USA > Massachusetts > Plymouth County > Middleborough > Town annual report of Middleborough, Massachusetts 1943 > Part 4
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The receiving sets have been installed in our cruiser, ambulance and Police Station. This is part of our two-way radio system. These sets have been of great help to the Department and on completion of our transmitter we will be able to cover all of the outlying districts as well as the Town proper.
I wish to thank the Superintendent of Schools for the system he has installed in the schools for the education of the chilren in regards to traffic.
I wish to thank the local telephone operators for the good service given the Department, which has been of great assistance in our work.
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Males
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I wish to express my thanks and appreciation for the assistance and cooperation given me by the Honorable Board of Selectmen, the Fourth District Court, the people of Middleborough and the officers of the Depart- ment, who have helped to make the administration of this Department a success.
Respectfully submitted, ALDEN C. SISSON, Chief of Police.
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ANNUAL REPORT
OF THE
SCHOOL COMMITTEE OF
MIDDLEBORO, MASS.
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Y,MASS
INCORPORATE
4. D. 1669
For the Year Ending December 31 1943
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Organization, 1943 SCHOOL COMMITTEE
Members
Term Expires
Fred B. Alger, 5 Court End Avenue
1945
Lorenzo Wood, Plymouth Street
1945
Joseph C. Whitcomb, 4 Pierce Street
1946
Virginia C. Smith, 43 Oak Street
1946
L. Francis Callan, 10 Clifford Street
1944
Forest E. Thomas, 59 Everett Street
. .
1944
Superintendent of Schools
J. Stearns Cushing, 91 Bourne Street Office, Room 7, Town Hall Telephone 81 Office Hours, School Days, Monday, Wednesday, Friday, 3:30-5:00 P. M .; Tuesday, Thursday, 8:00-9:30 A. M.
School Physician
Dr. A. Vincent Smith, 36 Pearl Street Telephone 50
School Nurse
Helen B. Pastzor, R. N., 132 North Main Street (on leave) Bertha M. Callan, R. N., 10 Clifford Street
Supervisor of Attendance
Thomas E. Hirst, Pleasant Street Telephone 169-W-5
Census Enumerator Albert C. Libby, 7a West Street
Regular meetings of the School Commitee are held in Room 7, Town Hall, on the first Thursday of each month excepting July and August, at 7:30 P. M.
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ANNUAL REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the Members of the Middleboro School Committee:
I hereby present the annual report of the schools of the Town of Middleboro and my seventeenth as superintendent of those schools. Departmental reports have been prepared and submitted to me, the complete reports bound, and filed in the department office. This re- port deals only with those details of our school system which should be of public interest and concern.
As Victory seems assured and the end of armed conflict confidently predicted by our military leaders, many questions arise in the minds of Educators, students, and lay citizens as to the post-war program of Education.
Should American Schools teach more mathematics, or foreign lan- guage, or American history, or what? Should the high schools and col- leges generally be required to offer compulsory military training? Should emphasis be placed on liberal arts or vocational training? These are some of the controversial questions now being discussed on all aduca- tional fronts.
American education reflects in many ways the changing moods of the people. What the people want and think at any given period has been and may always determine school policies and procedures. Most of today's mooted questions are not new ones. They were focal points for educational discussions before the war.
One of these controversies has to do with the age-long rivalry be- tween vocational and liberal education. The war in which we are en- gaged is a total and a technological war; total in that it embraces and imperils every inhabitant of every country involved in it, and techno- logical because it is very largely a war between machines. Suddenly the military forces and the war-converted industries found need for men and women skilled in many vocations. These workers were not avail- able. Instantly the cry arose that the schools had failed. Statesmen, generals, and admirals spoke out with bitterness about the evident lack of sound training in physics and mathematics, and about illiteracy which was sometimes evident among the draftees.
It shouldn't have been hard to realize that the peacetime demands in the education of our citizens were as different as they were in industry and agriculture. Very little of our industrial or political economy prior to 1940 had been geared to war. Why should we expect it of education? Even our military establishment was at least not ahead of the interna- tional procession in its realization of many of the requirements of modern war.
The depression, with its curtailment of industrial employment, had delivered a heavy blow to certain aspects of vocational training in the schools. Studies by the American Youth Commission and other agencies had shown the relatively limited contributions that the schools could
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make to the technical efficiency of most workers in most industrial voca- tions, and even greater restrictions upon their probable employment after being trained.
Secondary education, as a result, seemed destined to serve mainly the purpose of enlightenment and citizenship training, with considerable attention to vocational counseling and a limited offering of generalized or basic training in vocational principles and skills.
There is a place for both the vocational and the liberal in our sys- tem of education. I believe we have done well with the liberal while after the war, as materials and machines are available, we should do some- thing with the practical or vocational. Our town must be planning to enlarge the offering in our secondary school for boys and girls alike.
