USA > Massachusetts > Middlesex County > Tewksbury > Town of Tewksbury annual report 1933-1938 > Part 20
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47
:
Respectfully submitted,
MAY L. LARRABEE, Chairman GUY B. GRAY, AUSTIN F. FRENCH, Secretary
129
The School Committee recommends the sum of $55,800.00 be ap propriated for Schools for 1936, based upon the following budget:
Elementary Schools
Superintendent
$ 1,250.00
Supervisors
1,300.00
Teachers
16,000.00
Janitors
2,930.00
Transportation
4,200.00
Fuel
1,230.00
Books and Supplies
1,500.00
Health
1,200.00
Insurance
370.00
District
150.00
Miscellaneous
500.00
Repairs
1,000.00
$ 31,630.00
High School
Teachers
$ 11,500.00
Janitor
1,300.00
Transportation
3,000.00
Fuel
800.00
Books and Supplies
1,700.00
Chemistry Supplies
1,000.00
Miscellaneous
2,000.00
Equipment
2,500.00
Insurance
370.00
$ 24,170.00
Total
$ 55,800.00
130
REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the School Committee of Tewksbury: Madam and Gentlemen:
I am submitting herewith my sixth annual Report as Superin- tendent of Schools of Tewksbury.
With the purpose of leaving the major portion of the space al- lowed to the school report for Mr. Pearson to prèsent his resume of the High School and its progress, I have made my section as brief as is possible.
GENERAL PROGRESS
As a direct result of improvements in organization made possible by having the ninth grade in the High School building where they belong, there has been a marked improvement in the general morale of the elementary schools especially in the Foster School.
The closing of the West School removes the last "rural School" from our organization. At the present time the schools are reason- ably well consolidated-as much so as geographical conditions render advisable.
Since there have been practically no changes in the teaching corps of the elementary schools, and because the younger teachers have profited by experience, the results of the work from September to date has been a decided improvement over those of the earlier part of the calendar year.
A report of this kind, covering as it does parts of two school years, often presents difficulties in the presentation of a full picture. The tendency is to report on the events and conditions as they exist rather than the more remote months of the school year ending in June.
Physical conditions in the various buildings have been improved so that the comfort of pupils and teachers is enhanced. More radiat- ing in the heating system of the Foster School has added to the comfort of the occupants of the rooms on the north side of the build- ing. The automatic stoker installed last year has justified its pur-
:
131
chase. Indications are that it will pay for itself in time by virtue of economy of fuel consumption.
The next important need for the "improvement of hygiene con- ditions for the pupils is that of a fairly large number of chair tops for the seating of pupils. There are now in use numerous very old type seats which have been placed on the modern adjustable pedestals. This old type chair was used for reasons of economy. They are now becoming useless and should be replaced to save wear and tear on children's spines and clothing.
Text books have been modernized as rapidly as the budgeted allowance has permitted. We are gradually getting a uniform text in all schools in the basal subjects. Geography is the branch most difficult to make uniform because of the cost of the books, but we are gradually eliminating the older and less desirable texts.
The closing of the Spaulding and West Schools has proved an economy. The saving here has helped to balance the cost of fuel and janitor service in the high school.
Dr. Larrabee with the assistance of Mrs. McLaren, the school nurse, has guarded the health of the school children with his usual care and efficiency. The pupils have had the benefit of the various preventive measures supplied or suggested by the State Department of Public Health. The nurse has conducted numerous children to various clinics in Lowell for dental treatment and removal of diseased tonsils. This is a part of the work done under this department which is not fully realized or valued by many parents. Many children would go on to adult life with more or less serious handicaps if it were not for the physical examination and resultant follow up on the part of the school health authorities.
TEWKSBURY HIGH SCHOOL
This is the first opportunity in many years for the Superintendent to write this title in his report. It is a source of real gratification to be able to do so now.
In my professional judgment this school is on its way to a very successful future. The first four months of its existence have proved to us that the school is bound to prove of great value to the whole community. As a unifying and socializing agent its value is already
132
evident. As an educational element there is absolutely no doubt of its value.
