USA > Massachusetts > Essex County > Hamilton > Town of Hamilton Annual Report 1959 > Part 10
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Receipts during 1959
Sale of Meals
$29,978.12
Federal Subsidy
13,087.40
Total
43,065.52
Total Cash
$45,223.57
Expenditures during 1959 :
Labor
$11,391.75
Food
31,276.01 761.77
Total
$43,429.53
Cash Balance, December 31, 1959
$1,794.04
Accounts Receivable, December 31, 1959 : Commonwealth of Massachusetts : November Claim
$1,429.00
December Claim
1,255.97
Total
$2,684.97
Accounts Payable, December 31, 1959 :
Food for December
$2,612.76
Miscellaneous for December
91.54
Total $2,704.30
ATHLETIC REVOLVING FUND 1959
Balance, January 1, 1959
$1,056.04
Receipts during 1959
716.25
Total Expenditures during 1959
$1,772.29
593.27
Balance, December 31, 1959
$1,179.02
Miscellaneous
17
HOW LARGE ARE OUR SCHOOLS?
School
Grades
1957 Sept.
1958 Sept.
1959 Sept.
Principal
Manasseh Cutler
K-3
755
800
503
Marian C. Joseph
Winthrop
4-6
-
-
341 Edmund E. Dodge
Hamilton High
7-12
307
365
425
Peter N. Coffin
HOW MANY PERSONNEL WORK IN OUR SCHOOLS ?
1957
1958
1959
No. of Administrative Personnel
3
3
4
No. of Secretaries
1
1
1
No. of Bookkeepers
1
3
2
No. of Custodians
4
4
5
No. of Teachers
43.4
45.4
50.4
No. of Cafeteria workers
9
9
10
No. of Non-degree teachers
15
13
12
No. of Bachelor-degree teachers
17.4
20.4
23.4
No. of Master-degree teachers
10
11
14
No. of Doctor-degree teachers
1
1
1
No. of students
1062
1165
1269
MEMBERSHIP BY AGE AND GRADE, OCTOBER 1, 1959
AGE
Grade 4 5 6 7 8 9 10
11
12
13
14
15 16
17
18 Total
Kdg.
31 102
133
1
18 117
10
145
2
19
91 6 1
117
3
20
77
11
108
4
30 62 14 2
108
5
22
71
15 8
116
6
32
68
14 2
1
117
7
21
66
12
1
1
101
8
25
56
8
9
98
9
18 30
5
5
58
10
19 31
8
58
11
16
37
3 28
2
45
Special
1 2
2 £
2
2
9
Totals 31 120 136 121 113
97 119 108 115
90
59
61
66
31 2 1269
56
12
15
1
No. of Clerks (part-time)
18
SCHOOL CENSUS AS OF OCTOBER 1, 1959
Boys
Girls
Number between five and seven years of age 144
137
Number between seven and sixteen years of age
540
457
Totals
684
594
Total Census
1278
Distribution of the above minors, October 1, 1959 :
In the Public Day School
1149
In Vocational School
4
In Private School
124
In State and County Institutions and Special Schools for Defective Delinquents
1
Not enrolled in any day school
0
Total (should equal corresponding totals in the above registra- tion)
1278
19
SELECTED REPORTS TO THE SUPERINTENDENT OF SCHOOLS
REPORT OF THE HAMILTON HIGH SCHOOL PRINCIPAL
To the Superintendent of Schools:
DEAR SIR :
It is with pleasure that I submit my fifth annual report as principal of the Hamilton High School.
PART I IMPROVEMENT OF INSTRUCTION
The Improvement of Instruction through the Development of New Units and Courses of Study.
