USA > Massachusetts > Bristol County > Attleboro > Reports of town officers of the town of Attleborough 1926 > Part 12
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The seventh grade is building a house of health, furnishing it and laying out three well balanced meals.
The fifth grade has been engaged since October first on the con- struction of a Pueblo village and its surroundings, the whole project takes up a space 7 x 7 ft. It includes the weaving of blankets and basketry, making and decorating pottery, in fact the whole daily life of these Indians is pictured in miniature.
The fourth grade is making a model of the City of Attleboro 7 x 5 ft. and carrying it out in detail, this will be followed by models of. coal mines, ranches, wheat farms, and other industries that contribute to the daily life of Attleboro.
The third grade is making a world tour, at present they have a model of an Italian farm on the table, next they will have a Swiss village.
The time spent on these self-expressive activities varies with the teacher. The largest average amount of time spent by any one teacher being seven hours per week and the least one hour per Week.
152
ANNUAL REPORT
All the drawing and manual training periods for the sixth and seventh grades are planned to fit into and be a part of these activities and another year we hope to extend this correlation down through the third grade.
Some time is taken from the afternoons of each week for oral read- ing in groups, for diagnostic and other tests for ability in silent reading, also for music and penmanship.
The child of average ability does about the same amount of work as under the old plan, the child above average ability is enabled to do much fuller work than he could if he had to wait in recitation for the slow child. The dull child perhaps may go more slowly as he has to finish every assignment satisfactorily instead of just slipping through with a passing mark.
In such a system as that at Winnetka where a pupil may continue from the fifth grade through the Senior High School with individual instruction it is possible for pupils with superior ability to shorten their course by one or more years, without skipping a grade.
But the great value of individual instruction does not seem to lie in enabling the pupil to shorten his years in the grades and thus take him out of his proper social milieu, it lies rather in opportunity for all children to broaden the scope of their work according to their ability. It also seems to aid children to avoid forming such bad habits as fail- ure, half-done work, and of working below his full power. For here each one must do his full portion of work. It places the full responsibility for the task to be done squarely upon the child, it thus increases his sense of responsibility.
HEBRONVILLE SCHOOL Attleboro, Massachusetts
Grade VI Beginnings of American History in Europe
CONTRACT ASSIGNMENT for twenty days beginning February 1, 1926 FIRST WEEK Five Days' Work
What do the American people owe to Europe?
(If you answer the following questions they will help you solve the above problem.)
1-Who was the first white man to discover America?
2-Who lived here, in America, before the white men came?
3-What is an emigrant? (See dictionary.)
4-From what countries in Europe have white people emigrated to America ? (Bourne & Benton, pp. 2 and 3.)
5-Make a list of names of people you know of that have emigrated from Europe to America, and designate the country from which they came.
6-On map of world indicate countries from which such emigrants have come and mark with a gold star the country or countries from which your people emigrated.
153
ANNUAL REPORT
SECOND WEEK Five Days' Work
7-Name some of the things that the early emigrants brought with them beside their baggage. (Bourne & Benton, pp. 2-3-4.)
8-Make a picture of Egyptian Writing for your notebook and also a picture of the early alphabets.
9-Paste pictures and maps in your notebook.
THIRD WEEK Five Days' Work
We are going to study further and find out what we as Americans owe to the people of Europe from which all our fathers or grandfathers came.
To do this we are going to divide all the time since the world began up to now (February 1926) into 3 parts.
a-From the beginning of the world until year 400 we are going to call Ancient Times.
b-From the year 400 until the discovery of America by Colum- bus in 1492, we are going to call the Middle Ages.
c-From 1492 to now we are going to call Modern Times.
1-Copy a, b, and c in your note-books.
2-Name some peoples who lived in ancient times.
3-Name some peoples who lived in the Middle Ages.
4-Name some peoples who live in Modern Times.
FOURTH WEEK Five Days' Work
What are some of the things still to be found in Europe which prove that the Greeks and Romans lived there in Ancient Times? (Bourne & Benton, pp. 20, 24, 25.)
Draw a plan of a Greek house. (See Greek Twins.)
HEBRONVILLE SCHOOL Attleboro, Massachusetts 1926-1927 Grade VII
Fourth Geography Assignment
Conferences Announced
FIRST WEEK One Day's Work
Indicate on map of British Isles the following seaports: London and Liverpool with their imports and exports.
