USA > Massachusetts > Norfolk County > Plainville > Plainville, Massachusetts annual reports 1934-1941 > Part 51
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The vacancies have been filled as follows: Miss Virginia Blanchard, French and Latin in the High School; Miss Alison R. Boright, Commercial subjects in the High School; Mr. John R. Sanderson, Grade 6 and English teacher in the Grammar School; Miss Frances A. Ballou, Grades 3 and 4, and Miss Ruth Clampitt, Grade 2. All have come with fine records and we believe they will uphold our high standards.
Our new toilet system has been improved and protected by the installation of heat and it is our hope to still further add to its efficiency by the installation of hot water and showers.
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ANNUAL REPORT
The School Lunch Room has been a problem for some years. During December a new system was put in operation and so far the results are gratifying. The Superintendent has described the new plan in his report.
We feel our schools have had a very successful year and we want to express to the Superintendent and the whole staff our appreciation of their cooperation.
The following financial statements and Superintendent's report are worthy of your careful study:
Money Available for Schools in 1940
Appropriation
$26,450.00
Interest on Town School Fund
14.61
Refund on Town Hall Lights
105.00
Refund
.60
$26,570.21
Expenses
General Expenses:
School Committee
$ 120.00
Superintendent's Salary
1,600.00
Expenses
270.25
Expenses of Instruction:
Salaries, High and Elementary
15,114.62
Books and Supplies
1,839.31
Operation of School Plant:
Janitor
1,664.00
Fuel
1,327.29
Miscellaneous
704.91
Maintenance
383.07
Health
421.28
Transportation
2,685.00
Tuition
30.60
New Equipment
289.69
Total
$26,450.02
Balance
120.19
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ANNUAL REPORT
The Town received from the State on Account of Schools:
1940
1939
General School Fund, Part I
$2,080.00
$2,130.00
General School Fund, Part II
3,377.43
3,455.39
For Superintendent
773.44
773.32
For High School
1,042.75
1,042.86
$7,273.62
$7,401.57
1940
1939
From the Town of Wrentham, Tuition
$170.08
$230.68
From the Town of Foxboro, Tuition .
25.28
34.76
From Tuition of State Wards
476.94
86.97
From Private Tuition
50.00
From Tuition of Jewelry School Pupils
105.38
127.50
Total
$8,101.30
$7,881.48
Total Expenditures
$26,450.02
$26,427.29
Receipts from outside sources
8,101.30
7,881.48
Expenditure by Town of Plainville .. $18,348.72
$18,545.81
PLAINVILLE SCHOOL COMMITTEE BUDGET 1941
Budget 1941
Expended 1940
Expended 1938
Expended 1935
Expended 1931
School Committee
$ 120.00
$ 120.00
$ 120.00
$ 120.00
Superintendent's Salary
1,600.00
1,600.00
1,599.96
1,599.96
$ 1,600.00
Expenses
235.00
270.25
159.44
160.37
121.25
Teachers' Salaries
15,510.00
15,114.62
15,025.26
15,939.18
16,200.25
Books and Supplies
1,700.00
1,839.31
1,590.36
2,005.84
1,573.68
Operation of School Plant:
Janitor
1,664.00
1,664.00
1,664.00
1,696.00
1,573.68
Fuel
1,345.00
1,327.29
1,219.32
1,218.47
1,533.24
Miscellaneous
520.00
704.91
654.75
482.59
551.48
Maintenance
385.00
383.07
536.85
610.83
377.77
Health
445.00
421.28
437.43
420.97
387.82
Transportation
2,685.00
2,685.00
2,675.00
2,675.00
2,675.00
New Equipment
330.00
297.98
297.98
370.19
392.06
Tuition
150.00
30.60
232.00
$26,689.00
$26,460.02
$25,212.35
$27,299.40
$27,059.49
Respectfully submitted, HENRY S. TAMBLYN, Chairman
SIDNEY A. MADDOCKS, Secretary FRANK O. CORBIN
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ANNUAL REPORT
REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the Plainville School Committee:
I have the honor of submitting to you my seventeenth annual report as Superintendent of Schools and the thirty-fourth in the series of reports.