A. The faculty has continued in its efforts to establish in semi- permanent form the basic content of all courses offered in the high school. The purpose of this action is to create a point of departure for all future thinking and to establish consistency from one year to the next regardless of whether or not the same teachers are available. This process was initi- ated in the school year 1956-57 as the staff prepared for the evaluation of the high school by the New England Association of Colleges and Secondary Schools. The following year brought the evaluation and this past year has seen the establishment of syllabi in outline form for all courses except those in science. The syllabi in science were postponed for two reasons : first the personnel in this department were needed to work on the mathematics syllabus ; secondly it was thought best to wait a year to observe the developments in the science field which in the fall of 1958 was in a considerable state of upheaval.
B. Students in English III were given a chance to view a television presentation entitled "A Television Course in the Humanities." This course lasted for three weeks and was divided into three units. These units concerned Thornton Wilder's "Our Town," Shakespeare's "Ham- let," and Sophocles' "Oedipus Rex." The work done in the preparation of these programs under a Ford Foundation grant was superior and students and teachers were enthusiastic with the quality. The frustra- tions involved in not having time to fully discuss and explore the ques- tions raised in one lesson before reviewing the next lesson pointed out the limitations of television as a teaching medium.
C. A fourth year of French was introduced as a separately scheduled class for the first time. Concentration was centered on spoken French, French history and culture, and modern French novels and art.
20
D. A course in Consumer Economics was re-introduced in place of Sales. The need for greater consumer understanding seems urgent. Much of the same material that was covered in Sales will be covered in the Consumer Economics course but it will be discussed from the opposite side of the counter.
E. In answer to the pleas of our college going graduates a Seminar in Composition was introduced for seniors in the fall of 1958. An effort was made to train these students to express themselves skillfully in all types of writing. The materials turned out by this class were excellent. Reports from this year's college freshmen indicate that those who took the course feel greatly benefited by it.
F. The Alexander Hamilton Chapter of the National Honor Society was re-established at Hamilton High in 1958 after a lapse of fifteen years. It was the opinion of the faculty that membership in this society was such a signal honor and carried such weight in all colleges that it should not be denied our own outstanding students. Installation into the society will take place in the fall and spring. Five seniors and two juniors were in- stalled in the spring of 1959 and four seniors were installed in the fall of 1959.
The Improvement of Instruction through Changes in Classroom Techniques
Supervision has as its major purpose the improvement of instruc- tion. As a rule this will consist of observations and suggestions for the improvement of techniques and materials. We are fortunate in having a staff of teachers who are well informed and constantly on the alert for new methods and materials. Many suggestions for improvement are initi- ated by these teachers rather than by the administration only. This past year some of the areas that have received special attention are :
A. An increased emphasis on the spoken language in French start- ing with French I but being stressed most heavily in French II, III, and IV.
B. An emphasis on the developmental aspects of reading in all grades but particularly in grades 7 and 8 rather than a consideration of literature as separated from the techniques of reading. In an effort to increase their understanding of the problems in this area the following people pursued courses in reading this past year: Miss Ruth Austen and Mrs. Katherine Nickerson, grade 8, Miss Therese D'Arche, grade 7, and Mr. Peter Coffin, principal.
C. The question of insufficient emphasis on writing in the American high school has been duly noted by our faculty. Particular stress has been placed on the return to more essay questions in place of the recently more common objective type question. The emphasis on writing will con- tinue to increase in proportion to the amount of time that teachers can reasonably spend in the correction of papers. Solutions to this ever present problem are also being studied.
21
D. The staff is much disturbed by the lack in our curriculum of specific emphasis on speech. The art of oral communication and the ability to stand up in front of others to express oneself is a vital need in a democratic society. Space, time, and personnel are always a problem, of course, but we are attempting to overcome such problems by encourag- ing as much oral reporting as possible in classes. All teachers are being urged to have students get on their feet to recite whenever practicable.
E. The speed-up in the mathematics program in the high school is as much a result of improved techniques as it is in planned course content. The pace set by the teacher in the classroom has become a very rapid one. The average and better students naturally are better able to handle this than the less than average. Those who find it difficult to keep up are amply taken care of in a seventh period remedial class and after school. All the time that is needed to learn is offered each student by valuable class time is not lost because of the less apt.