There is plenty of evidence for the experienced eye that the pupils have already received benefits from the closer supervision and more rigid standards made possible by the smaller classes and more personal contacts of principal and teachers.
Because this is a new institution which is creating new ideals and traditions, it is important that the standard be set high from the very start. Human nature as a whole is prone to "get by" with as little work as possible if there is no measuring stick by which to gauge its lack of initiative. If we are all to advance by the same degree or after the same pattern it is important that the degree be high or the pattern good. If the advancement is to be as irregular as the individual endowments we still need standards by which to measure progress on the road to highest possible development ac- cording to native endowment. It is increasingly the habit to set the standard according to either an average or a norm based on the performance of a great number of individuals. This mark is not static but is capable of increase or decrease according to the per- formance of the many cases taken. If this standard is kept high and rising, within human limits, the general intellectual level rises. This is true of an individual school as of a civilization as a whole.
Now school marks are a sort of balance sheet showing just where each individual fits in the general picture of the school. They should not be conipetitive, nor are they so intended. They are but an index of accomplishment to indicate to the pupil and parent just how well the pupil measures up to the rest of his community. They should show a profit on the investment of time and energy of both teacher and pupil, and at the same time of parents themselves, insofar as they encourage or even demand the best the child has to give. We cannot expect more than the natural endowment. "Any parent or teacher does a grave wrong who in any way punishes or otherwise belittles a child because of low marks without knowing whether the child has really given his best. A child may not be able to do the same grade of work that another child can do. Children are not at all alike mentally. They differ as much as they do in physical appearance, if not more. Marks should not therefore be taken seriously. They are not labels or badges. They are simply bits of information on the chart of progress.
133
ENROLLMENT
The school enrollment in local schools is naturally increased by a number in excess of two hundred representing the high school en- rollment. In the elementary schools the number enrolled is almost identical for October first of the last two years. The total enrollment is slightly greater on October 1, 1935, than on the corresponding date of the previous year.
Mr. Pearson reports that there were two hundred nine pupils in attendance at the high school on October first.
Tables showing the enrollment in the various schools and grades will be found later in this report.
.
CHANGES IN TEACHING STAFF
As was said above there were no changes, other than transfers from one school to another in the elementary teaching corps.
In the High School the staff is completely new with the excep- tion of Miss Mills and Miss Maguire, who were transferred with the ninth grade from the Foster School.
Mr. Whitman Pearson of Lowell was selected as principal of the new school. Mr. Pearson is a graduate of the Wharton School of Finance of the University of Pennsylvania, has taken summer courses at B. U. and has had several years of experience in the Junior and Senior High Schools of Nantucket, Mass.
Mr. Donald Dunnan was selected to teach Science and to act as coach of athletics. Mr. Dunnan is a graduate of University of New Hampshire and has done graduate work in that institution and in Harvard. He has also had several years of experience in Billerica High School.
Mr. Donald McSheehy has charge of the Manual Training de- partment and teaches some academic work. He is graduated from M. I. T. and has had several years of experience in various trades.
Miss Kathryn Chandler came to the school after a number of years as head of the Commercial Department of Nantucket High
134
School. She is a graduate of the four-year course at the Boston Clerical School and has done graduate work at Boston University.
Miss Marjorie Scoboria came from the High School in Ames bury where she had taught for the past five years. Graduated from Wellesley in 1928 she took her M. A. degree at Radcliffe in 1930. She is in charge of the course in Mathematics.
Miss Florence Dyer is in charge of Home Economics and is a graduate of Beaver College in 1930 with additional study at the Fannie Farmer Cooking School and at Radcliffe. Miss Dyer had some experience in Sharon, Mass.
Miss Rena Mills and Miss Catherine Maguire who have been with us two years complete the staff. Miss Mills has charge of the English Department. Miss Maguire teaches Latin and French.
Three others are working on a part time or assistant basis. Miss Elinor Allen assists Miss Dyer in the Household Arts. Mr. Grant Langley gives several hours a week to physical education and Miss Katharine Pasha performs the same function for the girls.