Defense Of Democracy
The part which education is playing and must play in the national defense in our world crisis has been the chief theme of not only educational reports and conferences but also in the every day newspapers and magazines. More and more it is being realized that the defense of a nation and especially the defense of our democracy depends not only upon the material equipment --- guns, tanks and planes, but upon the strong will to defend their ideal on the part of every soldier and today very especially on the part of every civilian, adult and child. European countries have shown that even with the material means for defense, if the moral defense is weak that country will not survive. It is there- fore fitting in this annual report that I set forth some of the basic needs in this program and also concretely some of the means that are being used at the present time to carry out this plan in our own school.s
At the opening of the school year the State Commissioner of Education, Walter F. Downey, sent to every school official an inspiring letter, "We Volunteer". "As Massachusetts teachers return to their classrooms this September, they seek only to know how best to help, how best to serve. America has unanimously decided to arm herself for defensive protection .- Even the form of our government is under attack. We all recognize a conflict between two diametrically opposed forms of government. How- ever, in addition, there is a conflict of ideas .- A little over a century and a half ago in Massachusetts began the struggle for American freedom. Men and women gave their lives and their fortunes to this end. It was here that American liberty took its first faltering steps, and later began a confident march forward, under the flag of a united people having as their greatest asset an intense will to be free, self-governing people. We still have that will. We wish not only to be free but to live in accord with our own American way of life."
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ANNUAL REPORT
Moral defense of our country requires the understanding of the nature and goals of democracy. The discipline which has made America a great nation and which will maintain the ideals for which America stands is the discipline of team work, a discipline which prizes and develops the resourcefulness, initiative, and responsibility of each individual. Education can help to clarify the nature and goals of democracy. It can portray the American dream of a nation with liberty, justice, and opportunity for all in the broad sweep of history from the time of the nation's founders. It can promote understanding of the civil liberties and the political institutions through which the democratic ideal finds expression. It can provide opportunities to LIVE democracy, in the school and the home, in the workshop and the market place. Slogans, rituals, and appeals to emotion are not enough. Know- ledge, reflection, and the master teacher, experience, are essential to moral defense.
At the national conference of superintendents this past year the outstanding report was made by six educational leaders who had visited eighty-five high schools throughout the United States for the purpose of studying effective programs of citizenship education attempting to develop in young people an intelligent appreciation and active loyalty to democracy. A few of the suggestions given by this group were: "(1) A study of democracy in contrast with other forms of government. (2) Pupils read the documents of democracy. (3) Systematic opportunity for pupils to decide what democracy means for themselves. (4) Guide pupils in ALL classes to the value of civic education. (5) Impress the dignity and worth of individual personality. (6) Problems of CURRENT life. (7) Instruction in group living. (8) Relate instruction to immediate life of the pupils. (9) The community has a strong influence on the school's teaching of civic education. First level of contact, study of the community by direct survey by pupils in education trips. Second, pupils study the life and activities of their own community and take part in them as far as possible. (10) The organization of the school should be democratic and the pupils trained to carry out democratic pro- cedures.
From the annual June reports which I received from all teachers covering the exact accomplishments of the year, this year there are added brief summaries of the outstanding activities in this field of citizenship or the teaching of democracy. A few quotations from these in various schools will give a picture of this situation in our own school system.
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ANNUAL REPORT
In the Primary School the report of Miss Bartell, the principal, outlines very cleary citizenship objectives which were the motive for the Pageant of American Music. "The American Way of life was emphasized in the Primary School. The study was culminated by a Pageant of American Music. The United States is a melting pot for the cultures of all races and nationalities. The true American is an individual who has been exposed to and has consequently assimilated these varied cultures. This has resulted in a new culture known as the American Culture or Way of Life.
"Nowhere upon the globe can one find a people who has evolved from such a variety of cultures. In the United States one finds the culture of the American Indian, the American Negro, the English, the nationalities of the continents of Europe, Asia, Africa, South America, and numerous islands in the Atlantic and Pacific oceans. One also finds the cultures of the people who chose to live in the various sections of versatile America. One of the most outstanding contributions commonly made by all was to the American music and the American dance. The people who settled in New England were greatly influenced by the American Indian and the Pilgrims. The pupils of the first grade ilustrated this by dancing an Indian war dance to the tom-tom; and by repre- senting the famous painting 'The Pilgrims Going to Church' by a living mural accompanied by the singing of the 'Children's Hymn' by a first grade chorus.