The Improvement of Instruction through Revision of the School Day
A severe problem was encountered a year ago through the frequent changes that occurred in the daily schedule. Activity period twice a week changed the schedules of two days. The introduction of the television course upset the schedule for another six weeks. Opportunities to hear special speakers meant another day altered. The total result was generally upsetting and reduced instructional efficiency. In an attempt to resolve this situation a seven period day was set up for 1959-60. This was done without reducing the length of any of the regular class periods by more than five minutes. Time was taken out of the lunch period, home room periods, etc. Some of the advantages of this have been :
A. The creation of greater flexibility in the high school program enabling students to elect subjects which they might otherwise not be able to do. For example, extra laboratory periods are scheduled during period seven for physics, chemistry, and biology. This enables a student to take one of these courses out of the normal sequence even though he might have a conflict with the regular laboratory period. He can take his lab period seven, and work on after school if he desires to do so. Ad- vanced students can take advantage of these special labs for their own work if they should so desire. A remedial math class has been set up daily during this period to encourage students to come for help who might be unwilling to come after school.
B. More students can take more activities. It is now possible to be in the glee club and on the yearbook staff as well. The glee club can rehearse on the stage instead of giving it up to the band. The band can call on a larger number of students since there will be less chance of a conflict of interests. An extra session of the science club has been sched- uled. A math club has been organized. A separate instrumental group has been organized with time and a place to practice.
22
C. The teachers have found this additional time at the end of the day to be a great instructional boon. First of all it creates a more relaxed atmosphere through the week for the teacher does not work at full speed for six periods and then suddenly lose most of the students abruptly. The teachers feel that the seventh period enables them to taper off the day in a position to work with those students who, during the day, showed the need for the special help. The opportunities for make-up work are greater and less energy is spent trying to get pupils in after school for this type of work.
D. The guidance program has been able to move at a much better rate. Time is now available in each day to schedule special speakers, films, college admissions people, and the like without the problem of upsetting the schedule or interfering with academic classes.
E. The program has not worked as well for the junior high as the high school due to the difference in organization of junior high classes and the limitation of space. Even so, some special classes have been scheduled at this level. One section of the eighth grade has French twice a week. One seventh grade section uses this time for work on special reports and projects under teacher supervision. During this period there are scheduled the following regular classes: 2 science, 1 social studies, 1 reading. The activities open to these students are limited but include the science club (by special permission), the band, student council, and the art club.
Continued planning for the improvement of the school day goes on. Good instruction takes place under reasonable pressure. We attempt to balance the pressures with the most efficient use of time, space, and per- sonnel.
PART II COMMUNITY RELATIONS
Community Relations through News Releases
It is the desire of the school to keep the public informed of what is going on in the classroom. Each week materials are written up by a group of students under the supervision of a student publicity director. These materials are submitted to the principal for approval before being sent on to the superintendent of schools. An attempt is made to concen- trate on a different aspect of the school each week.
Community Relations through Special Programs
A. During National Education Week parents were invited to come to the school on the evening of November 9 to follow the program of their own sons and daughters in order that they might have a better under- standing of the environment in which these boys and girls worked.
23
B. During the month of November an orientation program was held for seventh grade parents. The purpose of this orientation was to explain the problems that most seventh graders experience and to ascertain if there were any problems of which the school was not aware.
Community Relations through Job Placement
A. During the school year the guidance office handles routine con- tacts of students with baby sitting jobs, lawn mowing, etc. In addition, efforts are made to help graduates make proper contacts and to help pros- pective employers locate the right person for their needs.
B. College placement remains one of the main functions of the guidance department. This past year many members of the class of 1959 were accepted at various colleges and institutions of higher learning. Among these were :
Salem Teachers 3
Boston University 1
New Hampshire University 2 Colby 1
Dartmouth 1 Lowell Tech. Inst. 1
Wellesley 1 Wentworth Tech. Inst. 3
Bryn Mawr 1 Franklin Tech. Inst. 3
Connecticut College
1
Bradford Jr. College 1
Northeastern 2
Connecticut Jr. College 1
It must be understood that members of this class are not attending all of these schools but only that they were accepted by them.
