USA > Massachusetts > Norfolk County > Franklin > Town of Franklin annual report 1960 > Part 14
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Grade 5: Mrs. Mildred Paksarian, Mrs. Dorothy Hawisher, Miss Nancy Borden, Mrs. Anne O'Brien, and Mrs. Carolyn Levine; Grade 6: Mr. William Smith, Mrs. Diana Dahlquist, Mrs. Elizabeth Parmenter, Miss Joan Flynn, and Miss Ruth Hale; Grade 7: Miss Margaret Lennon, Miss Constance Adams, Mr. Charles O'Brien, Mr. Alan Devaney, and Mr. Ernest Guindon; Grade 8: Mr. John Yosgandes, Mrs. Beatrice Judge, Miss Helen Angell, Mrs. Elizabeth Supple, and Mrs. Ruth Parker. In addition, Mr. Anthony Pisini was appointed full-time physical education instructor at the school and is in charge of the junior high athletic program.
Changes in Organization:
In order to accommodate 661 pupils in a ten-room building, it was necessary to establish double sessions, with one group attending school from 7:45 to 12:15, and the other group from 12:30 to 5:00. With each group on a single session, the lunch period was eliminated from the schedule. The length of the school day was shortened somewhat so that the seventh and eighth grade pupils have five periods each day instead of the six they had last year. This, of course, has necessitated some changes in the daily schedule.
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The sharing of rooms and facilities has been accomplished with a minimum of confusion and conflict. The cooperation of the teachers and pupils has made it possible to run the school smoothly and effi- ciently.
Changes in Curriculum:
Curriculum changes were necessary this year, many because of the double sessions. At the junior high level, domestic science, indus- trial arts, and vocations were dropped from the schedule due to the lack of available time in the school day brought about by double sessions. Civics was incorporated with the eighth grade history course for the same reason. Although it has been necessary to eliminate these subjects from our curriculum, we have made strides in improving the essential basic subjects in the curriculum. English, mathematics, social studies, and science are offered five times a week for every pupil. The quality of instruction in these areas is high, and every pupil is getting a thorough background and a good sound education in these essential subjects.
In addition to these four essential subjects, art, music, and physical education are offered once a week. This year, too, the junior high school has an organized athletic program for boys. The football team had a successful, undefeated team, and we are looking forward to the same results in basketball and baseball.
At the fifth and sixth grade level, departmentalized instruction has been discontinued and each teacher instructs his own class in all subjects. This method seems to be more acceptable at the elementary level. All fifth grades participate in the "21-inch Classroom" for science, and two of the classes have continued with French. All sixth grades receive bi-weekly instruction from a science supervisor from the Audubon Society. The elementary grades also have four assembly programs during the year while the junior high has two.
Plans for the Future:
Future plans call for a broader educational program for our junior high school pupils. We are now giving our pupils a good basic educa- tion, i.e., a thorough, sound training in English, mathematics, social studies, and science. We must, however, provide industrial arts, home economics, guidance, more art, music and physical education, and an opportunity for our pupils to participate in clubs and activities if we are to give every child a chance to grow and develop his capabilities to the fullest. This can be accomplished when the junior high school is moved into the present high school building.
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GERALD MURDOCK PARMENTER SCHOOL
At the Parmenter School this year there are eleven classes. Our enrollment is 310. There are four first grades, five second grades, one third grade, and one fourth grade. We have ten classrooms at Par- menter; thus it has been necessary again this year to use the All Pur- pose room as a classroom.
In the first and second grades we have grouped the children homogeneously, according to their needs and abilities. This method of providing for individual differences is not possible in the third and fourth grades, since we have only one of each of those grades.
The testing program is in progress again this year. A Stanford- Binet Intelligence test is administered to each first grade child at some time during this year. This test helps the teacher to provide for maxi- mum growth for each child, and becomes a part of his permanent school records. It also aids in determining the level of achievement to which the child should probably be held. This test is given to children in other grades as requested by their teachers.
A new report card is being used in the primary grades for the first time this year. The purpose of this report is to inform the parents as to their child's development emotionally, mentally, and socially. The first report was an oral one, in the form of a parent-teacher conference during Education Week in November. On one afternoon and one evening the parents were invited to come to school. Two hundred and twenty-one parents visited school during the two-day period. Teachers and parents reported favorably on the results of the conferences as a very satisfactory method of reporting the progress of the child in all areas of his development.
We have library facilities again this year. We are grateful to the interested mothers under the leadership of Mrs. C. Lincoln Dana and Mrs. Richard Stack. Most of our children live beyond walking distance from the library and this service brings library books to the children every two weeks. This contributes greatly to the enrichment of the school program. Also, we are participating regularly in Educational Television, Channel 2, in the areas of French, music, and literature.
