USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1914 > Part 12
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F. Building and care of fire.
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TENTATIVE OUTLINE OF COURSE OF STUDY IN COOKING
Second Year
1. Canning, preserving and jelly-making-
Study of principles underlying preservation of foods.
2. Meats-
A. Study of Boston cuts.
B. Making of soup stock.
3. Planning of menus and serving meals planned by the- students.
4. Lessons in marketing.
5. Study of functions of food in the body.
6. Pastry, croquettes, cake-making.
7. Gelatine desserts.
8. Invalid cookery.
9. Planning of a home kitchen.
Public Schools. Number, Enrollment, Teachers, Attendance. School Year, (1913-1914).
Number of Schools, 58
Number of Persons in Town
Between five and fifteen years of age, total,
2240
(a) Boys, 1081
(b) Girls, 1159
Between seven and fourteen years of age, total, 1537
(a) Boys,
744
(b) Girls, 793
Enrollment in all the Public Day Schools
Total enrollment, 2387
Number under five years of age, 11
Number over fifteen years of age, 210
Number between seven and fourteen years of age, 1608
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Membership and Attendance
Average membership in the Public day schools, 2,228.20
Average attendance in the Public day schools, 2,096.75
Per cent. of attendance, 94.10
85
(a) Boys,
(b) Girls, 51
Teachers
Number employed in January, total,
70
(a) Men, 3
(b) Women, 67
Number graduated from college, total,
9
In High Schools, total,
9
(1) Men, 2
(2) Women, 2
Number graduated from Normal schools, total, 33
Length of Schooling
Aggregate number of months, 533
Average number of months, 9 mos. 4 days
High School
Length of High School year, 9 months, 2 days
10
(a) Number of special or other teachers on part time,
2
Number of pupils in High School, total,
250
(a) Boys,
109
(b) Girls,
141
(c) Average membership,
236.74
Number entering first year of High School, total,
80
(a) Boys,
38
(b) Girls,
42
Number of graduates from High School, total,
32
(a) Boys,
12
(b) Girls, 20
Number completing grammar school course, total,
34
Number of regular teachers on full time,
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SIGHT AND HEARING TESTS
The tests of sight and hearing have been made by the teachers, as required by law.
Number of pupils examined,
2323
Number found defective in eyesight,
224
Number found defective in hearing,
32
Number of parents or guardians notified,
180
REPORT FROM THE SCHOOL CENSUS
Sept., 1914.
Boys
Girls
Total
Between five and seven years,
246
273
519
Between seven and fourteen years,
804
763
1567
Between fourteen and sixteen years,
175
203
378
Totals,
1225
1239
2464
Illiterate Minors
Male,
60
Female,
58
Total,
118
FACTS FROM THE SCHOOL CENSUS
According to the school census, there are 2,464 children be- tween the ages of 5 and 16 years. Besides taking the names and ages of children between 5 and 16, as required by law, others, almost five years of age, were included, making a total of 2,506 recorded.
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COOKING DEPARTMENT-HIGH SCHOOL.
COOKING DEPARTMENT-GRAMMAR SCHOOL.
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From this we make the following deductions :-
Number of children.
643 families have one child each, 643
322 families have two children each, 644
179 families have three children each, 537
100 families have four children each, 400
38 families have five children each,
190
13 families have six children each,
78
2 families have seven children each,
14
1,297 Total families. Total children, 2,506
Number of children born in Plymouth, 1,737
Number of children born elsewhere in Mass., 366
Number of children born elsewhere in U. S., 95
Number of children born in foreign countries, 308
Total number, 2,506
EDUCATIONAL EXTENSION
Wide-awake teachers are ever ready to learn about an educa- tional system whether local, state or national if guidance is assured. Taking this for granted, ten questions, each of which might start a profitable discussion or extended reading, are given monthly. These questions are not intended to be of immediate help in the classroom, nor is it presumed that all teachers will be equally interested to make an exhaustive study of the topics suggested. A few, however, will undoubtedly become profes- sionally concerned, continuing their study of the educational past without which the present cannot be wisely interpreted.