SUMMARY
Very deep appreciation is extended to you, to the school committee, the faculty, staff, and the many town officials, and lay people without whose cooperation and assistance little progress could have been made.
Respectfully submitted,
PETER N. COFFIN
Principal
24
REPORT OF THE WINTHROP SCHOOL PRINCIPAL
To the Superintendent of Schools:
DEAR SIR :
I would like to preface this formal report with this personal obser- vation. In my brief period of service in the Hamilton Public Schools, I have enjoyed a great deal my associations with the children, parents, and school personnel of the community.
In the area of curriculum, one of the outstanding experiments this year is the teaching of French to all children in Grades 4, 5, and 6. Con- stant evaluation and thinking is going on in this area although it is too early to come to any definitive conclusions. Also in the curriculum field, a physical education program has been installed. It is the object of this plan to develop in the children good sportsmanship and better play skills and to improve their physical fitness.
Reading and Science curriculum groups have been established for a study of those two areas. These two committees will meet certainly for the remainder of this school year. The ultimate objective is to provide a curriculum guide in each area for Hamilton teachers' use.
The problem of homework has been given a great deal of considera- tion. There are factors on both sides of this problem but the general feeling is that there is value in good homework assignments.
The experiment of advanced group classes is continuing as planned. As with all educational problems, continual observation and evaluation is going on in this area. Included in the thinking of this problem is the consideration of not only the children in those advanced groups but also the children in our average classroom. Here again, it is too early to conclude anything.
Audio visual aids are daily playing a larger part in our school pro- gram. Movies, slides, tapes and records are being used whenever appli- cable and available. Our one need in this program is for an area suffi- ciently darkened to permit slides and movies for larger groups during daytime.
A total of three Open House programs have been held this school year up to the Christmas holiday.
Cooperation between combinations of pupils, teachers, parents, cus- todian, cafeteria staff, clerical staff and supervisors has been of the high- est kind. With this continuing, there will remain an educational climate which is so necessary to achieve our ultimate objective, the instruction of Hamilton's public school children.
Respectfully submitted,
EDMUND E. DODGE Principal
25
REPORT OF THE MANASSEH CUTLER SCHOOL PRINCIPAL
To the Superintendent of Schools:
DEAR SIR :
I herewith submit my yearly report of the Manasseh Cutler School.
With the opening of the Winthrop School and the transferral of grades four, five and six, the Cutler School opened with a new setup : Kindergarten, grades one, two, and three, plus a small tutorial group.
Open House was again held this year during Education Week. On November 10th, we welcomed over three hundred fifty interested parents and friends who came to observe the children working at their regular daily program.
Previous to Open House Day, first grade teachers invited the parents of pupils in their classes to visit them in their respective classrooms on the evening of September 30th. The purpose of this meeting was first of all to meet the parents; then to show them the type of work their chil- dren were doing; to outline the program of the year and to give them an insight as to how reading and number work is introduced to these first graders. Parents were invited to ask questions which teachers readily answered.
A similar evening is being planned by teachers of both the second and third grades who consider this a very excellent way to acquaint parents with their program and also to promote good parent-teacher relationship.
News items from nearly every class are submitted each week for publication in local newspapers in order to let the public know some of the learnings being accomplished in our school.
New report cards submitted by Report Card Committee of the past year were used for the first time in November. The purpose of this card was to unify the marking system throughout the grades by using the symbols A, B, C, D and F instead of the S, U, and I previously used in the first three grades. We feel that with this type of report, the parent will get a better, clearer picture of his child's progress.
The Committee that worked on revision of our "Arithmetic Guide" presented us with a fuller, more complete outline of work which we feel will be of great help to us in our arithmetic program throughout the grades.
This year, committees have been formed who plan to revise both the Reading and Science guides.
