USA > Massachusetts > Middlesex County > Wilmington > Town of Wilmington Annual Report 1949-1950 > Part 22
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In closing I wish to express my deep gratitude to all who have worked so hard to make possible this splendid new building, and to those who help in the operation of our greatly expanded program- one which is effectively meeting the varied needs of our Wilmington youth.
Respectfully submitted
GEORGE C. KAMBOUR
Principal.
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REPORT OF SUPERVISOR OF MUSIC
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January 19, 1951
Mr. Stephen G. Bean Superintendent of Schools Wilmington, Massachusetts
Dear Mr. Bean:
It is my pleasure to submit to you my first annual report as Supervisor of Music in the town of Wilmington, Massachusetts.
The ultimate goal of music in the public schools is to instill in each and every child a love and understanding of music and the desire to participate vocally.
Music in the primary grades consists of enjoyment of a vast num- ber of songs, dances, games, rhythmic expression and also the intro- duction of music reading.
Elementary music training is a continuation of primary work, plus the meeting of all practical problems of note reading. Grades five and six introduce two and three part music respectively.
The Junior High School program includes a deeper knowledge of elementary training. Here the aim is to continue the fundamentals of music, introduce the bass staff to the boys' changing voice, and to induce the children to participate in extra curricula musical ac- tivities. The response to the Junior High School Glee Club has been most encouraging. Due to this reaction, we have found it necessary to use the basement of the Junior High School as our music room. This I am sorry to report is not conducive to "ideal" training.
Fortunately, the Wilmington High School Building Committee was kind enough last fall to present a sum of money to our new high school for the purpose of a collection of records, which I had the pleasure of selecting. Thus we were able to include in our music program, periods in which music appreciation is available. Unfor- tunately, some of us cannot express ourselves vocally but we can ac- quire a wonderful understanding and enjoyment of music by listen- ing. These music appreciation periods are alternated with a period of community singing. Pupils often sing merely for enjoyment rather than the art of public performance. This period is planned with this purpose in mind and provides an excellent opportunity for such a means of expression. We also have our mixed glee club and girls choir. These two subjects must be considered extra-curricula activi-
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ties because of the lack of precious educational time, and as a result have to be taken during lunch hour and after school. The response to these music activities has been extremely gratifying.
It is my hope in the near future to install in each building a phonograph machine with a suitable number of records for the en- joyment of every child.
In conclusion, I would like to express my sincere appreciation for the cooperation given to me by the parents, school committee and faculty members. To you, Mr. Bean, I am deeply gratful for the ad- vice, counsel and kindness which you have given to me as a member of your staff.
Respectfully submitted,
HARRIETT RUTH BERUBE Supervisor of Music.
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REPORT OF SUPERVISOR OF ART
January 1, 1951
Mr. Stephen G. Bean Superintendent of Schools Wilmington, Massachusetts.
Dear Sir:
It is with esteem and gratification that I present you my sixth report as Supervisor of Art in the Wilmington Schools.
During our March "Open House" of all schools, sponsored by the Parent-Teacher Association, each grade room held its own art display for contemplation by interested parents and friends. The upstairs corridor walls of the high school honored the accomplishments of the upper class level.
As in previous years, I have visited each elementary school room once in two weeks. History, weather, literature, current events, holi- days, geography, health and community affairs have lent their in- spiration toward our art experiences in these grades. For example, Winky, the beloved monkey who stars in the first grade reader, has his part in scampering across the beginners drawing paper. Possibly a snow storm is in progress as a fourth grades' art lesson takes place. Although a lesson in student poses was previously planned, imme- diately a child's face lights up happily if it be suggested that he draw children romping in the snow or even creating a snow statue. The alteration creates untold enthusiasm, at the sams time the original figure drawing lesson has been completed. A group of fifth graders, for an additional example, have recently returned from a flourine treatment at the dental clinic. Dental health in mind, plus a discus- sion of proper foods, required rest and play periods, young thoughts are directed toward advertising, "Health Habits." Thus posters have been created.
