USA > Massachusetts > Middlesex County > Wilmington > Town of Wilmington Annual Report 1939-1940 > Part 7
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Most of the activities mentioned above are extra curricula, i.e. outside of the regular school work. It has been our endeavor to allow them to interfere as little as possible with the regular routine of the schools. There has been some complaint that we were giving too much time and effort to these and we are therefore instructing the
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supervisors this current school year to confine any public performances to an exhibition of work actually a part of the regular teaching program and to see to it that little if any demand be made on homes for money to provide costumes or materials for what might be called "show work." This does not mean that costuming will be wholly abandoned, but no demands will be made on parents to provide money for any special activities. Voluntary help will of course be acceptable, but no parent need feel that his child will not appear as well as the other children.
As a reflection of the regular work done in the Art Department of our schools was an excellent exhibit given under the direction of Mrs. Gulliver in the high school gymnasium (so called): the manner in which art education is correlated with the rest of the curriculum was clearly shown. There was also a fine representation of studies in form, color and design indicative of skills developed when the upper grade levels are reached.
Reports of the high school principal and of the various super- visors are appended and recommended to your careful reading.
The chief recommendation in this report deals with that hardy perennial, the high school auditorium and gymnasium. Of course we have that common cry "you are getting by all right". This idea of just "getting by" is not good forever. I think it is true that the most needed thing in connection with that school is a place where the stu- dent body can be brought together as a unit and by the operation of group, or if you like, mob psychology welded into a more cohesive unit.
There are evidences that even with a winning football team the school is not a unit. There is a lack of that spirit of unity which can be developed when all of those with a common interest meet together. It may seem heresy to some for me to express it; but I believe the assembly hall is more important than the gymnasium in so far as the morale of the school is concerned. When both objectives can be at- tained in one structure all schools of thought can be satisfied.
A town of this size without a place where an audience greater than three or four hundred can be seated is working under a handicap. It is difficult to-day to hold a truly democratic town meeting because no hall will seat the voters. There is no hall adequate to hold a large reception or dance as is shown each June at the senior reception.
As to a gymnasium, there have been several groups of young people this year asking aid from the school department to facilitate the play- ing of games by alumni and other non-school groups. A combined au- ditorium and gymnasium could easily prove one of the greatest assets this town could have. There are several young men, graduates of
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the school, who are endeavoring to find desirable ways of taking up the minds of some of our young people in their leisure time. The pos- sibilities for community value are boundless, and it would be a god- send to the school.
Plans have been prepared repeatedly showing how adequate hous- ing for the high school with a wing for a combined auditorium and gymnasium could be constructed at a reasonable cost. Is there no way to get this done?
For a variety of reasons, changes in personnel and placement in the teaching staff were more numerous than usual during this year.
In the high school one change was made due to the resignation of Mr. Francis Whittle who secured an excellent position in a large Con- necticut high school. This vacancy was filled by the election of Miss Christine Carter, a graduate of this school, with college training at Radcliffe College.
One change was made in the Buzzell School staff because of the marriage of Miss Caroline Brady. Miss Alyce O'Brien was transferred from the seventh grade to the eighth and Miss Elene Farello of Wil- mington, a graduate of Boston Teachers College with several years of experience as a substitute in Boston schools, was elected to the position in mathematics in the seventh grades.
Miss Anna Waters of the Center School staff retired because of marriage and Miss Kidder was transferred to her position. Miss Vera Korobkoff, a local girl, lately graduated from Salem Teachers' College was elected to the position in the fifth grade.
It was found impractical to keep the South School open because of the very small enrollment. Miss Doriscey Florence was therefore transferred to the second grade in the new school at Silver Lake. Miss Purbeck of the Whitefield School staff was also transferred to this new school in the first grade room. Miss Carol Brink was placed in charge of the first grade in Whitefield School and was succeeded in her former position in Maple Meadow School by Miss Rita Doherty of Stoneham, a graduate of the Perry Kindergarten Normal School.
Marriage again robbed us of a valuable member of our supervisory staff. Miss Ann Mullane, who had served two very successful years as Supervisor of Physical Education left us just before the close of the school year. Her successor is Miss Evelyn Welles, a graduate of the Posse-Nissen School and a resident of Lynn.
