USA > Massachusetts > Barnstable County > Harwich > Town annual reports of the selectmen and overseers of the poor of the town of Harwich 1952 > Part 10
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Respectfully submitted, CHANNING N. BAKER MARGARET E. LEONARD E. GORHAM NICKERSON
137
Superintendent's Report
.
To the School Committee and Citizens of Harwich:
The last several annual school reports have stressed the fact that present chaotic world conditions render long-range educational planning virtually impossible. It has become in- creasingly apparent, however, that many of the conditions which keep our civilization in turmoil will be with us for a long time, and for that reason we must attempt to solve our problems to the best of our ability in the light of present con- ditions. We have been pursuing this policy for the past year and I herewith present my report together with my recom- mendations for the future.
SCHOOL POPULATION
The school reports of the last few years have emphasized the rapidity with which our school population is growing and the increased need for more space in our schools. In re- sponse to this need, Brooks Academy was re-opened this fall as a temporary expedient and a School Building Needs Com- mittee was appointed to develop an over-all school building program. Since past reports have explained our needs so thor- oughly and since the Building Committee will report at the annual Town Meeting, there is no need for a lengthy report here. However, I should like to explain how the re-opening of the Brooks Building has alleviated the over-crowding in each building and to call your attention to the problems not yet solved.
At the high school level the fact that Grade 7 was housed at the Brooks Building gave the following high school en- rollment as of October 1:
Grade
8
9
10
11
12
Enrollment
47
35
39
28
26
Total 175
The removal of the 7th Grade made it possible to sec- tionalize Grades 8, 9, and 10 for home rooms, but did not solve the problems of an adequate art room, a library, an adequate auditorium-gymnasium, and separate shower rooms for boys and girls.
138
The removal of Grade 6 from the elementary school made it possible to have three divisions of the first grade. The en- rollment there as of October 1 and the number of rooms for each grade were as follows:
Grade
1
2
3
4 53
5
Sp. Class
Total 284
Enrollment
74
54
52
51
Rooms 3
2
2
2
2
1
12
The problems still unsolved by this change have their source in the inadequacy of the two sections of the sub- divided all-purpose room which houses one division of the fifth grade and the special class. Lack of space in these two small rooms hampers project work in the fifth grade and the hand work so important in the special class.
At the Brooks Building we have 39 in Grade 6 (one class) and 45 in Grade 7 (two divisions). The three teachers in the school have departmentalized the academic work and in ad- dition, each division of the seventh grade goes to the high school for two weekly periods of Home Economics or Shop. The physical education program is under the joint super- vision of Mr. Fish and Mr. Pola. The hot lunch is prepared at the elementary school under the supervision of Mrs. Ellis and is transported to the Brooks Building and served by Mrs. Smith who is also custodian of the building. The whole pro- gram at the Brooks Building seems to be working out very well, both from a social and an educational point of view. I believe that most of the children enjoy having their own small school and have a sense of responsibility for the success of that school. In a sense, we have a junior-high school ar- rangement which will serve as a transitional experience be- tween elementary and high school. The fact that we have had a perfect year from the standpoint of weather has not as yet made us conscious of the lack of a gymnasium. In bad weather there will of necessity be limited physical education periods and it will be necessary to have the bus transport the students to the high school for Shop and Home Economics.
Regardless of any vote taken at Town Meeting, it will be necessary to base our plans for next fall on our present build- ings only. We anticipate an enrollment of 302 at the elemen- tary school, 90 at the Brooks Building, and 194 in the High School. The grade sizes are such that we could use the same plan as for this year provided there is not a heavy influx of pupils to the second and seventh grades. .
It is my sincere hope that we can include a kindergarten in our plans for future expansion. In Harwich we have many first grade pupils who have not had the experiences normally
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expected of a six year old child. This fact makes it necessary for the first grade teachers to spend the first part of the year in a readiness program which should be carried out in the kindergarten. The kindergarten program helps the child to make his social adjustments, and this experience, together with the reading readiness program, gives him a start in the first grade which is invaluable. The result is that the first grade teacher is then able to devote the entire year to first grade work and so reduce the number of children who must repeat the first grade.