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HORACE MANN SCHOOL
There have been many changes at the Horace Mann School during the past year. From September, 1959 to June, 1960 grades five and six were in session here. Due to the overcrowded conditions in our schools, it became necessary to have a double session plan. Grades five and six are now on double session schedules at the Theron Metcalf School. Grades three and four are now at the Horace Mann School. In addition to these grades and the Opportunity Class, health, instrumental music, and the drill team from the High School meet here.
January - June, 1960
In order that new students entering our school could be accom- modated, we were obliged to discontinue our ability-grouping plan. However, with a flexible grouping arrangement the children had an opportunity to work with different personalities, to practice skills in different situations, and to participate sometimes as leaders, sometimes as a follower. If the children lost something because of the change, they gained something from it, too, we feel sure.
This year we obtained new social studies textbooks for grades five and six with simple text, interesting illustrations, up-to-date maps, and many other good features. These enabled us to give the pupils a far richer program in these fields.
We changed our arithmetic textbooks, also, and expect our pro- gram to be far more effective in the long run. We still continued with our diagnostic testing program this year.
During this period of time we continued with the Winch Classroom Program in physical and biological science, a supplement to our science program. We held our annual Science Show in May.
The students enjoyed two very interesting field trips this year. Grades five visited Plimoth Plantation in Plymouth. Grades six saw Cinerama in Boston. "Tanglewood" was held in June.
September - December, 1960
Grades three and four came to this school in September.
For Education Week we planned teas and conferences for the parents. They were very well attended. Nearly all parents were reached during the week, and the teachers were well pleased with the outcome.
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We have a new report card for the third grade this year. This card, as well as the one currently used in the fourth grade, is designed to enable the parents to know how well the child succeeds in work requirements, and in character growth at the grade level. Marks are not the objectives. It is our great purpose to help the child to really care about work so that he may develop a life interest.
Since September we have had weekly television classroom lessons of conversational French for grade four. Extensive research has been conducted in this field, and grade four is considered to be an ideal grade in which to begin the study of foreign languages. Grade three has had a television course in literature. Both grades are going to have courses in natural science soon.
In our plans for the future we hope to develop a code of good social behavior. We hope during the coming year to experiment some- what with original ideas, especially in the social studies, language arts, and science areas. We plan to work incessantly to develop ability to think and solve problems. Gifted children, once identified, we shall try to bring to a high level of competency.
The Horace Mann School was completely redecorated and re- furnished last summer. The girls' basement was redone. The building was made bright and cheerful and we believe inspiring to the children.
MUSIC
The music program of the Franklin Public Schools is organized as follows:
Mr. Fred P. Sullivan, Supervisor of Music-vocal program in grades seven through twelve; instrumental program in grades five through twelve.
Miss Myrtle Lougee, Assistant Supervisor of Music-vocal pro- gram in grades one through eight.
The instrumental program includes a varsity marching unit num- bering 92 members, a concert band of 45 members, a beginning band of 35 members, a brass choir, a woodwind choir, and instrumental lessons, both private and semi-private for a total of 75 students. The concert band has presented some eight performances at various assem- bly programs, commencement exercises, and certain social groups of the community. The marching unit has performed at all the home foot- ball games, some of the away football games, various pep rallies, and street parades in the town of Norfolk as well as the town of Franklin.
Because of double sessions at the grades five through eight level, our beginning program for interested instrumentalists has been greatly
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curtailed. Those pupils who attend the morning session must return during the afternoon for lessons just as those who attend the afternoon session must appear for lessons during the morning. Under the condi- tions which prevail, the program may be considered to be moving forward slowly but relatively smoothly.
The grade six mixed chorus of 154 voices and the grade eight mixed chorus of 137 voices are allowed one fifty-minute period each week. No time is available for general music classes which are exploratory in nature and develop individual interest in music and associated areas. The High School Glee Club, which is usually restrict- ed to about 70 members, shares two fifty-minute activity periods with the band. In order to obtain the best results, each organization should have a minimum of two rehearsal periods each week.
One of the major goals of our music education program in the elementary grades is to provide areas of experience which will include active participation in vital sequential musical experiences based on child interests and needs, increasing in scope and complexity through- out the grades.
In grade one we set out to provide a broad experience in hearing and imitating, singing of rote songs, and feeling varied rhythms. The prime consideration is to develop a joyous spontaneous response to music on the part of the child. We provide frequent opportunities for individual and small group singing which the children enjoy. Informal development of accuracy in imitation (vocal response) has been done through matching tones, short calls, and in singing games.
In grade two the same program is continued and developed with still more advanced work. At this level the children are familiarized with scale tones and are made aware of the placement of notes on a staff, in preparation for third grade work.
