USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1914 > Part 11
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Sincerely yours, (Signed) J. H. O'NEIL, Treasurer N. E. Belgian Relief Fund.
Receipts for the additional $3.01 as well as for the $80.00 are on file at the Superintendent's office.
Plymouth Sixteen
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SPECIAL SCHOOL FOR NON-ENGLISH SPEAKING
CHILDREN
A special school for non-English speaking pupils was opened in September at the Spooner Street schoolhouse, under a teacher who can converse with 75 per cent of them in their own tongue. This school not only furnishes the appropriate niche for these foreign speaking children, but greatly relieves the primary schools. The non-English speaking children of primary age at- tend the regular schools. Heretofore these children of grammar school age attended the primary schools, and it was no uncom- mon occurrence to have pupils from twelve to fifteen years of age attending the first grade. This was an embarrassment to the pupils and a handicap to the teacher. The new school has re- lieved both, and the plan has enlarged the scope of the Plym- outh schools, besides giving greater advantages to pupils of this type.
This school consists of two distinct groups-those who have never attended school, and those who have attended school before coming to America, and who would be in a higher grade in our regular schools were it not for the fact that they are unable to understand and use the English language. Just as soon as they show satisfactory proficiency in our tongue, they will be trans- ferred to their regular grades.
THE INDIVIDUAL SCHOOL
On December 28th, the beginning of the second term, a school for individual work was opened at the Burton building under the care of Mrs. Mary L. Jackson, who successfully taught grade nine during the past school year.
The individual is the unit of work which is varied. Besides pursuing the regular school routine such as history, geography, language, arithmetic, etc., the girls are given instruction in cooking and sewing, and the boys in manual training. Work in
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basketry with raffia and reed is carried on, and caning chairs is taught. Besides this departure from regular school work, the fundamentals of telegraphy are taken up. The ages of these pupils range from 13 to 16 years.
THE JUNIOR HIGH SCHOOL
The departmental plan of instruction has been adopted at the Nathaniel Morton building, which contains two eighth and two ninth grades, so that these schools approach the idea of the Junior High schools, so rapidly taking their places among pro- gressive educational systems.
The Junior High school proper consists of the seventh, eighth and ninth grades where twelve grades constitute the entire school system. It is the long-sought missing link between the elementary school and the High school. This school is made up of those who intend to go to college, those who expect to fol- low business lines and those who find it impossible to go any further. The course of study offered should meet the needs of any of these groups.
All boys in this building receive instruction in Manual Train- ing, and all girls have lessons in Cooking and Sewing.
Bookkeeping, Typewriting, Elementary Science and perhaps a modern language should now be offered as electives.
THE NINTH GRADE
The pupils in the schools are classified in thirteen grades, nine in the elementary schools and four in the High school. It is possible for a pupil to enter High school from the eighth grade. If his work, however, does not warrant such a promotion, he may enter the ninth grade. The work here is not a re-hashing of the eighth grade work, but new subjects are introduced, so that
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the time spent may be of absolute benefit to the pupil. It is often found that a child has been advanced too rapidly, and has not attained the maturity of mind to enter High school. In that event the ninth grade serves as an advantageous way sta- tion. Too many school systems fail to issue stop-over tickets.
This grade tends to prevent misfits at the High school.
THE SUMMER SCHOOL
The vacation school was held at the Burton building for a period of six weeks. There was an entering group of 144 pupils, thirty attending without conditions. Most of these remained throughout the session. Four teachers were employed.
This school is of immeasurable value in raising the standard of the school system. No pupil can attend these schools and not be greatly benefited. The public is gradually concurring with the idea of educators that healthy, normal children do not need the whole summer for a vacation.
An opportunity for manual work should be offered.
The cost of the schools for the summer of 1914 was $306.
ATTENDANCE AT SUMMER SCHOOLS
GRADES.
