USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1949-1960 > Part 96
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A committee of teachers and principals this year prepared for the elementary grades a com- prehensive curriculum guide. This was distribu- ted to each teacher in September and is proving extremely helpful. The guide indicates the goals toward which we are working and more specifi- cally outlines the material to be taught in each grade and subject. It also includes suggestions
Dr. Louis D. Savage, chairman of the School Committee, presents first diploma to Arlene F. O'Neil, member of Lynn- field High School's first graduating class. Looking on are
Principal Joseph H. Oakey and Superintendent Dr. John A. Redmond.
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for supplementary materials, visual aids, and me- thods which will assist teachers in accomplishing their aims.
In early reading instruction, phonetic work is emphasized and such aids as television, the con- trolled reader, and tape recorders are utilized. Individual reading programs and a Science Re- search Associates laboratory for reading have been used for fourth, fifth and sixth graders with good results. A reading survey was made to de- termine the effectiveness of the reading program. The results showed that about one-half of the children were reading a year or more above their grade level, but a considerable number could pro- fit by extra help, but that only a small percentage had serious reading problems. To meet the needs of these last two groups, a part-time reading teacher was added to our elementary staff.
Team learning has been used to some extent in the language arts and spelling. Interest in arith- metic is increased through application to daily life and experience. Television programs, film strips and movies have been used to supplement the regular classroom instruction in science and social studies.
To promote a closer working relationship be- tween the home and the school, parent-teacher conferences, incorporated as an integral part of the elementary reporting system for the second school year, were successfully continued. One or both parents of 98 per cent of the elementary children visited schools and discussed pupil pro- gress with the teachers during scheduled confer- ences.
High School
At the high school level, 1960 marked a real milestone. For the first time in the Town's his- tory a group of students had completed twelve years of schooling entirely within their local sys- tem, and on June 12, 127 young men and women proudly accepted the first diplomas ever to be awarded by Lynnfield High School. Establishing a new high school with a reputation for academic excellence is not an easy task, and the staff was justifiably proud when forty-seven members of this first graduating class were admitted to four- vear colleges. Students from this class entered thirty different degree-granting institutions, among which were such highly-rated colleges and
universities as Boston University, Dartmouth, Northeastern, Regis, Simmons, Smith, Tufts, Wheaton, Norwich and the Universities of Mass- achusetts and New Hampshire. Encouraging evi- dence as to the quality of preparation was the fact that at several colleges some Lynnfield students were excused from required freshman courses or given advanced placement in certain subjects.
In addition to the forty-seven who entered de- gree-granting colleges, forty-five enrolled in other institutions of higher learning. In this group were the junior colleges, nurses' training schools, and business colleges. Sixteen graduates, chiefly those who had prepared for business careers, took posi- tions immediately in industry.
With the increase in the number of colleges to which admission is highly competitive, the Scho- lastic Aptitude and Achievement Tests given by the College Entrance Examination Board are of growing importance. High School staff members conduct regular afternoon review classes in or- der to help students prepare for these examina- tions.
It is hoped that with an additional guidance counselor next year, more students can be helped to recognize their own aptitudes and encouraged to continue their education. Guidance counseling is equally important for those who do not go to college, but who need to choose wisely the offer- ings best suited to meet their needs.
A new type of daily schedule which allows the rotation of seven periods through a six period day was introduced this year. It permits a wider selection of courses for each student and makes possible the scheduling of double periods for in- dustrial arts and laboratory periods for science classes.
The results of the testing program in the secon- dary grades and the achievement scores in the College Entrance Examinations have been care- fully studied and are of great value in identifying areas of strength and weakness in our teaching.
In college preparatory English courses, in addi- tion to the work in grammar and literature, there is an intensive program in composition. Weekly themes are required ranging from short assign- ments up to 1000 word compositions in the junior and senior years. In the general English classes for non-college groups, there is less emphasis on
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the different forms of literature, and the ability to read, write and speak well is the main goal.
Members of the foreign language department attended a laboratory workshop in Swampscott in December. They have also observed the labor- atory method of teaching languages in use in other schools and plans are being made to intro- duce it in our department. The equipment used in the language laboratory can also be used by other departments.
Some of the work of the science department is exhibited each year at a Science Fair, and in 1960 a Lynnfield High School student took a second prize in the State Science Fair.
Exchange Student Dario Maccagni
The industrial arts department has reorganized from two general shops to two unit shops - wood and metal, in order to provide both areas with increased facilities.