26
The Science Fair which was held at our school on the evening of May 8th and was received so enthusiastically by the many parents and friends who viewed it has been a big incentive to our pupils. They are planning to hold their second fair this coming May. Of course, it will be on a much smaller scale as there will be participation only by Kindergarten classes through grades three.
Teachers at the Cutler School are striving to fulfill the needs of all children putting special emphasis on the "above average" and "below average" child.
In grades one the above average child is challenged to find out for himself. The rate of approach is faster, techniques more varied; vocabu- lary review far less; silent reading is done in larger units. Much addi- tional reading is done. Phonics are expended to help the pupil become more independent. Harder, more thought provoking questions are given for independent seatwork which lays a more solid foundation for other class activities such as spelling and writing. The arithmetic program is expanded too, and more time is spent on problem solving. Less teaching time is spent with these pupils, but all work is carefully checked to see that each child knows and understands what he is doing. Emotional needs are met by providing leadership opportunities; pupil-teacher positions, chairman of committees such as deciding how to paint a mural, organize a bulletin board, guide other children in making a collection of pictures. The children who are more mature emotionally are properly challenged. Conversely the less endowed learn to follow directions and are motivated to try these positions. Providing a wide range of individual reading material is a necessity in order to serve all children.
The below-average child is given new work much more slowly, with a great deal of repetition, and techniques varied to keep his interest high. More oral questions are used to help the child learn to express himself more clearly and gain confidence in his abilities. This child is taken early in the day when he is fresh as he tires easily. Much phonic work is given him to help him become more independent. More teaching time is given this type of child. Seatwork is easier but a challenge to his ever-increasing ability.
In the second grades, some of the activities used for the above- average child are as follows: independent reading groups (for pleasure and oral facility), making lists of picture words (concrete nouns), later listing action words and descriptive words, book reports (oral and writ- ten), original stories from spelling words and pictures, much sentence work, educational games, extra credit work which includes booklets done independently in spare time, looking up information, and group projects in science, art, and other subjects.
For the below-average child in this grade much individual help in reading and phonics is given. Other activities are : more concrete experi- ence with numbers, all seatwork geared to needs, educational games, good science nooks for them to examine and enjoy, making of word cards, and imaginative games played during reading groups.
27
The above-average child in the third grade is given opportunity to read widely, to seek information from encyclopedias, dictionaries, and other reference material, to develop individuality in creative writing by writing reports, making booklets, etc. Committee work, plus many activi- ties mentioned in the other grades, are used in the third grade on a higher level. The below-average child in this grade is helped in much the same way as has been stated in the lower grades.
In all grades the superior child can be guided to look for himself but the slower learner needs the teacher to show him the way, to assure him that he is gaining the independence he needs and wants.
In conclusion, I would like to express to you, the School Committee, parents and teachers, my appreciation of their loyalty and support.
Respectfully submitted, MARIAN C. JOSEPH
Principal
SCHOOL STAFF DIRECTORY TEACHERS - HIGH SCHOOL
Appoint- Yrs. Ex-
Name
Subject or Grade
ment
perience
Education
Degree
Peter N. Coffin
Principal
1955
9
Tufts College
B.A., M.A.
Ruth Austen
English
1945
15
Radcliffe College
A.B. M.E.
Mary Bergman
Business
1954
24
Salem State Teachers College
B.S.E.
Edna Berry
Home Economics
1957
3
Framingham State Teachers Col.
B.S.E.
Richard Connolly
Business
1959
Salem State Teachers College
B.S.E.
Marie T. D'Arche
Grade 7
1956
5
Regis College
B.A.
William Davis
Grade 7
1959
8
Salem State Teachers College
B.S.E. M.E.
Natale Federico
Boys' Physical Ed.
1955
15
Rhode Island State
B.S.
Margaret Ferrini
Languages
1956
10
Radcliffe College
A.B.
Salem State Teachers College
M.E.
William Howat
Manual Training
1956
10
Fitchburg State Teachers Col.
B.S.E.
