USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 28
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John Randolph Inslee*
Lynn Elizabeth Bishop
Stephen Allan Bodensieck
Carol Ann Fronc Joan Terese Haley
Winifred Kathleen Hannegan
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School Committee
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1.1
Left to right: Dr. Louis D. Savage, Carl F. VanBennekom (Chairman), Mrs. Norman Northrup, Dr. Richard D. Morrow, Robert W. Davis.
The year 1963, as with every year, has been one of both problems and accomplishments. However, in retrospect, both the problems and the accomplishments in terms of progress, have been far greater than what one would consider normal.
Without question, the one problem of lack of space at the secondary level looms so large in terms of its impact on so many students as to dim all other problems almost to the point of insignificance. For the past year the Junior-Senior High School has been crowded and in September the ratio of students to available space became so unmanagable in terms of quality education that double ses- sions, even with all its shortcoming, at the 7th and 8th grades became a desirable alternative to further crowding. Next September will necessitate a further extension of double sessions into the upper grades. The degree of this extension is under continuous active study by the superintend- ent, principals, staff, and School Committee, and decisions will be reached and announced well in advance of the closing of schools in June.
Great as the problem is, the end is clearly in sight. The Town voted overwhelmingly at the Annual Town Meeting and at the subsequent Special Town Meeting to proceed with the building of the new High School on Essex Street and early 1965 should see the end of double sessions. This action of the Townspeople to so greatly support its educational system in solving its most severe problems without question is the Town's accomplishment of the year.
There has been much progress made elsewhere in the educational system that is very worthy of noting. This year saw the Evaluation Committee of the New England Association of Secondary Schools and Colleges appraise our plant, staff, curriculum, and students and Lynnfield High School is now fully accredited by this organization. This three day visit by twenty-five professional teach- ers and administrators from all over New England culminated nearly two years of required self- evaluation by our own staff.
Three students from the Class of 1964 were semi-finalists in the National Merit Scholarship Pro- gram while ten others received Letters of Commendation. For these young people, this usually means scholarships from the various colleges. We are very proud for them and for the school many larger schools do not place as many students in these honored groups.
Curriculum continues to be upgraded by introduction of the more proven outputs of the revo- lution that is taking place across the nation in the whole area of education. Modern mathematics
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based on the Greater Cleveland Program has been introduced at the elementary level and an Ad- vanced Physics course at the secondary level, to name but two areas. An improved physical program has been organized for the primary grades. Also, this is the first full year of the American Heritage Program that gives young people the basis for understanding of the wonderful inheritance they re- ceive by being privileged to live in this country.
Lynnfield students continue to achieve distinction when in competition with other students, or when compared with any standards. This is true in science fairs, debating and mathematics tourn- aments, athletic contests or achievement testing. In this year's graduation class 85% planned to con- tinue their education with 45% going on to four year degree granting colleges. This is far above the national average. At the other end of the scale less than 1% of our students dropped out of school, which is far below the national average.
This report could not be complete without recognizing the generous gifts of relatives and friends of a former teacher at the Center School, which have resulted in the establishment there of the Mildreth Parkhurst Rourke Memorial Library.
The town continues to have just cause to be proud of the interest, support, and efforts of its citizens in educational matters. This is manifested not only by the Town's monetary support, but also by the countless parents and other citizens who devote many, many hours to bettering our schools. The Committee is indeed grateful for these efforts.
It is the intent of this School Committee report to just touch on the highlights of the year. The areas mentioned in this report along with many others are discussed in greater depth in the succeeding reports of the superintendent, principals, and professional staff.
CARL F. VanBENNEKOM Chairman
Superintendent's Report
Education in Lynnfield as in every other community in our country is an ever-changing process. Each year we introduce new techniques, new subject content, new details of organization, and es- tablish some new policies. These are not changes merely for the sake of change. Many of the proven methods and practices are still effective and are continued in use. Most of the changes we do make are evolutionary rather than revolutionary. They are the result of careful study, research, experimentation and testing. This is as it should be, for in education we can never be satisfied that what we are doing is good enough. Steady improvement in the light of increasing knowledge and changing needs must be our goal.