The following questions have thus far been given :-
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WHAT TEACHERS SHOULD KNOW.
1. What are the essential features of the Teachers' Retirement Sys- tem ? What are the defects ?
2. Give the names of the seven secretaries of the Massachusetts State- Board of Education. Are any now living ?
3. Is vaccination required by State law or local regulation ?
4. When was your County Teachers' Association organized ?
5. Who is the Chairman of the Massachusetts State Board of Edu- cation ? Name other members.
6. When was the first Normal school in Massachusetts established ?
7. Between what ages must a child attend school?
8. What is the recent "Tenure of office" law for teachers ?
9. Is the repeating of the Lord's Prayer at school required by law ? 10. When was sewing first authorized in Massachusetts ?
11. What was the direct reason for the organization of the Massa- chusetts Teachers' Association ?
12. How many Normal Schools are there in Massachusetts?
13. What do you know about the Massachusetts School Fund ?
14. About how many public school teachers are there in Massachusetts ?
15. Who is the State Commissioner of Education ?
16. When was the School District System established, and when abol- ished ?
17. How many teachers and pupils in the Plymouth Public schools ?
18. What was the consensus of opinion about the Massachusetts High. school in 1824 ? Compare it with the present public atti- tude.
19. Have you a clear idea of the Junior High School?
20. When were women authorized to vote for School Committee ? When were they permitted to become members of School Boards ?
21. When was Harvard College founded ? When was Mt. Holyoke- founded ?
22 What is the statute governing the number on school boards ?
23. When was instruction in drawing required ?
24. Give several reasons why the State should not certificate teachers ?
25. Is there in Massachusetts any law prohibiting married women from teaching ?
26. Do you believe in State control of Schools or local control? Give. reasons.
27. When was the free text-book law passed ?
28. What is an illiterate? How many in Plymouth ? In Massa-
chusetts ?
29. About how many Superintendents in Massachusetts ?
30. Can you explain to a visitor the heating and ventilating system of your room ?
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31. Do you judiciously employ the following methods of calling on pupils ? a. Consecutive. b. Promiscuous. c. Simul- taneous.
32. How much do the following names mean to you ?
Horace Mann, Mary Lyon, James G. Carter.
Philemon Pormort, Joseph Lancaster, Cyrus Pierce.
33. Do you employ the "Five Formal Steps ?"
34. When was the Normal School in this County opened ?
35. When were towns for the first time required to elect school com- mittees ?
36. What town in Massachusetts has no Superintendent of Schools ? Why ?
37. What is the difference between "inductive" and "deductive" meth- ods ?
38. Do you know about the Teachers' Annuity Guild ?
39. When were vacation schools authorized in this State ?
40. How many reports did the first Secretary of the Massachusetts State Board of Education issue, and how extensively were they read ?
41. Do you employ "artificial" or "natural" incentives ?
42. Why should light come from the left ?
43. Can you illustrate "analytic" and "synthetic" methods ?
44. Is Plymouth required by law to give instruction in Manual Train- ing ?
:45. How many High Schools are there in Massachusetts ?
46. What was meant by a "prudential committee ?"
47. When was the original State Board of Education established ?
48. What position was Horace Mann holding at the time of his death ?
49. What do the following names mean to you?
Pestalozzi. Herbart. Froebel. Comenius. Rousseau.
50. How many weeks per year is Plymouth required to have schools in session ?
CONCLUSION
Although our school system, in some respects, is in arrears of the standards accepted by experts, yet Plymouth is offering to its children at the present time, an education which, if not im- proved for some years, will be no discredit to the community. Continued self-satisfaction, however, is ominous of deterioration,. and we should occasionally compare our system with the ideal. as well as with the inferior for inspiration.