Roy H. Lane
Mathematics
1958
33
Bowdoin
A.B.
Harvard
A.M.
Robert McDonald
Grade 8
1959
4:
Boston College
B.S.E.
Martha Morrison
Girls' Physical Ed.
1959
1
Taylor University
B.A.
Wilton J. Moyer
Social Studies
1949
19
Mansfield Penn. Teach. Col.
B.S.E.
Kathryn Nickerson
Grade 8
1956
4
Wheaton College
A.B.
John Reedy
English
1959
4
Gordon College
A.B.
Gordon Divinity School University of Maine
M.E.
Lois Rizoli
French
1959
1
Emmanuel College
A.B.
Richard Snow
Grade 7
1958
11
Boston University
B.S., M.E.
Paul Staples
Science
1957
7
Tufts College
B.S., Ed.M.
Raymond Wallace
Science and Math.
1956
7 University of Maine
B.S., M.E.
28
B.D.
Boston University
Boston University
TEACHERS - WINTHROP SCHOOL
Edmund E. Dodge
Principal
1959
8
Salem State Teachers College
B.S.E. M.E. B.S.E., M.E.
Ellen Duffy
Grade 6
1927
32
Salem State Teachers College
Martha Lewis
Grade 6
1957
6
Northeastern State College
Elizabeth Pauling
Grade 6
1957
5
Salem Normal
James H. Dodge
Grade 6
1959
Salem State Teachers College
B.S.E.
Thomas Conway
Grade 5
1958
1
Keene Teachers College
B.E.
Esther Goddard
Grade 5
1952
24
Salem Normal
Norman G. Pfaff
Grade 5
1958
2
Boston University
B.S.E.
Constance Como
Grade 5
1959
2
Lowell State Teachers College
B.S.E.
Margaret Batchelder
Grade 4
1920
39
Salem Normal
-
29
TEACHERS - MANASSEH CUTLER SCHOOL
Marian C. Joseph
Principal
1921
38
Salem Normal
Glory Hussey
Grade 3
1954
9
Salem State Teachers College
Carolyn Lander
Grade 3
1950
21
Gorham Normal
Nola Skillings
Grade 3
1959
5
Eastern Nazarene College
B.S.
Annette Messenger
Grade 3
1959
Bridgewater State Teachers Col.
B.S.E.
Eleanor Carr
Grade 2
1959
Newton Col. of Sacred Heart
B.A.
Laura Clark
Grade 2
1957
5
Syracuse University
Phyllis Cotti
Grade 2
1959
Salem State Teachers College
B.S.E.
Nancy O'Brien
Grade 2
1959
5
Gorham State Teachers College
B.S.E.
Nena Hayes
Grade 1
1952
9
Oswega State Teachers Col.
A.B.
Elizabeth Kimball
Grade 1
1956
2
University of Missouri
B.S.E., A.M.
Mary E. Lucey
Grade 1
1948
10
Salem State Teachers Col.
B.S.E.
Carolyn Oster
Grade 1
1958
5
Boston University
B.S.E.
Harriet Watson
Grade 1
1955
11
Perry Kindergarten Normal
Harriet Erskine
Kindergarten
1946
14
Lesley Kindergarten
Carolyn McGarvey
Kindergarten
1957
2
Nyack Missionary College
B.S.M.
4
Simmons College
B.S.
Martha Libby
Grade 4
1953
19
University of Vermont
B.E.
Pauline Wilson
Grade 4
1957
2
Gordon College
Marion Hanlon
French
1959
5
Boston University
B.A., M.A.
Ruth McCann
Remedial Reading
1953
11
Lesley College
B.S.E.
Dorothy Jones
Grade 4
1959
--
-
Boston University
Rupert Lillie Art
1953 13 University of Maryland S.B. M.L.A.
Maude L. Thomas
Music
1923
27
Boston University
Warren S. Freeman
Instrumental Music
1956 3
Boston University
Ed.D.