Make a list of those commodities imported of the U. S. which you would expect to find on the wharves of Liverpool and London.
One Day's Work
Why is France better situated for commerce than Great Britain?
154
ANNUAL REPORT
One Day's Work
1-On map of France, indicate seas, bays, the following rivers: Seine, Loire, Garonne, and Rhone, also the mountains.
2-The following cities: Marseille, Bordeaux, Orleans, Paris, Havre, Strasbourg, Lille, Calais.
One Day's Work
How is France protected from enemies by its natural boundaries? 4 or 5 answers.
One Day's Work
Write a description of Paris.
SECOND WEEK One Day's Work
On above map indicate the exports and imports of the following cities: Havre, Marseille, La Rochelle.
One Day's Work
Why is agriculture more prominent in France than in Great Britain ?
One Day's Work
Why is France far behind Great Britain in her manufactures? Page 308-313.
One Day's Work
Make a list of the principal industries of France. Make a production map.
One Day's Work
Describe the silk industry.
THIRD WEEK One Day's Work
Why is Germany's food supply so much less per person than in the United States ?
One Day's Work
How does manufacturing in Germany resemble manufacturing in Great Britain ?
One Day's Work
How have the physical conditions affected the occupations of the people of Switzerland? Print in Switzerland on map.
One Day's Work
On map of Germany show productions and the following cities: Berlin, Munich, Hamburg.
One Day's Work
Name the lowland countries of Europe. How does the location of these countries affect their importance ?
FOURTH WEEK One Day's Work
Make production map of these countries and show the following cities with their exports; Copenhagen, The Hague.
155
ANNUAL REPORT
One Day's Work
How have the common occupations of Norway and Sweden been limited by the surface and climate? Place on a map productions and the capital cities.
One Day's Work
1-What are the leading farm products of Russia ?
2-Name other raw materials.
3-Place these on a production map.
4-Place the following cities with exports: Leningrad, Odessa, also Moscow.
One Day's Work
Why are Spain and Portugal unimportant countries ?
One Day's Work
What can Spain and Portugal do to make their countries more suc- cessful?
Transportation
In previous reports I have frequently mentioned the topic of trans- portation. This item of school expense has increased very rapidly in the last few years and still continues to increase. There are several reasons for this. The growth of the city, the increase in car fares and pay for busses, the demand for better accommodations, and the comparatively short distance which the pupils have to walk all tend to raise the cost of transportation. Pupils in the primary grades (I-IV) are entitled to transportation if they live more than three-quarters of a mile from school, and pupils in the upper grades (V-VIII) if they live more than one mile and a quarter from school. To attempt to raise these limits would cer- tainly cause a great deal of trouble and dissatisfaction on the part of parents, but would somewhat reduce the amount spent each year for this item.
One strong argument in favor of carrying children to school in the outlying districts is the lack of sidewalks in these sections and the danger to children walking in the street of being struck by automobiles. Since the number of automobiles has grown so large, the country roads are perhaps as dangerous as the city streets, and the duty of the city to provide a safe and comfortable conveyance for the children has been in- creased. Nowhere is there a greater need for sidewalks than in South Attleboro on Washington Street. If this street is rebuilt next year, plans should be made for a good sidewalk on each side so that pupils of the Lincoln and Washington schools will be able to pass to and from school in safety and comfort.
Penmanship Awards
Each year we send to the Palmer Company, whose penmanship is in use in the schools, many papers from Grade II through the High School. Awards are made by the Palmer judges and the following were received during the school year 1925-1926:
156
ANNUAL REPORT
Gold Star Buttons
-Grade II
Buttons-25 drills
Merit Buttons
Odd numbered
drills to 59
Progress Pins
drills to 112
Improvement
Certificate
Pupils' Final
Certificate
High School
8 000 Certificate
"Total
High
Bank Street
0
4
0
37
15
27
0
83
Bliss
33
76
46
51
30
10
0
246
Briggs Corner
0
6
0
0
0
0
0
6
Dodgeville
0
12
0
1
0
0
0
13
Farmers
0
14
8
0
0
0
0
22
Hebronville
0
17
0
3
1
0
0
21
Pleasant Street
0
4
0
0
0
0
0
4
Richardson
0
1
0
0
0
0
0
1
Sanford Street
0
23
11
23
10
1
0
68
South Attleboro
0
9
0
9
2
2
0
22
Tiffany
38
49
29
13
0
0
129
Washington
40
7
21
1
5
0
74
Total
33
252
122
184
75
53
8
727
Teachers at Summer School
Ten teachers attended summer schools last summer and satis- factorily completed their courses.