Reading at the secondary level has not been neglected. The reading consultant has been work- ing this year primarily with the junior high school boys and girls who are handicapped in their other subjects by lack of proper reading skills. Most of the work is in individual or small group consulta- tions, with each student having two or three meet- ings a week. It is hoped that in the spring an afternoon course in accelerated reading may be offered for juniors and seniors.
Through the efforts of a group of interested citizens, Lynnfield High School this year parti- cipated in the American Field Service program under which students from foreign countries spend a year in American high schools and Amer- ican boys and girls enjoy a summer living with a family abroad. Our first visitor was Dario Mac- cagni from Italy, and while we surely hope that he is profiting by this year here, we are sure that our young people have gained in international understanding by having him with us. No plans have been made as yet to send one of our students abroad for a summer, but it may be possible at a later date to adopt this part of the program.
Another exchange program in which Lynnfield has participated is the Fulbright Foundation Ex- change Teacher Program. John Nadeau of our high school faculty and John Durkin, chairman of the English department at the County Secon- dary School in Paddiham, Lancashire, England, have exchanged positions for the 1960-61 school year. For each man this is unquestionably an invaluable personal experience; for the pupils and teachers in both schools it is a rewarding oppor- tunity to broaden their outlook.
vke
Exchange Teacher John Durkin
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50
10 -24
3P. 27 22
14 12 25 3 42430 49
51
36
17
18
20 58 54 57 35 1 39
45
Unfortunately, due to space limitations, the program for Grades 7 and 8 has been curtailed in some areas, notably art and industrial arts. This curtailment is in the amount of time during the week in which pupils receive instruction in these subjects.
In reviewing the year's extra-curricular pro- gram, it is encouraging to note that more stu- dents than ever before have participated in some activity. Debating was introduced this year and has attracted many boys and girls who had shown no interest in athletics, music or dramatics. Suc- cessful athletic teams have helped the school.
This is evidenced by the effect of this year's un- defeated football teamn. Interest in the school's activities is high, and students and townspeople share a spirit of loyalty and pride. The same is true of other teams, such as field hockey, basket- ball, tennis and track. In a similar though less spectacular way, our band, dramatic and debating groups, cheerleaders, majorettes and student council all contribute to a well-rounded school program.
The inherent value of extra-curricular activi- ties, however, lies not in the number of games won, successful dramatic or musical productions,
79
Music Director Michael E. Cooney, Jr.
or pleasant social events, but rather in the effect that participation in these activities has on the development of the young people involved.
General
In appraising developments in our entire school system, Grades 1 through 12, there are several areas worthy of mention.
Formal music instruction begins in the elemen- tary grades with daily instruction under the direc- tion of the classroom teacher. Each class also has one half-hour supervised lesson each week with one of the music instructors. There is a regular graded course in theory, including note reading, simple time, key signatures and chromatic tones. Part singing is introduced in the fifth grade. Seventh graders take one hour of music per week - the only required music course in the secon- dary curriculum.
Music Theory or Music History and Apprecia- tion may be elected in the high school and stu- dents may participate in any of the choral or in- strumental groups. The High School Band re- ceived a high rating at the State Music Festival and several students are being considered for places in the New England Concert Festival and in the Massachusetts All State Band.
The education of our students has been en- riched through the utilization of area resources. Elementary students have visited farms, dairies and newspaper plants. History has been made more meaningful by visits to the U.S.S. Constitu- tion and other historical sites, and trips to art and science museums have effectively supple- mented regular classroom work in those fields.
High school students have attended outstanding dramatic productions in Boston and a group traveled to Stamford, Connecticut, for the famous Shakespearean festival.
Many local officials and private citizens have brought first-hand information to pupils through talks on town government, travel and various phases of science. The Parent Teachers Associa- tions have initiated a project to organize valuable community resources and thus increase the scope and effectiveness of this method of enriching the curriculum.
This year has seen increased cooperation be- tween the schools and public Library. Teacher groups have visited the Town Library to acquaint themselves with the materials available there and school reading lists for different grade levels have been made available in the public Library.
The Summer School has grown and has been of great benefit to those who have attended. This year 146 students were enrolled in academic classes at the high school level, 64 elementary school pupils participated in the reading clinic, and 19 boys and girls studied music during the summer session. It is hoped that in 1961 it will be possible to offer courses in arithmetic and English for Grades 5 and 6.
