USA > Massachusetts > Plymouth County > West Bridgewater > Town annual reports of the selectmen, overseers of the poor, town clerk, and school committee of West Bridgewater for the year ending 1940-1944 > Part 23
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It was further felt by the committee that there should be some provision for financial recognition of continued professional preparation and that a set-up was necessary which would re- quire that all teachers attend "refresher courses."
With these facts in mind, a salary schedule was devised and accepted by vote of your school committee, establishing a maximum salary for grammar school principals, high school principal, high school teachers and elementary school teachers with the following general provisions:
1. Each teacher as part of the requirements of tenure shall take and receive credit for at least four semester hours of pro- fessional work at a college, teachers' college or university exten- sion (not correspondence) during each consecutive four-year period.
2. Any teacher who acquires at least four semester hours credit in professional work with a B grade or better at a college, teachers' college, or university extension (not correspondence ) during the twelve month period beginning on any September 1, shall receive an automatic increase of $50 per year. The maxi- mum increase that may be obtained shall be $200.00. Any such $50.00 increase shall continue throughout the tenure of the teach- er unless and until there is a lapse of three consecutive school years, (September 1 to August 31) in the attainment of the minimum four semester hours credit. In such case the $50.00 increase will cease at the end of the third year after the attain- ment of the credits.
3. Possession of a master's degree shall entitle holder, (ex- cept high school principal) to a $100.00 increase in maximum salary.
4. This salary schedule shall not apply to part-time teach- ers.
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HEATING
Your committee has been in constant touch with the acute fuel situation and consider the Town of West Bridgewater for- tunate in having no oil burning heating systems to contend with. All coal was contracted for at the earliest posssible date and the bins of each school filled to capacity during the summer, with extra bins being built and filled in one school.
While the sub-zero weather forced the closing of all schools for 11/2 days prior to the Christmas vacation, the committee be- lieves that the schools can be heated in normal winter weather. Immediately following the war, however, attention must be given to the heating systems in the Center School buildings, where five outmoded hot air furnaces and a gas unit supply heat to 6 school rooms and a large manual training room.
RATIONING REGISTRATION
Too much cannot be said about the splendid cooperation of the teachers as to the manner in which they have assisted in registering the townspeople for rationing. They have worked faithfully, without complaint, for long hours. No doubt they will be asked to do so again, from time to time. For this service, the committee extends its sincere appreciation.
SCHOOL NURSE
Ever considering the health needs of our children, the com- mittee, working in conjunction with the Raynham School Board, has engaged the school nurse, Mrs. Lillian Hewitt, on a full time basis, instead of the previous two and one day arrange- ment. The school nurse will now give three days a week of her time to West Bridgewater and two days to Raynham.
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REPAIRS
Schools repairs the past year have consisted mainly of one large item,-the painting of the outside of both Center School buildings, which consumed almost the entire repair appropri- ation. Both the outside and inside condition of the Sunset Ave- nue School is being considered by the committee so the build- ing may be kept in proper repair. School room walls, ceilings and woodwork should be painted and the outside trim of the building repainted. Also, consideration given to the reshingling of the side walls.
PHYSICAL EDUCATION
Your committee has long appreciated the many advantages of regular classes in physical education and has kept the thoughts of those benefits in the forefront of its long-range plan- ning. In the recent past, excellent volunteer extra-curriculum work along these lines has been done by individual teachers but no regular course was possible. Recently, we were fortunate in acquiring the services of a full time teacher in manual training and physical education. We believe parents will welcome this forward step.
TRANSPORTATION
The ODT at Washington recently ruled that all school bus mileage must be curtailed prior to February 1 in order to con- serve gasoline, rubber, and mechanical equipment. Your com- mittee has made an exhaustive study of the problem and has re-arranged school bus routes and school hours to the end that a mileage saving of 31.4% has been effected without serious in- convenience to any pupil and with transportation provided for all pupils entitled to it under State Law.