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While features demanding expenditures have been suggested, let us remember as was said in the last report that
Other departments need consideration and support at the hands of the tax-payers, other than the school department. The fire department, the police department, the highway department, the health department, and so forth, all demand, attention. It would be absurd to have in a given community, a school system the best in the country, and have a fire department so inferior, that property and life could not be reasonably protected; or a police department so inefficient, that lawlessness was rampant ; or highways so poor that travel upon them would be hazardous; or a health department, so ineffectual, that disease was universal.
A good citizen must view the town as a whole, in order to get the proper perspective.
Regarding Home Education, Commissioner Claxton says, "American children are in school less than 4 per cent. of their time from birth to 21 years of age. The home, the primitive and primary institution for the education of children, is still the most important agency for education for life-physical, mental, moral, industrial, economic, social, civic. The school is still only supplementary."
Thus it will be seen that the schools cannot be wholly re- sponsible for the youth. Let the homes co-operate with the school and vice versa.
I wish to express to the hundreds of parents and patrons, who have called at the office of the superintendent of schools during the past year, my appreciation of their loyalty toward the greatest industry the town possesses-the public school system.
Furthermore, I wish to express to the school board my grati- tude for the exceptional professional attitude toward the super- intendent of schools.
Respectfully submitted, CHARLES A. HARRIS,
Supt. of Schools.
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TEACHERS' DIRECTORY FOR 1914-1915
Name.
School.
Residence.
Annis, Helen G.,
Lincoln
102 Allerton
Avery, Arline M.,
Cornish
28 Allerton
Bagnell, Frances I.,
Cornish
5 Spring, No Plymouth 6 Carve:
Barnes, Helen L.,
High
Bartlett, Addie L.,
Cornish
22 Pleasant
Bennett, Gertrude C.
Cold Spring 12 Stafford
Black, L. A. M.,
Manomet
Manomet, Mass.
Bramhall, Grace N.,
Hedge
12 Sever
Briggs, Walton E.,
High 5 Lothrop
Brown, Laura E.,
Music 5 Holmes Terrace
Brownell, Marjorie,
Drawing
Kingston
Buckley, Annie M.,
Burton
34 Court.
Burke, Frances E.,
Cornish
11 Brewster
Burgess, Annie S.,
Knapp
37 Union
Cappannari, Mary L.,
Spooner St.
51 Water
Cooper, Alice G.,
Dolan, Mary M.,
Cornish
11 Lothrop
Douglas, Mabel F.,
Cold Spring
200 Court
Eaton, Agnes V.,
Oak St. 19 High
Farrington, Grace F.,
Manomét
Mt. Pleasant
Field, Helene E.,
Hedge
12 Sever
Folsom, Edith F.,
Morton
19 Mayflower
Gammons, Ruth M.,
Hedge
18 Brewster
Garvin, Eva M.,
Knapp
67 Pleasant
Gray, Cora W.,
Wellingsley
133 Court
Hildreth, Lucy L.,
Hedge
133 Court
Holmes, Lydia E.,
Knapp 261 Court
Hulett, Alice V.,
Allerton St.
7 Brewster
Hunter, Elizabeth,
High
9 Sever
Jackson, Mary L.,
Burton
7 North Green
Keene, Flora A.
Knapp 67 Pleasant
Kendregan, Emily E.,
Morton
22 Allerton
Knight, Grace L.,
Mt. Pleasant
133 Court-
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Lermond, Maude H., Lovering, Charlotte E.,