4 & 5,
6,
7, 8 & 9
Number entering,
44
35°
33
32
Number enrolled at end of two weeks,
38
35
32
32
Number enrolled at end of four weeks,
37
30
32
32
Number enrolled at end of six weeks,
36
30
32
32
Number unconditioned,
17
5
4
4
Number promoted conditionally,
21
22
27
28
Number not promoted,
4
8
1
0
Number conditioned in one subject,
6
13
5
10
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Number conditioned in two subjects,
5
6
10
14
Number conditioned in three subjects,
8
2
12
4
Number conditioned in four subjects,
3
0
0
0
Number taking arithmetic,
42
25
25
26
Number taking geography,
20
16
15
3
Number taking history,
7
18
11
Number taking language,
22
15
11
19
Number taking grammar,
0
0
11
19
Number taking spelling,
2
1
2
3
Number taking reading,
4
2
1
0
Average age in years and months,
11-1
12
13-4
13-8
EVENING SCHOOLS
Two elementary evening schools, one at the Knapp and the other at the Cornish building are maintained three evenings a week for a period of twenty weeks, to provide instruction for illiterate minors. They are by law required to attend school until they are able to meet the requirements for the completion of the fourth grade in reading, writing and spelling the English language.
The school at the Cornish building also provides instruction somewhat in advance of that required of the illiterates.
The record of the evening schools from Oct. 13th, 1914, to Feb. 5, 1915, follows :-
Knapp
First Month
Second Month
Third Month
Fourth Month
Number of boys enrolled,
51
49
46
47
Number of girls enrolled,
33
31
30
28
Average No. belonging,
76.45
79.5
1.83
72.74
Average evening attendance, 73.16
68.0
63.39
59.90
Per cent. attendance,
95.69
85.53
88.25
82.34
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Cornish
First Month
Second Month
Month
Third Fourth Month
Number of boys enrolled,
19
16
10
12
Number of girls enrolled,
5
5
4
3
Average number belonging,
11.75
19.10
14
14.66
Average evening attendance, 10.59
13.10
12.33
12.25
Per cent. attendance,
90.13
68.55
88.07
83.53
The expense of instruction in the evening schools, for the pe- riod beginning Tuesday, October 14, 1913, and ending Friday, March 13, 1914, sixty evenings, was, $784 50
Janitor's service,
30 00
Total,
$814 50
MANUAL TRAINING
The desirability of offering instruction in manual training is generally accepted. In the year 1900 such a department was opened in Plymouth, through the generosity of a local organiza- tion. The course was open to boys of grades seven, eight and nine. Eight years before this, in 1892, Mr. Charles Burton, then Superintendent of Schools, wrote at length in his annual report about the advisability of introducing manual training into the public schools.
Thus it was recognized at an early date that manual training had an educational value-that it was as beneficial to the student preparing for the ministry, for the law, or for medicine, as to a student who was planning to become a carpenter.
There is not the least claim on our part that manual training is trade teaching. We place it on the same footing as the 3 R's. . It consists of bringing into play the constructive activities for general educative purposes. It satisfies to some degree the motor activity with which children abound. It stands forth pro-
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nouncedly as a means of formal education in contradistinction to a material education. For this very reason we make no use of artisans for instructing the young-we want teachers. The place for the artisan is in industrial education.
The work of this department is manual training-not sloyd- and is carried on in every grade-papercutting, paperfolding, cardboard construction, bookbinding and woodworking, respec- tively.
Your attention is directed to the appended report of the super- visor of Manual Training.
ORGANIZED PLAY
Instead of having the outdoor recess period consist merely of scuffling by the boys and screaming by the girls, particular at- tention is paid to play that is organized. The spontaneity of the child is recognized, and the play is not so rigidly organized as to destroy freedom on the part of the child. Teachers are ex- pected to supervise this part of the school work, and it is well done. Many teachers participate in the games, thus proving themselves of exceptional value to the school system. Books suggesting games and plays for the different grades have been purchased, and distributed to the teachers. On February 26, 1914, Mr. Thomas Curley, Playground Secretary of the Massa- chusetts Civic League, spoke to the teaching corps on "Play as; an Educative Factor."