In the current wave of criticism as to the physi- cal fitness of American youth, we have reex- amined our physical education and health pro- grams. In the lower grades the physical activi- ties are supervised by the classroom teachers, but beginning with the fifth grade all pupils have regular instruction by special physical education teachers. In the high school, students are tested for strength, weight-lifting, rope climbing, and on obstacle courses. Practice in all these develops a high degree of physical fitness. The after-school sports program supplements the physical exer- cise program. The gymnasium is in constant use both during and after school, but the physical education program may have to be limited in some way next year due to lack of space for our growing high school population.
The health department has continued its yearly sight and hearing tests, Patch tests for tubercu- losis, and regularly scheduled physical examina- tions in the first, fourth, seventh, and tenth grades. Parents are urged to follow up on these tests when a need for treatment is indicated.
Plans are being made for a dental survey in the elementary grades in the near future to determine whether or not there is need for a dental program in the school system. It is hoped that a simple test for diabetes may also soon be incorporated into our health program.
Closely allied to the health work is the school lunch program. It is gratifying to note that in all five buildings a high percentage of the pupils avail themselves of the balanced hot lunch. This program is being operated at very little cost to the Town.
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Costs
Every appreciable school population increase is inevitably reflected in the school budget. Citi- zens should be aware that the amount appropria- ted is not raised entirely by local taxes. The amount of federal aid has increased notably in recent years due to legislation providing aid to towns on the basis of the number of children whose parents live or work on federal property. The National Defense Act of 1958 also provides federal funds on a matching basis for certain ex- penses involved in the teaching of science, ma- thematics, foreign languages and in providing guidance services.
From the Commonwealth of Massachusetts, Lynnfield receives a general appropriation for schools, plus special appropriations to assist the Town with transportation, vocational education, and the education of physically and mentally han- dicapped children.
All money received by the School Department for tuition for Summer School and driver train- ing courses, building rentals and similar items is returnable directly to the town, so that this money
0
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Cafeteria Supervisor Mrs. Violet H. Konieski
further reduces the net cost of the schools to the Town.
The accompanying graph shows how the 1960 appropriation was allotted. Instructional salaries logically account for the major portion of the school budget. The classroom teachers are the very core of all education and it is for them that we should spend the greatest percentage of our school dollar. Without good classroom teachers we are not getting the greatest value for the money which we spend for building maintenance, books, supplies, transportation and other items.
Housing
In all rapidly growing communities, school housing is a major problem and Lynnfield is no exception. With the opening of the Huckleberry Hill School in February, the number of elemen- tary classrooms was increased to forty-five reg- ular classrooms and one for the special class. With our present elementary enrollment, this gives us an average class size of 28 pupils.
Our most urgent housing need is at the high school level. The Junior High School Building Committee, recently reorganized as the Secon- dary School Planning Committee has made ex- tensive studies of the best way to expand the sec- ondary school facilities. Aided by professional consultants, they have explored several possibili- ties and will present for Town Meeting approval in March a recommendation that plans be drawn immediately for a new senior high school on a new site.
This is a sound proposal both educationally and financially, and should be strongly supported by all citizens. This plan will solve our junior and senior high school housing problems for some
Assistant Principal Leland Giard and Junior-Senior High Principal Joseph H. Oakey
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years to come. It is also entirely possible that if this plan is adopted at once, there will be a time when some space in the present high school build- ing will be available temporarily, and could be used if needed, for housing elementary classes.
It is recognized that in education today, the building facilities determine to a considerable de- gree how well the teachers and administrators can achieve their objectives. Lack of adequate facilities will adversely affect the preparation we can give our high school boys and girls. For that reason, I commend for your thoughtful consider- ation the recommendation relative to a new senior high school.
In concluding this report, I wish to acknow- ledge the work of a committee of teachers who assembled some of the information contained herein.
The public schools of Lynnfield are a coopera- tive enterprise. Whatever is achieved is made possible by the working together of many people. With sincere appreciation to our able School Committee, all school personnel, and the many citizens who have the interests of our young peo- ple at heart, I am looking forward to 1961 as a year of even greater progress for our Lynnfield schools.
