USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 40
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ods of solution, and results in a new discovery. It is also characteristic that new discoveries in science lead to new perplexing problems.
Science is everywhere in the lives of today's children, teachers and parents. It is not only children who live in a scientific age, teachers and parents do also! One difference, alas, is that some teachers and parents are not as curious as child- ren and sometimes harder to motivate. But from the atom to the universe itself, science presents an unending number of questions to children: What is the moon made of ? What makes it rain? What makes things rust? Where does the sun go at night? Any adult who lives with children knows that they are full of questions, many of a scientific nature.
How can children find the answers to their science problems? They can do so through the methods of problem-solving, - sensing the prob- lem, hypothesizing, gathering data, drawing con- clusions and testing them. This is science.
Another question that many people ask about the elementary science program is: In what ways can the study of science in elementary school be of value to a child? Through work in science, un- der the guidance of teachers, it may be expected that a youngster will :
- Engage in exploration of the world around him.
- Learn the answers to some of the questions aroused by his natural curiosity.
- Become more eager to look for and undertake to solve problems.
- Increase his fund of scientific knowledge.
- Increase his powers of imagination.
- Develop initiative and resourcefulness in tackling problems.
- Become more creative in his thinking.
- Learn to cope with new and unexpected situ- ations.
- Cultivate hobbies and leisure time activities.
- Begin to grow into a scientfically literate adult.
+61 F1111
FRONT OFFICE - Elementary Principal Gilbert F. Bulley and Mrs. Ruby K. Koch, secretary.
Given more space it would be possible to list many other reasons why science is most valuable to an elementary school student. In Lynnfield, the thinking of the pupil is of prime importance in teaching science. Piling up technological facts that tomorrow may be obsolete must take second place to the mastery of the how and why - the scientific method of thinking.
The gap between what is known and what is being taught grows with each scientific con- quest. To enable our school children to live in a future we cannot yet imagine, teacher-scientist teams are searching for new ways to help them learn. It is our hope that the science program in our elementary schools will do just that.
ELEMENTARY READING FRANCES H. CARPENTER
Each year we are able to see the results of our continued efforts to raise standards of read- ing instruction. Children are reading better and more than ever before. There are few pupils in Lynnfield who do not read at or above grade level, and many score well above the national average on standardized tests.
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READIN' - Elementary group work.
As fewer pupils are in need of remedial help, the consultant is able to work also in classrooms with groups who may profit from special instruc- tion. Often this is helpful to teachers who are new to Lynnfield or to the teaching profession. Much work is done, too, in the preparation of spe- cial materials and the coordinating of ideas and methods among members of the faculty.
This past year special attention has been given in the phonic-word attack area in order that this part of the reading program should be- come as consistent and thorough as possible. Spe- cial lesson materials were prepared and used by all elementary teachers. Emphasis is now being placed on the comprehension skills, and teachers are working toward improvement of method in the many areas involved.
Two teaching techniques which are being stressed - because we feel that they are respon- sible, in part, for progress made - are a multi- response method of reciting and partner reading. Through the use of answer cards a child is able to respond many more times a day than he would if he had to wait his turn to recite. This method gives much extra practice in the drill areas and stimulation to think more often in comprehen- sion areas. Partner reading gives much opportu- nity to read, in addition to the teacher-guided daily lessons.
From the time a child enters first grade he is recognized and treated as an individual, and his individual needs are met as nearly as possible by separating classes into smaller groups for
specific learning experiences. Methods and ma- terials are selected which best serve each group. It is planned that each child shall progress as fast and as far as he is able. His progress is con- stantly observed, and his program adjusted to fol- low his pattern of growth.
As all areas of learning are so dependent upon reading skill, it is most important that both the school and the home work toward helping each child to read as well as he possibly can. To this we are dedicated.
ELEMENTARY ART GLADYS H. GOODWIN
Art Supervisor
Art is an ever-changing, challenging field in education. This year the schools joined the com- munity in studying the historical background of Lynnfield. Grades I through VI participated in arts and crafts activities for school use. Many of these were displayed in the local banks during the school year.