Knapp
49 Pleasant
Cornish
12 Sever
Libby, Vera E.,
Mt. Pleasant 220 Sandwich
Linnell, Helen H.,
Mt. Pleasant
72 Warren av.
Lydon, Helen T., Morton Mackenzie, Elizabeth, High 2 Sever
22 Allerton
McKowen, Grace M.,
Burton 53 Allerton
McNamara, Margaret L., Hedge 17 Lothrop
McNaught, Bertha E.,
Hedge 6 Samoset
Miller, Mary R.,
High H. S. a. m. 7 Brewster
Mitchell, Lizzie E.,
Mt. Pleasant 5 Mt. Pleasant
Moor, Grace R.,
Lincoln 110 Sandwich
Moore, Rhoda E.,
Cedarville
Bournedale
Morong, M. Alice,
Knapp
133 Court
Morton, Augusta M.,
Mt. Pleasant
162 Sandwich
Morton, Mary A.,
Chiltonville
R. F. D.
Murray, Florence I.,
Cornish
11 Lothrop
Murray, Jean,
Morton
23 Nelson
O'Brien, Katharine A., Ottley, Anne E.,
High
3 Lothrop
Paulding, Eunice B.,
Hedge
12 Sandwich
Richardson, Lucia M.,
Knapp
7 Brewster
Phipps, Frances M.,
High
7 Brewster
Robbins, Mary E.,
Vallerville
7 Water
Robinson, Ella F.,
Hedge
12 Sever
Robinson, Maude R.,
Manomet
34 Court Newfields
Rogan, Teresa A.,
Burton
Rogers, Marguerite C.,
Mt. Pleasant
10 Winslow
Ross, Hazel A.,
Dom. Science
10 Park av.
Sampson Elizabeth H., Hedge R. F. D. Cliff rd.
Sampson, Catherine W.,
Chiltonville R. F. D. Chiltonville High 3 Lothrop
Smith, Bertha H.,
Oak St.
22 Pleasant
Smith, Helen W.,
High 18 Allerton
Stranger, Helen D.,
Cliff St. 186 Sandwich
Salthouse, Elsie A.,
Cornish 11 Brewster
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Stratton, Jennie F.,
Manual Training
3 Lothrop
Sturtevant, Edna M.,
Dom. Science
24 Allerton
Thomas, Susan C.,
Cold Spring
200 Court
Thompson, Susie G.,
Cornish
67 Pleasant
Whiting, William C., High
3 Lothrop
Whitney, William I.,
Knapp
49 Pleasant
Zahn, Katherine G.,
Knapp
320 Court
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HIGH SCHOOL REPORT
Mr. Charles A. Harris,
Superintendent of Schools,
Plymouth, Mass.,
Dear Sir :- I take pleasure in presenting the following report of the High School for the preceding year.
The year 1914 has marked an epoch in the history of the Plymouth High School. Lack of sufficient, well-lighted, and adequately heated and ventilated room has been, for several years, a source of great inconvenience, a constant hampering of school work, and a decided menace to the health and safety of pupils and teachers. These difficulties have been removed through the- enlargement of the building which practically gives us eight additional rooms, thereby making the school modern and sani- tary in every respect.
I cannot speak too enthusiastically of the building as it now stands. While it is never possible to make over an old building in such a way as to leave nothing to be desired, yet we have at a cost of about one third of what a new building of the same capacity would require a school whose maximum capacity is more than 400 pupils and which ought to adequately serve the town for at least ten years. The large room which has been used for seating the school makes an admirable and attractive Assembly Hall in which all the social activities of the school can be held under the absolute control and direct supervision of the teachers.
Registration.
The total registration of the school is 284 divided as follows: Post-Graduates, 3; Seniors, 51; Juniors, 67; Sophomores, 78;
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Freshmen, 85. This is an increase of 45 over last year's registra- tion.
Educational Work of the School
The new building has made it possible to revise the course of study and add some subjects which will greatly increase the effi- ciency of the school.
The College Preparatory Course has been so arranged as to give more time to English, Mathematics, French and German, and Mechanical Drawing which will ensure a much better prep- aration for College, Technical, Scientific, and Normal Schools. The General Course has been greatly enriched. The establish- ment of courses in Community Civics, the purpose of which is to interest and acquaint pupils with the civic conditions of their own town and to study various matters such as health protection, taxation and government at close range, in Cooking and Sewing, in Typewriting for second year classes, in Industrial History for third year classes, in Business Practice for fourth year classes, the possibility of having Typewriting and Mechanical Drawing in separate rooms especially equipped for such work, have all tended to greatly increase the interest and enthusiasm of the pupil and will, I feel very sure, result in the increased effi- ciency of our graduates.