Massachusetts Institute of Technology.
1
Middlebury College
1
Simmons College
1
R. I. College of Education.
1
Fitchburg Normal
Gorham Normal
1
Resignations
Date, 1926
Teacher
School
Cause of resignation
Jan.
4
Anna C. Collins
Sanford Street To be married
Jan.
20
Maude E. Wishart
High
Newport
Feb. 1 Sybil K. Leonard
Richardson
Quincy
March 18 Zilpah B. Sharples
Hebronville
To be at home
May 5
Evelyn Shedd
Bliss
May
10
Doris D. Farr
Tiffany
New Jersey Wi. Springfield
June 2
Doris H. Chace
Tiffany
Newton
June
24 Eleanor W. Bateman
High
June
24 Ruth L. Dow
Richardson
To be married
June
24
Katherine MacCarron
Richardson
June
8
Anna McEnaney
Sanford Street Watertown
July
8
Georgia Coates
High
To be married
July
13 Madeline Sheper
Hebronville
Maine
July
30
Dorothy F. Rundlett
High
Illness
Aug.
30
Katherine C. Devlin
Washington
Medford
Oct.
20
Ruth F. Barber
High
To be at home
Leave of Absence
Phyllis W. Sadler
High
Marie P. Bartlett
Washington
3
8
1
Even numbered
May 11
Pearl W. Sinclair
Tiffany
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157
ANNUAL REPORT
For the convenience of those who wish detailed information re- garding the schools in concise form I have prepared the following:
School Catechism
1. What is the population of Attleboro? Estimated, 24,060.
2. How many school children in Attleboro? 4,296.
3. How many children in the public schools? 3,976.
4. How many of these children are in the High School? 715.
5. How many are in the grades? 3,261.
6. What per cent of all the pupils are in the High School? 18%.
7. How many teachers are there? 151.
8. How many of these are in the High School? 35.
9. How much has the number of pupils increased in 10 years? 1,049.
10. What percent is this? 37%.
11. How much has the number of pupils increased in twenty years? 1,721 What per cent is this? 83%.
12.
13. How many school buildings are there? 19 regular buildings and 6 portables.
14. How many janitors are there? 17.
15. What do the schools cost a year? The appropriation for all schools, including vacation, evening and continuation schools for 1926 was $329,240.
16. What is the cost per pupil for all schools? $83.36.
17. What is the cost per pupil in the High School? $114.50.
18. What is the cost per pupil in the grades? $76.60.
19. How much money is spent for books and supplies? $10,000.
20. How much is this per pupil? $2.61.
21. What does it cost for books and supplies for a pupil in High School? $4.89.
23.
22. What does it cost for a pupil in the grades? $2.12. What does it cost to run the High School? $77,406.
24. What part of the total school expenditure is this? Nearly 1/4.
25. What is the salary of a regular high school teacher? $1,700. 26. What is the salary of a teacher in grades VII and VIII? $1,600.
27. What is the salary of a teacher in the elementary schools? $1,500.
What is the value of all the school buildings? $1,433,900.
28. 29. How much is spent on repairs? Last year $11,000.
30. Are all the buildings insured? Yes, for $937,800.
31. How many tons of coal are burned each year? About 800 tons of soft coal and 400 tons of hard coal.
32. How many kindergartens are there? 3.
33. How many pupils in the kindergartens? 103.
34. How many pupils in the special room for retarded pupils ? 15.
35. How many pupils in the open-air room? 20.
36. How many pupils in the Continuation School? 149. 73 boys, 76 girls.
37. What pupils attend Continuation School? Employed minors between the ages of 14 and 16.
38. How many days a week do they attend school? One half day a week while they are employed.
39. Where are the evening schools held? At the High School and at the Tiffany School buildings.
40. What evenings a week? Tuesday and Thursday evenings.
158
ANNUAL REPORT
41. What subjects are taught in evening school ? English for beginners, the usual common school subjects, bookkeeping, typewriting and American citizenship.