PERSONNEL
We opened school this fall with several changes in per- sonnel. Due to the enrollment of 75 first graders, it was ne- cessary to establish a third first grade. Two new teachers were employed for this grade, Miss Georgette Cournoyer and Mrs. Carolyn Trace. Miss Cournoyer is a graduate of the New England College and had two years of experience in the Amer- ican School in San Salvador, C.A. Last year she taught in Wrentham. Mrs. Tracy is a graduate of the Oklahoma Col- lege for Women with additional work at the University of Ok- lahoma and at Texas College for Women. She taught for sev- eral years in the public schools of Armore, Oklahoma, and more recently, in Chatham. Mrs. Elaine Cunningham was employed to teach the second grade, replacing Miss Myshrall who retired. Mrs. Cunningham is a graduate of the Eastern Nazarene College and did her practice teaching at the Daniel Webster School in Quincy. We lost both of our fourth grade teachers and replaced them with Mrs. Helen Vial and Miss Doris Dunn. Mrs. Vial is a graduate of Sargent College with additional work at Harvard. She taught for a number of years in the Indianapolis schools and has substituted in various schools in this area. Miss Dunn is a graduate of the Western Washington College of Education with additional work at Stanford University. Miss Roberta Woodbury, a graduate of the University of Maine, was employed to teach a second di- vision of the fifth grade.
Mr. Fernando Pola who has both his bachelor's and mas- ter's degrees from Tufts College, was employed as third teach- er at Brooks Building.
Miss Phyllis Mitchell and Mrs. Luise Aubrey are the new teachers at the high school. Miss Mitchell, a graduate of Sar- gent College, is our new physical education teacher and coach. Mrs. Aubrey was graduated from Framingham State Teach- ers' College in 1951 and taught last year in the New Bedford Vocational School. She is teaching Home Economics.
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Despite this fairly large change in personnel, the schools opened smoothly, thanks to the careful planning of the prin- cipals and the high caliber of our replacements.
REPAIRS AND IMPROVEMENTS
The School Committee policy of keeping our schools in first class repair by a nominal expenditure each year was followed as usual. This year the expenditures were heavier than usual because of the reactivating of Brooks Building for school use. Before turning the building over to the School Committee, the Selectmen had the interior painted and the roof repaired. The School Committee then had all classrooms and corridors painted, the furnace was reconditioned and an oil burner installed, all wiring and plumbing fixtures were checked and repairs made where necessary, and the entire building was cleaned and the floors refinished. Other repair items included the painting of all classroom dadoes, the office suite and one stairway at the elementary school, painting of the exterior of the high school, painting of the teachers' room and two classrooms at the high school, and the re-surfacing of the road between the two schools.
Items of new equipment include furniture for two class- rooms at the Brooks Building, 60 student's desks, teacher's desks, tables, and chairs, a piano for Brooks Building, a range and other equipment necessary to serve lunches at the Brooks Building, two new woodworking machines for the shop, bas- ketball and volley ball standards at Brooks Building, a strip film projector and screen for the elementary school, and new window shades for the Brooks Building and where necessary at the high school.
FINANCE
1948
1949
1950
1951
1952
Total Cost of Schools-
$108,828.33
$121,885.52
$127,663.83
$117,807.16
$136,000.00
Reimbursements-
28,228.44
33,767.20
27,086.69
17,306.74
20,425.00
Net Cost to Town-
80.599.89
88,118.23
100,577.14
100,500.42
115,575.00
Valuation of Town-
9,314,780.
9,746,480.
10,463,530.
11,273,720.
11,500,000.
Tax for Schools- 8.65
9.02
9.70
8.91
10.05
No. of Pupils, Oct. 1- 462
480
507
530
543
Gross Cost per pupil-
235.56
253.92
251.80
222.32
250.46
Net Cost per pupil-
174.45
183.58
198.37
189.62
212.84
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A study of this table will show that the cost of schools has risen as all other costs have increased. However, our per pupil valuation is one of the highest in the state, and this makes it possible to educate the children for a tax of about $10 per thousand as compared with a state average of $14.98 for towns of our size.