137
There were also two changes in the janitors of school buildings. During the year Edward Lyons was elected to the care of the West School. Roland Hinxman was transferred to the Maple Meadow School and James Fitzgerald was given charge of the two buildings at Silver Lake.
For the continued cooperation given by all of my associates, prin- cipals, supervisors and teachers, I am truly grateful. I also wish to express appreciation to the members of the School Committee who have given me support.
Respectfully submitted,
STEPHEN G. BEAN.
Wilmington, Mass. January 15, 1940.
138
WILMINGTON SCHOOL REPORT
Table I Age-Grade Distribution October 1, 1939
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
T
I
24
81
12
3
1 20
=
13
70
22
3
28
10
1
1
1
128
IV
25
52
30
5
2
1
115
V
24
65
16
8
1
1
115
15
48
29
10
3
1
1
107
VI
22
61
20
9
5
117
VII
1
10
51
23
13
5
2
105
s.c.
3
1
5
1
2
12
T
24
94
107
112
107
121
96
112
89
17
21
6
2
928
IX
18
56
24
12
4
114
X
14
35
12
8
2
1
72
XI
12
41
8
5
66
XII
1
13
30
11
1
56
P.G.
1
4
1
6
T
18
70
72
78
51
22
2
1
314
G.T.
24
94
107
112
107
121
96
112
97
87
93
84
53
22
2
1
1242
1
109
25
62
VI
139
WILMINGTON SCHOOL REPORT TABLE II. School-Grade Distribution October 1, 1939
School
1
II III IV V VI VII VIII S. C. IX X
XI XII P.G. T.
West
25
14
39
Maple Meadow ....
1.6
23
22
15
76
Silver Lake
25
27
25
22
99
Walker
33
25
31
44
39
172
Whitefield
21
20
50
34
42
167
Center
34
107
141
Buzzell
117
105
222
North
12
12
High
114
72
66
56
6
314
Total
120
109
128
115
115
107
117
105
12
114
72
66
56
6 1242
140
..
ROSTER OF SCHOOL EMPLOYEES
Name
Position
Residence
Date Appointed
Stephen G. Bean
Superintendent
Wilmington
1924
J. Turner Hood, Jr.
Principal H. S.
Wilmington 1928
George C. Kambour
Mathematics
Wilmington 1930
Harold Driscoll
Social Science & Athletics
Lawrence
1936
Laura N. Marland
English and History
Ballardvale
1919
Edna Thornton
English and Dramatics
Worcester
1935
Alice Hathaway
Latin and English
N. Wilmington 1932
Baldwin Steward
French and English
N. Wilmington
1936
Gladys Alexander
Commercial
Tewksbury
1923
Marion Hume
Commercial
Melrose
1939
Carl Harvey
Commercial
Wilmington
1936
Bernard McMahon
Social Science
Wilmington 1938
Christine Carter
Science
Wilmington
1939
Evelyn Wells
Phy. Ed. Supervisor
Lynn
1939
Shirley H. Gulliver
Drawing Supervisor
Newton
1929
Angelica Carabillo
Music Supervisor
Hartford, Conn.
1935
Sylvia Nelison
History and Geography
Wilmington 1933
Margaret Delaney
English and Geography
Lowell
1932
141
142
Alyce O'Brien
Mathematics and Geography
Rockland
1936
Bertha Elmstrom
Geography and Drawing English and Music
Medford 1937
Doris Groesbeck
Lawrence 1935
Elene Farello
Mathematics and History
Wilmington
1939
John W. Crediford, Jr.
