USA > Massachusetts > Barnstable County > Harwich > Town annual reports of the selectmen and overseers of the poor of the town of Harwich 1958 > Part 14
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Personal typewriting is now available to seniors, juniors, and sophomores who wish to become sufficiently proficient in typewriting for their own use. The class meets twice weekly and is given for those who otherwise would not have the op- portunity to learn to typewrite.
Besides these new courses, we have recently organized several extra-curricular activities which enrich the student's opportunity to participate in areas of experience not possi- ble in the classroom. A Code Club, sponsored by the Harwich- Dennis Rotary Club, meets during an activity period each week. This is a service club, the purpose of which is to render helpful services to the school or community. The member- ship is limited to girls. Miss Meredith Drew is the Faculty Advisor. A similar service club, the Key Club, sponsored by the Central Cape Kiwanis Club, has been organized for boys. Mr. James Alcock is the Faculty Advisor.
At present there are three different science clubs, one for students in the eighth grade, one for those in the ninth grade, and another for students in grades ten, eleven and twelve. Mr. Harold Drew is giving the members of these groups the opportunity to pursue phases of the branch of
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spent in the service of Chatham children. The salary schedule enabled us to secure replacements with both good training and experience. In Harwich there was only one vacancy, again in this case the reason was retirement. We were able to secure the services of a well-trained, experienced, mature teacher. The small number of vacancies may well be due to the holding power of the salary schedules.
In 1957 it was decided to place all teachers and super- visors on the proper step as determined by training and ex- perience. Due to the expense it was decided to do this over a three year period. The first third of the journey is now be- hind. In 1960 it will be completed. At that time both Com- mittees will be in excellent position to retain good teachers and to obtain good ones as need arises. Our teachers are rapidly becoming a respectably paid group. There is one fact that they should not, and I am sure will not forget, it is if they are to be well-paid the School Committee, the taxpayers and the parents have a right to expect conscientious efforts - excellence in teaching from them. High standards of teach- ing automatically must go along with a good salary schedule. We must all remember that the children of Harwich and Chatham will increasingly profit by any and every improve- ment in the salary schedule.
CONCLUSION
The year has been productive due to the support of the School Committee' program by the taxpayers and parents and due to the cooperation between the staff, and other employees and the Committee. From the standpoints of in- service training, improvement of teachers, improvement of the curriculum, adequate equipment, organization of the program, the improvement of the existing plant, the imple- mentation of the salary schedule progress has been made. There is much more to do.
Our task-the task of the home, school and community - is to see that no child is undereducated and that every child receives a balanced education. The future demands of education will be met because parents, educators, and citi- zens know that education is an invulnerable defense for a free people.
Respectfully submitted,
J. J. MORGAN Superintendent of Schools
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Report of the Principal of the High School
I submit herewith my sixth annual report for the Har- wich High School:
During the past year we have introduced a course called Senior Science for seniors who do not expect to go to college. Previously, only Physics and Chemistry were available to seniors. For the college preparatory seniors, these subjects were satisfactory but physics and chemistry did not meet the needs of other seniors who wished to take an advanced science course. Senior science is adapted to acquaint these students with an understanding of many scientific principles and laws and their uses in our modern world. A greater know- ledge and respect for science is becoming more necessary than ever before. We believe that this senior science course will help to satisfy that need.
Personal typewriting is now available to seniors, juniors, and sophomores who wish to become sufficiently proficient in typewriting for their own use. The class meets twice weekly and is given for those who otherwise would not have the op- portunity to learn to typewrite.
Besides these new courses, we have recently organized several extra-curricular activities which enrich the student's opportunity to participate in areas of experience not possi- ble in the classroom. A Code Club, sponsored by the Harwich- Dennis Rotary Club, meets during an activity period each week. This is a service club, the purpose of which is to render helpful services to the school or community. The member- ship is limited to girls. Miss Meredith Drew is the Faculty Advisor. A similar service club, the Key Club, sponsored by the Central Cape Kiwanis Club, has been organized for boys. Mr. James Alcock is the Faculty Advisor.