"The people who settled in the southern states were greatly influenced by the wealthy colonial planters and the negroes they imported to work on their huge plantations. The pupils of the third grade illustrated the negro contribution by singing two representative negro songs, 'Carry Me Back to Old Virginny' by Bland, and 'The Levee Song.' They danced a negro reel 'Skip to Ma Lou.' The contribution of the colonial planters was illus- trated by singing 'Jeannie With the Light Brown Hair' by Stephen Foster and 'Careless Love.' 'The Minuet' by Mozart represented their dance.
"The people who pioneered the wild west composed their own songs and dances. These were illustrated by the pupils of the second grade by singing 'Whoopee-Ti-Yi-Yo,' 'Home on the Range,' 'I'm a Poor Lonesome Cowboy,' all arranged by Miller, and 'Pinto Pal' arranged by Guion. The Virginia Reel repre- sented their dance.
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ANNUAL REPORT
"The people who pioneered the Pacific coast were illustrated by the pupils of the fourth and fifth grades by singing three rail- road songs, 'Casey Jones,' 'Bolsum Jones,' and 'She'll Be Comin' Round the Mountain,' and two hobo songs, 'We are Four Bums' and "Hallelujalı, I'm a Bum,' and two lumber jack songs, 'James Whaland' and 'Drawing Saw Logs on the Plover.' The pageant was climaxed by the singing of 'God Bless America' by Irving Berlin.
"All songs and dances were supervised and accompanied by Mrs. Washburn.
"The pageant was an original idea, originally planned and executed. All scenery, costumes, songs, and dances evolved from class study concerning the American people who lived and struggled to develop our great United States and the influence their way of life had upon our present American culture."
In the grammar school the report of Miss Robbins, outlining the preparation of the special type of graduation program given last June, shows the citizenship training very definitely going on in that room. "I feel the outstanding achievement of my year's work was to help Grade VIII to see that the pleasure and profit derived from making up their own graduation exercises would be unlimited. Some pupils did research work on costumes, while others looked up and drew pictures of flags and maps needed for the Civil War period. Still others looked for material relative to the Westward Expansion. Thus their knowledge of historic facts became a living, vital part of their work. Songs sung by the pioneers were studied, and the pupils selected those they liked best. Two pupils even brought phonograph records of the songs to school, that they might be played on the machine and learned more easily. The same was done with the melodies of Stephen Foster, for the Southern Songs, and the correct interpretation learned. But to me, the more valuable lesson was the one to the pupils, of sharing with the others what one might have kept just for himself. Crosses, fireplaces and tents were needed. These were made during drawing periods by the boys who had had some training in wood working and art. They felt rather proud to be able to use that knowledge effectively. One great problem was scenery, but even that paled before their desire to make the production a success. With the kindly help and cooperation of Mrs. Rice two splendid 'back drops' were made. The pupils worked together, drew and painted long after school hours, not seeming to find the sacrifice of playtime too great. The title 'Our
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ANNUAL REPORT
Heritage,' and the speaking parts were chosen by the pupils them- selves, and in most cases, wisely. They displayed a keen sense of fitness of the individual for the part to be portrayed, and the choice, having been unanimous by the class, seemed to stand approved. Throughout the entire time, morning after morning, different pupils would make suggestions, these were considered by the class, adopted or discarded, as thought advisable, in a most democratic and fine manner. Personally, I feel from the teaching point of view, that it was a most successful and happy venture."
One paragraph from the report of Miss Gricius follows. "To attain general objectives such as civic responsibilities, human relationships, and self-realization I tried to incorporate in my math classes realistic problems. We figured the tax rate in Plainville; followed up the stock market through newspapers and radio; studied actual policies in connection with insurance; found the area of the school grounds and drew the school grounds and buildings; computed our electric and gas meters and compared results with actual bills; studied closely the budget system and made outlines of budgets to fit the particular family income."
