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 37
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Howard High:
170 were enrolled and examined by Dr. Belmore. 17 notices were sent for removal of tonsils, 2 rheumatic heart conditions were found, 10 cases of carious teeth, and 2 cases of wax in the ear. 5 cases of athletes foot are being treated outside.
67 tuberculin skin tests were done with 9 reactors. 12 check Xrays were taken of which 7 were negative, but no physical ex- aminations were necessary.
There are still 6 carrying cases to be followed up while 5 pre- vious cases have been discharged.
Minor wounds were treated and First Aid administered when necessary, followed by medical aid.
The teachers are careful observers and, together with the co- operation of parents and Dr. Belmore, we are able to maintain a fairly good health level. I am grateful for their support.
Respectfully submitted,
LILLIAN M. HEWITT, R. N.,
School Nurse.
151
TEACHER CHANGES
There were again eight teacher changes in the past year. Six of these changes were due to opportunity for professional improve- ment.
Miss Ruth Blanchard is now teaching mathematics in the junior high school at Westminister. Miss June Canegaly is now teaching a single grade room in North Easton. Miss DeCoulos re- signed to be married. Miss Miriam Hall is teaching in Attleboro. Miss Hughes resigned at the end of the year. Henry Pease has joined the staff of the Brockton School system. Mrs. Doris Smith is now a teacher in the Plymouth schools. John K. Young resigned to accept a position in a junior high school in Quincy.
The crowded conditions at the Center School where this year the average teacher load is 38 pupils, with 45 in the first and second grade room, and in the first two grades at Sunset Avenue, where there are about 40 pupils, demand some relief. A detailed study of various possibilities will be made during the spring so that plans for the fall may include improved teaching conditions wherever possible.
Respectfully submitted,
CHARLES G. TAYLOR, Superintendent of Schools.
, 152
Commencement Exercises
CLASS OF 1944 HOWARD HIGH SCHOOL Howard Hall, June Fourteen at eight o'clock
CLASS OFFICERS
President Vice President
Secretary Treasurer
Aaron Kalaijian Elliott Winn Muriel Thomas Robert Swann
Motto-"Not finished, just begun" Class Colors-Blue and White Class Flower-Carnation
PROGRAM
1. Processional Howard High School Orchestra
2. Invocation Mr. Leon C. Fay
3. The Star Spangled Banner Audience
4. Address-Leadership for Tomorrow Mr. Cameron Beck
5. Music-Liberty Under God John Sacco
Howard High School Chorus
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6. Presentation of Class Gift Aaron Kalaijian President of Class of 1944
7. Acceptance for School Richard Goldie President of Class of 1945
8. Xylophone Solo-Cradle Song (Brahms' Lullaby ) Brahms
Elwood Hall
9. Presentation of Awards
Good Citizenship Certificate Washington and Franklin Certificate
Class of 1943 Scholarship Principal Nils G. Lindell William J. Howard and Anna Clifford Howard Scholarship Mr. Clare Parker Chairman of School Committee
10. Music-Festival Overture Emil Ascher Howard High School Orchestra
11. Presentation of Diplomas Mr. A. Philip · Erbeck Member of School Committee
12. Class Ode Elwood R. Hall
Class of 1944
13. Benediction
Mr. Leon C. Fay
14. Recessional
Howard High School Orchestra
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CLASS ODE
Tune: "By the River of the Roses" Oh Howard High, we leave you now forever, We'll miss you more and more as the years roll by; The memory of the fun we've had together Will linger in our hearts tho' we say goodbye. Farewell to the teachers and friends that we knew, Where'er we journey, we'll think of you and e'er be true Although we'll meet new friends, we'll always treasure The memories of the days e'er we said goodbye; We'll meet again some day and share new pleasures, But now farewell to you, dear old Howard High.
Elwood Hall
GRADUATES
William F. Allen William Frederick Ames June Arlene Belmore
Eleanor Louise Blomgren Minetta Elna Bourne
Ronald A. Manzer
Henry John Michalowski
Eleanor Ann Chadwick
John Wesley Noyes
Arthur Eugene Chaves Marion Louise Corbett
Dorothy E. Reynolds
Fridoline Rose Dansereau
Shirley Marie Ryder
Richard Kinney Erbeck
Robert Axel Sigren
Irving L. E. Steffin, Jr.
Robert Edward Swann
Muriel Thomas Beverly Vee Turner
Eugene Paul Johnson
Ruth Marie Twomey
John Lloyd Tyrer
Robert William Verity
Mildred Rachael Lawson Robert Ernest Lindgren
Eugene Dallas Lopes
Agostino Mario Lucini
June Georgia Lupien
George F. Madan
John Vincent Buckley Aristides Charles Cavacas
Marguerite Judith Molla
Raymond Steele Chase, Jr.
