USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1961 > Part 18
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31
The School Committee feels, along with the Planning Board, that the situation is acute and immediate action is needed. The possible addition to the Junior High West has been explored before and found wanting due to the problem of an adequate site for a large enough addition. Unless a current investigation of an addition on this building uncovers new information, this solution may be found unsuitable once again. The School Survey Committee and the School Committee are in the process of studying all possibilities of building construction that might alleviate the secondary school problem.
The Planning Board report predicts that, within the next few years, an addition to the Dallin School will be needed. This prediction is based upon the premise that the approximate forty acres of open land in this district will go into building lots, and that the population already in the area will continue to grow. The School Survey Committee concurs with this assump- tion. The Dallin School, fortunately, was built with sufficient site and plant to provide for this eventuality.
187
REPORT OF THE SCHOOL COMMITTEE
The Committee is happy to announce that by September, 1962 every school in the system should be equipped with a modern library. Funds have been allocated in the 1962 Budget for libraries at the Junior High Schools East and West. It has been a serious concern to the Committee that the students at this level have not had the benefit of a school library for some time. Provisions have been made for a trained librarian to be shared by both schools.
The delayed opening of the Stratton School has caused some inconven- iences, but the effect on the pupils and the curriculum has been kept to a minimum. The staff is to be congratulated for their patience and willing- ness to accept these inconveniences without a murmur of complaint or a slackening of their teaching skill.
Mr. Kenneth A. Cameron, former principal of the Cutter and the Par- menter Schools, was elected principal of the new Stratton School.
Mr. Harold McLean of North Adams, Massachusetts, was appointed principal of the Cutter School.
Mr. Robert L. Stevenson of the Junior High East was appointed as the Grade Six teacher at the Parmenter School for the 1961-1962 school year; and possibly to assume the duties of principal of the Parmenter School on the following year.
The year 1961 saw the retirement of five long-term professional em- ployees.
Dr. Edna F. Easter, School Physician, attained the mandatory retire- ment age after 32 years of devoted service.
Mr. William Sullivan, Junior High West Science teacher, retired July 11, 1961 after 25 years of faithful service in Arlington. Mr. Sullivan plans to do consultant work in industry.
Miss Florence Burke, Junior High West Social Studies teacher, retired June 30, 1961 after 32 years of loyal service in Arlington.
Miss Mildred A. Evans, Grade IV, Parmenter School, retired after 36 years of devoted service.
Miss Gertrude L. Toomey, Grade II, Thompson School, retired after 43 years of faithful service in Arlington.
The Committee is deeply appreciative to the entire staff of the Arlington Public Schools for their devotion and sense of duty towards the children of Arlington. It is this type of support that permits our schools to function so well.
We extend our thanks to the Town Manager and other town officials for their help in all school matters in which they were involved.
Respectfully submitted,
Richard W. Baker, Chairman Carl F. Allen Velma B. Brown Mary K. Carter Arthur F. Coughlin, Jr. James W. Daily Charles R. Kent John P. Morine Mary E. Porteus
188
ARLINGTON TOWN REPORT
ANNUAL REPORT OF THE SUPERINTENDENT OF SCHOOLS FOR THE YEAR 1961
To the School Committee of Arlington
Ladies and Gentlemen:
Following is the report on the progress of the public schools for the year 1961. During this past year we feel that we were not only able to maintain our reputation for being a community with good schools but to continue to add to their improvement.
This year the School Committee received $67,382.00 under Public Law 874. The Committee chose to continue its policy of alloting most of it to Instructional Services. Accordingly, it was possible to give support to the following areas: the purchase of much-needed audio-visual equipment; partial aid for the purchase of a special school bus for our Special Education pro- gram; psychological services; a training course in the SMSG mathematics for our secondary staff; the purchase of necessary books and materials for this course; the complete renovation for our physics laboratory and the pur- chase of additional materials not provided for in the regular school budget. The sum of $20,000.00 was returned to the Town to be used for teacher salary adjustments in the year 1961.