SVAPIT
Head Custodian John Janerico
ENROLLMENT 1956-1960
(All figures as of September 30)
Grade
1956
1957
1958
1959
1960
1
176
211
208
221
233
2
167
174
215
215
218
3
157
176
189
224
222
4
171
155
173
188
224
5
160
173
162
179
190
6
113
176
177
166
181
Special
10
12
Total
Elementary
944
1065
1124
1203
1280
7
124
113
174
181
175
8
131
127
111
177
182
9
142
133
125
124
181
10
135
131
131
119
11
132
125
116
12
128
125
Special
3
Total
Secondary
397
508
673
866
901
GRAND
TOTAL
*1341
*1573
1797
2069
2181
*Lynnfield pupils enrolled in Grades 10-12 in Wakefield not included
1960 SCHOOL DEPARTMENT APPROPRIATIONS
(1)
67.6%
(2)
(6)
1.8%
(4)
(3)
9.5%
(5)
1.6%
5.3%
14. 2%
Legend:
(1) Instructional Salaries
(2) Other Salaries
(3) General Expenses
(4) Transportation
(5) Tuition, Out-of-State travel, Summer Playground and Special Articles
(6) Capital Outlay
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School Committee
On June 12, 1960 at a dignified graduation exer- cise, the first class graduated from Lynnfield High School. This long anticipated event marked the culmination of the planning and dedicated ef- fort by the students themselves, teachers, admin- istration, and many citizens. The whole com- munity shared a new sense of pride in the accom- plishinents of these first graduates. The School Committee has followed with special interest the individual plans of these students and has studied the standards which they had to meet to be ac- cepted by advanced educational institutions, busi- ness, and industry.
Guidance
Both Miss Allen, Guidance Director, and Mr. Oakey, High School Principal, met with the Com- mittee and reported that, as predicted, the com- petition for college entrance and position in 1960 was very keen and would continue to be ever more demanding. The members of the Commit- tee and all parents of high school students became more intimately aware of the seriousness of this problem of placement and the important role of the Guidance Office in assisting the students in their choice of college or business, informing the students of scholarship opportunities, arranging interviews, planning for examinations, keeping all their permanent records, and assisting them in every way possible to take the proper steps to at- tain their goals.
The Guidance Office has an important role also in directing the undergraduate in the careful se- lection of courses so that he will have the prere- quisites for courses necessary to achieve his ob- jective. In order to assist with these duties and to make possible more individual work with each student, an additional guidance counselor is re- commended for next year. This would make the ratio of students per counselor closer to the 300
Miss Beverly Allen, Guidance Director, confers with student
students per counselor recommended by Dr. Co- nant in his book, "The American High School To- day".
The College Admissions Committees depend to a large extent on the results of College Entrance Examinations when judging a student from a new high school. The results of these examinations are also useful guides for the High School Staff and School Committee in evaluating the program currently offered and in developing further the curriculum and course content to prepare the stu- dents properly for these requirements. The Com- mittee recognizes the contribution Dr. Redmond's wisdom and experience have made in the devel- opment and stabilization of the present curricu- lum. Constant effort must be expended to assure that the curriculum becomes even better, both in quality and quantity.
The consideration given in this report to the preparation for college does not mean that there is any less concern for students in the other cour- ses. For instance, this year has shown the blos- soming of a latent interest among the boys in In- dustrial Arts. The School Committee visited the Shop and reviewed with pleasure the accomplish- ments of the students and the plans for further work. Such interest means that the facilities are being worked to capacity and illustrates the dif- ficulties encountered in both programming and budgeting for the high school where there is a choice of courses. These increased demands mean that more equipment will have to be purchased, but it is intended to proceed on a planned sche- dule.
The Teaching Staff
The best way to prepare the student for the future is to have a good teacher in each class- room. Lynnfield is fortunate to have so many teachers genuinely interested in their subjects and their students. One evidence of this was their
Nicholas V. Albondy of Guidance Staff offers advice
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willingness to expend extra effort during the dou- ble session so that there would be no serious ef- fect upon the student. In an attempt both to at- tract and keep the experienced teacher, the School Committee has approved a salary schedule for the year 1961-1962 which should provide more satisfying rewards for the teacher with longer service and thus keep Lynnfield competitive.
Housing Needs - Secondary School
Another important requirement in maintaining high standards is to provide adequate space for the students. This is the familiar problem which the committees have had to face for some time and will face as long as Lynnfield continues to grow. This year when the first class graduated, the high school was crowded, and when classes started this fall, the space problem became more acute. There are 42% more students enrolled at the present time in grades 1-6 than in grades 7-12.