This war has revived the movement to get our youth out of school earlier and at as high a level as it is possible to carry them. The uni- versities are working on an all-year schedule to turn out doctors and engineers and other expert workers for the armed forces. The navy's demand that its officers be college graduates and its need for many of them in a hurry has also accelerated the higher institutions. The in- duction of the 18-19 year old boys has put a new pressure upon the high school and has introduced possibly one of the lasting controversies.
Some colleges have arranged to admit unconditionally into their freshman classes selected boys and girls from high schools at the be- ginning or in the middle of the senior year. The reason given is that in this way many would get a taste of college who otherwise would be denied it until after the war, and that they would get a deisre to com- plete a college education later.
The University of Pittsburgh plans to admit high school graduates into college with advanced credit for part, and in some cases all, of the freshman year's work.
The University of Chicago now grants a bachelor of arts degree at the end of the sophomore college year with the idea of carrying the student on to professional and graduate training from that point.
After the war shall we accelerate our program in the high school or shall we retain our best students until the end of the regular curriculum? Another issue which promises to become even more controversial after the war has to do with extending financial assistance from the Federal Government to the states in the aid of public schools.
One of the most serious difficulties is in maintaining adequate teach- ing staffs. The increased cost of living, the competition of war industries, the service of women, and the drafting of men from the classrooms have combined to bring about a critical situation. Middleboro has done well to hold as many of its teachers as it has. Our teachers have been loyal to the town and their profession and we should praise them for it. How- ever, in many states of the south and mid-west federal assistance is neces- sary if teachers' salaries are to be placed on a level proportionate to the wage and salary levels reached in other occupations.
Very recently the Federal Aid to Education bill was defeated in the Congress but it is probable another will be presented. With Federal Aid comes Federal regulation and direction. Are we ready and willing to
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give up our local and State control of Education and place it in the hands of the Federal Government? This will continue to be one of the liveliest controversies in public education.
Federal Aid and assistance will in all probability be necessary and available for a public works program to meet the demand for employ- ment of our returning soldiers. Because this assistance will be available and because a school building program will without doubt be necessary our town must be ready and must know their requirements.
Our school enrollment of today is practically the same as that of one year ago. What does the future hold in store? Perhaps a few facts will help us get the true picture.
The statistics of our own town show that 96 percent of the children born in any one year enter school in our own town six years later. Based upon these facts, considering the number of births in the past six years, we may expect our first grade enrollment for the next six years to be as follows:
1943
156
1944
180
1945
206
1946
220
1947
192
1948
228
The total entering group for the next six years is 1,182. The number in the upper six years now is 737. In six years our total enrollment, therefore, would increase 445 children.
In short, we may expect, and will without doubt increase at the rate of one new first grade each year for at least six years and the number of births already recorded in 1943 would indicate it might be longer. It is evident therefore that six or more new classrooms will be ncessary in the near future. We must plan to meet those conditions for we must be ready when the children are ready to attend our schools.
A current revival of discussion about military training in the schools belongs in this part of our picture. The controversy on this point has been intermittent in the past, bobbing up usually, as at present, during and immediately after a war and subsiding to almost nothing at other times. Our present military leaders seem to feel that if we present our youth with sound bodies, and well trained coordinating minds that they can teach the necessary military training and discipline themselves. I believe our physical education program will continue on its present line, a rugged program, after the war.
An assortment of activities which are known collectively as adult education and which now seems likely to burst into full harvest after the war, suggest other probabilities. Many of our boys and girls have had their high school career cut short and have entered the struggling world without their high school diploma. Many will wish to continue their educational program. Are we going to have something to offer these returning youths or are we going to tell them we have nothing more to offer? I believe adult education in both liberal and practical education
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must and will be provided for these boys and girls. Many of our girls have entered into war marriages at a very early age. If they are going to provide suitable homes for their soldier-husbands and their children courses in household arts and homemaking should be available to them.
The cry of the drafting bodies about the distressing amount of illit- eracy and physical deficiency among American youth is not one about which we in New England need be much concerned except as it affects the Nation as a whole. Illiteracy is not distributed evenly among the several states but focalizes in the South where problems of relative poverty and a large Negro population exist. Our boys from New England have made a fine record in their army and navy tests and illiteracy is prac- tically non-existant. We are proud of this record of our boys and may feel justly proud of the educational system we possess.
There will continue to be controversies in American Education after the war. The war is not going to settle all of our educational issues for all time to come. Out of these controversies will come constructional policies in education and our boys and girls will receive perhaps a dif- ferent, but surely a sound education upon which to build their program of life.
Our Elementary Grades
The enrollment in our elementary schools is this year about the same * as of last year but, as previously stated, an unprecedented increase will take place in the next six or seven years. Let me repeat, as emphasis, that immediate study and plans should be made regarding housing these, incoming groups.