Grades seven and eight each have been visited once a week due to the additional time allotted the art program. Water color and pressed crayon techniques have proven satisfactory in this age group.
As of September first more time has been available also for High School Art. Any student having a free forty-minute period on Mon- day and Wednesday mornings is permitted to elect art during that time. As in previous years, the art department temporarily takes
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over a classroom flourishing paint brushes, angles, pastels, T-squares. payons, boards, pen and ink. Previous to Christmas, a study of fam- ous Nativity scenes by world- acclaimed masters was made. Articles on the subject plus printed copies were secured and each student made a replica from his chosen artist's work. Many of these appeared in the window display on the second floor three weeks prior to the holiday.
May I thank you, Mr. Bean, the school board and teaching person- nel for your sincere kindness and mutual benefit throughout this past year.
Respectfully submitted,
EVELYN R. ANDERSEN
Supervisor of Art.
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REPORT OF SUPERVISOR OF REMEDIAL READING
Mr. Stephen G. Bean Superintendent of Schools
Dear Mr. Bean:
Submitted herewith is an informal resume of the schedule I have attempted to inaugurate in the Wilmington Schools since my respec- tive appointments as Remedial Reading Teacher and Reading Con- sultant. To this I would like to point out the ultimate goal toward which I am striving.
As a starting point we were faced with "The Problem". Should we begin by taking preventive measures to avoid failure in Reading and Spelling in the lower grades or first reach out and attempt cor- rectional measures with those youngsters already approaching sec- ondary level? As a result of failure to read well, many of these youngsters would leave school at the earliest possible age. Since we were pioneering a new field in our Wilmington Schools, so to speak, we stepped with fear and trepidation.
You recall, Mr. Bean, in our efforts to do what we felt was best for the youngsters in question. we both agreed that a good mid-point would be Grade 6.
Therefore, from September, 1949 to June 1950, I concentrated my efforts on screening the youngsters in Grades 6 and 5. By means, of standardized tests I selected the most extreme reading disability cases for further diagnosis and therapy. The psychometric instru- ment used to measure the learning ability of each youngster is the Stanford-Binet Intelligence Test (Revised). From my experience, and in corroboration with the findings of many noted authorities in the field of psychometrics I find that the Binet is the best single instru- ment for evaluating the probabilities of academic success. After measuring a youngster's approximate mental capacity I administer the Durrell-Sullivan Reading Achievement Test. This points out the Reading grade equivalent and Reading age equivalent of each young- ster in question. These age and grade equivalents are based on a large, unselected sampling of children taken from the United States as a whole, the data having been collected by the Office of Education in Washington, D. C.
To clarify the foregoing let us say for example: I find a young- ster in Grade 6 who measures according to the Binet Test, average intelligence with a score of 100 and yet who fails the reading Test
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on either Grades 1, 2, 3 or 4 level. This youngster is immediately recommended for further diagnosis because we know that a Remedial Reading Case is an average or above average youngster who is 112 years or more below grade level in Reading.
Prior to any Remedial work we necessarily must rule out the possibility of a physical handicap. Therefore, it has been very help- ful to discuss all cases with Mrs. Nichols, our School Nurse, who has given generously of her time. She points out any deficiency in vision or hearing or other factors in the medical history of the youngster that I cannot discern from observation. If such handicaps exist Mrs. Nichols makes every effort to follow up the cases, all of which mean home visits and advice to the parent. with the hope of final correc- tion. Naturally if there is defective sight or hearing, blurred sensory memories might be retained. The Reading Process at best is com- plex and therefore, we must consider only cases in which there is normal visual and auditory acuity.
This measurement provides the minimum essential data and describes the youngster in fairly precise and meaningful terms.
When I am reasonably certain that I can proceed with the young- ster, I try to tack down the first area of weakness and proceed from that point. I look for degree of mastery in word recognition, word analysis, word skills in oral and silent reading, voice, comprehension, general Reading habits, etcetera, in fact any clue that will lead me to the cause of the difficulty.
There is no hard and fast rule about the Remedial approach. Each youngster presents his own problem and there is no one way of de- scribing the Remedial procedure.