42. How many weeks are the evening schools in session? 20 weeks.
43. How many pupils deposit in the school savings bank? 1,748.
44. How much do they deposit in a year? $7,366.52.
45. When did the School Savings Bank start? October 1908.
46. How much has been deposited since the Bank started ? $107,987.53.
47. How many school buildings have assembly halls? Three, the High School, Bliss School and the Lincoln School.
48. Where are the vacation schools held. At Dodgeville and Hebronville six weeks in the summer.
49. How many children attended each day last summer? 156.
50. Is cooking taught in the schools? Yes, to grades VII and VIII in the Lincoln School, to grade VIII in the Bank Street and Bliss Schools, and in the High School.
51. Do the boys have manual training? Yes, in all the seventh and eighth grades and in the High School.
The School Savings Bank
Deposits for each year since the establishment of the bank in 1908: Year
Deposits
1908 (3 months
$2,429.00
1909
4,497.85
1910
4,198.25
1911
4,142.16
1912
3,826.22
1913
4,406.50
1914
4,658.13
1915
3,680.00
1916
4,927.27
1917
5,487.04
1918
3,185.91
1919
5,176.32
1920
10,886.16
1921
7,637.33
1922
6,902.89
1923
8,271.24
1924
7,849.22
1925
8,459.52
1926
7,366.52
Statement January 1, 1927
Dr.
Balance on deposit Dec. 20, 1925, including interest (665.53) ..
$3,731.74
Deposits in First National Bank from January 1, 1926 to
December 21, 1926
7,366.52
Interest from November 1925 to November 1926.
105.21
Total
$11,203.47
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159
ANNUAL REPORT
Cr.
Transferred to pupils' individual accounts, January 1, 1926 to January 1, 1927 $6,932.50
Withdrawn, 1926, from interest to cover expenses. 44.94
Balance on deposit December 21, 1926, including interest. 4,226.03
Total
$11,203.47
Total amount deposited since October, 1908. $107,987.53
Number of individual accounts opened at the First National Bank from October 1908 to January 1926.
4,161
January 1926 to January 1927 214
Total 4,375
Number of pupils depositing in the school bank January 1, 1927 1,748
More than any other community activity the schools require co- operative effort to produce the results which are demanded of them. The day when proficiency in reading, writing and arithmetic was the only aim and purpose of the schools has long passed. These are still the backbone of school instruction, but equally as important are sound health, high character and worthy citizenship. Teachers are striving fully as hard to build up sound bodies, to implant high ideals, and to establish a love of country and a desire to be of service, as they are to give each pupil a comprehensive knowledge of the fundamental subjects in edu- cation. To measure the results of such instruction is not easy, but they can be seen in the general attitude of the community toward matters of civic pride and civic welfare. No city shows a greater interest in its schools than Attleboro. The people want good schools. The School Com- mittee has always supported any improvement that was for the advantage of the pupils. The teachers have a professional pride in the good name of the schools and are constantly aiming for better results. The effect of this cooperative effort of the community, the committee and the teachers is shown in the excellent reputation of the schools, and in the splendid examples of educated men and women which the schools have produced.
Respectfully submitted,
LEWIS A. FALES,
Superintendent of Schools
REPORT OF THE PRINCIPAL OF THE HIGH SCHOOL
Mr. Lewis A. Fales, Superintendent of Schools:
The following communication is my sixth annual report as Principal of the Attleboro High School for the year ending December 31, 1926.
Table showing the distribution of pupils in the Attleboro High School as to
1. Year in the High School.
2. Curriculum.
3. Class.
160
ANNUAL REPORT
Fifth Year
College
Seniors
1
PG. 1
PG. 5
6th yr. 2
Juniors
1
8
Sophomores
1
Freshmen
1
Fourth Year
College
Technical
Commercial
General
Seniors
39
22
28
9
Juniors
2
3
11
4
Sophomores
1
3
2
5
Freshmen
1
Third Year
College
Technical 18
31
7
Sophomores
9
6
16
15
Second Year
College
Technical
Commercial
General
Sophomores
63
32
66
1
Freshmen
4
5
9
First Year
College
Technical
Freshmen
82
37
Commercial 113
1
Promotion Table
Table showing the distribution of pupils in the Attleboro High School, September 1926.
No. of yrs in H. S.