SUCCESS OF OUR SCHOOLS
From time to time it is well to check our schools' achieve- ments to determine to what extent we are accomplishing our aims and objectives. One way of doing this is through the achievement tests which are administered throughout the schools each spring. From the results of these tests we know that our scholastic standing compares very favorably with other schools across the country. However, we sometimes hear the question, "Can our small schools prepare and place their graduates in college?" In answer to this question, I should like to quote each of the three high school principals of Union No. 19.
In his 1951 school report, Mr. Bassett, Principal of Chat- ham High School, said, "A total of 60 graduated from the Col- lege, Commercial, and General Curricula during the years 1948, 1949 and 1950, and 26 or 43% continued their education."
The Orleans High School Principal, Mr. Reynolds, pointed out in his 1951 report that 14 students out of 33 in 1949 were successful in advanced schools, representing 42% of the gradu- ating class, 9 out of 25 continued in 1950 or 32%, and 13 out of 25 continued 1951 or 52%.
In his 1952 report, Mr. Morris of Harwich notes that of the 11 graduates from the College Course in 1950, 10 went on to advanced schools, in the class of 1951, 11 out of 14 went on, and in 1952, all 12 graduates from this course continued their schooling. He also notes that of all the graduates 56% con- tinued their education while the others are in the armed serv- ices, married or gainfully employed.
When we consider that the national average of students continuing their education beyond high school is about 25%, it is evident that we are doing very well in this phase of edu- cation. Our students have done well in college and some of them have made outstanding records. In his 1951 report, Mr. Lynch reported that the graduates of that year obtained more money in schoarships than in any previous year.
In evaluating any school, we must, of course, consider the success of all the children. One of our objectives during the
142
last few years has been to broaden our program for the non- college group without weakening our college preparation. This has been done by adding non-college courses, by strengthening our shop course, and by splitting classes into college and non-college groups. That we have been successful is evidenced by the low rate of drop-outs during the last few years. In terms of percentage, we have a drop-out rate in all the towns of the Union of about 3% as compared with the national average of 12%.
IN SERVICE TRAINING
The program under the direction of Mrs. Knight has proved most beneficial to the elementary teachers of Union No. 19. Each month the teachers meet in one of the schools of the Union to work on the improvement of some phase of the curriculum. Mrs. Knight is a recognized authority in the field of elementary education and has been able to give count- less helpful suggestions on presentation of material, motiva- tion of learning, and the use of visual aids. At present we are developing a course of study for the social sciences. The courses of study already developed have helped to coordinate our efforts in the various subject matter fields.
LIBRARIES
We have continued our program of developing our librar- ies at both the elementary and high school levels by an an- nual expenditure of about $1.50 per pupil. At the high school level these books are carefully chosen as to subject matter and degree of reading difficulty. Since we lack a central li- brary, the books are placed in the various rooms according to subject, history books in the rooms where history is taught, etc. This method has some advantages, but is not as desir- able as having a separate library room where the books can be catalogued and made accessible to all students at all times.
At the elementary school, the books are kept in the in- dividual class rooms and are carefully chosen by the teachers who understand both the interests and reading abilities of their pupils. In any group of children there is a reading abil- ity range of about five years, and therefore books must be chosen which meet the interests of the particular age group,, but range in reading difficulty from two years below the age level to two years above it. In this way all children can find books which appeal to them and so cultivate a love of good books.
143
NATURE STUDY
Mr. Levy of the Audubon Society has been with us for sev- eral years and his bi-weekly visits are anticipated with plea- sure by the students because of his infectious interest in the world around us. On each visit he brings specimens which help to motivate the course. We feel that the interest thus aroused not only extends the immediate knowledge of the pupils, but in some cases may awaken permanent interests which may lead them to their life vocations.