We do know that in every school everywhere there are children who do not learn to read and spell satisfactorily. We know also that no matter how conscientious and discerning the classroom teacher and how anxious the parent that there are many intelligent non- readers who try very hard and yet meet failure. These are the young- sters who constitute the Remedial Reading cases and present the challenge to the Remedial Reading Teacher.
To quote Dr. Helen Blair Sullivan of Boston University, an out- standing authority in the field of remedial reading, and to my way of thinking one to be emulated at all times, "We have to be en- thusiastic in the work we are undertaking; we must be practical psychologists with a practical knowledge of phonics and what we present must be more or less magic, in other words, 'a bag of tricks". How we teach words, sounds, phrases, etcetera, all comes out of this
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'bag of tricks'. What will work with one youngster will not work with another. Any device, gadget, puzzle, game or exercise that we can employ to motivate the yongster's interest and get across what we are trying to teach is really what counts. We must of course have good pupil attitude, the first essential of which is the wholehearted cooperation of the pupil himself after he has been made to understand a little of what it is all about. Remedial pupils for a large part feel crushed by their inadequacy. They have been repeatedly urged to try and trying has resulted in repeated failure. Therefore these youngsters cannot be expected to spring forward with alacrity to still another method until they are offered an explanation suitable to their maturity and personal interests. This is sometimes in itself the first long stride toward improvement.
Each youngster is taught as he can be taught at each stage of his development and insofar as possible the instruction is adapted to individual differences and the needs of each pupil. I have found it necessary to work with larger groups than I would like. However, I try to keep the groupings flexible and composed of youngsters with probable specific reading disabilities, age, grade and interests as nearly alike as possible. Even with methods suited to the group as a whole there will be individuals whose reading skills cannot be kept abreast with the current group. The more extreme of these, as well as entrants from other school systems may demand individual reme- dial tutoring.
During the time I have been working with the Remedial Reading Cases, I have yet to find a youngster of normal mentality who has not responded to the phonetic approach and such remedial techniques and devices it has been my experience to present. There has been some gain in Reading Achievement, however slight, in every case having remedial attention. There are those individuals who have shown remarkable gain considering the limited time and the unusually large classes I am now instructing. Many of these children who were frustrated and confused and dreaded the embarrassment of reading poorly in the regular classroom have actually showed a hunger to read aloud before a Remedial group of fellow-creatures who are all "in the same boat.' I find that many of the youngsters have become especial- ly thorough, thoughtful readers. So far, our constant goal has been mastery rather than speed.
I have administered approximately 250 Stanford-Binet Tests and from these results found the following cases in need of remedial help: At present I have a working schedule of these students. Each group meets at least twice a week, some three times a week and other cases, depending upon the severity and type of case, individual at- tention whenever possible.
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In Grade & we have 22 Remedial cases now being instructed. In Grade 7 we have 27 Remedial cases now being instructed. In Grade 6 we have 27 Remedial cases now being instructed. In Grade 5 we have 20 Remedial cases now being instructed. In Grade 4-8 cases.
In Grade 3-1 case.
In Grade 2-1 case.
Total-106 students now receiving remedial reading help.
I would like to cite a few cases which prove that we can turn failure into success and thus make a happier, interested student be- cause he can at least read the material presented to him at his own grade level.
Case No. 1: Boy in Grade & I. Q. 95 Reading Grade on October 3, 1950 .6.5 Re-tested on February 2, 1951 7.7-Gain 1 yr. 2. mos.
Case No. 2: Boy in Grade 8- I.Q. 112
Reading Grade on October 20, 1950 6.9 Re-tested on February 2, 1951 7.7-Gain S mos.
Case No. 3: Girl in Grade 7-I. Q. 104
Reading Grade in June, 1950 4.5 Re-tested on February 2, 1951 7.5-Gain 3 yrs.
Case No. 4: Boy in Grade 6-I. Q. 110
Reading Grade in September, 1950 3.4
Re-tested on February 2, 1951 6.5-Gain 3 yrs. 1 mos.