During the year the newer textbooks in Reading have been placed in use in all primary grades and some changes have been made in Arith- metic and Spelling texts in the middle grades. No material change has been made in the curriculum content of these grades.
The noon-hour problem is still a serious one and there appears to be no real satisfactory solution without parent cooperation. We realize the necessity in many cases of sending the children with their lunches when parents are participating actively in the war effort and must be away from home. These children we should and do welcome. We realize also that some children are sent with their lunches when the parent only wishes to go to the city on pleasure or shopping or is away from home for non-essential purpose. These children we naturally do take care of, but added to the already large regular group facilities to care for nor personnel to properly supervise is not available. If parents in this latter group would make arrangements with a relative or neighbor so the child could come there and eat the lunch provided, it would help solve this problem. If the noon hour is spent in supervision, the teacher has no time in which she herself may eat, and after all a teacher must eat.
Our Bates School
The continuance of the Shop training in this school was much in doubt when school was to open for the Fall term. No teacher of shop- work could be found for the salary that was available. Our town, how- ever, is most fortunate in having not only a Principal that can take over but a Supervisor of Music who consented to teach that subject one day each week until an instructor can be obtained. Such cooperation is
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most commendable and I wish to here publicly thank both for filling the breach when it appeared this valuable subject might be dropped from lack of leadership.
The Junior Red Cross work, 4-H Club work, and pupil participation in community war effort has been outstanding for schools of this size, and the school has received much favorable commendation from the varied armed services.
Our High School
The aims and functions of a high school must of necessity be vari- able during time of war. Instead of preparation for higher schools of learning our high schools must prepare pupils for government services the requirements for which are ever changing. How we are meeting this obligation may best be stated in quoting from the report of the Principal of the Memorial High School.
Many senior boys about to enter the army or navy in the Spring of 1943 found they were not adequately prepared in mathematics or science. In February the schedule of classes was changed to permit the offering of short courses in several courses outlined by govern- ment agencies. These special subjects were, the fundamentals of machines, the fundamentals of electricity, radio code, aviation mathe- matics, and a refresher course in basic mathematics. The teachers who could teach these classes did so in addition to their regular programs.
In the Fall of 1943, these special courses were incorporated in the regular classes of mathematics and science so that pupils now may get the required training without cramming.
In accordance with government suggestions to schools in gen- eral, the physical education program has been intensified and in- cludes instruction in physiology and hygiene. Senior boys daily are * given training that closely approximates that which they may expect to receive in service. Boxing, wrestling, and some military commands of marching are taught. Newly acquired gymnasium apparatus will make possible still further training. The commando course is used as weather permits.
The program for girls has also been increased. Health inspec- tions for all were amplified by the inclusion of foot inspections by the school physician in accordance with the new state law. The tuberculosis clinic, held periodically, was conducted this year with an unprecedented' percentage of the pupils availing themselves of the testing service. The result showed the very healthy condition of the students since no one was found to have an active case of tuberculosis.
By vote of the school committee, senior boys who enlist before graduation may be recommended for diplomas if they meet the re- quirements as prescribed. The following eight boys in the class of 1943 were awarded diplomas last June while they were in service:
H. Edward Cleverly Louis H. Forney Jr.
H. John Hayward William J. McMahon
Donald F. Gammons Dana F. Provonche
D. Henry Gates
Donald A. Quagan
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Of the forty-six boys in the class of 1943, forty are now in the services of their country and two deferred for Agriculture. This is a record of which we may well be proud.
A new form on which inductees are expected to carry their school records when inducted has been prepared by the federal gov- ernment. Each boy going into service will be given this completed record.
The school will continue to stress the preparation of boys for effective military service. Attention will, however, from now on be directed more and more to the preparation of both boys and girls for peace time living and effective citizenship in a democracy.
Agriculture in Our Schools
September of 1943 marked the closing of the third year of Vocational Agriculture instruction in our high school. With the call of the gov- ernment for Victory Gardens and the raising of more food came our added impetus to agriculture. Our department answered the call cred- itably. An indication of the scope and type of work covered will be shown in the following section of the department report.
The year of 1942-1943 was one of many contributions, on the part of this newest of State aided Agricultural Departments, to the all important task of producing food. A full program of instruction was carried to completion with one hundred hours of excellent farm mechanics instruction.
In September of 1943, the department reached its all time high for enrollment with thirty enrollers and is continuing to be the largest one-instructor unit in the state.
The summer project season found the students carrying eighteen full projects and working the equivalent of 7,016 full eight hour days in the production of farm produce. The number of completed pro- jects was lowered somewhat by enlistments in our Armed Services. However, the output in hours averaged 1,500 per enrollee and the income in money totaled slightly better than $10,000 or an average of $538 per pupil.