OUR ELEMENTARY SCHOOLS
A basic responsibility of our schools is the development of the intellect. The best education is that which enables every child to develop his abilities most fully for the benefit of himself and society. The Arlington Public Schools have modeled their program on this premise and it was able to con- tinue to make significant strides toward achieving this aim.
The In-Service Training Program was devoted to the Language Arts. Considerable time and effort were expended in exploring the best methods of presenting these materials. Significant changes were made in the curri- culum including more emphasis on groups in reading, greater stress on spelling, and better articulation between grade levels.
In last year's report the introduction of the Cordts Phonetic Analysis System in the first grades at three schools was mentioned. This work was so favorably received by all concerned that it is now also being used at the second grade level. Our teachers are in the process of developing a work- book to help strengthen phonetic skills by providing additional written work. At another school, this year, in order to try to improve the spelling and reading, two classes are working with a relatively new method in phonics called "The Unified Phonics Method". The crux of this method is a technique by which the child learns how to write down the sounds in spoken English as they are combined into words.
The child learns to write sounds instead of letters. This method teaches spelling first by actually writing the sounds on paper. The pupil is taught the sounds of the 70 common phonograms and his initial step is to learn these phonograms so well, that in any printed word, they stand out clearly as a series of sounds and not merely as a series of letters.
At one school encouraging progress was made in the use of the public address system for large group instruction. The initial approach occurred late in 1959 with the teaching of penmanship in grades four, five and six. Since then, the program activity has been intensified greatly through the use of a variety of exercises to stimulate the pupil interest and progress in the
189
REPORT OF THE SUPERINTENDENT OF SCHOOLS
subject. There is already convincing evidence of success by the improved penmanship shown in the three grades. At the present time, many of the sixth grade pupils who have already had the benefit from this program for two years write so well that they are being utilized as student helpers in grades four and five.
During the year we continued to focus much of our attention on the improvement of the Language Arts at the various schools by: using co-basal reading textbooks at several grade levels; experimenting with team learning in spelling; co-ordinating the work of the speech therapist and the parents; encouraging more writing of original compositions, stories, plays and poetry, and re-emphasizing the need for phonics.
Always alert to the use of new materials of proven worth, several first grade teachers experimented with Cuisenaire Rods to develop a better understanding of arithmetic. Cuisenaire Rods are wooden rods of different colors ranging from one centimeter square in cross section to ten different lengths. The children learn the spatial relationships that exist between objects by making different arrangements with the rods. In making and recording these patterns, children discover that different arrangements of the same rods will produce the same results. Thus, addition, subtraction, multiplication and division are learned simultaneously. It is felt, that as with any concrete teaching aid, when children discover something for them- selves they understand it more clearly.
The emphasis on the 3 R's has not resulted in the neglect of the arts. A new music curriculum has been created for Grades I through VI and is now in operation. When this curriculum has been thoroughly tested in the class- rooms, any necessary adjustments will be made.
The elementary art program continues to grow in strength and enthu- siasm. During this school year a unit on puppetry at the third grade level is being introduced. An Elementary Teachers' Workshop in Art was held for three days with an emphasis ontechniques. The immediate results were most enthusiastic and its long range implications for art seem most favor- able.
At three of our elementary schools, the Bishop, the Cutter and the Peirce, considerable crowding of pupils has occurred due to the delay in opening the Stratton School. The professional staff of the Stratton School has been deployed at the three schools using every available bit of teaching space. Pre-planning seems to indicate that the actual move to the new school can be effected with a minimum of confusion for the students, the parents and the staff.
This year, as in the past, the 21 "Classroom programs on WGBH-TV were used throughout the town in the following areas:
Grade I Nature Study; Listen and Say
Grade II
Music
Grade III Literature
Grade IV
French I
Grade V French II
Grade VI Physical Science
The Physical Education Department, in conjunction with the elementary school principals, has been engaged in the process of reviewing its curri- culum. The results, so far, indicate three significant changes are or will be taking place in our schools.