CONCLUSION
It is a pleasure to have been able to report a year of unusual progress in the educational system of the town. The credit for this progress is due to all of my associates who have labored faithfully to produce this result.
For every aid and encouragement rendered by the school com- mittee I extend hearty thanks. Without their unremitting interest and labor the results achieved would not have been possible. : ~
Respectfully submitted,
STEPHEN G. BEAN,
Superintendent of Schools.
Wilmington, Mass., January 10, 1936
135
REPORT OF THE HEADMASTER TEWKSBURY HIGH SCHOOL January 1936
Six months ago Tewksbury High School was a half-finished structure of steel and masonry, but today it is an established institu- tion of learning controlling the destinies of over two hundred young citizens of this town. To better understand how this transition has been accomplished we should think back to June of last year and consider the problems which faced the new administration at that time. Among the most outstanding of these were the following:
a. Selection of teaching personnel
b. Organization of the curriculum and courses of study
c. Selection of textbooks and equipment
d. Organization of athletics and other extra-curricular activities
e. Development of the proper attitude toward the new school in the minds of the former Lowell High School students
f. Preparation of forms and records
g. Assignment of the teaching staff
h. Registration of students
i. Scheduling of classes
The Headmaster felt that every one of these questions should be completely settled during the summer so that the school could function smoothly and efficiently from the opening day, and not be characterized by the lost motion and confusion so typical of the open- ing days in many schools. Consequently this was the prime objective toward which the Headmaster worked during the months of June, July and August. It was felt that an unusually smooth start would have a beneficial moral effect on the student body and eliminate a `possible source of irritation and unrest. Convinced that the new school should be organized with particular regard for all that is latest and best in education, the Headmaster took two research courses at Boston University during the summer, one concerning the recent trends in the secondary school field and the other con- cerning administration and supervision, and he supplemented this work by conferring with State Department of Education officials and successful school executives. In this regard Mr. Henry Harris of Lowell High School and Mr. Jerome Burtt, State Supervisor of Sec- ondary Education were especially helpful.
136
A brief story of how the various problems were worked out will contribute to a better understanding of the entire situation. Much time was devoted by the School Board to the selection of teachers and ultimately a group was picked which seemed well qualified from the standpoints of experience and training. The regular members of the faculty, the colleges they represent, and also the curricular and extra-curricular activities of which they have charge follows:
Headmaster- Whitman Pearson
University of Pennsylvania
Business Law, History Administration and Supervision
Sub-Master- Donald Dunnan
University of New Hampshire Science Athletics
Faculty Rena Mills
Colby College English Dramatics
Kathryn Chandler
Boston University Commercial
Athletics
Katherine Maguire
D'Youville College Foreign Languages School Paper
Marjorie Scoboria
Wellesley College
Mathematics Guidance, Library
Donald McSheehy
Mass. Institute of Technology,
History, Manual Training Orchestra
Florence Dyer
Beaver College Home Economics Lunch Room
The long school day with a period for extra-curricular activities included, was decided upon as being in accordance with the modern idea of providing more time for supervised study and encouraging participation in social and athletic activities. The curriculum was organized along the lines recommended by the State Department of Education for high schools, with consideration for the specific needs and desires of the Tewksbury students, and the necessity of adapta- tion to the Lowell High School courses already pursued by the in- coming Seniors and Juniors. Five courses in all were offered: Col- lege, Home Economics, Manual Training, Commercial and General.
137
Much attention was given to the selection of textbooks so that those which are being used represent the latest and best authority on each subject. The same thought was given to the selection of supplies and equipment.
The Headmaster felt that the proper athletic and extra-curri- cular activity program would help develop and consolidate school spirit rapidly, and such a program was inaugurated on the first day of school. During the summer a questionnaire was sent to every student to find out his or her extra-curricular interests and the in- formation thus gained had an important bearing on the setting-up of this program. The first major activity to get under way was football with over fifty candidates reporting to Coach Dunnan on the first day.
During the spring a petition had been signed by most of the Seniors and Juniors, in which they manifested their dissatisfaction at being transferred to the new school rather than being allowed to continue at Lowell High School. The Headmaster made a special effort to convert each one of these objectors during the summer months with considerable success, and the day that school started was pleased to have among his students the one who instigated the petition even though she had the opportunity to go to Lowell High School.