Case No. 5: Boy in Grade 5-I.Q. 98
Reading Grade in September. 1950 3.5
Re-tested on February 2, 1951 5.1-Gain 1 yr. 6 mos.
As we move along downward and find youngsters who no longer need the individual help, new groups can be started when those youngsters are absorbed in the regular classroom. However, it is to be understood that until the youngsters reach the point which shows grade equivalent corresponding to their own capacity they will remain in the remedial group. In this way I hope to be able to include Grades 4, 3 and 2 in greater numbers than I am presently able to handle.
The ultimate goal will be to administer to all youngsters about to enter first grade the individual intelligence test, preferably the Binet. This will point out the youngsters who are below and above the men- tal ages of 612 to 7 years. From my experience and findings of other teachers with tried procedures I do not feel that the youngsters be-
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low this mental age can handle adequately the symbolism of written language. If we must accept youngsters because of accepted chrono- logical age in the first grade it would be very wise according to my theory to divide the first grade into two sections-and advanced sec- tion to begin reading early in the first grade and a section similar to a Kindergarten Extension for developing basic reading readiness skills and for whom all possible interesting and developmental activi- ties other than the attempt to teach reading. These activities should include such things as handwork, neighborhood excursions, a wealtlı of picture books and a large amount of storytelling and reading to the group by the teacher. Chance for small group discussion, rhym- ing, jingles and music by rote, development of motor co-ordination through drawing, coloring and cutting. These youngsters should have a rich fund of general information before attempting to acquire ideas for themselves from written symbols.
All this must be considered as a long range program and one that cannot be accomplished in these two years. However, it is my sin- cere belief that we have made a wonderful beginning and these last two years in Wilmington have been the happiest and the fullest in my teaching career.
I wish to thank all the teachers in the primary grades who have been patiently waiting for help which I am unable to give at present and for their understanding of the problem.
If I have met with any success it is due largely to the co-opera- tion of the teachers in the 5th, 6th, 7th and 8th grades. I mention these in particular because I have been working with their respective classes. They not only have given me a helping hand, but have en- couraged the youngsters to participate whenever possible. We have worked closely together, not for any glory, but as a team should work, with the interest of our children in our hearts. We are all striving for the same goal; that our children can find a place in the world as educationally fit as we can make them. It has been a pleasure to work with such a fine group of teachers.
I would like at this time to thank Mrs. Rose Kennedy, present principal of the Buzzell School who made my headquarters in the Center School last year ring out with warm welcome.
This year I consider it a privilege to give signal recognition to Mr. Bernard McMahon, Principal of the Jr. High School who has done everything within his power to make the Remedial Prograni a success. He has made it possible for all the students needing Remedial help to be grouped together as nearly accurate and homogeneous from
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the point of view of instruction as possible. In this way we have been able to utilize every available moment by instructing larger groups more often.
My report would not be complete Mr. Bean, without thanking you and the School Committee for very splendid backing and for being so foresighted as to see the need of such a program. In my mind you are giving the children of Wilmington a wonderful opportunity and I am deeply grateful to you for giving me the opportunity to serve in any way, under your supervision. The program is bound to be a success and a lasting remembrance of your efforts and desire to spread the best in education for the benefit of the children in this community. Any one of us who has been instrumental in bringing happiness to these children who might otherwise be failures, in my mind is carrying on God's work-because all children ultimately be- long to God.
Respectfully submitted,
MARY E. T. BOUTILIER
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REPORT OF SCHOOL NURSE
January 19, 1951
Mr. Stephen G. Bean Superintendent of Schools,
Wilmington, Massachusetts.
Dear Mr. Bean:
The year nineteen hundred and fifty has been a year of achieve- ment. It has been a year of hopes realized and plans fulfilled. Much of this sense of achievement can be attributed to the completion of the new High School, which has given us added facilities and' a new impetus. The health suite in the new building not only enables the school health department to function more efficiently: it is also au inspiration to new and greater endeavor.