Teachers are beginning to understand how essential is the interrelation of physical, mental, and moral training. The play- ground at the Cornish building, used by the first three grades, was put in excellent condition at considerable expense.
EMPLOYMENT CERTIFICATES
By the recently-enacted labor law these employment and edu- cational certificates are valid only for the employment specified
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thereon. Change of work necessitates procuring a new certifi- cate. Formerly a child of fourteen procured one certificate which sufficed, whereas under the new law the child must pro- cure a new certificate upon attaining the age of sixteen, and if he changes employment either before or after attaining that age he must call for a new certificate each time.
On this account, the office of the superintendent of schools is busier than ever before. The law has also placed additional work upon the attendance officer, whose report is appended.
The following number of certificates were issued between Sept. 1, 1913, and Jan. 1, 1915 :-
Employment certificates for minors between 14 and 16, 144
Educational certificates for minors over 16 who can
read, write, and spell in the English language in accordance with the requirements of the completion of the fourth grade, 664
Educational certificates for illiterate minors over 16, 154
Home permits, 15
Total, 977 Of these 642 are now at work and living in Plymouth.
INDUSTRIAL EDUCATION ON THE CO-OPERATIVE
PLAN
The problem of industrial education for boys should be ser- iously considered by the citizens of Plymouth. The only imag- inable barriers to its immediate adoption are the lack of co-opera- tion of the town industries, the dearth of real trades, the remote possibility of disapproval on the part of organized labor, and the need of a reasonable sum appropriated by the town for the ser- vices of an experienced director with a technical education. The employers of skilled labor must signify their willingness to co- operate in the undertaking, in order to make it a success. The use
PUPILS' WORK-MANUAL TRAINING DEPARTMENT.
MANUAL TRAINING DEPARTMENT-GRAMMAR SCHOOL.
-
-
-
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of their shops and machinery is imperative to make such a course practicable. With the director's salary, and the co-operation of the local manufacturing plants, the success of the plan is assured.
The next step would be to interview the prospective appren- tices and their parents, setting forth the different avenues offered by the local manufacturers. The pupils would work in pairs, as they do according to the "Fitchburg" plan, working alter- nately in shop and school throughout the year. The course would be one of four years; the first year the student's entire time is devoted to school work, and the last three years the work would alternate weekly between shop and school.
Should such a plan seem to the voters and to the employers a feasible one, it would not only provide an opportunity to the boys of Plymouth to learn a trade, but would enable them to ob- tain a general education at the same time.
An industrial school with State aid is possible, but the plan presented above seems more feasible for a town no larger than Plymouth.
EVENING HIGH SCHOOL
Every year pupils drop out of the High school for various rea- sons. Once out there is no returning, for the youth will not humiliate himself to the extent of returning to a lower grade, seeing his former class-mates in advance of him. Many of these pupils after withdrawal realize that the opportunities of school life have forever vanished. Others are compelled by economic pressure to seek employment.
An evening High school would enlarge the influence of the educational system, and would be greatly appreciated by this group now at work, who are yearning for a little more school- ing.
If the citizens feel that it is time to open such a school, the
250-
Town Meeting is the place to discuss the advisability of in- creasing the school appropriation for this purpose.
KINDERGARTEN
According to a recent report of the U. S. Commissioner of Education, there are 4,000,000 children in the United States between the ages of 4 and 6, which is ordinarily considered the kindergarten age. About 300,000 of these are enrolled in public or private kindergartens. The others, whom such schools would greatly help, cannot be reached until the kindergarten becomes a part of the public school system.
The child should not enter the first grade until approximately six years of age. This does not mean that school life should not begin earlier. Indeed, many moral and social habits can be formed before the public school age better than at any other time.
