submitted,
REPORT OF THE GUIDANCE DIRECTOR David O. Lynch
Your guidance service covers seven areas of stu- dent personnel work. This report will name those areas and list the activities carried on in each division.
Individual Record
This is a cumulative inventory of facts relating to the individual student. It starts with the student in the first grade and follows him through the years until he leaves school. Data is collected on school achievement, test results, health, family, behavior, interests, plans, work experience, and follow-up. This folder contains the information which helps each individual discover his potentialities so as to make the most of his life both in and out of school. It demonstrates clearly that the school's main function is to serve the individual, not to fit him into a standardized program.
Testing
The efficient educational program of today needs the results of a scientific testing program in order to answer the question, "Are our schools accomplishing what they are supposed to accomplish ?" Testing eval- uates our efforts to reach educational goals, it uncovers aptitudes, interests, and personality aspects. This year all the students took achievement tests and scholastic aptitude tests. The students in grades 11 and 12 took guidance tests to aid them in making their life plans. Test results are explained to each student and, when- ever possible, to interested parents.
Counseling
The guidance interview is an attempt to interpret
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the information in the individual record so the student will understand the assembled data and be able to make intelligent plans based upon the true facts. Each student has at least one interview each year during which he talks about his educational progress and plans, his vocational aims, and any other problem that may concern him. The student is never told what to do. He is strongly urged to make wise plans and to act upon them.
Occupational Information
Accurate and usable information about jobs and occupations is made available to your students in the form of books, monographs, government reports, voca- tional flim, field trips, and Career Day. Much of the work of filing this material has been carried on by stu- dents. A suitable display has been made by the pupils in the woodworking class. This area of guidance is continuous. Material must be constantly secured, filed, and properly used.
Placement
This activity helps place the student in the proper course in high school and aids in the placement of the student in training beyond high school. It is concerned with part-time, summer time, and full time job place- ment. Students have been taken to Boston to help them make the contacts necessary for satisfactory placement. Interviews are arranged and the results checked. All of the guidance activities are aimed at suitable place- ment for the individual. As the program grows in strength, so will this vital service grow in importance.
Follow-up
No modern manufacturer would think of neglect- ing the study of the service of his product. Education must study its product in order to know how well it is doing its job. Our students can tell us how we are suc- ceeding or failing after they have used their education in real life. This year we are engaged in a comprehen- sive survey of recent graduates so we might gather the facts about the effectiveness of our training. The re- sults of this study will indicate areas of needed revision in our program of education.
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Coordination and Cooperation
There are many facilities in our community which could be brought together to serve the needs of our students. Service club members have much valuable information of an occupational nature which could be made available to interested students. Cooperative work experiences could be arranged for more students. Scholarships could be set up and maintained for worthy students. Field trips and occupational surveys could be sponsored by interested groups. The transition from the classroom to a place in your community can be made a worthwhile experience instead of a struggle for recognition. Guidance is concerned with this prob- lem and plans are being made to aid in its solution.
Conclusion
This year the secretary of School Union 20 asked the Commissioner of Education to approve its director and the guidance program. Approval has been made of the director. When a final report in each of the above mentioned areas of guidance has been made, it is expected that the program will earn its approval. This will mean that your high school guidance program has the highest possible rating and it will go far in helping to bring to your school a top rating for its pro- gram as a whole.
Without the active cooperation of your principal and teachers, the guidance program would be a poorly functioning service. The growth this year is due to real interest on the part of the faculty and administra- tion. The program will continue to grow as long as it can show its usefulness to everyone concerned with education.
REPORT OF THE ART SUPERVISOR C. Aileen O'Toole
At the beginning of this school year, each student in the Junior and Senior High School art classes was asked to give his "idea" of Art .... what he thought art was. A few answered that it was or could be a
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career, others that it was recreational; many did not have any idea at all of what art might or could be. This situation is just about the same in later life-only about 2% of the students leaving schools enter any phase of Art as a vocation. Many can realize that art is a way of life, and so results show in the furnishings of their homes, their clothes, in general, their tastes. These people turn to Art as an avocation-leisure hours are well spent in creating functional as well as aesthetically fine end results. This, then, is constantly a major ob- jective of the Art program-the avocational aspect of Art-to foster art as a way of making our lives and surroundings better.
In the elementary school of Harwich, the attitudes of the teachers toward art has been cooperative and constructive throughout the Fall term. It has been pos- sible to carry out many ideas. These teachers are, on the whole, creative in their outlook and foster a crea- tive spirit in the children's work. The results, in gen- eral, do show the child's own feeling rather than ideas implanted by another. Probably the greatest problem in teaching children is cultivating a feeling of security in each individual child - letting him know that his work is good, because it is his. This has been discussed with each group, the children decided that copying an- other's work is unfair.
Several of the teachers in the elementary school have decided on correlated activities-uniting Art with their classes' Social Studies, etc. The children have planned and then executed large-scale projects, as well as the drawing and painting activities. For example, Miss Wicks first grade, all younger children, painted a very effective and most complete farm panorama. The educational aspects still continue, as indicated by the growth in the children. This has carried over to all phases of their school life.
The High School Art class began the year with the planning of maps. They decided on Cape Cod as their subject, and several made relief maps of plaster, which in color are quite effective. Three-dimensional
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work, as well as drawing and painting, is necessary for a complete program in the Arts.
On the whole, the various phases of Art, and its implications, will constitute the work of the year, and will become the first steps in building up a curriculum in the Arts for both the Elementary and the Junior and Senior High Schools. A knowledge of the town, the needs and interests of the children, are all necessary before this can be done. Only in this way can an effec- tive and educational course of study be constructed. In this way, the children themselves will be the authors and will gain and grow in many more and important ways than with a teacher-imposed program.
REPORT OF THE SUPERVISOR OF INSTRUMENTAL MUSIC
There are more new pupils beginning new instru- ments this year than there have been in six years. There are 21 new pupils, the highest number of beginners in any school in our Union. This group will make for a bigger and better orchestra next year. The Harwich High School Orchestra which in the past few years was the smallest in the district, is now measuring up to the best in the Union.
The 3rd and 4th grade symphonet classes are do- ing remarkable ground work under the tutorage of Mrs. Chase and Miss Crosby. I am particularly proud of the fundamental work in grade 2 by Miss Myshrall. This fundamental work in grades 2, 3, and 4 will help the pupils both in vocal and instrumental work. I have observed the effect of this ground work in our schools and find it is invaluable. This ground work is sadly neglected in most schools. It doesn't require more than five 10 minute periods per week. It acts as a relaxa- tion to both teacher and pupil and accomplishes so much. I hope Miss Myshrall, Mrs. Chase, and Miss Crosby will continue this work.
It is with sincere regret that, due to health condi-
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tions, Mrs. Nassi and I will have to terminate our teach- ing.
We began instrumental music in Union 21 in Sep- tember 1928. This work began at first without remun- eration from the towns. The pupils who could, were paying 25 cents per week. In January 1930 the School Committee finally took over. Harwich did not vote funds until March 1930, but the Teachers' Monomauset Club continued this work in that town. The instrumen- tal music in our Union is a living memorial to Superin- tendent Sims, who with great enthusiasm and in spite of many discouragements and critisms established in- strumental music in Union 21.
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