Teachers
We have been fortunate in having only one resignation during the year. Miss Frances H. Kerr, the efficient head of the Eng- lish Department, accepted a position in Sandwich, and Miss Anne E. Ottley, a graduate of Brown University, and a teacher in the Hope Street School in Providence, was elected to this position. Miss Edna M. Sturtevant, a graduate of Mount Holyoke and Simmons Colleges, who had been teaching in the Newburyport High School was elected to take charge of the Cooking and Sewing. The work of both shows that no mistake was made in their selection.
Any town or city which cannot retain the services of its suc-
Plymouth Eighteen
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cessful teachers for a period of years is seriously handicapped in its educational work. This is especially true of the High School, and I cannot too strongly urge the adoption of a policy which will enable us to retain our efficient teachers. I believe such a policy would pay the town more than 100 per cent. on the money so expended.
Social Activities
A series of socials successfully managed by the different classes have been held in our Assembly Hall whose attendance has been largely confined to the members of the school. These have been very popular with the pupils and are destined to increase their loyalty without which no school can fully accomplish its mission.
A series of parents' meetings is being attempted, the purpose of which is to give the parents and teachers an opportunity to become better acquainted and in this way bring about a closer relationship between the school and community.
Athletics
The school has been reasonably successful in this respect dur- ing the past year. The fact that Plymouth is situated so far from the schools with which it has athletic relations, that it is only with the greatest difficulty that we can raise sufficient money to carry on these activities, that we are able to participate in but two sports, base ball and foot ball, and that we have no trained coach who can devote the whole or a part of his time to the phy- sical training of our pupils, present difficulties which are hard to overcome.
While I cannot speak too highly of the excellent work done by Mr. Briggs during the past three years in training our teams, yet it is too much to ask of one man to teach almost continuously for five hours and to look after the afternoon work which neces- sarily must be done, in connection with that work, and in addi- tion to this, to spend three or four afternoons on the athletic field.
The time is not far distant when the teacher of physical train-
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ing will be as indispensable to the High School as the teacher of Mathematics or History and of greater value, I believe, in train- ing the child for a life of usefulness. Every well equipped school needs some kind of a gymnasium and a physical instructor who thoroughly understands the need of every pupil. This condition prevails in many of our High Schools today.
While this may not be possible in Plymouth at the present time, yet I am firmly convinced that a physical instructor or supervisor who would divide his time between the grades and the High School would result in lasting benefit to our school system.
With sincere appreciation for the many good things that have come to the school during the past year, and the cordial support given by every one, I am,
Very respectfully yours, WILLIAM C. WHITING, Principal High School.
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PLYMOUTH HIGH SCHOOL Annual Graduation Exercises. Class of 1914. High School, Plymouth.
Evening of June Twenty-second, Nineteen Hundred Fourteen at Eight o'clock.
PROGRAMME.
In Spain, Di Chiara
School Chorus
Salutatory and Essay,
Dorothy W. Clark
Essay,
Mary W. Fraser
Lovely Night,
Offenbach
School Chorus
Essay,
Mary L. Cappannari
Vocal Solo,
Helen S. Whiting
Essay,
John W. Damon
Essay with Valedictory, Gertrude S. Harlow
Almighty Lord (Intermezzo from "Cavalleria") Mascagni
School Chorus
Presentation of Diplomas,
Superintendent Charles A. Harris
Excelsior, Balfe
School Chorus
Singing of Class Song,
Class of 1914
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CLASS SONG OF 1914
We come, my friends and classmates dear, To sing our parting song. For we must leave this schoolroom here, Where we have lived so long. But let no sorrowing tear be shed, For memories ever green We still shall keep of by-gone days, And our class of 1914.
For now the world to duty calls, We answer with a cheer,
And following fast where life may lead, Go forward without fear. Our motto, "On the Threshold" shows A path-by us unseen, May our future bring high honor To our class of 1914.
Now comrades comes this parting day, The years that seemed so long Have vanished like a dream away, Let's not forget our song. Go forward, cross the threshold, Win victories and esteem,
Together let us seek the best As the class of 1914.