In grade three we continue to sing many and varied rote songs. In addition we include the teaching of thirds as they appear in new songs and introduce the child to music notation through the singing of rote songs.
In grade four the child participates in music of harmonic structure for the first time, rather than strictly melodic type, which has been the keynote of his singing in previous grades. We approach two-part singing with rounds, descants, and simple blending exercises. We are developing the child's ability to read unfamiliar songs at sight, and give him experience with new rhythmic problems to help further his growing appreciation of music.
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In grade five unison songs are presented but we endeavor to make two-part music one of our achievements.
In grade six we continue to develop a feeling for harmonization, selecting songs with musical features that are suitable to the group.
At all grade levels we stress good musical interpretation of songs sung, which will foster a higher degree of musical sensitivity and dis- crimination, and strive for a continued development of free and beautiful singing with growing interest and enjoyment on the part of the child.
We have a large number of children enrolled in our fifth and sixth grade chorus this year. Each grade meets once a week.
We are gradually placing new music books, the "Music for Living" series published by Silver Burdett Company, in all grades. This series has many educational values and assists the children in understanding and appreciating their own culture, other contemporary cultures, and past cultures.
ART
The main objective of the art program in the Franklin schools is to enlighten the students to the fact that art is not a subject for the privileged few, but that it is an integral part of every day life. This objective is accomplished in many ways, depending on the age level of the students.
In the primary grades, art serves the child in expressing how he himself sees the world about him. Using basic materials, such as crayons, paints, clay, and paper constructions, the child relates what is important to him. When adults look at these drawings they may seem crude and out of proportion, but through the child's eyes things are placed, not in proportion, but in importance to him. The child, there- fore, is encouraged to represent things as he sees them, and to explain what his work means to him.
When the student reaches the elementary level, he wants to become skilled and learn new techniques. This want is fulfilled by helping the child to represent objects more as they are. They are given certain basic types of crafts to answer their need to make things. Such crafts as weaving, printing, and ceramics are introduced to this age level. By placing emphasis on the working process and not the finished product, the student develops his skill and sharpens his mental appetite for more technical types of arts and crafts.
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At the junior high school level, emphasis is placed on the finished product of the student's work. All forms of art are attempted, and the student is free to investigate on his own. Among the many fields of art currently being enjoyed by the junior high school students at this time are copper enameling, advanced weaving, sculpture, pottery making, furniture design, interior decoration, industrial design, and lettering. Through a varied course such as this, the student realizes that he is actively engaged in a field that embraces many occupations. Through lectures and slides, the students are awakened to the import- ance of art to mankind. A brief outline of the history of art is pre- sented to them, so that they may know not only that certain periods of history produced certain types of art, but also why and how this art was produced.
HANDWRITING
Handwriting is one subject taught in schools that lends itself to the teaching of concomitants such as neatness, accuracy, attention to details, and good work habits. It is not enough to teach technical hand- writing with a view to merely achieving the grade norm. If hand- writing is to continue to function acceptably in high school and college, each letter must be taught to the point of mastery and should become automatic to the extent that a writer is free to concentrate on the work at hand without being distracted from time to time to stop and think how a particular letter should be made.
A child who has been taught to write well does not lose the ability to write well thereafter. He may become careless if permitted by teachers to do so but he retains the ability to write well when challenged to do so.
Our handwriting program constantly strives to achieve these desirable objectives. Instructional and motivational materials are pro- vided for pupils and teachers. Teachers are instructed at regular intervals in methods to be used in teaching and the handwriting product is checked at the end of each interval with a diagnosis of same given to the teacher in writing for remedial purposes.
At the close of the last school year our records show that 85.6% of the pupils scored excellent, 12.1% scored good, 2.3% were fair and no percent were poor on the formal handwriting test. It was found in checking the informal handwriting that there had been excellent transfer in handwriting quality to spelling, arithmetic, English com- position, etc.
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TESTING
From January to June, 1960, ninety-seven students in grades nine through twelve were administered the Otis Mental Abilities test. The tests were scored by hand and the results placed on the students' record cards in the office of the Superintendent of Schools. At the end of the 1959-1960 school year we had Otis I.Q. scores on every member of the high school student body.
Also, in the spring of 1960, eighty-eight members of the eighth grade class of Theron Metcalf School were given the California Algebra Aptitude test. These tests were scored by hand and the results were used to aid the homogeneous grouping of students in the ninth grade mathematics classes. Other factors that determined the placement of students in mathematics classes were I.Q. scores and the results of the 1960 Iowa Tests of Educational Development.
New students entering Franklin High School were administered an intelligence test, mental abilities test, an interest inventory, and an achievement test for placement purposes.
From September to December, 1960 seven students of the Horace Mann School and the Parmenter School were administered the Stan- ford-Binet individual test of intelligence, Form L.