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CONCLUSION
May we take this opportunity to express our thanks to the parents of pupils for their earnest cooperation with the school system in all matters pertaining to the educational welfare of their children: and our sincere appreciation to our School Super- intendent and teaching staff for their untiring efforts to make West Bridgewater schools modern, progressive, and efficient.
Signed Lloyd P. Tyrer, Chairman Clare E. Parker
Henry F. Woodward
Sherman H. Perkins
James A. Kehoe
Roger F. Tracy
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SUPERINTENDENT'S REPORT
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To the School Committee:
I take pleasure in submitting my second annual report as Superintendent of the West Bridgewater Schools.
WAR TIME SCHOOLS
The impact of the war on the schools has made itself felt in many and varied ways. In attempting to analyze what effect the war and the peace after the war will have upon the schools it is well, perhaps, to consider the two major divisions of the sys- tem, elementary and secondary, from somewhat different points of view.
In the 'elementary school, which is primarily a place where basic skills are learned, it seems rather certain that the founda- tion curriculum should continue much as it formerly has. Any change will be a change of emphasis within the subject matter itself. Two very obvious examples of this are both in the social studies field, particularly geography. The rapid development of aviation as an important means of world transportation makes necessary the use of global maps and a new understanding of routes between any two points on the globe. Study of South America, its history and geography, has come into a position of prominence not formerly held. For years there has been a grow- ing recognition of the need for what is called "hemispheric sol- idarity". The war has emphasized this need.
The fields of health and science are receiving more atten- tion than formerly. While the war has focused attention here it does not mean that they were not important before.
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Pupil activity in salvage, Red Cross work, and War Savings Stamps are all vital in importance. They are activities of the war effort and may become part of the regular curriculum as the teacher uses them to make problems in arithmetic or to illus- trate science, geography or English.
The picture is somewhat different on the secondary level. Mr. Lindell has discussed conditions in the high school in his report. It is only necessary to note here, that at this level, in contrast to the elementary, the basic program is effected. Each school must find its own solution, depending upon its own cir- cumstances. In general, new courses in science, greater emphasis on mathematics, new or renewed attention to physical education, vocational courses, and guidance form the basis of the impact upon the high school.
Continued and even greater emphasis on the social studies is in order too. We cannot lose sight of the fact that while our immediate job is to get boys and girls ready for their parts in the war effort, we are still educating for citizenship. And citi- zenship, in its broadest sense, means an understanding of pol- itical and economic history and its significance in the world events of today and tomorrow. It means, too, understanding and practicing the civic responsibilities and duties of the in- dividual as an active, cooperating member of his community.
The war, without question, has focused attention, as never before, on Education. It has shown the need for more educa- tion. It has shown ways in which education may be redirected and expanded. It has shown that the old concept of the three "Rs" and the narrow college preparatory high school is not suffi- cient. It has shown that all the children of all people must have available an educational program to care for all types of abilities.
The war has shown, also, the need for guidance; occupa- tional guidance for youth just out of school and also for youth
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in school who are endeavoring to discover their interests and abilities. Our own state has recognized this need and by legisla- tive action has provided for a Supervisor of Guidance in the Department of Education. Nothing, it would seem, can be more important than that a youth have every help possible in plan- ning his educational and vocational program. This is just as important in war as in peace. Even though a large proportion of our boys appear to be headed for armed service, if they know what their abilities are they are going to be of more value to their country. In peace time the difficulties of adjustment in the occupational world are too well known to need further com- ment.
TEACHER CHANGES
This town, in common with all others, has had numerous changes in its staff during the past year.
Robert Morton, manual training teacher, resigned to go into defense work.
J. Roy Newton, teacher of English in the high school, re- signed to accept a position in Winchester.
Ruth E. Ernst, Household Arts teacher, resigned in Decem- ber because of transportation difficulties and the need for main- taining a home in Newton.
Elinore Spencer, teacher at the Center School for fifteen years, resigned to go into other work.
Alice M. Guinea, teacher at the Center School for five years, resigned to accept a position in Darien, Connecticut.