-Words by Helen Seelye Whiting -Music by Lester Joseph Murdock
L
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CLASS OF 1914.
"In Limine"
Elsie May Blades Marie Frances Blackmer* Rachel Otis Brown*
Mary Lucy Cappannari* Dorothy Warren Clark* Roy Henry Cohn Elizabeth Rowe Collingwood* Alice Gaylord Cooper John Warren Damon* Charles Carroll Dickerson
Mary Rachel Fraser* Edward Phinney Griffin Frederick George Gordon Bertha Mae Gunther
Gertrude Smalley Harlow*
Jennie Margaret Holmes
Kenneth Gordon Howland Ruth Dorothy Humphrey Marion Franklin Kendrick Ella Evon Langille
Mary Cynthia Lehman Irene Birthenia Logan Nannie Austin Luther Allen Drummond McLean Lester Joseph Murdock Margaret Louise O'Brien Thomas Merrill Perkins, Jr ... Alma Edith Sampson Helen May Sampson* Myron Larnard Smith Helen Seelye Whiting* John James Wright
*Honor Pupils
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REPORT OF SUPERVISOR OF MANUAL ARTS
Mr. Charles A. Harris, Superintendent of Schools,
Dear Sir :-
The aim of the Manual Arts in the public schools is to de- velop the brain and the thinking power of the children, and to cultivate taste as well as skill. Objects are drawn and con- structed in order that they may be understood.
The little child is more interested in the construction than in the process, but as he grows older, he becomes more inter- ested in the process which leads to the product.
In the first grade a center is chosen, around which the work is developed. These children are more familiar with the home, having spent very little time outside of it. The furnishing of a play house is chosen as their center. The children paint the paper with which to paper the walls, weave the rugs on little looms, and construct the paper furniture, which is accomplished. by simple folding into squares and by cutting and pasting.
The problems are class work, each pupil making most of the objects, and when the house is completely furnished, there may be found within some handiwork of each child.
In the second and third grades the children become more fa- miliar with the outdoor life and the street. The village is de- veloped. The problems are worked out by the class as a whole. Each step and the reason for each step is discussed. Houses are constructed, and the roofs, chimneys, piazzas, windows, etc., are discussed, each pupil making either his own home or some neighboring house or public building in the vicinity. Differ- / ent ways of traveling are also developed, and all kinds of ve- hicles, automobiles, and cars are constructed.
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The lessons are not dictated, but the pupils are led to dis- cover for themselves the best way to plan the objects. This plan develops the observation and the individuality of the child, and his creative ability.
The work of the older pupils, those of grades 4, 5 and 6, in- volve more planning, and a greater number of steps before the result is accomplished. The finished product is more of an incentive.
Plan is :-
1. A clear idea of the thing to be made.
2. A knowledge of how to go to work to make the object.
3. The most workman-like way of making the object.
4. A definite idea of the appearance and structure of the thing to be made is necessary.
The fourth grade make simple boxes, not from dictation, but from knowledge of its construction. A box is constructed first by the teacher. It is then studied with reference to its parts and their positions. The size is given, and the pupils then con- struct a box like the given one. Then the pupils make original boxes. We are not trying to construct a box, but to construct a boy or girl.
Then from the familiar form of the box, we advance to the making of blotter pads from cardboard and paper. The lessons are developed in the same way. The problem is presented-its use-and its necessities. The materials are then measured and cut, and the blotter pasted.
In each grade the problem becomes harder. In the fifth, the block pad, requiring the use of vellum, paper and cardboard is constructed, and in the sixth grade, larger and more difficult problems, such as portfolios in different forms, including pock- ets.
The pupils are given different sized blocks and paper, and they are to study out the measurements, and make the problem without the aid of the teacher. By this method of presenting the lessons, the pupils are able to make up problems and do original work with greater understanding.
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In the seventh grade the sewed and bound book is made. Maga- zine covers have been made for the magazines of the Plymouth Public Library.
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