One step illustrative of our forward growth is the evaluation of our high school early in the year. This is a process carried on under the supervision of the New England Association of Col- lege and Secondary Schools. It consists of two phases: the first, a self-evaluation by the high school staff, and the second, an evaluation of the school by a committee of twenty-five visiting educators.
In the first phase, the teachers and administrative staff developed a written school philosophy, and each department rated itself according to evaluative criteria set up by a group called the Na- tional Study of Secondary School Evaluation. The ratings include organization, nature of offerings, physical facilities, instructional staff, instructional materials, activities, and the results.
The Visiting Committee who conducted the second phase consisted of a superintendent, princi- pals, directors, department heads, teachers from other schools, and also representatives from the State Departments of Education and Health. This team of educators spent three days in Lynnfield, examining the school plant, visiting classes, interviewing staff members and students. As a culmi- nation of their own evaluation and a study of our self-evaluation, the Committee prepared a de- tailed written report. They cited many areas in which they believed that Lynnfield High School de- served commendation for its school plant, its staff, the equipment and material, the instruction, and the results being obtained. Some of their comments were :
"The Lynnfield High School, although a relatively new facility, has shown great progress in the utilization of a fine plant."
"It is noteworthy that the staff of well-qualified teachers are adding vitality to the entire program of studies by their enthusiasm and effort."
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"The location of the library provides an inspirational setting for reading and study. The facilities indicate that a good instructional materials program is considered a vital part of the educational program."
The report also included suggestions as to ways in which Lynnfield High School could be im- proved. Some of the minor recommendations have already been adopted and others are under study. However, the Committee recognized our space problem and realized that the major improvements suggested must necessarily be delayed until we have new high school facilities available.
As a result of this evaluation and the Committee's subsequent report to the regional authority, the New England Association of Colleges and Secondary Schools granted Lynnfield High School recognition as a fully accredited high school.
At the elementary level a prime example of our ceaseless search for ways to improve our schools is cited in Mr. Caswell's report on the mathematics curriculum. All elementary teachers and the junior high mathematics teachers completed a training course under the able direction of Dr. Fred Weaver of the Boston University Graduate School of Education. This course brought staff mem- bers up-to-date on the latest methods and materials to be used in teaching the "new" mathematics now in use in our elementary grades. These teachers deserve much credit for their professional in- terest and for the time and effort they spent on this in-service task for the benefit of their pupils.
Other evidences of progress are mentioned in the reports of the high school principal and di- rectors of special areas. In the elementary schools each principal has assumed the responsibility for one major curriculum area and their reports on these major fields have been included this year rather than separate reports on progress in the individual buildings. I commend these excellent re- ports for your consideration.
The rising cost of education over the years is of concern to all taxpayers. We recognize that in- creased enrollments are a basic factor in this rise. We understand that in an inflationary economy the cost of goods and services used by the schools has risen just as the cost of living has risen for the average family. In tracing the growth of the Lynnfield schools we find another factor not quite so apparent. In comparing the enrollments of 1953 with those of 1963 we find the following :
September 1953
Elementary Enrollment (Grades 1-6)
637
September 1963 1209
Secondary Enrollment (Grades 7-12)
*335
1138
*Includes Lynnfield students in Wakefield High School
972
2347
These figures show that in ten years our elementary enrollment has grown 90%, while our sec- ondary school population was growing by 240%. Whereas in 1953 the high school students made up approximately 34% of our total enrollment, they now account for slightly over 48% of our total school population. In terms of cost these figures are meaningful. The cost of educating secondary school pupils is always considerably higher than that for elementary pupils. This is due to the va- riety of elective courses offered at the high school level, and also to the fact that many of the speci- alized courses at the secondary level require much more expensive and specialized equipment and materials.