SCHOOL NURSE
1959 22 Symmes Arlington Hospital
SCHOOL PHYSICIAN
Robert G. Love, M.D.
1955
5
CLERKS
Mary D. Crowell Ann Marshall
High School
1957
3
Manasseh Cutler
1958
1
CUSTODIANS
Alfred Edmondson
High School
1959
Vernal Pollard
High School
1955
4
Everett C. Welch
Manasseh Cutler
1954
5
Hovey Humphrey
Manasseh Cutler
1942
16
Fred Morris
Winthrop
1953
6
CAFETERIA WORKERS
Clara B. Lane
Manager
1957
2
Simmons College
B.S.
Lillian Cullen
High School
1957
2
Ellena Foote
High School
1959
Loretta Tremblay
High School
1946
13
Margaret Back
Manasseh Cutler
1943
16
Nellie Knowlton
Manasseh Cutler
1955
4
Sadie Walker
Manasseh Cutler
1957
3
Marguerite Brumby
Winthrop
1954
10
Lois Piotrowski
Winthrop
1955
4
Frances Flynn
Winthrop
1959
BUS SUPERVISOR
Madeline Freeman
1956
3
Welch and Lamson, Inc.
BUS CONTRACTOR Contract Expires June 30, 1962
30
SUPERVISORS
Harvard School of Design
Irene K. Dankowski
31
RESIGNATIONS AND RETIREMENTS, 1959
Name
School
Reason
Years of Service
Edith Anderson
High
Retired
40
Harold Herber
High
Other Position
4
Cosmo T. Stefaney
High
Other Position
1
Eleanor Van Everen
High
Other Position
2
Winifred Sheehan
Manasseh Cutler
Other Position 3
Janice Herber
Manasseh Cutler
Other Position
3
Diana Walton
Manasseh Cutler
Other Position
1
Florence L. Stobbart
Nurse
Retired
34
Marybelle Dolliver
Cafeteria
Retired
6
32
FORTY-NINTH COMMENCEMENT EXERCISES
Hamilton High School Memorial Auditorium
Thursday Evening, June 11, 1959 at Eight o'clock
PROGRAM
PROCESSIONAL - "Pomp and Circumstance" Edward Elgar
INVOCATION Reverend James R. Whittemore
SELECTION - "You'll Never Walk Alone" Richard Rodgers COMMENCEMENT THEME -"Toward Wider Horizons"
"Reading : The Magic Key" Nancy Page Garland
"Learning : Foundation for Success"
Frederick J. Caldwell, Jr. SCHOLARSHIPS AND AWARDS :
American Legion Award
American Legion Scholarship
Raymond Higgins Commander, A. P. Gardner Post 194, A.L.
P.T.A. Scholarship
William G. Clyde President, Hamilton P.T.A.
Hamilton Teachers' Club Scholarship Margaret Ferrini President, Hamilton Teachers' Club
Bausch and Lomb Science Award
D.A.R. Certificate
Danforth Foundation Awards
Jennie A. Mears Scholarship
Peter N. Coffin Principal, Hamilton High School
SELECTION -"This is My Country" Al Jacobs Soloist - Elizabeth Fletcher Davis
PRESENTATION OF CLASS OF 1959
Peter N. Coffin Principal, Hamilton High School
AWARDING OF DIPLOMAS
Frederick J. Caldwell, Sr. Vice Chairman, School Committee
BENEDICTION RECESSIONAL
33
GRADUATES
Georgette Agganis Patricia Mary Bane Carole Anne Bigney Paul Campbell Brumby ** Frederick J. Caldwell, Jr. Ellen Ann Carew Carolyn Irva Chesley
William Maxwell Chute, II Susan Cook
Francis Augustus Costello Joan Marie Crowley *Elizabeth Fletcher Davis Robert Bruce Davis Lois Diane Doucette
Stuart Clifford Dove, Jr. William Philip Endicott Sally Ann Faulkner Edward Fielding, III *** Nancy Page Garland Warren Robert Gray, Jr. David Scott Greeley
Margo Gail Hagerty Linda Anne Imhof
Arline Frances Lightbody ** Kathleen Ann Little *Doris Shirley MacGregor David Robert Mackenzie Judith Ann McGeoghegan
*+Eileen Carol Mortimer Peter Edmund Mycue *Gail Janet Patenaude *+George C. H. Perkins, Jr.