The Grammar School has taken a trip to Boston annually. A paragraph in the report of Miss Trulson summarizes her estimate of these trips. "As a final culmination the trip to Boston with Mr. and Mrs. Austill brought out these points of civic responsibility, human relationships and self-realization very clearly. This 'Round the World Trip Through Boston' showed us how the various nationalities live here in our country. By seeing this we clearly understand and allow for differences in nationalities and customs and perhaps, because of our under- standing, promote peace and good-will among all people."
In the laboratory plan, as carried on in the High School by Mr. Jerauld, there was training in both the ideas of democratic procedures and in the actual practice of these ideas and ideals. "With the close of the school year there has come to me the firm conviction that the set-up in this High School of English and the Social Studies in the hands of one teacher is ideal for the successful carrying out of the laboratory method of teaching. The pupils have enjoyed their work in both courses, English and history. Certainly this is a basis for good work in class. As a result of the correlation of English and Social Studies there has been noticeable improvement in the written work. It has pro- vided for a greater amount of practice in presenting facts, pictures,
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ANNUAL REPORT
and ideas. Notebooks were kept, and with each unit of History, one of the main objectives (which the class discussed and estab- lished) is presented in the form of a problem which is written into a well-developed essay. Likewise with each unit there is a panel discussion which provides for oral presentation of material in organized form (briefs) and free discussion. In one unit, 'The growth of British Democracy and the Expansion of the Empire' a newspaper was published by the students of the Junior class. There was an attempt to write editorials with and without bias, news stories of happenings in the Empire, and the writers tried to imitate the style of the Nineteenth Century Victorians. A few cartoons were drawn, some work on costumes attempted, and a great deal of library research was done. Most important of all in the consideration of this plan is the way the pupils worked. The laboratory was conducted very informally. Most of the pupils worked in groups of two's and three's, and a few worked individually. On occasions there were committees appointed to work out large problems; these usually consisted of about five pupils. At the head of the committee there was a chairman who laid out the work for the members of the committee and saw that it was completed on time. To me this is one of the out- standing features of these classes, that five students would work together in harmony, collecting and organizing their materials, sharing their information with one another, discussing their problems, and, when the work is due present a creditable piece of work. Certainly the fact that each member of the committee is responsible to the group, and the committee itself responsible to each member and to the class is the working out of one of the primary aims of education."
Scholastic Progress
In the elementary schools a complete series of achievement tests in all basic school subjects has been started. Last June tests were given to all eighth grade students in all subjects using the Iowa Every-Pupil Tests of Basic Skills. This test gave very interesting and valuable results for showing which topics were being accomplished satisfactorily and which needed more attention. The same series of tests are now under way in grades three to eight inclusive covering all school subjects. A carefully worked out chart on each subject for every pupil in these grades will be made. Then in successive years through the elementary school the records will be added to this chart to show the progress in each subject from year to year. At a recent meeting of the
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ANNUAL REPORT
teachers a representative of the publishers of these tests outlined this program. The emphasis will be on analysis of each pupil's progress, the reasons for success or failure and means to assist the pupil in greater mastery of his work. This scientific approach of the problem of pupil progress in the basic school subjects will be an important forward step in our school program.
Two meetings of teachers have already been held this year in a series of conferences for study of our teaching procedures and textbooks in arithmetic. The present series of textbooks has been in use for ten years. Since that time there have been several important studies in the teaching of arithmetic and in the text- books in this subject. Also many of the books are now in very poor physical condition and need replacement so this is a logical time to consider the adoption of the best professional textbooks when replacements must be made.
In the High School scholastic progress has been evident. The school continues to maintain the certificate privilege granted by the college certification board. Last year's report gave detailed summary of the progress of the graduates of our school. The excellent work which is being done by Mr. Jerauld in English and Social Studies has been outlined under another heading. In the commercial department, due to the leaving of Miss Jackson, some interruption resulted, but usual standards were accomplished by the end of the school year. We regret the resignation of Miss Malkasian to take a position at a higher salary. Her work in the languages had been exceptional. Miss Blanchard, who has had two years of experience, is successfully continuing this work.