Lack of secondary school space has been our major problem in 1963, and will continue to be in 1964. The citizens have generously provided the funds for the needed facilities, and the High School Building Committee is making valiant efforts to speed the construction of the new building. How- ever, until that facility is actually available we must cope with a difficult situation. As indicated in Mr. Macfarlane's report, every available space is being used during the regular session. The shortened day for grades 7 and 8 deprives them of their full program in some of the minor subjects and reduces the amount of time available for extra help and make-up work. Some of the groups in the senior high school grades are larger than is desirable, particularly those at the extremes of the abil- ity scale. With another increase in enrollment expected in Grades 7-12 next year, it will probably be necessary to include more grades in the double-session program.
At this point I recognize with gratitude those high school teachers who, because of the double session schedule, are carrying unusually heavy teaching schedules or working a much longer school day. There has been no extra compensation for this. Many high school teachers have also contribu-
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ted greatly to the plans for the new building. They have worked particularly on room design, es- pecially in those areas in which there has to be built-in equipment of highly specialized nature.
It is interesting to note that Lynnfield is making extensive use of its school buildings in after- school hours. Our records show that community groups used school buildings as follows:
School Building
High
Number of Times Used 167
Center
4
Huckleberry Hill
138
South
109
Summer Street
86
These figures include after-school, evening, and Saturday programs or meetings. Typical of these community-sponsored activities were meetings and programs of Girl Scouts and Boy Scouts, basketball practice and games sponsored by church groups, lectures, movies, dramatic productions, and a church fair. From the administrative point of view it is gratifying to have the school build- ings so widely used. Expensive school facilities should not be idle during hours when they can sat- isfy community needs.
NET COST OF SCHOOLS - 1963
Appropriations at Town Meeting
$1,114,539.00
Credits amounted to 13.12% of total expenditures. School Building Reimbursement during 1963
South School $ 7,262.26
Public Law No. 874 17,000.00
Junior High 19,570.09
Summer Street 11,340.48
Senior High 26,801.43
Huckleberry Hill
13,384.16
Total $78,358.42
Total Available Funds
$1,138,519.23
Total Expenditures
1,133,689.42
Total Unexpended Balance December 31, 1963
$ 4,829.81
Credits :
Total $227,105.38
Chapter 70
$100,417.74
Chapter 69 & 71
9,937.15
Transportation 25,164.49
Title III - Public Law 85-864
$3,775.40
Driver Education 3,965.00
School Rental Fees 3,054.60
Summer School Tuition 5,180.00
Miscellaneous 1,027.98
Total Credits
$148,746.96
Net Cost
$984,942.46
School Department employees paid tribute in February to Mr. Norman Moore, who retired after almost ten years of faithful service as custodian of the Center School.
As we look back on 1963, we are proud of our schools. Testing programs indicate that the abil- ities and achievements of our boys and girls compare favorably with those in other similar areas, and the success of our students in institutions of higher learning indicates that they have had good preparation.
As we look forward to 1964 we are optimistic. Our space problem is on its way to being solved and we have a fine professional staff and a community keenly aware of the importance of education.
My sincere appreciation goes to the staff, the School Committee, and all others who have sup- ported my efforts on behalf of the young people of Lynnfield.
JOHN A. REDMOND Superintendent of Schools
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Grand Total Reimbursements Regular School Department
$148,746.96
School Buildings 78,358.42
Federal Grants - National Defense Education Act
Title V - Public Law 85-864 612.85
Total $4,388.25
Application of Funds :
Transfer from Reserve Fund - Salaries 6,233.34
Transfer from Public Law No. 874 Salaries 746.89
HIGH SCHOOL Hugh O. Macfarlane, Principal
By this time, Lynnfield residents are fully aware of the extremely crowded conditions existing at the high school. Approximately 1,140 students are enrolled in a building which contains only 25 standard classrooms. Specialized rooms such as music, household arts, cafeteria, and library are being used for academic teaching. All facilities are taxed to the limit. Smaller classes and vital pro- gram enrichment will not be possible until the new senior high school is available for occupancy.