DRIVER EDUCATION
The Driver Education program has become an established part of our school curriculum as it is in most high schools in the state. It has been in operation long enough to begin to evaluate results on a country-wide basis. All of the research seems to confirm our hope that trained drivers are having 50% fewer accidents than those without this training.
CONCLUSION
In concluding my sixth annual report, may I express the hope that all the school reports and statistical tables will be read carefully and thoughtfully to the end that all may have a clear picture of our schools.
Again I express my appreciation to all school personnel and to the members of the School Committee for their co- operation during the last year. We have good schools because we have interested, conscientious, teachers and a fine group of young people with whom to work. It is the duty of the School Committee and the Superintendent to obtain the best teachers available, to provide adequate space, to supply the tools of learning, and to coordinate the efforts of the teachers in order that they may be able to devote their best efforts toward the development of our future citizens. The work of the Committee requires many hours of careful research and consideration, and I feel sure that our school problems are being solved to the best interests of all the children of Harwich.
Respectfully submitted,
HERBERT E. HOYT
Superintendent
144
Report of the Principal of the High School
The number one problem of the schools in Harwich con- tinues to be one of adequately housing the increasing number of pupils. My report of last year was concerned largely with a detailed survey of the then existing situation as it applied to the high school. It is not my province to prophesy the future, but rather to report as accurately as possible the present.
Our enrollment last year was 219 in six grades. There were 45 pupils in grade 6 who would normally be expected to come to our building. We graduated 26. On paper that would have meant 238 pupils in the building this fall, which is top capacity of pupil stations. However, Brooks Academy build- ing was reactivated and our expected incoming grade 7 was sent there. With the subsequent adjustments of graduates, and transfers in and out, the five classes in the high school building have an enrollment of 175.
This change has relieved the physical problem of getting the pupils into the building, but it hasn't done anything about some of our vital educational problems. Once again, these are; adequate library facilities, art work rooms, storage space of all kinds, large enough gymnasium, separate showers for boys and girls, and a suitable health room. We need these quarters, and the town should still consider them.
A second item about which I think I should report has to do with school visitors, or rather the lack of them. This may serve as a gentle reproof to any of those persons who may be listed in certain categories. We read in the papers, we hear on the radio, and we hear from speakers in some meetings of organizations, many statements, mostly general in nature, concerning the conduct and ideology of the ado -- lescent, the moral and ethical training or the lack of it, in the schools, the pattern of behaviorism of both teacher and pupil, even educational methods and procedures.
Let me state very clearly, that up to the time of writing this report, not one parent of a pupil in our high school has visited a class in session, or observed a class in session, for a period of considerably more than one year. I might conclude that opinions based on wishful thinking, or imagination, or immature judgement, should be considered with care before being accepted as a true condition. Parents and other tax- payers should visit the schools, sit in the classes, and observe educational procedures. This would be helpful to all con- cerned.
145
The third item of my report has to do with the "new" in education. There is always something new in education, and it is part of every principal's work to be aware of it, to study it, to evaluate it in relation to his school, to try it or not to try it as conditions warrant, and to report on his findings.
At the present time we are hearing much about Life Ad- justment Education. This is a descriptive term used by edu- cators embodying principles and practices which have come to be widely accepted as important to a good educational pro- gram. It is an organized effort to pull together the most signi- ficant ideas dealing with the procedures of education. It is concerned with an appropriate education for all normal youth to help them live democratically, with personal satisfaction and benefit to themselves and to society as citizens, workers and home members.
I believe that our school is the only one on the Cape to be included in the study. The check list has been sent to me by the State Supervisor of Secondary Education, as a part of a joint study in the states of Massachusetts and Iowa. This check list is divided into four parts, each part consisting of questions which are to be answered and checked for this school on a relative scale of values. The parts are: 1. Fourteen questions on Educational Principles in force in our school. 2. Nineteen questions on our School Curriculum. 3. Twenty- four questions on Methods of Instruction. 4. Nine questions on Professional Relations and Procedures of School Person- nel
You will be interested to learn that our school, as small in enrollment as it is, rates well above average on this scale. It would indicate that our school is doing the job for which it is intended, and doing it rather well. There were only two questions in the whole check lists in which we rated zero, and those were two over which we in the school have no control, and even then these two might be partly answered affirma- tively.