Fresh
Sopho- mores
Juniors Seniors
Post Grads.
Total
Sixth Year
2
2
Fifth Year
1
1
9
9
6
26
Fourth Year
1
10
20
98
129
Third Year
1
46
94
141
Second Year
18
162
180
First Year
233
233
Totals
254
219
123
109
6
711
Promotion Table for the Year Ending June 1926
Class
1929
1928
192
No. passing all subjects on their programmes.
129
116
113
No. promoted
159
125
127
No. failing one subject
32
17
21
No. failing two subjects
12
6
3
No. failing three subjects
7
2
3
No. not promoted
21
14
15
Incompleted grades
2
3
2
.. .
...
...
Technical 3
Commercial
2
General 3
General
Juniors
38
Commercial
General
men
161
ANNUAL REPORT
Survey of Grades for First Quarter for 1926-1927 A B D E
316
1284
C 1613
559
142
8%
32.8%
41.2%
14.2%
3.6%
Scholastic Standing of the Class of 1930 at the Close of the First Ranking Period, Fall, 1926
College
Technical
Commercial
General
Passing all subjects .. 70
36
89
3
Passing three subjects 3
2
5
2
Passing two subjects
3
6
Passing one subject .. 1
1
2
Not promoted 1
3
12
2
Promoted
74
39
99
3
-
Requirements for Promotion
Sophomore Standing
15 credits
Junior Standing
35 credits
Senior Standing .60 credits
Graduation 80 credits
It is not impossible for a pupil who is not promoted one year to pass extra credits the following year and be graduated with his class.
A distribution of College and Normal Students who received all their pre-college training in the Attleboro High School.
Harvard College: Russell Carpenter, Robert Dutton, Edmond Henry. Mass. Institute Technology: Edgar Stolfer, Hyman Friedman.
Brown University: Willard MacDonald, Max Teacher, Alice Mellon, Harold Conrad, Ruth Johnston, Raymond Driscoll, Bertha Cook, Florence Moran, Doris Seagrave.
Cornell University: Norman Scott, Harry Clegg, Herbert Coe, Arthur Holbrook.
Annapolis: Louis Breault.
West Point: John Person.
Colgate University: Everett Holt, Earl Pithie.
Syracuse University: Lloyd Carpenter.
Radcliffe College: Ruth London.
Bowdoin College: Howard Davidson.
University of Pennsylvania: Clinton Connelly.
Dartmouth College: Kennerson Johnston.
University of California: Frank Porter-Shirley.
Smith College: Ariel Perry.
Middlebury College: Elizabeth King.
Bates College: David Spofford.
University of Maine: Wray Conro.
Wheaton College: Laura Povey, Dorothy Fuller.
Tufts College: Milton Johnston, Helen Potter, Raymond Rooney, Carl- ton Ford.
Simmons College: Marion Rogers, Alice Vickery, Ruth Gibb, Leah Brown.
Wheaton College, Illinois-Albert Lawton.
162
ANNUAL REPORT
Connecticut College: Dorothy Thayer.
Boston University: Earl Guild, Edwin Butziger, Arthur Lundsten, Everett Lundsten, Catherine Weldon, Margaret Vaughan, Arnold Ander- son.
New York University: John Augat.
William and Mary: Malcolm LaChappelle
Worcester Technology: Charles Monnier.
Massachusetts Agricultural College: Ralph Kneeland, Herbert Vaughan, Earl Morawski, Robert Nerney, Ralph Nickerson, Alice Sanborn.
University of New Hampshire: Walter Thurber.
Boston College: John MacIntyre.
Providence College: Cyril Brennan, Basil Redding, Walter Carey, Thomas Hannon, Edwin Lowe, Ambrose Bowen.
Maryland University: Albert Sillman.
Springfield College: Emil Newman, Robert Knowles, Mason Wil- marth, Howard Tozier, Archie Sharkey.
Bridgewater Normal: Margaret O'Keefe, Edna Jacques, Avis Blan- chard, Ethelwyn Taylor, Mary Whalen, Eva Porter-Shirley.
Framingham' Normal: Ella Frost, Helen Richardson, Marion Rhodes, Catherine Thurber.
Hyannis Normal: Marie Morrisson.
Lowell Normal: Margaret King.
Fitchburg Normal: Frances Harrington, Jessie Anderson, Edith Pot- ter, Helen Keena.