At present there are three different science clubs, one for students in the eighth grade, one for those in the ninth grade, and another for students in grades ten, eleven and twelve. Mr. Harold Drew is giving the members of these groups the opportunity to pursue phases of the branch of
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In November, as a part of the observance of book week, a Book Fair was presented at the school. Many favorable com- ments were received from both the pupils and also the parents who attended. The Book Fair will be an annual event occurr- ing during Book Week in November.
Sometime during May of 1959, all grades, kindergarten through grade six, will present a science fair. There will be on display exhibit and experiments of things scientific from the lowly amoeba to the lofty celestial constellations. We sin- cerely hope that interested townspeople as well as parents will come to school on the dates of the fair to view the work of the children in the area of science.
With the additional time made available to me by hav- ing the services of a school clerk, I have begun a program of human relations in the sixth grades. I have been convinced for many years that it is possible for most young people to build up a robustness of personality so that in their later lives - when emotional crises come up - they can face up to them without breaking down mentally. The purpose of the Human Relations class is to help our boys and girls become more robust from an emotional and personality standpoint.
If the Human Relations Project is successful most of the boys and girls should be better able to face up to many of life's problems, to make decisions more readily, to accept responsibility more easily, to meet unexpected changes with- out too much embarrassment, to bring their emotional prob- lems out into the open rather than repress them, and to be better able to carry on after meeting failure. In other words, it is hoped that from their own understanding of their emotional strengths and weaknessess that these boys and girls may become more emotionally mature.
Your school lunch personnel are constantly striving to make the meals served more appetizing and more appealing. One must never fail to realize that the school lunches are in a very large respect determined by the tastes of the children modified by the requirements as demanded by the Common- wealth of Massachusetts Division of School Lunch Programs. Our lunchroom serves Class A and Class C lunches which must meet these requirements: Class A Lunch -
A. One half pint of whole unflavored milk.
B. Two ounces of fresh or processed meat, poultry, cook- ed or canned, fish or cheese; or four tablespoons of butter; or one egg.
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C. Six ounces of raw, cooked, or canned vegetables and/ or fruit.
D. One portion of bread, muffins or other hot bread made of whole grain cereal or enriched flour.
E. Two tablespoons of butter or fortified margarine.
Class C Lunch consists of one-half pint whole unflavored milk. The U.S. Government gives us surplus commodities and reimburses us $.09 for each class "A" lunch served and $.04 for each Class "C" lunch if we meet all requirements.
Our capable lunchroom staff, under the direction of Mrs. Emma Symmes, serves approximately 350 lunches per day. Not only do we serve our own students but the lunches for Brooks Academy are also prepared here.
Since I feel so strongly about the need of the elemen- tary school for a central elementary school library, I am go- ing to repeat what I wrote last year in reference to that need:
Each year the need for a central library in the elementary school becomes more obvious. A library in the school serves at least three educational pruposes. This special unit (1) stimulates children to engage in leisure activities involving reading; (2) facilitates study especially with reference ma- terials; and (3) provides opportunity for the development of desirable library habits and attitudes.
For many children the school library provides the first experience in selecting and taking home books to be read out of school. In connection with reference reading, pupils learn how to use dictionaries, encyclopedias, tables of con- tents, indexes and card catalogues. Involved in these activi- ties is correlation of directed study with regular classroom work.
We will have come a long way when we can point with pride to our new elementary school library.
I wish to extend my sincere thanks and appreciation to the Superintendent of Schools, Elementary Supervisor, School Committee, teachers, P. T. A., custodians, parents and friends who have helped our overall school program in many ways.
DONALD C. NESMITH
Principal
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REPORT OF THE GUIDANCE DIRECTOR
This is my fifth annual report as Guidance Director for the Harwich High School.