The introduction of the kindergarten would bestow an extra two years of schooling upon many whose educational life is des- tined to be brief at the best. We already offer to those who can afford to go beyond the elementary school-a four-year course. The question naturally arises why we are not much more under the moral obligation to give two years extra training to children whose parents cannot afford to send their sons and daughters beyond the elementary schools, having these two years precede the public school age instead of follow.
PER THOUSAND DOLLARS OF VALUATION
The 353 towns and cities of the State, are numerically ar- ranged according to the amount appropriated to the support of public schools for each thousand dollars of valuation. Nine-
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teen near-by towns are compared with Plymouth as reported in the last annual report of the State Board of Education, the number on the left denoting the rank of the cities and towns- of the State.
3 Abington,
$9 68
8 Bridgewater,
8 93
29 Middleboro,
7 75
34 Avon,
7 63
45
W. Bridgewater,
7 37
50 Whitman,
7 24
52 Holbrook,
7 20
60
E. Bridgewater,
7 03
77
Rockland,
6 83
82
Norwell,
6 75
102
Braintree, .
6 44
113
Kingston,
6 29
126
Sandwich,
6 09
140 Provincetown,
5 91
155
No. Attleborough, 5 78
159
Weymouth,
5 75
164
Truro,
5 66
182
Pembroke,
5 46
185
Hanson,
5 43
200 Plymouth,
5 21
The foregoing table means that Plymouth stands number 200 among the towns and cities of the Commonwealth in the amount appropriated for its schools for each thousand dollars of valua- tion. Although 199 places surpass us in this respect, 153 are below us on that basis. This is not a poor showing, but it is desirable to maintain our present standing, and excel when the- citizens deem it expedient.
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AMOUNT APPROPRIATED FOR EACH CHILD IN
1913-1914.
As in the foregoing table, twenty near-by places are selected to show the amount appropriated for each child in the average membership. This again is not a poor showing for Plymouth, although we are thirteen numbers below our standing in the previous year.
14 Falmouth,
56.51
38 Barnstable, 44.64
43 Duxbury, 43.56
49
Orleans,
41.83
51 Marshfield,
41.65
62
Scituate,
39.20
65
Carver,
38.69
93
Halifax,
35.98
101
Abington,
34.97
111
Attleborough,
34.43
133
Braintree,
33.27
139
Bridgewater,
32.99
144
Norwell,
32.71
150
Brockton,
32.41
152
Wareham,
32.36
176 Sandwich,
31.08
179 Chatham,
30.84
185
Whitman,
30.62
186
Plymouth,
30.49
THE TEACHING CORPS
There are 70 teachers and principals employed at the present time, exclusive of the special teachers, five in number. Of these 59 are in the elementary schools, and 11 in the High school.
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In age they range from 20 to 60 years. The detailed facts con- cerning the ages are shown in the following table :-
Age
Number
Age
Number
20
3
39
2
21
40
1
22
6
42
1
23
1
45
1
24
2
48
1
25
3
49
1
26
4
50
1
27
5
52
1
29
2
53
3
30
1
54
1
31
1
55
2
32
1
56
2
33
4
60
1
34
1
Five teacher's record cards were returned without specifying the age, one given as under 40 and two as over thirty.
The length of service in Plymouth schools is from a few weeks to 41 years.
Number of teachers who have taught less than 1 year, 6
Number of teachers who have taught more than 1 year, but less than 2,
8
Number of teachers who have taught more than 2 years, but less than 5,
26
Number of teachers who have taught more than 5 years, but less than 10,
8
Number of teachers who have taught more than 10 years, but less than 20,
9
Number of teachers who have taught more than 20 years, but less than 30,
6
Number of teachers who have taught more than 30 years, but less than 40,
3
Number of teachers who have taught more than 40 years
*1
*One of the most efficient teachers in the service.
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The percentage of mere secondary graduates throughout the State is altogether too high for professional work, although many are very successful. Plymouth should sacrifice much in order to secure the highest type of professional teacher. Native ability to teach is a great asset, but training added to native ability is none too much to demand. Native ability without an educational background is nearly always discernible by the expert. The High school represents a splendid educational background. We should henceforth demand a corresponding background in the elementary grades. This means nothing short of an increased pay-roll.