James Warren Reid
Clifton Granville Rockwell, Jr.
Harold A. Fisher Alfred Maria Gambao Elwood R. Hall
Aaron Joseph Kalaijian Evelyn Eunice Lamb Janet Olive Lawson
Howard Elliott Winn
DIRECTORY OF TEACHERS
Teachers
School
Subject or Grade
Preparation
Nils G. Lindell, B. S., Ed. M. Jean F. Dwyer, B. S. C. Warren Gardner, B. S.
High
High
High
Social Studies
W. Edward Kincaid, B. S.
High
Science
Ronald H. Humphrey, A. B., M. A.
High
English
Janice M. Rylander, A. B.
High
Languages
Mary E. Seitz, B. S.
High
Household Arts
Hubert W. Ward, A. B.
High
Manual Arts, Phys. Ed.
Boston College
Naomi White, B. S.
High
Commercial
Boston University Hyannis Teachers
Ellen F. Kett, B. S.
Center Principal and Arithmetic
E. Faye Postle, B. S.
Center
Social Studies
Eleanor Blaine, B. S.
Center
English
Boston University
Marjorie Davis, B. S.
Center
Grades 4-5
Plymouth N. H. Teachers
Mary Campbell, B. S.
Center
Grades 3-4
Fitchburg Teachers
Mrs. Gertrude A. Pillsbury
Center
Grades 1-2
Hyannis Teachers Brockton Bus. U.
Mrs. Theresa M. Miller
Sunset Ave. Principal and Grades 7-8
Sunset Ave. Grades 5-6
Bridgewater Teachers
Katherine Rogers
Sunset Ave.
Grades 3-4
Bridgewater Teachers
Elsie Minardi, B. S.
Sunset Ave. Grades 1-2
Hyannis Teachers
Mrs. Anastasia M. Covell
Cochesett Principal and Grades 4-5
Fitchburg Teachers
Mrs. Marian B. Lukaweski Gertrude J. Ward
Matfield
Grades 1-2-3
Mary Nelson, B. S.
Jerusalem Grades 1-5
Bridgewater Teachers
Mrs. Lois J. Snow Charles G. Taylor, A. B., Ed. M.
All
Supervisor of Music
Hyannis Teachers
U. of Me., Harvard
All
Superintendent
Tufts, Harvard Salem Teachers
Principal and Mathematics Commercial, Phys. Ed.
Boston University Kent University Michigan College Boston University Framingham Teachers
155
.
Castine Normal Perry Normal
Cochesett
Grades 1-2-3
Mary Voudouris, B. S.
Bridgewater Teachers
156
FINAL REPORT COMMITTEE ON SCHOOL HOUSING West Bridgewater, Massachusetts January 1945
At the annual meeting, March 13, 1942, it was voted under Article 10, to authorize the moderator to appoint a committee of eight to study the school housing situation in West Bridgewater. The moderator appointed the following committee:
Ralph Frellick, Chairman
Lloyd Tyrer
Charles Taylor
Roger Tracy
Arthur Read
Mrs. Grace Keenan
Leon Lothrop
Mrs. Stanley Freeman
Fred Bisbee was later appointed to replace Arthur Read, who joined the army.
During the year of 1942, the committee was very active. The Committee met at the several school buildings so that they might study conditions at first hand; discussed problems in general with the superintendent of schools who has been a member of this com- mittee; had the State Department of Education make a survey of the school housing situation; and made a report to the annual town meeting in March 1943.
Portions of the report of the State Department of Edu- cation follow:
"After several visits to the school at West Bridgewater and following a series of conferences, the committee presents its report under the following topics.
General Statement-It is obvious, of course, that all recom- mended construction is to be "AFTER THE VICTORY". It is
157
understood that there will be a return to normalcy with relation to bus schedules, priorities, building materials, labor, etc.
Building Activity-The committee is unanimous that there should be an extensive school building program at West Bridge- water. In a pamphlet entitled "The School Building Situation and Needs", Bulletin 1937, No. 35 published by the U. S. Office of Education, the statement is made that "A School Building which is over 30 years of age is obsolescent from both an educa- tional and constructional point of view." It is recognized that not only the students of the junior and senior high school age, but also the students of the first 6 grades, should have the benefits of a modern building.