First, there will be an increased stress for greater total student involve- ment in the physical education program. This will be in addition to a "Beefed- Up" program with appropriate consideration to warm-up exercises for all
190
ARLINGTON TOWN REPORT
participants. Second, a special remedial program is underway one afternoon a week for youngsters who can profit from it. Lastly, a pamphlet of sugges- ted exercises has been sent home with every pupil with the hope that the parents will encourage their youngsters to practice these exercises. Rec- ognizing the need for more physical education from the recent national attention which it has received, the School Department feels that this is one method by which more attention can be given to it with due regard to our problems of time, space, and personnel in our schools.
There has been a nation-wide ferment toward lengthening the school day for elementary school youngsters. After a very careful study of the factors involved, it was decided to make a start in this direction by begin- ning our regular classes at 8:30 a.m. instead of 8:45 a.m. as formerly. This permits a gain of fifteen minutes per day without actually increasing the pupils in school time. This time bonus has been put to good use with extra time for either reading, French, physical education or music. It is our prediction that with increasing demands by the public for additional services to be performed by the schools, the school day, unless other areas are deleted from our offerings, may have to be lengthened even more.
This year has seen a considerable increase and turnover in the number of elementary teachers. This is due in large measure to the need for a new staff at the Stratton School and to marriages, pregnancies, and increased salary competition. The administration, recognizing this problem of as- similation, carried on a rather extensive program of teacher orientation in the fall. In addition, a comprehensive Teacher Handbook has been prepared and distributed.
Arlington has been spared the problem of significant teacher turnover in the past. The future outlook however, seems to indicate that due to our increasing growth and a more mobile population, we will have more turnover rather than less. Being aware of this, it becomes the obligation of all con- cerned to work toward the best possible solution for integrating new teachers.
JUNIOR HIGH SCHOOLS
The Junior High Schools in the United States today are in the process of re-examining their function. In its beginning, the junior high school was seen, in part, as a device to reduce the length of elementary schooling. The junior high school promised a better transition from elementary school to high school. Its program seemed to be better suited to pupil needs, parti- cularly the exploratory aspect. The junior high classes are formally struc- tured in the direction of the secondary school while the teaching retains much of the character and content of the elementary school. The result is that today's junior high school is essentially a hybrid. It is no wonder then, that prominent educators (Dr. James B. Conant, for one) has said, it is time for us to ask ourselves what kind of a junior high school do we need?
The Association for Supervision and Curriculum Development has just completed a comprehensive three year study of this question. They re- commend that a good junior high school of today should:
1. "Be of moderate size (500-800 students)"
2. "Have a well-stocked library, staffed by a professional librarian- teacher."
3. "Provide ample guidance services."
4. "Offer block-of-time instruction each year so that one teacher will have a group of children for a substantial period."
5. "Maintain flexibility of scheduling."
191
REPORT OF THE SUPERINTENDENT OF SCHOOLS
6. "Be staffed with teachers prepared for junior high school teaching and devoted to junior high school age students."
7. "Provide help for teachers by principals, by supervisory staff, and by clerical personnel."
8. "Provide a modern instructional program in subject areas."
9. "Have adequate physical education programs."
10. "Have ample laboratory and workshop facilities."
11. "Have an established, reasonable teacher load."
If we take these recommendations entirely at face value we find that in only two areas are we seriously deficient -- we have no junior high libraries and we have little laboratory or workroom space. Provisions for the form- er are included in the 1962 Budget, and the latter problem is under study by the administration. We must not let complacency set in however, for in nearly every area there is much more that we must do to strengthen our junior high school program.