Richard J. Farrell, teacher for one year at Sunset Avenue School, was given military leave of absence because of his in- duction into the Army.
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Miss Myrtle Davison, teacher at Sunset Avenue School, resigned to be married. As Mrs. Myrtle Ryan she has continued as substitute teacher this year.
Benjamin Thomas, principal at the Center School, resign- ed in January 1943, to accept a similar position in Middleboro.
Marian Cushman, teacher at Sunset Avenue School, was given military leave of absence in January because of her induc- tion into the W. A. A. C.
Miss Wilmar Harlow, principal at the Cochesett School was married in December. She is continuing in her position for the duration of the war.
New teachers are as follows:
Roger M. Jones, a graduate of Bates College, with three years' teaching experience at Old Orchard, Maine, was appoint- ed English teacher in the High School.
Henry Pease, a graduate of Fitchburg State Teachers Col- lege, with teaching experience in Dighton and Shelburne Falls, was appointed manual training and physical education teacher and coach of boys' athletics.
Miss Penelope DeCoulos, a graduate of Salem State Teach- ers College, with two years' teaching experience in Stow, in March was appointed commercial teacher in the high school.
Miss Mary E. Seitz, a graduate of Framingham State Teachers College, with teaching experience in Orleans and Dux- bury, was appointed Household Arts teacher in January.
Miss Naomi White returned to her duties as commercial teacher after a year's leave of absence.
George C. Roy, a graduate of Providence College and Bos- ton University, with six years' experience as an elementry school principal, was appointed principal of the Center School.
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Miss Helen Paul, a graduate of Fitchburg State Teachers College, with four years' experience in Belchertown, was appoint- ed English teacher in grades six, seven, and eight at the Center School.
Miss Marjorie I. Davis, a graduate of Plymouth (N. H.) Teachers College, with one year's experience in Grafton, N. H., is now teaching grade five at the Center School.
Miss Liette Morin, a graduate of Bridgewater State Teach- ers College, with one year's experience in Rochester, Vt., was appointed to teach grades five and six at Sunset Avenue School.
Miss Katherine Rogers, a graduate of Bridgewater State Teachers College, with several years' experience in Mashpee, was appointed military substitute at Sunset Avenue School to teach grades three and four.
DEPARTMENTALIZATION
In September grades six, seven, and eight at the Center School were organized on a departmental basis. Grade six of Cochesett School was transferred to the Center to be included in this arrangement. The advantages of departmental teaching in the upper grades are many. Foremost, perhaps it makes it possible for teachers to concentrate in subject matter. For in- stance, one teacher teaches all of the arithmetic, one the English, and one the social studies. Other subjects are assigned accord- ing to teacher time available and to the teachers' interests. This results in a better type of teaching and benefits the pupils ac- cordingly. The pupils, by this plan, become used to going to various classrooms and meeting different teachers so that when they reach high school the adjustment problems are reduced to a minimum.
It is unfortunate that the Sunset Avenue pupils do not have the advantage of such organization. However, the enrollment
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there is so small, and with but two teachers in the upper grades, the disadvantages would seem to outweigh the advantages. Many towns are solving this problem by providing a centralized school so that the advantages of departmentalized teaching and single grade rooms may be enjoyed by all pupils.
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TEXT BOOKS
The two major changes in text books this year have been in primary reading and arithmetic. The introduction of a new reading system, discussed in last year's report, has been com- pleted. This basic system, together with a number of supple- mentary readers, has added strength to the reading program in the primary grades.
There are two main advantages to the arithmetics intro- duced in grades three through six. The grade placement of the material follows the recommendations of the National Council of Mathematics Teachers. The report of this commission has had a great influence in improving the teaching of arithmetic. The other advantage has to do with problem solving. There is much emphasis on problems in this series, as well as on basic number facts. The problems are so worded that all require reas- oning to solve, and the reasoning difficulty increases through any groups of problems. In this connection, too, the attention to reading difficulty is important. Formerly pupils were unable to do problems, not because of a lack of arithmetic ability, but because of reading difficulties. This has now been corrected so that the reading of problems does not hinder the solution.