In a sentence these advantages are summarized as follows: auditorium, gymnasium, library, cafeteria, laboratories, health clinic, modern classrooms with adequate heat, light, and ventila- tion, enabling a modern educational program. Consequently, the committee is making the specific recommendation as given below. It should be stressed, also, that there should be an adequate build- ing lot, centrally located. Someone has made the statement that a new high school building should never be erected on smaller than a 10 acre lot, so as to have play areas.
It is impossible to disassociate a school building program and the school educational program. Buildings will either limit or allow for proper expansion or revision of any educational program. In West Bridgewater it is immediately apparent that education is limited by building facilities and that a building program is advis- able. From a study of general physical and geographical conditions it seems advisable to recommend a central consolidated school.
The West Bridgewater schools do undertake offerings in com- mercial and domestic science and have adapted somewhat their program of education so as to point out relationships of the tra- ditional courses to the realities of life.
It has been demonstrated in high schools, through sustained programs of home making, agriculture, and shop work based upon
158
the common needs of the community, that a relatively small school system can go a long way toward equipping its youth with valuable economic appreciation, information and vocational prac- tices, which are invaluable in their youth's adjustments to earn- ing a living.
The present school buildings in West Bridgewater offer very small opportunity for the expansion of their present vocational program. Its old school buildings, spread over the entire town, cannot possibly be adapted for maximum use in such a plan.
Any new school housing program should be planned with the above conclusions in mind and for any new departures which may be undertaken.
Steps should be immediately taken to inform a substantial body of citizens regarding all this, to the end that support can be secured for a school building program which will give West Bridgewater's children opportunities of the types referred to which have been proven feasible in small towns."
No further report was made in 1944 but during the past year, many meetings have been held, and a considerable amount of time has been spent in the discussion of the problems confront- ing us. The school committee has met with us on two occasions. Through their cooperation, statistics have been compiled and gen- eral information furnished which has proved most valuable to the special committee.
In making the study of the school housing situation in town, it was considered necessary to analyze the plant from the follow- ing viewpoints:
1. Physical features
A. Condition of existing buildings and equipment.
B. Housing facilities in relation to pupil enrollment.
2. Educational Requirements
A. Adequacy of present arrangement.
B. Changes needed.
159
Throughout this report, we have tried to make a clear cut division of our investigation as it applies to the high school and to the other schools of the town.
To avoid confusion it seems well to define terms designating the several grade levels. At the present time, our local system is organized on an 8-4 basis, that is, 8 years in elementary and gram- mar school, and 4 years in high school. The recommended organi- zation is on the 6-6 basis, allowing for 6 years in elementary school and 6 years in the secondary (combined Junior-Senior high) school.
Elementary and Grammar Schools
An analysis of the physical features of the several buildings shows much that is satisfactory and likewise much to be desired in the light of the demands of present day education.
The following table deals with the age, the size, and some of the physical features of these buildings.
SCHOOL
CENTER FRONT
Age of Building
45
2
4
4
COCH. 90 2
JER. 100? 1
? 1
Number of Rooms Heating:
Type
Hot Air Poor
Hot Air Poor
Steam Excellent
Steam Excellent
Hot Air Poor
Steam Excellent
Condition
Ventilation : Type
Convection Good
Convection Good
Fan Good
Fan Good
Convection Poor
Fan Good
Condition
Toilet System:
Adequacy
Good · Excellent
Poor Excellent
Good Excellent
Good Excellent
Good Excellent
Good Excellent
Storage Space:
Janitor's Supplies
Poor
Poor
Fair
Fair Good
Good Good
Good
School Supplies
Good
Good
Fair
Good
Poor
Poor
Good
Books
Classrooms:
Size-Utilization
Good
Good
Good
Fair
Fair
Good
Sufficiency
No
No
Yes
Yes
Yes
Yes
Illumination :
Light (Artificial)
Fair
Fair
Good
Good
Good
Good
Light (Natural)
Poor
Poor
Poor
Fair
Poor
Fair
Glass Area
Poor
Poor
Poor
Fair
Fair
Fair
Principal's Office
Yes
Yes
None
Sanitation
Poor
Good
Good
160
MAT.
36
CENTER REAR SUN. 20
161
All buildings are of wooden construction throughout and are in a very satisfactory condition with respect to repairs.
None of the buildings, with the exception of a two-room ad- dition at Sunset Avenue, is less than 35 years old. The addition is 20 years old.
The age of a building is, of course, in itself not a determining factor. It is, however, a most important one if we consider the advancement that has been made in the general field of school- house construction, and then list the discrepancies which exist between these standards and those which obtain in many of our school buildings.
In no building is there an assembly hall of any kind, a room for physical training, or a general reading room or library.
No rooms are provided for the school nurse; for the dental clinic; or for special help, guidance, and conference, and in only one building is there a teacher's room.