For years, there has been a crying need for hot school lunches. For years, parents as well as health and nutrition authorities have urged that something be done to supplement the cold sandwich lunch, which so many school children were obliged to eat. However lack of facilities and space made the problem seem insurmountable.
The P. T. A. first accepted the challenge. The work of the hot lunch committee of the P. T. A., the many hours of arduous labor by members of the P. T. A., the financial assistance of the Community Fund, the successful operation of the lunch room at the Whitefield School and the transporting of hot soup to the Maple Meadow and West Schools are all a matter of record. It was a successful dem- onstration. It clearly showed that hot lunches could be served in all the schools, that the program is highly beneficial, and that, if it is subsidized by the State, it can be self supporting, after the initial cost.
Then the new High School came into being, with a lovely cafe- teria, and a kitchen adequate for preparing food for all the schools. Last Fall a new hot lunch program was launched, under the direction of Mr. George Kambour, Principal of the High School. This program is sponsored by, and is a part of the school system. Complete, well balanced and delicious lunches are being served in the cafeteria to the pupils of the Center, Buzzell, Junior High and High Schools, and hot soup is being transported to all the other schools in town. This is a wonderful achievement, and much credit is due Mr. George Kam- bour and Miss Shirley Bedell for the speed and efficiency with which this program has been implemented.
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The mentally or physically handicapped child is one of our great- est responsibilities. Every effort must be made to help each one of these children to develop his potentialities to the utmost. This re- quires understanding and co-operation on the part of all who work with the child, including those in the home. Our real task in this matter is to help people to help themselves. We can and do confer with the parents, we can acquaint them with facilities which are at their disposal, we may even find ways and means of securing neces- sary care, but the final decision as to what shall be done for the child, and the faithful co-operation necessary to successful treatment: these rest with the parent. Too often, parents fail to assume their share of the responsibility, with serious, and sometimes tragic conse- quences for the handicapped child.
New cases of Rheumatic Fever and Infantile Paralysis have occur- red in Wilmington during the past year. Both of these are so-called crippling diseases. Therefore, prompt and adequate care is impera- tive. The "March of Dimes" makes this care possible for Polio vic- tims, and we are fortunate in having easy access to the Rheumatic Fever clinic at the North Reading Senatorium. Here both diagnostic and treatment facilities are available upon request of the family physician.
Progress is also being made in providing facilities for children whose abilities lie in fields other than academic studies. Here, again, it is our responsibility to help each child develop his potentialities to the utmost. In addition to getting the histories required for clinical study, the school nurse's contribution to this program consists in getting remedial physical defects corrected, interpreting needs, pro- grams and aims when this is necessary, and in promoting under- standing and co-operation between the home and the school which is so essential in these cases.
Although we are greatly concerned about the handicapped child, the emphasis of our school health program is, and should be, pre- vention, health education and health services. During the past year our program has included diphtheria immunization, carried on in con- junction with the local Board of Health, the Patch test for tubercu- losis, which was given to first graders, and physical examinations by the school physician. The dental clinic has again carried on a pre- ventive program of fluorine treatment for pupils in Gr. II-V-VIII, with as much corrective dentistry in Gr. I as time would allow. The Mass. Vision Test was given to pupiis in Gr. I-IV-VIII, and a real effort has been made to have glasses provided where the need was indicated. The new audiometer has already proved its worth in detecting child- ren who are hard of hearing. In lieu of multiple ear phones, 224 in-
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dividual hearing tests were given. Some children found to be suffer- ing from acute or chronic ear infections have already been success- fully treated. Others, not so fortunate, have some slight permanent hearing loss, while still others are in need of lip reading or a hearing aid, or both. Some provision must be made for this group in the near future.
At present we are trying to correlate health education with the various health services. This greatly increases the value of the health services, and also gives practical effect to health teaching. It is my hope that in the coming year, we may use these opportunities more effectively, and thus strengthen our health program.
To you, Mr. Bean, to the teachers, to the members of the school committee, and to all whose interest and co-operation have helped so much toward providing a health program that will meet the needs of our children, I am deeply grateful.
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