Sometimes it is hard to realize that only slight- ly over 50% of the potential number of homes under the existing zoning have been built in Lynnfield. With about 75 new homes per year expected by the Planning Board and the overall gain that was found in a study made this past summer of the sale of existing homes, there is no doubt that there is going to be continued growth in the student population.
The School Committee has continuously stu- died all of the work and reasoning of the Junior High School Building Committee whose report appears in this "Town Report." The School Committee is in complete agreement with its re- commendation and believes that building a new senior high school on a new site is the best long range educational and financial solution to the secondary school space needs. It is the sincere hope of the School Committee that the Town will support the article in the Warrant requesting the appointment of a Senior High School Building Committee.
School Sites
One of the recurring problems is to have a site ready when the enrollment dictates the need of a new school. The most pressing need of a site is for the proposed Senior High School. The Site Committee was reactivated by the Selectmen this fall and by working diligently, will have an article in the Warrant for the purchase of a site. The support of this article will avoid a delay in the building schedule which would dangerously dis- rupt the high school program.
There may be some concern among the citizens because the property adjacent to the High School is not going to be used for the exact purpose ori- ginally intended. However the ownership of this land by the Town will prove of value since the land will be needed in the future in the long range educational program. The land has already been
used for much needed additional parking facili- ties and has potential use for other school or town activities.
The School Committee has requested a small amount of money to make the house usable for temporary offices for the Superintendent and his Staff. One has only to visit these offices to ap- preciate the crowded working conditions. Such a move will relieve this situation and make avail- able the equivalent of two additional rooms for student use at the High School. The Superinten- dent's Office will be used by the Guidance Office which has an immediate need for space for the full utilization of the resources of this office. The outer offices will be used for small size classes in advanced subjects, thus releasing a standard sized classroom, or for the space needed to install a language laboratory.
Housing Needs - Elementary School
The elementary school housing situation was relieved when the Huckleberry Hill School opened last March and the double sessions were conclud- ed. The smooth transition to the new school was a tribute to the efficiency and cooperation of the principals, teachers, and custodial staff. All the 45 regular elementary classrooms were in full use this year, and it would be unrealistic not to ack- nowledge that there are going to be somewhat more crowded conditions next fall. It is expected that it will be possible to arrange for all students however, and until the new Parochial School opens, its effect upon the elementary enrollment can not be accurately determined.
School Plant Needs Committee
The School Committee recognizes the need for constant long range planning and is recommend- ing the formation of a permanent Town Commit- tee to survey continuously school and town popu- lation growth and the expected rate of growth in terms of future school needs. There will be arti- cles in the Warrant requesting the appointment and funds for such a committee to be composed of one member each from the School Committee Finance Committee, and Planning Board, and three members at large to be appointed by the School Committee.
Elementary Schools
The object of the Elementary schools is to pre- pare the students for the high standards required by the high school. The School Committee be- lieves that it is reflecting the desires of the com- munity in thinking that the main responsibility of the elementary curriculum is to assure that each student masters the skills of reading, writing, grammar, spelling, and mathematics to the best of his ability. During these six years, there is a beginning of the gradual development of reason- ing power, but the powers of memory of the very young are remarkable. By the constant repetitive
81
presentation in the early grades, the student will master the fundamentals so that he can use them with proficiency by the time his reason is more fully developed.
The Committee has examined the "Elementary Curriculum Guide" which was distributed to the teachers this year and acknowledges the fine work of the principals and teachers in its preparation. Never has there been a time when there was a greater need for logical thinking and clarity of verbal and written expression. This year many of the colleges with the greatest number of appli- cants from which to select their freshmen will require a one hour written paper to give a sample of the student's written expression. This type of examination, which is administered by the Col- lege Entrance Examination Board, may be adopt- ed by more colleges as the competition becomes greater and their selectivity increases. The reas- oning process, the organization of thoughts, and the clarity of expression must be developed from the first grade onward to be inculcated in the ad- vanced student.
The attitude of the student is a most important factor. Many conscientious building committees have provided attractive physical facilities, but the student must understand early that learning is work. It is the responsibility of the teacher to expect from all the students work of consistently good quality. In a quiet, well disciplined class- room under the kind but firm guidance of a teach- er at school and comparable cooperation at home. the student can learn from the beginning the good study habits and mental discipline necessary for the responsibility be must assume in high school and in later life.