Richard Bradford Pickering Donna Emily Pray Bonnie Elizabeth Robertson
Patricia Ann Rollins *Susan Elizabeth Slade Ellen Florence Townsend Louise Dodd Tremblay Pauline Rose Trepanier Louise Iola Vallone Donald Charles Walke
William Francis Walsh, Jr.
** Highest Honors *Honors ¡National Honor Society
34
AGE OF ADMITTANCE
Pupils entering the kindergarten in September must have been at least four years of age on January 1st preceding entrance in September.
Pupils entering the first grade in September must have been at least five years of age on January 1st preceding entrance in September.
VACCINATION
Children who have not been vaccinated will not be admitted to school in September unless they present a certificate from a regular practicing physician stating that they are not fit subjects for vaccination. Parents are requested to attend to this matter during the summer vacation, as certificates of vaccination or exemption must be presented at the opening of school to entitle children to admission.
NO-SCHOOL SIGNAL
As a matter of policy school will be in session whenever possible. When weather conditions are questionable parents are urged to exercise their own judgment as to whether their children are sent to school or not.
If it seems inadvisable to have school sessions, the following pro- cedure for no-school signals will be observed. Radio stations WHDH, WBZ, WNAC, and WESX will be notified not later than 7:00 a.m. so that notification may be broadcast by them between 7:15 and 7:30 a.m. At 7 :00 a.m. the no-school 22-22 will be sounded on the local fire alarm.
35
SCHOOL CALENDAR (Subject to Change) 1960
January 4 Schools Open February 19 Schools close for February Recess February 29 Schools open Schools close for Spring Recess
April 13 April 25 June 24
Schools open
All schools close
Summer Vacation
September 12
Schools open
October 12
Columbus Day
November 11
Veterans Day
November 23 Schools close at noon for Thanksgiving Recess
November 28
Schools open
December 23 Schools close at noon for Christmas Recess 1961
January 3
Schools open
"The longer I live the more keenly I feel that whatever was good enough for our fathers is not good enough for us."
- Oscar Wilde
INDEX
PAGE
Accountant, Report of
99
Receipts
100
Expenditures
105
Recapitulation of Departmental Expenses
130
Balance Sheet
135
Appeals Board
57
Assessors, Report of
52
Audit of Accounts, Report of
141
Births Recorded
38
Bonded Indebtedness
139
Building Inspector
55
Cemetery, Commissioners, Report of
56
Civil Defense Agency, Report of
76
Collector, Report of
84
Deaths Recorded
44
Dental Clinic, Report of
51
Finance and Advisory Committee, Report of
92
Fire Department, Report of
79
Health, Report of
49
Highway Surveyor, Report of
64
Inspector of Wires, Report of
66
Jury List for 1960
45
Librarian, Report of
61
Library Trustees, Report of
59
Licenses
39
Marriages Recorded
41 3
Park Commissioners, Report of
65
Police Department, Report of
77
Regional School Committee
67
Selectmen, Report of
71
School Building Committee, Report of
48
School Building Needs Committee
47
School Committee, Report of
1
Tax Rate, Valuation, Levy
140
Town Clerk, Report of
9
Town Meeting, (1959 Annual), Report of
11
Town Meeting, (1959 Special), Report of
32
Transfers
129
Treasurer, Report of
74
Tree Warden, Report of
75
Trust Funds
134
Warrant for 1960
86
Water Board, Report of
70
Water Superintendent, Report of
46
Welfare Department, Report of
82
Officers, List of
MASS
A
MILTON
HA
TTS.
INC
179
RF
JUNE 21.
Newcomb & Gauss Co., Printers Salem, Mass.
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