Particular attention is given to some of these needs in a later part of this report.
Let us next consider the adequacy of those buildings.
The following tables show the distribution of pupils in the several schools.
Grades per
Rooms Teachers Grades Room (ave.)
Pupils per Teacher
Center
6
6
8
11/3
Pupils 227
38
Sunset Ave.
4
4
8
2
121
30
Cochesett
2
2
5
21/2
51
26
Jerusalem
1
1
5
5
20
20
Matfield
1
1
3
3
19
19
Examination of the above shows a pupil-teacher ratio in the elementary schools varying from 19 in Matfield to 38 at the Center School. The recent Boston survey has brought out the fact that 32 pupils per teacher is satisfactory if both teacher effi- ciency and costs are concerned. That number, however, is based on a single grade per teacher. Several of our teachers are teaching two or more grades and at Jerusalem one teacher has five grades.
162
Multiple grades are educationally undesirable, especially so as the number of pupils increases. All rooms at all schools are oc- cupied. There is no way in which pupils may be grouped to better conditions except by some plan of consolidation.
Special attention should be called to grades one and two (both in one room) at the Center, with one teacher and 45 pupils; and grades one and two at Sunset Avenue with 40 pupils in one room.
The table below gives a comparison of the present enrollment and the estimated enrollment for the school year 1946-47, in the elementary schools.
Pupils 1944-45
Pupils 1946-47
Pupil-Teacher Ratio 1946-47 1944-45
Center
227
253
38
42
Sunset Ave.
121
138
30
34
Cochesett
51
52
26
26
Jerusalem
20
20
20
20
Matfield
19
19
19
19
Trends seem to indicate that these estimates are very con- servative. Practically no increases have been estimated for Cochesett, Jerusalem and Matfield, but the multiple grade and the inefficient teacher placement still will persist in these schools. This estimated enrollment for the Sunset Avenue and Center Schools will further tax the already inadequate facilities, as shown below.
BY GRADES AT CENTER SCHOOL 1946-1947
Grade
1
2
3
4
5
6
7 8
Pupils
28
28
28
23
17
43
41
45
Totals 253
Total Pupils
56
68
129
253
Rooms
1
2.
3
6
Teachers
1
2
3
6
163
BY GRADES AT SUNSET AVENUE SCHOOL 1946-1947
Grade
1
2
3
4
5 14
14
7 13
8
17
Totals 138
Total Pupils
40
40
28
30
138
Rooms
1
1
1
1
4
Teachers
1
1
1
1
4
While a discussion of the educational needs may not be strictly within the scope of this committee's work, these are af- fected seriously by the condition of our school plant.
To quote from the report of the Survey Committee of the State Department of Education :- "It is impossible to disassociate a school building program and the school educational program. Buildings will either limit or allow for proper expansion or revision of any educational program. In West Bridgewater it is immediately apparent that education is limited by building facilities and that a building program is advisable."
In addition to the foregoing we believe there are many de- sirable and essential features lacking. From these we select the following for consideration.
Lunchroom-At the present time no facilities are available. This condition exists in spite of the fact that in the Center School alone there are 194 pupils who eat their lunches at the school, while only 34 go home for the noon hour. At some of the other schools the problem is not so acute due to the fact that pupils come from shorter distances and are able to get home for lunches.
Library-Our public library is open one school day each week. Pupils in the Center School may use these facilities easily for this one day. Other schools are too far away to enjoy the advantages of the library, except as books are distributed to these schools in some instances.
Every school should have a reading room and library avail- able for use of pupil and teacher.
6
Pupils
20
20
20
20
١
164
Nurse's Room-No rooms are provided for this purpose at present. We should have in every school, a room suitable and available for a nurse's room, where dental clinics, physical exam- inations, etc., could be carried on without interrupting the ordi- nary operation of the school program.
Offices-The Center Schools are the only ones where an office is provided. Available space should be provided so that the build- ing principals may have a certain amount of privacy when dis- cussing problems with teachers, parents, pupils, and others.
Special Conference Rooms-Congested conditions leave no room free to use for this type of work. A room should be available so that teachers may have an opportunity to work with individual pupils, to work out programs of testing, to do corrective and remedial work, and for general guidance.
Teacher's Room-Only one building has such a room. There should be in every building a room with suitable toilet facilities, well-lighted, and reasonably furnished, so that teachers may have a place separated from the class-room and where they may have a certain amount of privacy.
Manual Training and Sewing Rooms-Special rooms should be available for manual training and for sewing classes in those buildings where these subjects are taught, provided the numbers desiring the work justify the outlay.