It is very pleasant and gratifying to find out by research instead of surmise that "all's well" with our school.
The fourth item of my report has to do with what I con- sider the job of the school to be, and how well we are doing it. We have three curricula in the school. They are different in content, and different in objectives. Because each mem- ber of a group of graduates holds a school diploma doesn't mean that each has completed the same amount or the same type of work.
146
The College course has for its primary objective the prep- aration of the pupil to gain admission to an advanced school should he desire it. The studies are prescribed by the colleges and high scholastic grades are essential.
The Commercial course has for its primary objective the preparation of the pupil to gain admission to an advanced commercial school, or to gain employment in the business world. The studies are more flexible and change with the changing needs of business.
The General course has for its primary objective the training of youth to be well informed citizens of a democracy, living productively and usefully as workers and home makers.
The general goal, as distinguished from objective, is to bring about in all graduates a desirable level of democratic citizenship.
Let us consider the graduates from the last three classes in the college course. Everyone is interested as to whether or not our graduates are well prepared and if they go to ad- vanced schools. In the class of 1950, there were 11 graduates, 10 of them were admitted to advanced schools and one joined the Navy. In the class of 1951 there were 14 graduates, 11 of them were admitted to advanced schools and three took jobs. In the class of 1952 there were 12 graduates and all 12 were admitted to advanced schools. Apparently the school is accomplishing its objective in the college course.
In the Commercial course the class of 1950 graduated 5, one got married, one is in the Armed Forces, and three are gainfully employed. The class of 1951 graduated four and they are all gainfully employed. The class of 1952 graduated eight, two went to college, one is nursing, one girl is in the Armed Forces, and four are gainfully employed. Apparently the school is accomplishing its objective in the Commercial course.
In the General course in these three classes we have graduated 29. Four continued in advanced schools, thirteen joined the Armed Forces, two are studying nursing, two girls got married, and as far as I know all the others are gainfully employed, and are good citizens. The school is accomplishing its purpose in the General course.
Harwich High School has an able and conscientious facul- ty. The citizens of the town should take pride in the accom- plishments of the graduates of its school.
Respectfully submitted,
PAUL A. MORRIS
Principal of the High School
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REPORT OF THE PRINCIPAL OF THE ELEMENTARY SCHOOL
The Elementary School opened in September with the increased enrollment confined to the first grade. Three class rooms were needed to care for the number. In order to ac- complish this, one grade was sent to the Brooks Building. This smoothed out the situation for all classes except the fifth. Again this year we have had to use one half of the general purpose room for twenty children. It is a very un- satisfactory arrangement for these pupils to be crowded into such a small space. Very few progressive activities can be car- ried on without disturbing the remedial class which occupies the other half of this room, separated by only an inadequate partition. Because of the poor ventilation in these rooms, both doors into the corridor must be kept open. The traffic problems in the halls create more unpreventable noise. Mr. Hoyt and the School Committee have done everything pos- sible to ease this situation but as we all know, the only solu- tion is the building of an addition to the school.
Near the end of the school year we adopted the text books, "Making Sure of Arithmetic". This is one of the latest methods and is proving to be very satisfactory in meeting our needs in grades one through five. Now we are working on an outline of Social Studies with Mrs. Melvin Knight. When com- pleted, we hope to have a course by which we will teach our children more about Harwich and Cape Cod. The text books obtained from the publishing companies have very little bear- in~ on the history and geography of the children's environ- ment.
No modern school is complete without a Visual Aid Pro- gram. This fall we purchased a new Standard 500W Projector and a large Radiant Screen. Our reading system has now placed on the market films to correlate with the reading of the first five grades. Some of these we already have; more have been ordered. Our library of story films and other aids in teaching by film strips is growing by constant purchasing of new material.
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