ENGLISH IN THE HIGH SCHOOL
The English program at Franklin High School continues under the guidance of an interested, hard-working, competent group of instruc- tors. Ever studying and conferring with other English teachers of the area, the teaching staff of five conducts classes which seem to be efficient if one is to judge by test results and achievement of recent Franklin High School graduates now in college.
Decided improvement in vocabulary, grammar, and the reading of natural sciences, social studies, and literature has been indicated in the 1960 Iowa tests. Especially encouraging have been the results shown by the junior and senior college students whose scores were evaluated separately.
In spite of the advancement shown, the English teachers are con- cerned to note that the one test not evaluated in the over-all composite score (this is a nation-wide practice) is the only one in which Franklin High School students do not do well. This is "Sources of Information" and indicates definitely how our pupils need an active, librarian- manned library. The Ray Memorial Library offers the use of many
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good books and references and also, through its staff, much help in the use of these, but today's student needs readily-accessible source mate- rial and much instruction relating to it.
Needless to say, Franklin youngsters, regardless of records in tests, have a long way to go to achieve excellence in English, and the English teachers, although gratified by improved test scores, are aware of the increased significance of their teaching to give college-bound students the skills and background necessary for a successful college life and to equip the non-college pupils adequately enough to meet the demands of modern society.
For enrichment, trips to historic and literary Concord and Lexing- ton and to the Shakespearean Theater at Stratford, Connecticut, are being planned for juniors and seniors during the coming spring.
SCIENCE IN THE HIGH SCHOOL
Franklin High School continues to offer a strong science program. Despite crowded conditions and limited facilities, a high quality of instruction is maintained due to the willingness and ability of the science instructors to adapt to the situation.
The fact that no changes have occurred in the personnel of the Science Department for a number of years undoubtedly benefits the student body. Courses are well organized, do not overlap, and instruc- tor teamwork is clearly evidenced by the highly successful display of original student work at the annual Science Fair. Regular monthly meetings are held by the Department and at present the members are evaluating newly-constructed schools and their science setup. Sugges- tions will be made to the School Department for the construction of the science wing in our new high school. A norm has been established for this planning. It is the transfer value to college and industry of laboratory technique and will embody only proven equipment and layouts.
Improvements in our present physical plant must be mentioned. A complete laboratory demonstration desk with gas and water was installed in Room 214 thus providing another science classroom where demonstrations may be performed.
Equipment so vitally needed to teach science was vastly improved by the addition of eight new microscopes to the Biology Department.
Another equally fine piece of equipment was donated to the Science Department by last year's graduating class of 1960 through
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their advisor, Mr. Harrison. It is the Classmaster Radio-activity Demonstrator, available for science, chemistry, and physics. This ex- pensive apparatus makes demonstrations and experiments on nuclear energy available for the first time. We take this opportunity to thank the class of 1960 publicly for their generosity and fine regard for their school.
The most modern textbooks in late editions have been supplied by the School Department. With concepts changing so rapidly that a text in chemistry and physics is outmoded in three years, these texts provide for the widest variations in student abilities course and ob- jectives, teaching methods, and laboratory methods and procedures. These are correlated with active laboratory programs, objective tests, student projects, slide and motion pictures, classroom demonstrations, and achievement tests at the year's end.
AUDIO-VISUAL AIDS
This Department has been operating to capacity under present crowded conditions. With the auditorium no longer available due to its use as a study hall, films are shown wholly in classrooms.
In this respect only one classroom can be completely darkened and this entails exchanging classes. Instructors have been very cooperative on this far from ideal situation and this room is in almost constant use. Three other rooms are equipped for slide and filmstrip as well as opaque projection.
Over one hundred films will be shown this year to classes in history, English, mathematics, French, biology, general science, chemis- try and physics.
Many of these films are rental free from agencies such as General Motors, Ford, General Electric, Westinghouse Bureau of Mines, Shell, United States Steel, and other industrial sources. Postage is the only expense.
Others of a purely academic nature must be rented. Obtained on specific dates for classroom integration, these sources are University of Connecticut, University of Indiana, Syracuse University, Physical Sciences Study Committee, Encyclopedia and Coronet Films.
A training program for student operators is maintained and capable operators are available for class as well as outside activities.
Eventually, when space is available, two projectors will be neces- sary and in constant use.
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DRIVER TRAINING
The driver training program in the Franklin High School is similar to the program in previous years-the seniors having first opportunity to take the course and any juniors that can fit into the schedule fill out the year.
Driver Education
This part of the program is conducted during the regular school day, during periods one, two, and six. The student here, receives thirty hours of classroom instruction in the laws of the highway, safety measures, and proper attitudes while driving.
Driver Training
This phase is taken after the student has successfully completed the classroom work and consists of at least six hours of driving and eighteen hours of observation.
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