The year 1961 indicates that the junior high school staff has been active in many and varied pursuits. After a full year of in-service training by all the mathematics teachers, the School Mathematics Study Group program was introduced to selected groups of pupils in grades seven and eight. A re- organization of the English assignments at each school has reduced the pupil- teacher load so that there has been an increase in composition writing by all pupils. Finally, the addition of an instrumental-choral music teacher has greatly strengthened our junior high music program. As a result, additional choral groups and instrumental groups have been formed.
The national interest in physical education has not gone unnoticed in the junior high curriculum. Physical education programs have been demon- strated to P.T.A. groups at their request. New and additional equipment has been purchased. At one school, the interest in physical fitness has pro- gressed to the extent that a special after school class in weight lfting is now in operation.
During the year the two junior high school principals developed a hand- book for teachers. This handbook has achieved success in at least two ways. It is a welcome reference for teachers wishing to check on procedural matters, and it has brought about a much closer articulation between the two junior high schools.
The addition of two more teaching periods per week, by a longer school day has proven very successful in the junior high schools. This extended day permits: the introduction of an acutely needed developmental reading program; the inclusion of oral-aural French ingrade seven; and an increase in the science curriculum in grades seven and eight.
As gratifying as this report may be, the fact remains that problems still exist in our junior high schools that must be resolved. Certainly of paramount importance is the need to improve for the average and the slow- learning pupils the curriculum in social studies, mathematics, English and science. These youngsters represent the majority of our pupils. We have placed great emphasis on developing a curriculum that meets the needs of the gifted pupil and the retarded pupil and this effort must continue, even expand, in the years to come. But we must also provide the type of curri- culum that will stimulate the interest and meet the needs of every pupil so that he will develop his potential to the greatest possible extent.
192
ARLINGTON TOWN REPORT
SENIOR HIGH SCHOOL
The year 1961 is one of decision for the future of Arlington High School. Increasing enrollment for the past few years with no relief in sight raises the question -- "Where are we going to house our pupils ?"' The alternatives are clear. Either we must provide additional classroom space within the next few years or face the unpleasant prospect of crowded classes, curtailed curricula offerings and possible double sessions. If the latter alternatives are chosen, the course is clear, but the results are not pleasing nor do they offer the best possible education for our students. If the former course is chosen, it will take approximately two years between the decision to build and the completion of the facility. This means that the decision must be resolved soon.
At the present time, our high school is operating at a room occupancy of over 90%. Conservative figures indicate that the optimum occupancy rate should be closer to 80% in order that necessary maintenance can be carried out without curtailing pupil services drastically.
German I has finally been added to the curriculum because of sufficient student interest. In addition, we have been able to provide several courses in S.M.S.G. Mathematics. These courses have been made possible by a sys- tematic retraining of our mathematics instructors through funds made available to us under Public Law 874. These new courses were necessary in order to keep pace with the national trend toward S.M.S.G. Mathematics.
The Physics laboratory was completely renovated this past summer. These modern, efficiently arranged, and easily supervised facilities are now in use every period of the school day. This facility was made available to us in part from federal funds.
Real effort was made this year to increase the number and quality of our extra-curricular program offerings. Three new student clubs were initiated this year; namely, Debating, French, and Mathematics. The Mathe- matics Club has several teams which engage in contests with other schools. The extra-curricular program is on a sound basis with excellent faculty leadership and instructional services available.
Two summers ago we installed a Language Laboratory at the High School. An honest appraisal of the first year's operations of our Language Laboratory offers considerable grounds for optimism. The positive effect of purposeful laboratory drill has been clearly reflected in increased pupil classroom performance and proficiency. The results are so clearly evi- dent that even the most skeptical of our language teachers agree that it has been a success. Fairness decrees that mention be made of the tremendous time and effort expended by the Department Head, Mr. Guy Petralia. Un- doubtedly a large measure of the success was due to his dynamic leadership.