From February through May a fine student teacher from Massachusetts College of Art worked in the art program at the South School.
For the past two years an art exhibit has been held at one of the schools. This year the Summer Street P.T.A. had the opportunity to view the work characteristic of pupils of varying ages and abilities. One of the most impressive and important things noticed by both teachers and parents was the tremendous development and growth that takes place between Grades I and VI. To a lesser degree this may be observed in each building through the year as art work is dis- played in show cases, on bulletin boards, and cor- ridor walls.
A Christmas decoration workshop for all ele- mentary teachers was held to explore the many uses of salvage materials. Such simple media as newspapers, paper bags, and nature's bounty of cones and seed pods, enjoy a face lifting with a bit of paint and glitter.
The art program offers opportunity to ex- plore media, tools, and techniques, and through them to develop knowledge and skills that will encourage and further creative self-expression.
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MUSIC MICHAEL E. COONEY, Jr. Director of Music Education
The year 1964 saw many changes in the Music Department ofthe Lynnfield public schools. Some of these were necessitated by the complex scheduling required for double sessions. Others were normal steps of progress in a rapidly ex- panding department.
In the elementary schools, a specialization in grades was instituted, by which each music supervisor plans for, and teaches, one primary level grade and one intermediate level grade for the whole town, thereby exposing all of the stu- dents to the approach of each of the music men over a period of three years. Our schedule was : Mr. Cagliuso - 1st - 5th; Mr. Schmidt - 2nd - 4th; Mr. D'amico - 3rd - 6th. This also makes lesson plans more consistent from school to school.
A continued program of singing, note read- ing, rhythm activities and some group perform- ance is being carried out.
The Music Department curriculum meetings are being devoted almost exclusively at the present time to the problems of the early steps in music reading.
The Junior - Senior High program has con- tinued on a curtailed basis, with the vocal groups, unfortunately, suffering more than the instru- mental. The Junior High groups rehearse in the morning before their school sessions, and the High School groups rehearse in segments, partly after school and partly in what is known as an "activity period". The handicaps have been almost crippling, but the groups have remained together.
Organized this year was the Greater Lynn Band Festival, in which Lynnfield was asked to participate. It includes the bands of Marblehead, Swampscott, Lynn, and Lynnfield. The concert features a few selections from each band; then an 80-piece selected group from the four towns performs.
To the year 1964 also saw our new ensemble groups in competition for the first time. The Brass Choir, under the direction of Mr. D'Amico, after several performances in the area, auditioned at the New England Solo and Ensemble festival and received first award. The woodwind quintet under
the direction of Mr. William Edmonds also re- ceived a blue ribbon signifying a first award.
The biggest single event for the Music De- partment was the High School Band performance at the New York World's Fair. On May 15th the band played an early evening concert at the United States Pavilion on the main mall of the fair and received a letter of commendation from the U. S. Commission.
At the Sesquicentennial of the Town of Lynn- field in June, the Music Department provided music for various programs.
In the competitions for both the Northeast District All State and All New England, Lynn- field students have done well. Six students par- ticipated in the 1964 All State concert at the Massachusetts Music Educators Convention. Sev- enteen students have been selected for this year's district concert. Out of 17 instrumental students auditioning, 15 were selected.
This year's Solo and Ensemble Festival for the "All New England" organization saw Lynn- field's greatest accomplishment. Forty-four vocal and instrumental soloists were prepared for this festival. Out of this number, Lynnfield received thirty blue and red ribbons signifying first and second awards.
Members of the music staff have served as adjudicators for both the Massachusetts and the New Hampshire Auditions.
LIGHT WORK - Junior High lamp-makers.