The forms and records prepared for the school were patterned after those recommended by state and national educational authori- ties and those in use at Lowell High School.
In the assignment of teachers, care was taken to distribute the teaching load as evenly as possible, and to allow for specialization, with each teacher being responsible for one phase of the academic work.
To properly orient the individual students a registration period was held in August at which time each student's record, aspirations, and characteristics were carefully catalogued. With this information it was possible to make out each student's program card and by study- ing all these cards, to arrange the schedule, so as to eliminate con- flicting classes.
The first day of school finally arrived, and ås hoped, passed with- out any confusion or lost motion even though the bell system had not
138
been installed and inclement weather prevailed. This result in itself was adequate compensation to the administration for the work which had made this possible.
Now at the end of Tewksbury High School's first four months of existence, it is appropriate to take stock of what has been accom- plished since the opening day of school last September. . The Tewks- bury High School spirit has reached a fine level so that the 215 indi- viduals imbued with it, teachers and students alike, are able to co- operate enthusiastically in attaining common objectives. Consequent- ly discipline is not a major problem, as in so many high schools, and a very desirable relationship exists between the faculty and student body.
Scholastically the students are doing good work with five of their number making the High Honor Roll with an average of 90 or over and fifty-five making the B Honor Roll with averages of over 80. College board examinations and other standard tests are being used as criteria wherever practicable.
The Headmaster and the faculty are thoroughly in accord with the movement for greater pupil participation in the government and management of schools which is gaining impetus every year. During the last two decades the more progressive and successful educational institutions have made the transition from the standardized and abso- lute control of the old time school system, to cooperative control in- volving student participation. This does not mean transferring the responsibility for discipline but rather an increase in the degree of participation in the management of extra-curricular activities and social affairs. So far the Tewksbury students have been very success- ful in exercising student control of traffic in the corridors, study halls, and social functions, and as they demonstrate their ability to supervise other phases of school life the scope of their responsibility will be widened. Three of the older have regular charge of study hall groups and in this way have secured valuable leadership training, as well as helping to increase the efficiency of the teaching force by reducing the necessity for supervision.
The continual cooperation of the Building and School Committees, as well as the design and construction of the building and the selec- tion of equipment by them has been of great assistance in the develop- ment of the school.
139
Last fall Tewksbury High School produced a football team which lost only one game and by its fine record helped considerably in the development of a worthwhile tradition and school spirit.
Several plays under the direction of Miss Mills have developed some fine dramatic talent among the students and have been en- thusiastically received at the regular weekly assembly programs.
Under the direction of Miss Maguire the student journalists have made a remarkable record for the Tewksbury High School publication, the Hi-Lights. It was the first school paper to be published in this vicinity this fall, and unlike most similar publications has been run at a substantial profit.
Miss Chandler and Miss Scoboria besides acting as Faculty Treasurer and Librarian respectively, have developed a girl's basket- ball team, while Mr. Dunnan has been doing the same work with the boys and the two teams are now taking part in the suburban league competition.
Miss Dyer has managed the Lunch Room and developed a boy's cooking class in addition to her regular teaching duties, and Mr. McSheehy besides teaching History and Manual Training has started the development of a school orchestra and conducted a girls' wood- working class.
Classes in Drawing are being held under the direction of Miss Vittorio Rosatto, Art Supervisor for the town.
The school has been fortunate in securing the gratuitous services of several people who have been of great assistance. Miss Elinor Allen has helped Miss Dyer in the Home Economics work and has developed a Glee Club and conducted a class in ballroom dancing. Mr. Grant Longley of the Belvidere School faculty has had charge of Physical Education for the boys and has aided Mr. Dunnan in his coaching activities. Coach Rusty Yarnell of the Lowell Textile In- stitute has also helped in this regard. Miss Katherine Pasho of the Posse-Nissen School has developed a Physical Education program for the girls.