Thirty-one students were graduated in the Class of 1958: 12 are employed; 5 are married; 2 have entered military serv- ice; 12 are continuing their education.
In the past four years substantial progress has been made towards providing pupils with additional information about themselves. A guidance record has been developed that pre- sents for examination by student and parent a student's scores and ratings in ability, interests, classroom achievement, stan- dard measures of educational progress, and personality and character development. Reliable tests have been selected in- cluding the comprehensive test series instituted last year- the School and College Abilities Tests and the Sequential Tests of Educational Progress. A system of teacher-pupil eval- uation of personality and character development is in opera- tion. Part-time clerical help with guidance records during the summer vacation is needed.
Our guidance record has become an adequate basis for effective counseling, and, thanks to the help in counseling provided by Mrs. Kimball, all students in grades 8-12 are expected to be reached.
Educational and occupational information is discussed in counseling sessions and as part of class work. At present a great deal of reference and display material is needed. The major part of the guidance budget recently has gone towards developing the guidance record and acquiring test materials and services. It is hoped that a larger share of guidance funds for the 1959-60 school year can be applied to the development of an occupational information library. However, the experi- ence of other high school guidance programs indicate that it is very difficult to maintain and disseminate occupational information effectively until a school is large enough to ac- quire the services of a librarian.
Attempting to help pupils with special problems has brought several matters of serious concern into focus. With the larger classes entering the junior high we are meeting a number of educational problems that cannot be helped by guidance. It is very necessary to request a separate remedial reading program for those with specific reading difficulties.
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Such a program should extend from the elementary level through high school. Consideration of a stricter promotion policy in the lower grades is requested. Pupils who are more than one year below grade in either reading or arithmetic are unable to receive sufficient help through normal methods at the junior high level.
From the standpoint of guidance it is necessary to con- sider the expansion of the industrial arts program in the near future if the needs of Harwich students are to be met. Trade training openings in the Barnstable High Trade Pro- gram are limited for out-of-town pupils and are expected to become more limited. Even the opportunity to enter mili- tary service schools is being curtailed.
Formal guidance is but one cog in the educational system. Knowing that it is accepted as a cooperative task is greatly appreciated.
JAMES W. ALCOCK Guidance Director
REPORT OF THE ELEMENTARY SUPERVISOR
I am happy to submit my fifth annual report as elemen- tary supervisor in the Harwich School Department and to discuss the progress made at elementary school level.
Our testing program is as complete a one as any in the state and has received praise for its thoroughness from as far away as the California Schools. We use the following tests:
I. MENTAL ABILITY
1.) Science Reasearch Associates Test of Primary Mental Abilities --
For children ready to enter grade one.
2.) Otis Alpha Mental Ability Tests-
To every third grade child and to new students en- tering grades one through three.
3.) Otis Beta Mental Ability Tests-
To every sixth grade child and to new students en- tering grade four through seven.
4.) Stanford Binet Individual Tests-
To (a) Students who come out very low or very high on group intelligence tests.
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(b) Students whose ability and achievement scores are not consistent.
(c) Others referred by teachers.
II. STANFORD ACHIEVEMENT TESTS-
Given to all students near the end of the academic year.
III. DURRELL-SULLIVAN READING DIAGNOSTIC TESTS-
To all students at grade four level and to students in grade three through six with special reading problems.
The result of this intensive testing program has been to get a clear idea of each child's capacity and progress. The teachers and I study results and use them to individualize instruction.
With this help, plus our keeping classes small, continuing ungraded classes to give special help to slow learners, and the earnest and conscientious work of the teachers in developing reading skills and giving sound foundation in phonics, there are now very few pupils reading below level. This decline, plus a remarkable gain in class medians, is very gratifying.
A fine gain in arithmetic levels is also noticeable due to the new currculum guides and the effort by primary teachers to teach arithmetic concepts more thoroughly.