Principal Center
Hamilton 1930
Ruth Kidder
Grade VI Center
Wilmington 1936
Grace Boehner
Grade VI Center
Lawrence 1937
Vera Korobkoff
Grade V Center
Lowell
1939
Desire Goldsmith
Principal Walker
Salem
1936
Olive Oman
Grades III & IV Walker
Wilmington
1933
Sybil Weiberg
Grade II Walker
Reading
1927
Harriet Donehue
Grade I Walker
Loweli
1935
A. Estelle Horton
Principal Whitefield
Greenwood
1922
Lena Doucette
Grades II & III Whitefield
Wilmington
1918
Olive Littlehale
Grade IV Whitefield
Tyngsboro
1934
Carol Brink
Grade I Whitefield
Woburn
1937
Lena M. Eames
West
Wilmington
1927
Ruth S. Maynard
Special Class
Pepperell
1929
Mildred Rogers
Principal Silver Lake
Lowell 1929
Doriscey Florence
Grade II Silver Lake
Wilmington 1938
Barbara Purbeck
Grade I Silver Lake
Medford 1936
Helen Patten
Maple Meadow
Reading 1926
Rita Doherty
Maple Meadow Grade I & II
Stoneham
1939
Wilmington
Wilmington Wilmington
Janitor High School
Janitor Buzzell School
Wilmington Wilmington
Janitor Center School
Janitor Walker School
Wilmington
Wilmington
Janitor Maple Meadow Janitor West School
Wilmington
Harry Deloriea
Janitor Whitefield School
Wilmington
James Fitzgerald Roger Buck
Janitor Silver Lake School
Wilmington
Janitor North School
Wilmington
1922 1932
143
Esther Nichols E. C. MacDougall Charles F. Perry Ernest Cail Herbert F. Johnson Wilson Thompson Roland Hinxman Edward Lyons
Nurse
School Physician
REPORT OF HIGH SCHOOL PRINCIPAL
Wilmington, Mass. January 15, 1940
Mr. Stephen G. Bean Superintendent of Schools Wilmington, Massachusetts
Dear Sir:
"The story of their own time is not always clear to those who live in the midst of social change. All phases of American life have un- dergone a great transition during the past forty years. This trans- ition, from a predominantly agricultural to an industrial economy, has affected every phase of life with inevitable repercussions on the American educational system. The American secondary school es- pecially has been influenced by this change. This school has been evolving from a selective institution, primarily engaged in preparing a fortunate minority for careers in the profession and strictly scholarly pursuits, to a 'peoples' school'. With this evolution have come the inescapable problems involved in devising an appropriate and suitable education for all youth-problems which become each year more acute."
The above paragraph is quoted from page seven of Bulletin num- ber 85 to The National Association of Secondary School Principals to introduce my twelfth annual report as principal of the Wilmington secondary schools. The content of this Bulletin is so thought pro- voking and so apt to our local situation that a part of this report will be a condensation of sections from that Bulletin.
The evidence today available intimates that the secondary school of the future will carry all of the youth of high school age to the completion of the twelfth grade or beyond. This, inevitably, will mean the bringing together in one group of pupils with a wide range of in- terests, abilities and aptitudes, vocational purposes and life plans. As a result of this situation we must develop a program of studies with differentiated content and methods of instruction to meet the capacities and needs of all types of youth. Unfortunately, there is no present record of a program of studies in any high school which will meet adequately the needs of these pupils.
144
Society has need of all types of abilities, first, those who by in- terest and a type of ability are capable to success in academic fields; second, those who although possessing the ability but lacking interest in the academic fields or possessing specialized interests in non-aca- demic fields; and third, a large group who lack both interests and ability for success in academic fields.
History is replete with instances of eminently successful people who were unwilling to conform to the program of studies offered by the schools of the time and yet, these people possessed abilities which society recognized and rewarded. These people, if in high school today would be classified in group two and three mentioned above. Further- more, it is the pupils of today belonging to these same two groups who are referred to as educationally neglected.
In seeking an answer to the problem of what to offer these educa- tionally neglected pupils we need to remember that society needs the maximum contribution of each individual and that we owe it to him in the development of his abilities and purposes without reference to any preconceived system of prestige values.
While our tradition has emphasized the possibility that any boy or girl may rise to success in any line of endeavor and while a denio- cracy must do everything possible to facilitate the advancement of each youth in proportion to his abilities that does not mean maintain- ing an illusion impossible to attainment for many. Rather must the school accept as part of its responsibility the task of acquainting its students with facts, and cease its efforts to train large numbers for occupations where small opportunity exists, or in which they will have relatively little chance of success.
It is universally agreed that the group most in need of actual in- formation and assistance, the educationally neglected, have received the least. Vocational guidance is being increasingly accepted by secondary schools as their responsibility. Our curriculum needs to include a place for the study of the world of work as it is and in all its aspects. It means bringing into the school at every opportunity representatives of different occupations, not only of the professions but of all vocations in so far as possible. This we have done for several years past but, I must admit that our representatives have been chosen from the professions to the exclusion of the vocations.