Plymouth has a conscientious, hard-working, loyal corps of teachers and these qualities will demand recognition somewhere.
THE HIGH SCHOOL
The Plymouth High school never was in better condition. An able corps of teachers carry out the provisions of a revised course of study with enthusiasm. The theory that the High school exists merely for the college-inclined student is happily ex- ploded. Our High school offers excellent courses in book- keeping, typewriting, stenography, mechanical drawing, cooking and sewing.
The enlargement of the building has made it possible to as- sign a commodious and well-lighted room on the second floor for the sewing, which includes machine as well as hand work. Another room on the same floor is devoted to mechanical draw- ing. Special drawing tables and outfits were purchased, making this department one of decided value. In the basement may be found the well-equipped room for the cooking classes. The type- writing department has been rendered more effective by the pur- chase of six additional typewriting machines, making fifteen in all.
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With practically a new building, with efficient teachers, with up-to-date text-books, with a revised course of study, with new tables for the physics laboratory, with new desks and seats throughout, with a large assembly hall, (which no school build- ing should be without), furnished with comfortable and suitable chairs-with these-in addition to the new departments of cook- ing and sewing, and the newly equipped mechanical drawing room, the local High school becomes an institution of which ·every citizen may be proud.
An efficient High school is highly desirable, not only for its own existence, but for the influence for good which it exerts on the grades below. This was recognized years ago in Plymouth, as a quotation with that idea for its basis was incorporated in the report of the school department in 1899.
An excellent High school should be the ambition of every voter. That this is so in Plymouth it is futile to gainsay.
STUDIES PURSUED AT PLYMOUTH HIGH SCHOOL
Subjects.
Boys.
Girls.
Total.
Latin,
19
45
64
Algebra,
29
24
53
History,
74
80
154
English,
131
150
281
Civil Govt.,
31
32
63
French,
56
75
131
German,
24
30
54
Physics,
36
5
41
Chemistry,
19
9
28
Arithmetic,
21
31
52
Geometry,
30
22
52
Trigonometry,
4
0
4
Stenography,
19
44
63
Bookkeeping,
62
105
167
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Typewriting,
40
74
114
Business practice,
8
14
22
Com. Geography,
11
11
22
Cooking,
85
85
Sewing,
45
45
Mech. drawing,
66
11
Free-hand drawing, 17
25
42
Elemen'y Science, 20
10
30
The following table gives the growth of the High school since 1900 :-
1900
123
1908
187
1901
129
1909
200
1902
138
1910
214
1903
136
1911
218
1904
128
1912
224
1905
140
1913
235
1906
140
1914
278
1907
145
=
Plymouth Seventeen
The revised course of study follows :
GENERAL COURSE
First Year
Second Year
Third Year
English I.
4 English II.
4
English III.
4
English IV.
4 U. S. Hist. and Civics 1
Electives
Electives
Electives
Electives
Latin I.
French I.
5
Latin II.
5 Latin III.
5
Latin IV. 5
5
French I. or II.
5
French II. or III.
5 German I. or II. 5
5
Chemistry
5
Algebra
4
Geometry
5
Greek and Rom. Hist.
4
English Hist.
3
Mod. European Hist.
3
Community Civics
4
Com. Geog. 3
Bookkeeping I.
2 Bookkeeping II.
3
Bookkeeping III.
Stenography I. 5
4
Typewriting III.
4
Com. Arith. 3
Cooking I.
2
Cooking II.
2
Sewing I.
2
Sewing II.
2
F. H. Drawing
1
F. H. Drawing
1
F. H. Drawing
1 or 2
1 F. H. Drawing M. Drawing IV. Music
1
M. Drawing I.
1 or 2
M. Drawing II. Music
1 or 2
M. Drawing III. Music
Music
5 French II. or III. 5
German II. or III. 5
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Industrial Hist.