There are many other aspects of the school pro- gram at both elementary and secondary levels im- portant in producing well rounded students who will grow to well-balanced maturity. Many of these have been reviewed in the report of the Su- perintendent. The Committee is proud of the ac- complishments in all the varied activities. One of the most valuable experiences this year has been the broadening of the horizon of the stu- dents and community by the presence of the American Field Service Student, Dario Maccagni, from Italy and the exchange teacher, Mr. Jolin Durkin, from England. Much has been learned in the appreciation and understanding of their respective countries, and perhaps the friendship Lynnfield has extended to them will cement fur- ther the friendly relations with these countries. The efforts of the American Field Service Com- mittee which have made this experience possible deserve the gratitude of all.
Other School Committee Functions
One way that the members of the Committee try to keep aware of the trends in education and school administration is to attend meetings and conferences. One member was a participant in 1960 Massachusetts Conference on Children and
Youth in Amherst and all members have partici- pated in the regional and state meetings of the Massachusetts Association of School Committees and the New England School Development Coun- cil. The Committee was represented at the con- plete hearing in the State House on House Bill 527 and Senate Bill 98.
Each year during the months of October, No- vember, and December. many hours are spent preparing the next year's budget. There is a care- ful examination and discussion of each budget re- quest submitted by the heads of the various de- partments to the Superintendent. Budget control is an important and demanding task throughout the year. The Committee is constantly aware of its responsibility to spend the tax payer's money wisely and to obtain that quality of education which gives the best return on the dollar invested.
The school buildings and finances in Lynnfield have become big business. In order to relieve the Superintendent of some of these business de- tails, the School Committee this year followed the example of many surrounding communities and created the position of Business Manager. The responsibilities of this position are in the areas of general budget control, maintenance, new build- ing construction, cafeteria, transportation, and accounting. Mr. Nicholas J. Hnatyk, who has ex- perience in both business and education assumed the duties of this position on October 18. 1960.
Participation By The Community
This year the combined P.T.A.'s initiated a pro- ject to develop a Community Resource File which will be available to the teaching staff so that a teacher may invite to his class anyone listed who has a special contribution to make. The project
Business Manager Nicholas J. Hnatyk
85
is under the direction of Mr. Weyman S. Crocker representing the parents and Mr. George E. Cas- well representing the schools. The P.T.A. has continued to conduct the banking program, in- surance, canteen, and other projects in the schools and the pre-school census of the town which is so valuable in planning for future enrollment. The School Committee has appreciated the con- tributions of the Citizen's Advisory Committee which is a group of citizens willing to discuss school problems. The advice and assistance of Dr. Redmond, Mrs. Hunt and Mr. Hnatyk at the reg- ular meetings is most valuable, and their willing- ness to accept responsibilities beyond the normal call of duty is acknowledged.
The interest and cooperation of other citizens who assisted the schools this year is appreciated. No department of the town is an island unto itself. There have been meetings with other departments and committees and elected and appointed offi-
cials. The cooperation between the departments will result in better coordination within the gov- ernment and be of general benefit. The installa- tion of the sprinkler system at the Center School marked the completion of all the safety recom- mendations made by the Fire Department.
The School Committee Meetings are held every first and third Monday in the High School Libra- ry at 8:00 p.m. Anyone interested in attending will be welcome. It is the responsibility of each citizen to see that our schools best serve the com- munity, and that the community best serves the schools.
Lynnfield School Committee George Beesley Willis P. Burbank Shirley T. Northrup, Secretary Louis D. Savage, M.D., Chairman Carl F. Van Bennekom
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TOWN OF LYNNFIELD Citizens Activity Record
Good Government Starts With You
If you are interested in serving on a town committee, please fill out this form and mail to Secretary, Board of Selectmen, Lynnfield, Mass. The filling out of this form in no way assures appointment. All committee vacancies will be filled by citizens deemed most qualified to serve in a particular capacity.
Name
Home Telephone
Address
Amount of Time available
Interested in what Town Committees
.... ....
Present Business Affiliation and Work
Business Experience
Education or Special Training
Date Appointed
Town Offices Held (In Lynnfield or Elsewhere)
Term Expired
Remarks
It would be most helpful if particular fields, such as finance, law, engineering, etc., be emphasized on this form, so that the selections may be made on the best evalua- tion of interests and special qualifications possible.
(Use reverse side for additional information)
For Reference Not to be taken from this library
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