We are told that if a school is to be a training ground for future living it must practice those principals which it seeks to develop for adult living. This does not mean turning the high school over to the dictates of its students. It does mean training of the pupil for leader- ship; training in the art of getting along together; training for the use of leisure time; training in health; and possibly, training for family living.
145
It is a matter of conjecture as to whether or not this large group of educationally neglected pupils, comprising approximately fifty per- cent of the enrollment, can be trained in school for a definite vocation. Studies that have been made of the situation under discussion indicate that the majority of this group of students will enter the less skilled vocations; and further, that not more than five percent of them will be classified as skilled workers in the sense that they will require specialized training for their work.
To summarize briefly we are faced with the problem that we have in our high schools today: a large group of pupils, approximately fifty percent of those enrolled, who cannot, or will not, profit from the verbalized academic program of studies which we have to offer. In this sense, they are the educationally neglected pupils. The ma- jority of these pupils will enter industry as unskilled or semi-skilled workers. The secondary schools cannot hope to train them for the jobs they will take-industry will train them on the job and do it in a short time. That leaves to the school the task of developing leadership, the ability to get along with others, training for the worthy use of leisure, and training for the wise use of the privileges of citizen- ship.
There is no known specific answer to this problem. To date the best minds in the educational field can offer but vague generalizations. We are told that the apparent solution will be found in revamping our socio-civic or general curriculums; in rebuilding them around the problems of every day community and family life. Suggested solutions are so chaotic that there are neither courses of study nor textbooks available.
Some communities, namely: Upper Darby, Penn .; Centerville, Mich .; Reading, Mich .; Princeton, N. J .; Mount Holly, N. J .; Evans- ton, Ill .; Yonkers, N. Y .; and Toms River, N. J. have made be- ginnings which are being carefully followed with the hope that eventually a solution will crystallize and become available to all communities.
Other schools, larger and with more money to spend, can part- icipate in this experimentation to a greater extent that we can. Here in Wilmington we shall continue to proceed with caution, profit from the successful experiments in the better schools, and adopt new techniques only after their worth has been proven.
There are phases of our work which are of more interest to the general public than the foregoing paragraphs, and they will be discussed in the remaining portion of this report. Credit for whatever success we have had in the various activities should be given to the instructors in charge.
146
The enrollment in the high school, for some unaccountable reason, is slightly less than that of a year ago, and this year's senior class numbers fifty five in comparison to last year's senior class of sixty seven. This unpredictable variation in numbers pre- sents an annual problem in schedule making; for instance in June we planned for, and expected to have one class in first year Algebra, yet as a matter of fact, in September we were obliged to organize three classes in the subject. Certainly neither the Superintendent nor the high school principal in Wilmington can ever formulate his schedules for a new school year with any feeling of permanence.
Mr. Francis Whittle, probably the best teacher of science ever to serve in the Wilmington High School, left us because of an at- tractive offer to teach in West Hartford, Connecticut, and Miss Christine Carter, a graduate of this high school and of Radcliffe College was elected to fill the vacancy. Knowing Miss Carter's ability as a student and her determination to succeed in her work, I have reason to expect that she will develop into a capable and successful teacher.
Wilmington High School has maintained the high standing accorded it by the State Department of Education and The New Eng- land College Entrance Certificate Board. Members of the graduating class of 1939 were admitted by such representative colleges as Bos- ton University, Bowdoin, Simmons, and Tufts and if these pupils are as successful as former pupils who have gone on to college, the standing of the high school will be maintained. Let it be remem- bered that the high standing now enjoyed by the school is due to the fine quality of the teaching done by our faithful and conscien- tious teachers together with the educational guidance and recom- mendation of the Principal.
The girls' basketball team was tied with the girls' team from Billerica for the championship of the Lowell Suburban League but lost in the play-off game on the Punchard High School Court. The girls and their coach, Miss Mullane, worked hard and I am sorry that they were unable to win undisputed claim to the championship. The boys' basketball team played well, but not well enough to lead the League. This is in no sense derogatory to the boys or their coach, but a simple statement of fact.