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SPEECH THERAPY LOUISE A. REDICAN
Director
During September, all first grade children and those new to the system were tested. Those children, now in second and third grades, who could not be taken last year because of case over- load, were retested. All teacher and nurse re- ferrals from Grades II - VI were also tested at this time. A report of the results of this testing survey was received by the superintendent and the principals of the elementary schools.
Ninety-eight children were found to be in need of speech therapy as a result of this survey.
Severe
5
Moderate
19
Mild
71
Foreign dialect
3
Total 98
The speech therapy case load was compiled from the results of the September testing survey, and includes all active cases carried over from the 1963-1964 case load. Seventy-two children re- mained in therapy from the 1963-1964 carry- overs. Out of the 98 children found to need ther- apy as a result of this year's testing survey, the 49 most serious cases are now receiving therapy. This brought the total number of children re- ceiving therapy at the beginning of October to 121 - a maximum case load.
During the October-November period, 18 of the 121 children were dismissed from therapy. Currently 103 children are receiving therapy. As others improve and are dismissed, new students needing help will be scheduled for therapy.
Eight of the above remaining children are being observed this year in their classrooms for carry-over, instead of attending regular sessions. Three of the above number are from a foreign country and are receiving help. One of the above is receiving lip reading for the second year.
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WHO SAYS Schoolwork's a drag? Look at these faces!
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Last June five pre-school children were tested and conferences were held with their parents. Also in June written reports were sent home to all parents informing them of dismissals, pro- gress, and hints for help at home.
Speech therapy is not yet available to Junior- Senior High students, except by special request. This is because there is no available teaching space, and scheduling is difficult because of double sessions. Last Spring, by request, two high school children were seen once a week.
Children in therapy are taken once a week for half-hour sessions. The five severe cases are seen twice a week.
Informal conferences are held from time to time with both parents and teachers. Parents are notified when a child is in therapy, and are noti- fied when they are dismissed. Every child receives work for home practice.
In late September, meetings with first grade mothers were set up at the Huckleberry Hill and the South Schools. The speech program was out- lined by me and the following points, most asked by parents, were stressed :
1. All children do not outgrow their speech problem.
2. Reasons why your child is in speech ther- apy or will be in speech therapy.
3. Why the first grade is the logical place to begin speech therapy.
4. Why speech class alleviates a problem instead of making a child more self- conscious.
5. Speech training is a slow process requir- ing time, patience, and home cooperation.
Annual Evaluation of Speech and Hearing cards for the Lynnfield Public School System were printed this year and these will be filled out and given to teachers of children with special prob- lems for their cumulative files.
ELEMENTARY SCHOOL HEALTH
PRISCILLA F. BURNHAM, R.N.
This nurse covers elementary schools with a case load of 1209 students, and assists at the High School on the average of once a week.
The first objective of the school health pro- gram is to appraise the health of all school child- ren and the pre-school child eligible for first grade the following year. This appraisal of each young- ster's health is made through the annual screen- ing tests for vision and hearing defects, heights, and weights, physical examinations, Tine tests for tuberculosis, and through teacher-nurse-par- ent conferences. All observed defects are called to the parent's attention for correction.
After such appraisal has been made, we then turn to our second objective: Educating the child- ren in ways of healthful living for themselves, their school and their community. In this area of health education, the school nurse serves as a resource person to the classroom teacher. She may assist the teacher in health classes when reques- ted to do so, and will provide the teacher with supplementary health materials.
It is not the policy of the school health de- partment to give immunizations to school child- ren, but this may be done at the request of the local Board of Health. Such has been the case in the giving of the Sabin oral polio vaccine. A make-up program was held this past year for those students who did not receive the oral vac- cine in the 1962-63 statewide programs. One hun- dred-ninety students received types they had missed.
More than 1300 first aid cases were handled during the year.
The school nurse must continue to grow pro- fessionally as does the classroom teacher. This has been accomplished through attending the school nurses' district meetings once a month and at- tending workshops. The elementary nurse has completed the second of a three-year school nurses' workshop being held each June at Simmons Col- lege, and has also attended a nutrition workshop at Essex Agricultural Institute this past year. In- formation from such programs is shared with the principals and teachers at staff meetings.