The new English series of books which were put into the upper grades in 1956-57 were continued down through the primary grades. We have now completed the program as planned by our most efficient English curriculum committee under leadership of Mrs. Anders Nelson.
The promised guide in Social Studies on the teaching of Cape Cod at third grade level is completed and needs only editing and printing to be placed in the hands of third grade teachers. A rough form of this guide is already in use. I am extremely grateful to Mrs. Cora Chase, teacher in grade three, for the very thorough and excellent unit in Harwich, which is included in this guide. This set of units on Cape Cod is the only complete guide on the Cape being used in schools.
We are ready now to work on revising our science cur- riculum. Several teachers at various grade levels have vol- unteered to help on studying curriculum and effective up-to- date materials to be used in this program. Since we have completed the purchase of English books, it should be possible this year to start purchasing science materials on our regular budget.
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In addition to continuing an excellent program for slow learners, we considered this past year the needs of the gifted children. A large percentage of the Harwich teachers attended a course on the Gifted Child conducted by Dr. Gene Phillips of Boston University. At this course we heard lecturers in various fields discuss how best to care for the gifted child. We have concluded that an enriched program within the class- room with his own age level group is the best solution for a gifted child. Teachers are trying to broaden the base of their instruction to care for this type child.
I wish to thank the Harwich School Committee and Su- perintendent for allowing me to attend meetings of Massa- chusetts General Supervisors Association and Massachusetts State Psychologists Association. It has been very valuable to discuss problems with general supervisors in the state. I was also happy to be able to speak on "Our Expanding Social Studies Program" at an educational conference in Sutton, Massachusetts, and on the same subject at the annual meet- ing of Massachusetts Elementary Principals and Supervisors Association in Amherst.
I appreciate having these opportunities to make outside contacts. I continue to enjoy working with a superintendent who gives constant encouragement to progress toward better education, toward providing for individual differences in stu- dents, and toward teachers continual self-improvement. My appreciation also is extended to school principals, super- visors, teachers, and citizens of Harwich for continued coop- eration, friendliness, and courtesy.
HARRIETT CHACE
Elementary Supervisor
REPORT OF THE ART SUPERVISOR
The Art Program in Harwich has made much progress towards providing creative and constructive opportunities for our children. Within the limits of time and space we have expanded our activities into various crafts, which I feel is particularly pertinent to an art program on the Cape.
This coming January a new member will be added to our art staff. This should provide the time that is badly needed to give proper preparation to complete a project.
Space for an art room is still a primary obstacle. Proper storage of supplies and a place to keep student work, as well as work space with equipment is much needed.
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The Cape nas a traditional reputation of Arts and Crafts. In fact, New England was not only the birth place of our nation but of our culture as well. Unfortunately, recent years have seen the passing of most of our Artist-Craftman. Over a million dollars are spent here every summer on im- ported crafts items that could be made and sold by the people who live here. This is unfortunate; especially since good crafts on the Cape could be an important attraction to sum- mer people. The expansion of small home industries in the crafts oven could be a valuable financial asset to the entire Cape. Here is a need for art that has direct practical value. I believe our children should be exposed to as many mediums as possible with the hope they may select an arts and crafts field to pursue. We lose all too many of our graduates who, not realizing the potential here on the Cape, seek jobs else- where.
In a few years many of the children I have taught in the lower grades will be reaching High School. The results of our present program will show up then. There will be an increase of interest in Arts and Crafts to an extent that our present facilities could not possibly handle. Interest began to show this year with an increase in those choosing the Art Electives and many students being unable to fit into the schedule.
I must extend my sincere thanks to all those members of the staff who through their cooperation have made it possible to attempt the projects of the past year. Most of all, the children deserve credit for all the hard work and interest. There has been a great deal of creative energy released this year and I am sure most parents are well aware of this by the volume of work that has gone home.