The girls' field hockey team continued the fast pace set by preceding teams and was able to go through another session with- out defeat. If my memory is correct this is either the eighth or ninth undefeated team to represent the school. These undefeated seasons are not flukes in any sense for the schedules are not hand picked to guarantee victories. We play and always have played any school willing to play us, regardless of size. Our victories have
147
been at the expense of such schools as Reading, Malden, Stoneham, Melrose, and Woburn. Our new coach, Miss Evelyn Wells, carried on the excellent work of the Misses Coburn, Bradley, and Mullane and has earned a place for herself in the affection of the girls and the respect of the community.
Our Musical Clubs participated in the State Musical Festival for high schools at Belmont last June and for the second year re- turned with the first place awards in their division. This achieve- ment is, in no small measure, due to the efforts of Miss Angelica Carabello, the Music Supervisor.
Mrs. Shirley Gulliver, supervisor of Art, devotes but a small part of her time to art work in the high school, yet the pupils turn out some very creditable work. They do not, however, receive the publicity that is accorded to other activities of the school.
It seems superfluous to say much about football since that seemed to be about the only topic of conversation in the community during the fall season. Undefeated football teams are both a source of great satisfaction and an acute problem because the team and the individual players receive so much adulation and publicity that some of them are unable to realize that fame is fleeting, and that success on the football field can never compensate for failure in school work. How- ever, such reaction is a concomitant of youth and outstanding success in athletics.
I do want to say emphatically that I am proud of the team and the distinction which it has brought to the school. This unusual record was achieved as a result of the hard work of the boys and their coach, Mr. Harold Driscoll. I most certainly do not expect to have another undefeated team next year but I do expect to have a good team, a well coached team, a team that will win its share of games. Mr. Driscoll's coaching has paid dividends and will continue to do so year after year, not the big dividend of this year probably, but dividends never- the-less.
We need, and have needed for years, an Assembly Hall large enough to accommodate the entire school. Dividing a school into two sections for assemblies has the unfortunate effect of dividing the school in many other respects. Could we have an assembly of all pupils in one group I feel the morale of the school would be improved and that our younger pupils would be assimilated earlier, a fact which would, quite possibly, have a beneficial effect upon their class work.
I want to express my appreciation of the cooperation I have re- ceived from the teachers. It is a matter of both concern and sincere regret that our good teachers receive so little recognition from the public for their painstaking efforts to provide each pupil with an
148
education adapted to his interests and abilities. I have appreciated the opportunity of working with you and the School Committee in our effort to give the Wilmington pupils the best education the town can afford. You can be assured that the teachers and I will endeavor to maintain the high standing of the Wilmington schools in the year to come.
Respectfully submitted,
J. TURNER HOOD, Jr.
149
REPORT OF SCHOOL NURSE
Wilmington, Mass., Jan. 14, 1939.
Mr. Stephen G. Bean, Superintendent of Schools, Wilmington, Massachusetts
Dear Sir:
The work of the school nurse during the past year has included the following :
Examinations by School Physician
Number of children examined by E. C. MacDougall,
M. D., assisted by the school nurse 951
Number of notices of defects sent to parents 487 Number of home visits 147
Most of these home visits were made because of unexplained absences from school when illness was suspected to be the cause, and in an effort to have physical defects corrected.
One child who has a hearing loss of 60% was taken to the Boston Guild for Hard of Hearing and was later admitted to the Horace Mann School where she is progressing nicely.
Tuberculosis
Number of children taken to North Reading State
Sanatorium for examination and X-Ray ...... 18
Nine of these are new contacts. Many other contacts were visited and found to be doing well. They will be re-examined whenever it is necessary.
Dental Clinic
Number of children attended
96
Number of cleanings 92
Number of fillings 212
150
Number of extractions 74 Number of trips made to transport children from district schools to dental clinic ..... 41
Since October 1, 1939 I have been at the High School every Tuesday morning from 8.45 to 9.15. At that time the pupils are invited to confer with me about health problems. The results have been gratifying. To date 29 pupils have sought advice. Three have been referred to their family physicians. I hope this service will be another means of pre- venting illness.
The routine work of school nursing, i. e. visiting class rooms, in- specting children, giving first aid, and preventing the spread of con- tagious disease, has been done as usual.
Health talks have been given at every opportunity in an effort to teach the children how to build strong, healthy bodies.
Respectfully submitted,
ESTHER H. NICHOLS, R. N., School Nurse.
151
REPORT OF THE SUPERVISOR OF ART
Mr. Stephen G. Bean, Superintendent of Schools, Wilmington, Mass.
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