In conclusion there are certain recommendations which should be considered by the tax-payers:
140
1. That the young people in Lowell who have shown an interest in attending Tewksbury High School next year be allowed to do so upon the payment of adequate tuition.
2. That the athletic program of the High School be relieved of some of its. dependence upon gate receipts and contributions until such time as the teams are properly equipped and ade- quate playing facilities have been provided.
3. That instruction in physical education under the direction of a paid supervisor should be instituted in the high school and co-ordinated with a similar grade school program, as suggested by the State Supervisor of Physical Education.
4. That the nature and volume of traffic on Main Street, and to some extent on Pleasant Street, is a menace to the safety of the students, and should be guarded against, possibly by the installation of a traffic signal at the center.
5. That the efficiency of the school is impaired by the presence of a few students who are emotionally and otherwise unfitted for academic work of high school grade, and that it would be better for them and the rest of the student body if they were given an opportunity to develop along different lines, primarily vocational, by the institution of a special class.
Respectfully submitted,
WHITMAN PEARSON,
Headmaster.
.
141
ENROLLMENT DATA FOR 1935
TABLE I Age and Grade Distribution October 1, 1935
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
T
I
17
36
11
64
II
29
29
10
1
61
III
7
37
8
5
3
2
62
IV
1
12
40
15
1
2
71
V
11
47
14
8
4
84
VI
12
29
11
10
2
1
65
VII
1
11
36
17
1
1
67
VIII
21
25
6
5
2
1
60
T.
17
57
48
59
60
80
58
80
56
9 9
6
3
1
534
IX
19
35
15
2
1
1
73
X
17
32
13
3
65
XI
15
16
4
1
36
XII
1
17
11
2
31
P.G.
19
52
62
32
26
12
2
4
209
G. T.
17
57
47
59
60
80
58
80
75
61
68
35
27
12
2
4
743
TABLE II. Teacher-Grade Distribution October 1, 1935
GRADE
1
2
3
4
5
6
7
8
9
10
11
12
PG
T
ROLLO .
35
. 35
CUNNINGHAM
35
35
WATSON
31
31
BLAKE
41
41
PIPER
40
40
FLYNN
48
48
FULLER
39
39
HOWARD
39
39
REYNOLDS
24
19
43
GOLDSMITH
24
16
40
LAMBERT
10
9
19
SULLIVAN
24
12
36
KELLEY
18
17
35
LYNESS
5
7
7
4
23
HERSEY
5
10
5
31
PEARSON
73
65
36
31
4
209
TOTAL
64
61
62
71
84
65
67
60
73
65
36
31
4
743
.-
REPORT OF SUPERVISOR OF MUSIC
To the Superintendent and School Committee of Tewksbury:
As Supervisor of Music in the schools of Tewksbury, I submit the following report:
The musical program for the ninth grade graduation included two songs by the class, a song by a girls' chorus and a song by a semi-chorus.
At the eighth grade graduation, the entire group of pupils from the Shawsheen School, the North School and the Foster School sang two numbers and each school gave a song or instrumental selection.
Some of the graduation music, with fewer pupils participating, was given at the dedication of the High School.
Grade Seven of the Foster School had the Music Memory Contest last June. The pins for a perfect score were presented by the Parent Teachers' Association at the June meeting and some of the pupils read compositions about the music studied.
The Walter Damrosch Music Appreciation, by radio, is studied in some of the schools. I wish another year that more of the classes might take advantage of it.
We planned to present the operetta, "Aunt Drusilla's Garden," last fall but thought best to give it at a later date.
In September I had Teachers' Meetings in all the schools for the discussion of the work in each grade. Outlines of the entire course were given to the teachers.
Music education is soon to round out its first hundred years of official recognition in the schools. Lowell Mason, a widely known and respected musician, was the first to teach music in the public schools of Boston. School music has had a long history. The singing methods, after the Civil War, were followed by a long succession of different methods. There has been a gradual change from note read-
144
ing to the song method. Instrumental classes have been introduced. During the past fifteen years the development of vocal and in- strumental music has been remarkable.
There is a slogan "Every Child for music and music for every child." This expresses my interest in music for your schools or any school.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.