HARRY HOLL
Art Supervisor
REPORT OF THE INSTRUMENTAL MUSIC INSTRUCTOR HARWICH HIGH SCHOOL
The efforts of my colleague in the elementary grades, Mr. Griffiths, are beginning to be noticed at the junior high level. This years seventh grade class has many more fine instru- mentalists than the previous seventh grades. This group joins with our High School pupils once each week for orchestra re- hearsals. We would like to take this opportunity to thank the parents of these seventh grade instrumentalists for supplying
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transportation between Brooks Academy and the High School so that these students can participate in orchestra. We are pleased to announce that the orchestra is improving in qual- ity and growing in size. We now number about thirty players and expect that some of our beginning students this year will play well enough to join us before the end of the year. Our debut for this year will be at the Christmas assembly.
In addition to orchestra playing, we are encouraging the formation of small ensembles. This is a field which is more exacting than orchestra playing and for the able student, very satisfying. At present we have a wind quintet which per- formed for the Harwich Women's Club in December, and a woodwind trio which will be heard in public very soon. Again this year, a listening course in music appreciation is given in the seventh grade.
Instrumental lessons are available for all students in grades seven through twelve. The majority taking these les- sons are in the junior high years. My time in Harwich is divided rather evenly between the High School and Brooks Academy. At the Academy we are indebted to Dr. Chace for the use of her office as a lesson room. At the High School we use a hallway adjoining the gymnasium. This lack of space at the High School is not news to anyone reading this report. We also realize that our department is not the only one affected by this shortage of space. We hope that this space situation can be resolved soon.
Our concert and festival this year are basically the same as in the past. Plans are now under way for these events.
I wish to express my appreciation to all those whose help and cooperation contributed to the succes of our program this past year.
SALVATORE PICCOLO
Instrumental Supervisor
REPORT OF THE ELEMENTARY INSTRUMENTAL MUSIC SUPERVISOR
It gives us pleasure to report an all-time high in enroll- ment for instrumental music instruction this year-with a total of 155 individual students from grades two through six within the Union. Many favorable factors contribute to this ever-growing interest, such as our summer program, the town music organizations, the Young Audience concerts, and
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our active Parent-Teacher support. Our own talent-finding system is proving very effective, and most of these students are making very good progress.
Our classroom work in Music Appreciation is still con- tinued. although temporarily curtailed somewhat, due to the time-demand of the large instrumental classes.
Our program of instruction is diverse, including a dozen kinds of instruments. While only three of these are strings, we are still emphasizing the string group. It is significant that our national shortage of string talent is now being recognized. At this writing, the American Federation of Musicians has just announced 100 scholarships for string instrument study -and these are in addition to those offered by most colleges.
Any successful program of music education must be founded upon and guided by a sound educational philosophy. We constantly strive to attain and maintain this balance.
We would like to refer to-and quote from- a recent survey by the Rockefeller Foundation, entitled "The Pursuit of Excellence in Education", a condensation of which was published in Reader's Digest, November 1958. It says, in part, "one still hears arguments over quantity versus quality in education. Such arguments assume that society can choose to educate a few people exceedingly well, or a great number of people somewhat less well-that it cannot do both. A society such as ours has no chioce but to do both; it calls for the development of individual potentialities at all levels. An undiscovered talent, a wasted skill, a misapplied human ability is a threat to our capacity to survive-not just as a nation, but as a nation of free individuals".
SAMUEL GRIFFITHS
Elementary Instrumental Supervisor
REPORT OF THE SUPERVISOR OF VOCAL MUSIC
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As I complete the twelfth year of my vocal music super- vision in the school of Union #16 (now Harwich and Chat- ham) and look over the senior members of my glee clubs and choruses, it is with a feeling of pride and the hope that as we went along the way together (they were first graders when I came), they may have gleaned a love and feeling for, and a knowledge and appreciation of, music-the language of the emotions.
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One of my most pleasant inner satisfactions is when I hear from some former choral member who writes or reports that he or she has joined a choral group-a glee club or musical organization in college and is thankful for the train- ing and contact he had at Harwich.
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