At the present time, if girls in grade eight at the Sunset Avenue School wish to take Household Arts work it is necessary for them to walk, or to ride and pay their own fare in order that they may take this work at the High School. In addition to this, no facilities, either room or teacher, are available for girls in grade seven.
Likewise it is necessary for boys at the Sunset Avenue School who elect Manual Arts work to go to the Center School for Man- ual Training classes.
Playgrounds-The playgrounds are inadequate in size and lack equipment necessary for any play program.
165
At the Center School we have a lot of approximately 21/2 acres on which are placed three buildings. There is a pine grove at the rear and a driveway and parking lot in the front of the building, leaving far too small a play area for 225-250 pupils of both sexes.
The same number of pupils who must be considered with respect to the lunch-room facilities are those for whom playground improvement should be prime consideration. No well-rounded school health program can be operated successfully without a well-ordered playground and a certain minimum amount of equip- ment, so selected as to best serve pupils at the various grade levels using the play areas.
Gymnasiums-At the present time, due to the fact that there are no gymnasiums available, we have a physical education pro- gram in only one school. The pupils at the Center School are now going to the High School once a week for gymnasium work. This is the only school where such an opportunity for organized phy- sical education work is available. But even this program neces- sitates a walk of 1/4 mile in each direction, a condition which materially shortens the amount of time available for class work. Pupils wear school clothes during the gymnasium period; have no opportunity for shower or rub down after the exercise; and must return to school in this condition regardless of how cold the day may be.
The High School-Let us next consider the building which is used as a high school. Following is a brief statement of the physical features of the building.
Age of Building 69
Number of rooms
9
Type of building
Brick
Light (Natural)
Poor
Light (Artificial) Poor
Heating and Ventilation Poor
Fire resistance Outside, good; Inside, poor
Exits and Fire Escapes Poor
166
Toilet System
Sanitation
Good
Adequacy Poor
Classrooms
Size-Utilization
Fair
Sufficiency
Satisfactory
Walls and Ceilings
Poor
Principal's Office Fair
Teacher's Room Poor
No provision has been made for the following:
Special Help Room, Nurse's Room and Clinic. A fair amount of storage space is available for school supplies, books,and jani- tor's supplies. Comments on library, auditorium, and the gym- nasium, including locker rooms and shower facilities, are discus- sed along with other items from the foregoing table, in the fol- lowing sections.
Light and Ventilation-In the matter of ventilation and light there is much to be desired. It is reported that the heat is inade- quate. There is no adequate provision for circulation of the heat; there are no outlets or ducts to carry off foul air; and there is no means for automatic control of the heat.
In practically all of the rooms there is insufficient light and this to such an extent that the foot candle meter shows a far smaller amount of light on the inside desks of most rooms than is set up as the absolute minimum, and this in some instances even when natural light is supplemented by artificial light over these inside desks of some of these rooms.
Size of Rooms-Two of the rooms have floor area enough to provide for twice as many classes as can now use them, but neither of these rooms lends itself to any suitable plan of division.
Fire Hazards-The outside of the building is brick, but there is apparently within the building nothing of a fire proof or fire resistant nature with the possible exception of the boiler room.
All stairways are of wooden construction, are open from base-
167
ment to the top of the building, and all converge in a centra! hallway.
There is no safety latch on the doors opening from the assem- bly hall on to the fire escape.
In order to get to this fire escape on the south side of the building from the second or first floor rooms, pupils must go through a window, the sill of which is three feet from the floor. There are three steps inside the window, but there is a distance of fourteen inches from the top step to the sill. The window sill and ledge is twenty-two inches wide and there is a sixteen inch drop from this sill to the platform of the fire escape. The window, locked at all times, must be unlocked. The lower sash must then be raised before exit is possible.
The fire escape on the east side of the building is for the use of pupils in the east rooms of all three floors. In each instance pupils must step up eighteen inches to the top of a bench and then another eighteen inches to the top of the window sill. They then drop about two feet right into the path of those pupils who are coming down the fire escape from upper floors.
On the second and third floors, the pupils must go from the south room into the north room to reach this fire escape. The door between these two rooms opens into the south room against the flow of traffic. On the first floor pupils must go from the south room into the laboratory, and go the full length of the laboratory in order to reach the fire escape. Each of the openings to the fire escape is a regular window. This window must first be unlocked and lower sash raised before one can get out.
In the domestic science room in the basement there is only one exit, and this into the central hallway. The sills of the win- dows in the room are seven and one-half feet above the floor. There are no ladders or steps to provide a means of reaching the win- dows, which incidently are locked. In addition to this, screens are firmly fastened to the outside of the windows.
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