Seventeen new teachers have joined the faculty this year. These additions have been made for three basic reasons: to replace those teachers who have left the system, to handle increased enroll- ment, and to take care of the programmed double sessions. In my opinion, we have many outstand- ing teachers who are carrying out their duties conscientiously under most difficult conditions.
Since Lynnfield wishes to provide quality education, the academic program is of vital impor- tance. An advanced course entitled PSSC Physics has been added in Science. Spanish II is being taught for the first time this year, and next year the sequential Spanish III will be offered. Consid- ering the enrollment of students at the senior high school level, Lynnfield offers a wide selection of courses to meet the demands of the times. Curriculum study and revision are under constant con- sideration.
We shall endeavor to refine and improve our grouping and sectioning of students in the various courses. The standardized five-point letter system for grading appears on the report cards and per- manent records. This letter represents achievement. Another five-point scale showing effort is also recorded. College admissions directors are most concerned about what a student knows, what effort he puts forth, and what ability he has to learn at the college level. These are the reasons why grades, courses, college board scores, standardized test results, and recommendations are all taken into account for each college admission.
Although approximately 85% of Lynnfield High School graduates pursue some form of education be- yond the secondary school level, we take pride in our business and industrial arts programs. Too often these vital areas in a comprehensive high school are overlooked because of the emphasis placed on the college preparatory student. In these areas good teachers in comparatively small sections en- able us to give a considerable amount of individualized help. Upon graduation every student in these curricula has been placed in a position in keeping with his capabilities.
Student activity has expanded to meet student needs. The school paper is now a monthly publication. An Art Club is aiding in all phases of the school program. Plans are under way for a National Honor Society Tutoring Service. Lynnfield will be represented in the new Dual County Hockey League. These are a few illustrations of progress in the activity area. It seems to me that many and varied programs of activity are necessary to meet the needs of individual students. As a word of caution, however, undue emphasis should not be placed on any single school activity. Proper balance is needed to insure an outstanding school. Through an excellent and complete ac- tivity program in which all students are urged to participate, good school spirit is built.
Secondary Home Economics
Industrial Arts
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Last June 106 students graduated. Honors bestowed upon individuals in the class of 1963 are a matter of previously publicized record. Graduates of this class are attending twenty-six four-year colleges and approximately twenty other institutions of higher learning. During the past year over forty college admissions personnel have visited the high school. We are grateful to the many or- ganizations who have generously given scholarship aid.
Approximately 160 students are in the class of 1964. Lynnfield was fortunate that three stu- dents have qualified as semi-finalists in the National Merit Scholarship program. In addition, ten other students received letters of commendation.
The faculty, staff, and administration worked for over a year on a complete self-evaluation of every facet of education at Lynnfield High School. Last spring an evaluation team from the New England Association of Colleges and Secondary Schools visited Lynnfield. At this time of writing, Lynnfield High School has been accepted as a fully accredited secondary school. A com- plete re-evaluation must be undergone within each ten year period.
As has been written before, Lynnfield is a young school. Considerable progress has been made in the past and we are striving to make even greater progress in the future. I believe that we have have the potential to become as outstanding a secondary school as there is in existence. To realize this goal, continuing hard work will be necessary.
I wish to acknowledge the fine work of the High School Building Committee, the capable lead- ership of the School Committee, the conscientious efforts of Superintendent John A. Redmond, and the active support of the townspeople. The faculty, staff, and administration pledge their best efforts in behalf of the young people of Lynnfield.