In grades seven and eight the new junior high texts intro- duce the pupils to general mathmatics and stress everyday use and practical applications. Pupils become familiar with geo- metric forms and terms; formulas and graphs are stressed also. These texts tend to sum up in a practical way the basic learning of the earlier grades. At the same time they prepare a firm foun- dation for the mathematics of the high school.
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HIGH SCHOOL
The problems of the high school are discussed thoroughly in Mr. Lindell's report. The substitution of general mathe- matics for all freshmen not taking algebra is really a broaden- ing of the program. Heretofore, a year of junior business train- ing was offered. Now this is reduced to one-half year and the other half year is devoted to introductory algebra and demon- strative geometry. The introduction of a limited physical edu- cation program for boys and girls does, to some degree, what should have been done long before. The importance of physical fitness has been emphasized and re-emphasized by the demands of the Army and Navy.
OTHER REPORTS
The reports of the manual training and household arts teachers are omitted this year because of the recent change in the teachers of both subjects. The vocational household arts program is proving a real value to those girls enrolled in it. During the year the girls have helped prepare refreshments for Teachers' Club meetings and other gatherings, thereby gain- ing much practical experience.
Manual training did not start until November this year because of the lack of a teacher. We were fortunate to obtain the services of Mr. Pease who combines the teaching of man- ual training and physical education.
CONCLUSION
There have been distractions this year due to the emotional stress of the war itself; there have been interruptions due to rationing programs. There will be more of both. Through it
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all, however, our teachers are maintaining a balanced outlook and are remembering that their major responsibility is to those who are coming on.
Respectfully submitted,
CHARLES G. TAYLOR, Superintendent.
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Report of the High School Principal
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Mr. Charles G. Taylor Superintendent of Schools West Bridgewater, Massachusetts
Dear Sir:
I have the honor to present my annual report as Principal of the Howard High School.
Today, our nation is just beginning to be fully involved in a war, the savagery, brutality, and destructive power of which is unparalleled in the annals of history. No American indiv- idual or American institution can or should in any way remain aloof from full participation in the gigantic effort which our nation is now making to insure a complete and final military victory for the United Nations. Much for which democracy stands is at stake. Nothing short of complete victory for the United Nations can save mankind in its slow hard struggle for truth, enlightenment, and freedom.
The schools of the country are necessarily sensitive to changes in our national life. They are essentially a part of it. Naturally, therefore, Howard High School, like other secondary schools in the country, must in this year of our nation's des- perate need, dedicate itself whole-heartedly to one aim and one aim alone, that of aiding the total war effort of our nation as effectively as possible.
Howard High School's present goal should be to utilize all of any resources of the school for the good of our country. Al- though easily pronounced, the task is not an easy one. It is not
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always clear how our activities and decisions may contribute def- initely to this end. There are, however, apparent ways in which the school can and is functioning in making a positive contribu- tion to the war effort and to the peace which will follow.
Much reorganization of subject matter is now in progress. New materials are being introduced and greater emphasis is be- ing placed upon problems of war and peace.
In all English classes our democratic heritage and tradition is revealed and emphasized. Literature, through its perspective into the long slow process of mankind's task in winning and pro- tecting his freedom, makes clear the necessity for sharing our heritage with all men. One English class, through current read- ings and American literature, becomes familiar with the cir- cumstances of the present struggle between the forces of free- dom and self-government, and those of enslavery under auto- cratic domination, as well as discusses such issues as "What are we fighting for", and "What are we fighting against". Another group, with newspaper and magazine assignments as a basis, discusses the American occupation of North Africa, the rubber situation, the progress of aviation, new medical techniques, new production methods and their significance, rationing, and air- mindedness.
Adaptations of social studies courses to problems of war are both numerous and vital. Current events is an integral part of each class. The magazines used not only follow the course of the war but carry many background articles on the causes of the war, geographical aspects, and post war problems. Topics being incorporated include proposed peace plans, a survey of Latin-American history and U. S. relations with Latin America, history of U. S. relations with the Far East and the problems of the Pacific, post-war planning, labor problems in war time, plans for post-war social security, and current proposals for peace and world organization.