In October a report on the objectives and needs of the school health program was given to the School Committee.
The School Health Department gratefully acknowledges its appreciation to the Lynnfield Lion's Club for the recent gift of a Titmus Vision Tester. This is now being used by the elementary school nurse, and is serving to make the vision screening program faster and more efficient.
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HIGH SCHOOL
HUGH O. MACFARLANE, Principal
This is the second year of double sessions at the High School. Grades nine through twelve at- tend the morning session. Grades seven and eight operate as a Junior High School in the afternoon. We have been able to utilize all plant facilities, and all students have been scheduled for a full aca- demic and specialized subject program. In two areas we have definite limitations
One, because formal class time is limited, Senior High School students must do a greater amount of independent, outside-of-school work. Two, the Junior High School program of activit- ies, so essential in a well-rounded schedule, must be curtailed due to the late hour of dismissal. Members of the faculty teach in either the Junior or Senior High School, except in such specialized areas as art, shop, and household arts. Students, parents, faculty and staff have been most cooper- ative under these trying conditions.
Eighteen new teachers have joined the fac- ulty this year. Henry Cotton was appointed new assistant principal. His responsibilities are main- ly at the Senior High School level. Assistant Prin- cipal Leonard Nihan is working mainly at the Junior High School level. Each has some duties at both levels. We are fortunate to have many good teachers who are most conscientious in carrying out their assignments.
During the past year great emphasis has been placed on stabilizing the educational opera- tion of Lynnfield High School. Some of the areas discussed and studied by department chairmen and faculty are: Follow-up of the New England Association of Colleges and Secondary Schools evaluation, practice-teaching policy recommenda- tions, teacher-evaluation procedures, mid-quarter appraisal reports, academic awards, citizenship- mark criteria, individual student scheduling, book depreciation policy, course elective procedures, course credit standardization, budget, grading, program-of-study materials, faculty assignments, and examination processing. These, along with dozens of other items, were reviewed and revised in an effort to provide stability in our relatively new school operation.
Content of Courses
Curriculum is never a status-quo proposition. Both offerings and content must be constantly re- evaluated. For example, the English program has been articulated to teach progressions in gram- mar, composition and literature more effectively. Reading lists for both academic year and Summer have been distributed to students. Spanish III is
HIGH SCHOOLERS - Henry F. Cotton, assistant prin- cipal; Student Council President Thomas Hoffman and Principal Hugh O. Macfarlane.
being taught for the first time this year. A new course in Applied Science, which includes basic concepts of chemistry and physics for non-college students, has been introduced. The "Program of Studies" booklets for both Senior and Junior High School were published in March and April of 1964.
The Senior High School booklet includes in- formation on school philosophy, guidance services, grading, academic honors, course descriptions, activity programs, and floor plans of the new High School presently under construction. I sug- gest that all interested citizens read this booklet.
One hundred and sixty-six students gradu- ated last June. Approximately 85 per cent of them have gone to 83 different institutions of higher education. Awards and scholarships to the Class of 1964 are a matter of previously pub- lished record. We are most grateful to the various organizations which have given generous schol- arship aid.
The Class of 1965 already has distinguished itself. Five students have qualified as semi-finalists in the National Merit Scholarship Program, and eight have received letters of commendation. These students deserve hearty congratulations on this achievement.
Many residents have shown interest in how well Lynnfield graduates have done in the vari- ous colleges they have attended. I am happy to report that most have done quite well. All re- ports received from colleges are studied to dis- cover any particular strengths or weaknesses we may have in academic areas. No consistent pattern
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of achievement or lack of it is apparent from Lynnfield preparation in English, languages, his- tory, mathematics, or science.