Elementary Science
SCIENCE IN THE LYNNFIELD ELEMENTARY SCHOOLS
Gilbert F. Bulley, Principal Huckleberry Hill School
The phenomenal growth of science and tech- nology in the past decade has made science teach- ing more important, and at the same time more difficult. An awareness of these changes has caused an unprecedented public support for sound science programs in the schools. The ele- mentary science program in Lynnfield is being strengthened each year as teachers and admin- istrators evaluate quality of facilities, supplies, materials, and equipment. Since these are basic to a good teaching-learning situation, they re- quire special attention in the overall planning of a science program.
Certainly programs of science should be in harmony with the purposes of the total program of education which, in the main, helps children gain values, understandings, and skills consistent with good citizenship in a democratic society. Although each school in town may vary in instructional procedure, the general objectives for all the schools in science are:
1. Build science experiences around the solving of problems which are significant to boys and girls.
2. Provide activities which aid children to gain skill in the use of many methods of find- ing out things for themselves.
3. Enlarge upon children's ever-present curiosity and interest in the world around them, helping them gain an appreciation of the potential of science and technology for improv- ing man's welfare, and alerting them to the dangers of misuse of scientific knowledge.
4. Select experiences which aid children to understand some generalizations and principles of science applicable to the solving of problems in their environment.
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5. Show that advances in science require freedom of thought and inquiry.
6. Illustrate the relation of science to other areas of knowledge.
The above objectives foster a healthy science atmosphere and the students in the various ele- mentary schools generate this feeling when you walk into a classroom. Perhaps the great appeal of science for children is activity. With the help of materials and equipment the child investigates and makes discoveries which are as exciting to him as to the original discoverer. Our schools have ma- terials and equipment that give first hand experience which not only helps a child to see relation- ships and make applications, but it also helps the student to. develop skills and resourcefulness. The role of the teacher is to help the child discover facts and relationships for himself, rather than to tell him the answer, and to assist him in demonstrating principles by performing simple experi- ments for which suitable equipment and material have been carefully selected or improvised. Origi- nality of thought and action is always to be encouraged. The teacher also insures purpose in sci- ence activity and sees that it has lead-on value so that it opens up new "needs to know" and in- creases learner's confidence in his ability to find the answers.
Many outside sources help to enrich the science curriculum in our elementary schools: films, filmstrips, science kits, rolo-labs, community resource people and materials. The Channel 2 science programs, for the most part, have been excellent. Classes watch the following programs at the present time :
Grade 1 - All About You Grade 2 - Neighborhood Explorers
Grade 3 - Land and Sea
Grade 4 - The Space Around Us Grade 5 . - Exploring Nature
Grade 6 - Physical Science
In conclusion, the science program in the elementary schools is well defined and thoroughly covered in our elementary curriculum guide. (A copy of the curriculum guide can be obtained at the Public Library). The science curriculum is constantly being revised. All of us are beneficiaries of scientific invention. All of us are at the peril of science misapplied. As teachers and as citizens we must help our pupils perceive that science must ever be the servant of man and not his master.
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Secondary Guidance
GUIDANCE
William J. Coughlin - Director of Guidance
The Guidance Department has added an- other full-time woman counselor which will cer- tainly be an aid to the ever-increasing demands made upon the counseling staff. We are most fortunate in having a community which is well aware of the importance of a superior educa- tion for all its children. In addition to this we have a school committee and administration which is dedicated to improving the educational offerings at Lynnfield High.
In the past we have been very successful in placing our high school graduates in the colleges of their choice and we know that in the future we will have as fine a record. The number of college applicants is increasing rapidly, and continued emphasis must be placed on preparing well-qualified graduates. The school administration and guidance counselors are aware of this and are urging parents to face the college admission problem realistically.
Because in Lynnfield we have a very low drop-out rate, our major problem is not keeping the young people in school, but rather concentrating on providing a first-class education for the 99% who remain in school. This necessitates a highly personalized curriculum, and guidance coun- selors alert to their responsibilities of guiding students correctly toward their vocational objectives.
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