Gorham Normal: Doris Tyrance, Margaret Lawton, Ida Barrett. Keene Normal: Mary Peterson, Ruth Roy.
Plymouth Normal: Eleanor Benson.
Mansfield Normal, Pennsylvania: Evelyn Anderson, Naomi Sturdy, Dorothy Mathewson.
Sargent: Agnes Trainor.
St. Elizabeth: Virginia Dolan.
Posse-Nisson School of Physical Education: Ethel Blatchford.
Rhode Island State College: Benjamin Fine, David Fine.
Suffolk Law School: Henry Wright, Kenneth Page.
Mass. Nautical School: Gilbert Allen.
North Easton College; Lambert Larson, Allen Martin, Walter Har- low.
Wentworth Institute: Clifford Swanson, Maynard Witherell.
Rhode Island School of Design: Marion Wheeler, Warren Cameron, Elizabeth Bromley, Russell Veno.
Mass. School of Arts: Mildred Bennett.
Bentley School of Accounting: George Janson.
Boston Conservatory of Music: Edwin Stuntzner.
Vesper George School of Arts: Florence Guyot.
Bryant and Stratton Commercial College: John Brennan, Anna Knowlton, Mildred Parmenter, Dorothy McNerney, Gladys Bowen, Eliza- beth Murphy, Marion Stevens, Blanche Freinsehner, Winnifred Spettigue, Howard Barton, Ruth Hunter, Lamson Libby, Mary Conlon.
163
ANNUAL REPORT
Distribution of College and Normal Students from the Graduating Class of 1926
Ellen Anderson . Training Sayles Memorial Hospital
John Augat. . New York University
Ida Barrett .. . Gorham Normal
Eleanor Benson
Plymouth Normal
Ethel Blatchford Posse-Nisson School of Physical Education
Cyril Brennan
Providence College
Warren Cameron.
Rhode Island School of Design
Walter Carey
Providence College
Herbert Coe
Cornell
Mary Conlon.
Bryant and Stratton
Rose Connelly
Sturdy Memorial Hospital
Howard Davidson
Bowdoin College Harvard College
Mary Farrell.
Training Rhode Island State Hospital
Rose Fisher
Training Sturdy Memorial Hospital
Hyman Friedman. Mass. Institute of Technology
Thomas Hannon.
Providence College
Virginia Henry.
Training Sturdy Memorial Hospital
Edna Jacques
Bridgewater Normal
Margaret King
Lowell Normal
Ralph Kneeland. Massachusetts Agricultural College
Anna Knowlton
Bryant Stratton
Allen Martin
Bryant & Stratton
Earl Morawski.
Massachusetts Agricultural College
Marie Morrison.
Hyannis Normal
Verna Nelson ..
Boston Museum Art School
George Newcomb.
Wentworth Institute
Curtis Cameron
Springfield College
Margaret O'Keefe.
. Bridgewater Normal
Kenneth Page ..
Suffolk Law School
Eva Porter-Shirley
Bridgewater Normal
Edith Potter
Fitchburg Normal
Laura Povey
Wheaton College
Janice Rhind
Rhode Island School of Design
Marion Rhodes
Framingham Normal
Ruth Shoppee.
Sturdy Memorial Hospital
Norman Scott.
Cornell University
David Spofford.
. Bates College
Clifford Swanson
. Wentworth Institute
Ethelwyn Taylor
Bridgewater Normal Doris Tyrance Gorham Normal
Catherine Weldon Boston University
Mason Wilmarth
Springfield College
Maynard Witherell. Wentworth Institute
Henry Wright. Suffolk Law School
Table Showing the Different Vocations to be Followed by the Members of the Graduating Class of 1927
College
40
Normal School.
22
Business School. 17
Hospital Training
9
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Robert Dutton
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164
ANNUAL REPORT
Work 25
Trade
5
Undecided
5
123
Health
The health program as outlined for the high school is unsatisfactory. This should be developed along modern lines, and not with the intention of just staying within the law. Our present minimum efficiency should be developed to approach something like maximum efficiency in health education and in programs of disease prevention. This point will be at- tained only when there is a definite and general recognition of the fact that health is a basic need for good scholarship. It will be attained only when most individuals, every branch of the city government, and every business, civic, and social organization are engaged energetically and in- telligently in health promotion.
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