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Re-emphasis of subject matter with regard to the war ef- fort in French and Latin is significant. When peace comes, France will have innumerable intricate problems to solve. If we are to exercise an intelligent and helpful influence we will need to know much about France and its people. Weekly dis- cussions of the developments in the world situation with refer- ence to France, map study for familiarity with the geographical relationship of France to Europe and Africa, and a study of the history of France, the character and living habits of its people all appear to contribute something toward this end. Latin, through derivations, stresses the meaning of many modern terms: rationing, reconnaissance, maneuver, etc. It contrasts the techniques of ancient and modern warfare, and studies Rome and Gaul in terms of their significance in the subsequent devel- opment of European history, with emphasis upon the present.
Outstanding in the field of science is the installation of a new course in aeronautics. The amazing growth and develop- ment of the air plane, with its far reaching implications involv- ing world distances and transportation, necessitates the develop- ment of an air-minded people. The titanic aviation needs of our armed forces demand at least preliminary ground instruction in aeronautics. The new course adequately meets both of these needs. In agriculture, special emphasis is being placed on the need for home projects, and the operation of the Babcock milk test is stressed so that both may prepare for such work in re- placement capacities. In order that boys and girls may better survive the present times, consideration is being given in biol- ogy and general science to understanding the importance of the relationships among body, mind, and spirit.
Mathematics, like science, is of vital importance in our na- tion's war effort. Arithmetical processes, the graph, the form- ula, the simple equation, ratio and proportion, logarithms, and solution of triangles are being duly stressed, all directed toward possible use in war activities. For the first time in many years
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trigonometry is being taught to qualified seniors. A sound working knowledge of this subject is indispensable in many forms of engineering, and problems in aviation, navigation, and gun fire. Units covering actual war problems are being incor- porated in all courses.
In the commercial department the problem of sugar and coffee rationing is studied from the raw material to the con- sumer, and greater attention is directed toward the natural, economic, and racial changes in parts of the world where boun- daries are likely to shift. The effects of war upon telephone and telegraph communications, preparation for civil service, and familiarity with war terms are receiving attention.
Physical fitness of our armed forces is of number one im- portance. It has focused attention upon a generally neglected peacetime program of the secondary school, a program about which much has been said and written but concerning which little was done. The beginnings of a program of physical edu- cation in our school are now in operation. Directed largely to- ward general health and physical fitness for active participation in the nation's armed forces and in war production work, every boy in the school is scheduled for two full periods a week and every girl one full period a week. This is in addition to a more active program of intermural and interschool athletics.
Shop in its modest way is making its contribution to the war effort. With an enlarged working area and an increased number of boys electing manual training, good work is being accomplished. In working with wood the boys effectively cover ground recommended by the War Department in its basic fun- damentals of shopwork; namely, lay-out and testing, shaping, jointing, assembling, finishing, and wood preserving.
Rationing and the scarcity of certain foods and clothing necessitates teaching the use of appropriate substitutes for sugar and butter in preparing nutritious foods, and making over old
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clothes into useful garments. This work is adequately handled in our household arts department. Although fewer girls elected this course last year the cooperative spirit of interest and en- thusiasm fully compensates for the smaller number of girls en- rolled.
A volunteer organization resigned to enlist the whole sec- ondary school population in the war effort is the High School Victory Corps. Its purpose is two-fold: to prepare now for future service with our armed forces or a place in the production of war materials, and to participate now in some form of school or com- munity war service. There is an opportunity of enrolling in a general membership or one of six special forms. By reason of war courses in physical fitness, mathematics, science, and activity as a messenger for civilian defense, or a salvage collector, or a Red Cross worker, or a war stamp salesman, many of Howard High School's students are qualifying for general membership. A significant achievement of the school as a whole was the col- lection of an estimated twenty tons of metal and rubber salvage.
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