TECHNICAL and VOCATIONAL HIGH SCHOOL
Many changes were effected in the Vocational High School during the past year. In February, the School Committee approved a six point re- organizational plan to become effective with the opening of the 1961-1962 school year which included:
1. The establishment of a four year high school training program re- placing the original three year course.
2. A change in the admission requirements by enrolling ninth grade pupils. Previously only tenth grade pupils were eligible for ad- mission.
193
REPORT OF THE SUPERINTENDENT OF SCHOOLS
3. The establishment of a more rigid system of selecting candidates for admission.
4. The addition of advanced mathematics to the curriculum to include Algebra I and II; plane geometry and physics; the addition of current affairs as an academic subject; and technical research as a related subject.
5. A general upgrading of the entire training program.
6. The adoption of a new name - "The Arlington Technical and Voca- tional High School".
In July the electronics department received approval to function under Title VIII of the National Defense Education Act. As a result, approximately $15,000.00 from Federal funds was allocated to Arlington for the purchase of equipment and supplies and for the full salary of one teacher for one year.
During the summer over 175 applications were processed from which 92 new students were selected to form the Freshman and Sophomore classes. Total enrollment at the opening of school in September reached a high of 152, an increase of 60% over the previous year. Three new teachers were added to the faculty, two for the electronics department and one for the academic department. A new machine shop teacher was also engaged to replace the previous instructor who left to accept a higher paying position in another system.
This fall the school received approval of its application for the loan of machine shop equipment from the National Industries Equipment Reserve, a Federal agency, whose purpose is to loan training facilities to educational institutions that contributes materially to the National Defense effort. Equip- ment valued at over $102,000.00 has been selected at no cost to the Town except a token fund which has been provided for its safe delivery and in- stallation.
The Technical and Vocational High School now offers the following opportunities to industrially talented youth:
1. A good general education
2. An excellent technical education
3. A skill in a specialized field
4. Preparation for further education or a marketable skill upon gradua- tion.
ADULT EDUCATION
Adult Education has been a part of the public school system for over twelve years. It has grown steadily until it now has almost 1200 students enrolled. The Adult Education program is carried on under the supervision of the School Committee, with the cooperation and partial financial support of various divisions of the Massachusetts Department of Education.
Adults of all age levels are enrolled in 51 classes as follows: Ceramics, Chair Caning, Decorated Ware, Fabric Painting, Block Printing, Foods, Party Refreshments, Cake Decorating, Meal Planning, Furniture Refinish- ing, Home Repairs, Knitting I, Advanced Knitting, Jewelry, Silvercraft, Leathercraft, Metalcraft, Enameling, Millinery, Pottery, Rug Making Hooked, Rug Making Braided, Sewing, Children's Sewing, Tailoring, Advanced Tailor- ing, Slip Covers, Upholstery, Typing-Beginners, Typing-Advanced, English-
194
ARLINGTON TOWN REPORT
Beginners, English-Advanced, Citizenship, Automotive Mechanics, Machine Shop Practice, and Electronics.
The Senior High School is open from 7:00 - 10:00 P.M., Mondays through Thursdays; the Industrial Arts building on Tuesdays and Wednesdays, to carry out the program. A few morning and afternoon classes are also ar- ranged for the convenience of young mothers and some older adults unable to attend evening classes.
Automation, increased leisure time, and rapid scientific change are making learning a life-long pursuit for many people. A look to the future indicates that there is every indication that this trend will continue to grow as the years go by. An ever increasing number of adults are seeking op- portunities to grow in knowledge and understanding, to acquire technical and professional skills, and to discover new leisure-time interests.
The School Administration is well aware of the increasing interest in Adult Education in this community and of its responsibility in continuously re-examining our local needs. Accordingly, the School Administration, through the Director of Adult Education, is planning to:
1. Undertake a survey of community opinion in regard to the types of courses desired.
2. Undertake written appraisal of present courses, their objectives and the degree to which they are being met.
3. Undertake a survey of existing facilities to determine their ade- quacy and where possible to improve the teaching situation.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.