3
3 Business Practice 4
Stenography II. 4
Typewriting I.
2
Typewriting II.
German I. -
El. Science
4
El. Physics
Fourth Year
1 or 2
COLLEGE PREPARATORY COURSE
First Year
Second Year
Third Year
Fourth Year
English I. 4
English II.
4
English III.
4
English IV.
4
Greek and Roman Hist. 4
4
Geometry
5 *Rev. Algebra Rev. Geometry 3
4
*Rev. Algebra
4
Electives
Electives
Electives
Electives
Latin I.
5 Latin II.
5 Latin III.
5
Latin IV. 5
French I.
French I. or II.
5
French II. or III. 5
German I.
German I. or II.
5 German II. or III.
5
Elementary Science
4 El. Physics Eng. Hist.
55553 5
Chemistry
5 Col. Physics
5
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F. H. Drawing M. Drawing Music
1 or 2
M. Drawing Music
1 or 2
1 F. H. Drawing M. Drawing 1 or 2 1
3
2 *Col. Hist. Solid Geom.
2
3
Trigonometry 2
F. H. Drawing
1
1 F. H. Drawing
M. Drawing Music
1 or 2
*To be taken either third or fourth year.
U. S. History and Civics 4
3 Mod. European Hist. *Col. Hist.
Algebra
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Compare the foregoing excellent course with the
HIGH SCHOOL COURSE OF STUDY, 1878-1879.
Required
Elective
History
French
Literature
German
Physics
Latin
Geometry
These branches claimed the entire attention of the pupils as long as they remained in school. The course was one of four years.
THE NEW DEPARTMENT OF COOKING AND SEWING
AT THE HIGH SCHOOL
The girls at the High school are 152 in number. Of these eighty-five are pursuing the course in Cookery, distributed as follows :--
Seniors, 16
Juniors,
11
Sophomores, 22
Freshmen, 36
(taught in two classes)
Total,
85
Forty-five girls elected the course in Sewing as follows :-
Seniors, 1
Juniors,
8
Sophomores, 18
Freshmen, 18
-
Total,
45
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The following outline has been submitted by Miss Sturtevant, the teacher in charge.
OUTLINE FOR COURSE OF STUDY IN SEWING First Year
1. Review of simple stitches.
2. Fundamental principles of construction. (Application to Underwear).
Seams. Facings.
Bindings.
Hems.
3. Drafting and cutting of underwear.
4. Use of commercial patterns.
5. Thorough understanding of sewing machine.
6. Fancy stitches.
7. Study of textiles, including prices. Second Year
Simple dress-making.
OUTLINE OF COURSE OF STUDY IN COOKING
First Year
1. Study of Carbohydrates-
A. Fruits.
B. Vegetables.
1. Vegetables in season.
2. Prices.
of
3. Composition, food value and methods preparing and cooking various vegetables.
C. Cereals-
1. Composition, food value and method of cooking various cereals.
D. Sugars: Experiments, simple candy-making.
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2. Study of the Proteins-
A. Milk : Composition, food value, care of, milk products
B. Eggs : Composition, food value, preservation, methods of cooking.
C. Cheese: Methods of cooking.
D. Meats : Methods of cooking.
E. Fish : Methods of cooking.
3. Beverages-
A. Tea, coffee, cocoa : Method of preparing, food value.
4. Batters and doughs-
Study of leavening agents.
B. Making of quick breads and yeast breads.
5. Combination of eggs and milk in cooking. Example, custards, etc.
6. Study of the Fats-
A. Use of different fats : butter, lard, crisco, etc.
B. Sauteeing and frying.
7. Pastry Making-
A. Plain cake.
B. Cookies.
C. Pies.
8. Special emphasis throughout course on following points in Household Management.
A. Care of dishes.
B. Care of windows.
C. Care of floor.
D. Care of sink.
E. Care of nickel and other metals.
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