The question, "What are we doing with our academically slow students?" has been raised many times. Although we cannot do as much as we would like to, there are two basic things we can do. One, classes are kept as small as possible to enable us to give a more tutorial type of instruc- tion. Two, basic textbooks, geared nearer to the reading ability of the student, are used. We rely on the teacher to move at a reasonable pace, with patience and understanding for the individual.
Extra Activities
Student activities are geared to meet student needs and interests. Facilities, timing, availability of faculty advisors, cost, and continuing support are all considerations to be taken into account. An active American Field Service Club was start- ed last Spring, and this Fall we were most en- couraged by the response of the Latin Club. The athletic program is broad in scope. Girls have interscholastic competition in field hockey, bas- ketball, tennis, and softball. Approximately 70 percent of the boys in grades ten through 12 participate in interscholastic sports including foot- ball, basketball, hockey, baseball, track, tennis and golf.
Plant restrictions as well as double sessions have curtailed our expansion of intramural pro- grams at both Junior and High School level. We expect to expand our athletic program as facili- ties increase and strong interest continues.
As I stated in my report last year, "Undue emphasis should not be placed on any school ac- tivity." Although it is fine to have strong inter- ests, I firmly believe that all activities should be evaluated in the light of their service to the school as a whole.
A prodigious upcoming task for administra- tion and department chairmen is the completion of equipment lists and operational plans for the new High School. All books and materials in the present school library, for example, must be com- pletely surveyed to determine which books will go, which will remain for the Junior High School, and what books should be ordered to enable both libraries to function at optimum efficiency. The same situation exists in all of our academic and specialized areas of instruction. Details of daily schedule and routine will be given later in the year.
As Lynnfield High School comes of age, we must continue to improve. Competition with other secondary schools in the placement of graduates is intense. If we want the best opportunities for our students, we must be leaders in our field.
I wish to acknowledge the work of the School Committee, the Superintendent of Schools, and the High School Building Committee. We of the administration, faculty, and staff pledge our best efforts in behalf of the young people of Lynnfield.
GUIDANCE WILLIAM J. COUGHLIN
Director of Guidance
Our students graduating in 1964 found them- selves in the projected squeeze for college accep- tance. We were very fortunate to have a sizable percentage who were accepted by the college of their first choice, even though the number of ap- plications throughout the country increased by approximately one-third. Equally important is that each student who desired to continue his or her education was placed in a satisfactory position.
An aspect of the admissions procedures is that for the preferred colleges, the ratio for ap- plications to the number accepted is four to one. The admissions directors of these colleges have often stated that of this ratio, three of the four are
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HELPFUL ADVICE - High School Guidance Counselor Mrs. Helen W. Koontz and Kathy Mahan.
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academically able to compete satisfactorily. What this means is that unfortunately many students will be rejected, not on the basis of their de- ficiencies, but because there were others who were considered by the admissions committees to be better prepared.
The problem of admissions at the Univer- sity of Massachusetts was brought into focus since so many qualified students had to be turned away only because of the numbers-increase. To add to the problem, other state universities also had the same problem, and, in turn, had to reject out- of-state applicants who formerly would have been accepted. This fall the State Board of Education has decided to open a Boston campus of the Uni- versity of Massachusetts which will provide a measure of relief. Worth noting is that the State Community Colleges will be able to transfer stu- dents to the U. of M. if the student has acquired a good record there.
We expect these difficulties of college place- ment, inherent in the sheer numbers applying, to continue for the next few years. Consequently, we are beginning to stress earlier consideration of various types of schools ; more realistic choices, including acquaintance with schools beyond the New England area, and earlier applications.
We have noted a definite increase in the num- ber of institutions sending representatives to our school and scheduling interview sessions in the Boston area. During one month in the Fall we were visited at Lynnfield High by representatives of fifteen types of schools, and notices were pos- ted regarding numerous other open houses and interviews. This allows our students to have first- hand contacts with admissions officers. But we cannot stress strongly enough the importance of visits to campuses during earlier school years in order to familiarize students with college life, and possibly to receive an evaluation of their pre-
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