The money and hour phase of student agricultural production is a secondary one but an excellent indicator of the type of output characteristic of vocational agricultural students. Many of the agri- cultural students have already diverted their money into farm owner- ship projects with one boy raising 4 calves of his own, nine boys having laying flocks of upward to 500 each, and fourteen boys making definite plans for gardens next year.
The four outstanding undergraduates in summer placement work were:
1. Student#1-a senior, now enlisted as an Army Air Cadet, accomplished excellent work scholastically, worked 2,073 hours or the equivalent of 43 full forty-eight hour weeks and earned $1,030.90. Had full responsibility on a large poultry range.
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2. Student #2-a junior from Lakeville, had full responsibility on a poultry farm working 1,806 hours and earning $903.
3. Student #3-a sophomore, worked for Charles Beaton Cran- berry Company and showed total earnings of $779.88.
4. Student #4-a freshman, earned $582 for general farm work.
The contributions of the boys of the department were supple- mented by 90 boys and girls of the High School working in agriculture during the year and 132 boys and girls harvesting cranberries, corn, potatoes, apples and other farm products from September 15th to October 15th.
The endeavors of the students of the agricultural department and other members of the student body of Memorial High School were recognized by the farmers of Plymouth County. A quotation from a letter received by the Agricultural instructor is as follows:
"Please convey to the boys my personal appreciation as well as that of our Farm Bureau for their loyal work in producing more food as well as filling in the gap due to labor shortage on farms. I sincerely hope that your school and class will receive the recognition they deserve."
Very sincerely yours, President Plymouth County Farm Bureau. ALFRED G. LUNN,
The Agricultural Department served the community in many other ways, such as conducting four mass meetings for instruction to prospective local victory gardeners. At these meetings talks were given by extension experts and a soil testing clinic conducted; distributing free literature on food production, both animal and plants; rationing seed potatoes, while they were being rationed; acquiring plowmen for fifty or more custom plowing jobs; answering innumerable questions on ceiling prices, farm machinery, soils, vegetables, and many other farm problems; coordinating farm labor locally and taking care of all requests for aid, usually in the fall; working with the County Extension Agent on shaping Rural and Farm Policies.
These many evidences of the department's success are the result of the cooperation and guidance received from the State and Federal Departments of Education and their Personnel; the Peirce Trustees, the Advisory Committee, the School Committee, the School Adminis- trators, and the High School Faculty.
The aim of the students of the Agricultural Department for the year 1943-1944 is to improve their output and continue to lend aid in the all important battle of food production and the hastening of the War's end.
Music in Our Schools
"Yea, music is the Prophet's art Among the gifts that God hatlı sent, One of the most magnificent!"
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Thus did Longfellow describe one of the finest of Arts. Without music in our schools and in the hearts of the children what a sad world .
this would be.
We may be justly proud of our Music program and the results ob- tained through efficient supervision and excellent teaching.
Due to the time taken from supervision for shop instruction in the Bates School visits to most classrooms are spaced four weeks apart instead of three.
This is not conducive to accomplishing the best results, however, during this war period we must expect some diminution of accomp- lish ments.
A meeting with teachers of all grades was held at the beginning of the year and many important details were discussed, including the teaching of the technique of music reading, good tone, enunciation, and the songs to be taught during the year as recommended by the National Music Educators Conference.
The seventh grade at Bates School presented the cantata "Rip Van Winkle" at an assembly of the children of Bates, School Street, and Union Street Schools in the basement of the Union Street School. This proved to be very beneficial as it brought out several voices which are to be used this year when this class presents the annual eighth grade operetta.
The eighth grade presented the operetta "The Galloping Ghost" in the Town Hall before an enthusiastic audience. Every boy and girl in the class was given a part to play.
The glee clubs at Memorial High School meet regularly and sing various types of songs. While the youth of America definitely leans toward the popular type of music it is not difficult to teach them songs of a classical nature, providing them with an opportunity to sing in parts. Service songs and some of the popular songs are a part of every glee club meeting.
A chorus of forty-two girls and boys were selected from the two glee clubs for the purpose of presenting a Christmas Assembly. This venture definitely establishd the fact that there is a need for a choir of selected voices in Memorial High School. Many exceptional voices- have been found capable of accomplishing the best in choral music.
The instrumental phase of our school music program is definitely showing the results of war. Instruments are not being made, and teachers have been taken into the armed forces, making it difficult for beginners to obtain proper instruction. This year we have been unable to obtain instruments for beginners and this will naturally reduce the membership in the Bates and High School Band.
The Memorial High School Band has been furnished with new uniforms through the kindness of the Trustees of the Peirce Estate. In order to protect the new uniforms it was necessary to construct moth proof, dust proof cabinets. This project was accomplished under the direction of the supervisor with the assistance of four of the band members. This arrangement of storage and the type of uniform should take care of the band's needs for many years.
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