Magazines in the Schools
The Plainville Schools have in the past two years made extensive use of several national magazines. These are used extensively in many classes. They give current information in each of their special fields to supplement the standard textbooks. They also impress the student with the fact that the subjects which he studies are real, live and important in the current adult world. Nearly every field of interest is touched by some of these magazines-science, history, literature, current events, economics, languages, geography and national affairs. During the current year the following magazines are in use: High School-Clearing House, Nation's Schools, School Life, Educational Screen, School
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Science and Mathematics, Science Education, Education Digest, Occupations, Harpers, Atlantic Monthly. Elementary Schools- National Geographic, Mathematics Teacher, National Elementary Principal, Childhood Education and Grade Teacher.
Health Teaching
In the teaching of health in all schools both elementary and high school, two special events are worth noting. The school nurse and selected teachers from each school attended conferences by Miss Jean Latimer of the State Department of Health. Several practical teaching units in the field of health were outlined and planned at these meetings and later carried out in our schools. The first of January Miss Christine Higgins of the State Depart- ment of Health will talk to all teachers on the problem of first-aid and accidents in schools. Every accident to a pupil in any school is immediately investigated by the teacher and then by the principal and a report submitted to the superintendent's office. In spite of every effort to make the teaching of safety for not only the highway but also the school as practical as possible to each age of pupils, minor accidents happen. In the talk by Miss Hig- gins the discussion of practical problems submitted by the teachers, it is hoped to give the teachers much help in meeting the responsibility involved in the first-aid problems.
School Lunch
The school lunch has for several years had serious financial difficulties. It has not been a paying proposition for those who have operated it. A new plan was put into operation in December using the Federal Surplus Commodities. A representative of the Massachusetts School Lunch Committee, which is sponsored by the State Department of Education, assisted in organizing this plan. A complete lunch is now served. Menus, carefully worked out by the State Department of Health, are being offered. Certain items are purchased locally, as in the past, but with the Surplus Commodities given by the Federal Government under this lunch room program, it is possible to give for the same price as in the past a much more satisfactory lunch. There has been excellent response to this new program on the part of the parents and pupils. About four times as many children are securing their lunch under this plan as previously. From a health point of view this has been a very successful undertaking. It also lias an indirect educational value. Mr. Dixon, Principal of the High
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ANNUAL REPORT
School, has been made manager of this lunch room. The assis- tance of Mrs. Harris, the school nurse, in assisting the lunch room at all times is gratefully acknowledged. The enthusiasm, hard work and skill of Mrs. Walter Beetlestone, as operator of this lunch plan, has made its present success possible.
HIGH SCHOOL Mr. Harry L. Dixon, Principal
"Since correlation of English IV, United States History, and Problems of Democracy had proved advantageous we felt we should experiment with a schedule which would carry this idea to the other classes. Therefore, we opened school in September with a schedule which brought together English II and Modern History, for the Sophomores; English III and United States History for the Juniors; and English IV and Problems of Democracy for the Seniors. Some of the objec- tives sought in this program follow: (1) To establish these desirable laboratory techniques earlier. (2) To offer Problems of Democracy to students having a background of two years of history. (3) To offer Modern History at a time when its reading can best be correlated with the accepted English II reading. (4) To offer Social Studies for three years rather than two.
"In May fifteen of our students enjoyed an experience not before offered to a group of Plainville High School students. Leaving Plainville at 5:30 A. M. we drove to Hartford, Conn. At the studios of radio station WTIC we rehearsed and then broadcast a program in French, written and directed by Miss Malkasian. All concerned were stimulated by this new experi- ence and benefited by the project which required a very strict discipline. Cooperation in all group activities is essential and in this case its results were quite evidently satisfactory. The conclusion was obvious to the participants who were furnished with proof that the sacrifice of some personal liberties and the investment of personal time and energy is well worth while. We were complimented in glowing terms by Prof. Couteau, Head of the French Department of the University of Connecti- cut, under whose supervision this series of broadcasts was presented. Following the broadcast we drove to Avon, Conn.,
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