USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1920-1921 > Part 12
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SCHEDULE.
Showing number of feet of each size of pipe and number and size of gates, blow-offs and hydrants.
Size in inches
LENGTH OF PIPE IN FEET
No of Gates
No. of Check Valves
No. of Air Cocke
No. 10 in. B. O.
No. 8 in. B. O.
No. 6 in. B. O.
No. 4 in. B. O.
No. 2 in. B. O.
No. Hydrants
30
80
1
20
190
1
1
18
7.424
4
13
2
3
14
10,352
11
1
9
2
1
15
10
36,034
58
1
3
1
2
40
6
63.004
177
12
4
3
4
73,670
182
6
3
6,629
11
2
2
21/2 /2
458
2
42.074
98
3
5
1
11/2
382
2
1
1,472
9
-
-
-
-
Tot'ls
300,239
669
1
~3
3
1
6
12
19
232
CONSUMPTION FOR 1920.
Plate II is similar to the charts published in previous reports showing the average daily consumption on the high service and low service system and the total consumption which is the sum of the two.
The weekly fluctuation is also shown and the effects of the cold weather in January and February are reflected in the large consumption during those months.
A decrease in total consumption amounting to about 400,000 gallons daily between March 7. and April 4, indicates clearly that water to that amount was wasted in order to keep fictures from freezing.
The average daily low service consumption was 501,000 gal- lons in 1920 compared to 548,000 gallons in 1919, a reduction of 8.5 per cent.
16
16,424
12
3
12
11.230
6
32
8
30.816
76
6
58
ce |
1
-255-
The average daily high service consumption was 914,000 gal- lons in 1920 compared to 782,000 gallons in 1919, an increase of 17 per cent. and the total daily consumption was 1,415,000 gal- lons in 1920 compared to 1,330,000 gallons in 1919, an increase of 6 per cent.
The average daily high service consumption is 64 per cent. and the average daily low service consumption is 36 per cent. of the total average daily low service consumption.
In accordance with their usual custom the State Department of Health have made their regular analysis of water during the year 1920 and a copy of these analysis is given on the following page.
Respectfully submitted, ARTHUR E. BLACKMER, Superintendent.
1
PUMPING RECORDS, 1920 The pumping station records shown on this page give in detail the amount of water pumped, fuel used, etc., at the pumping station during the year 1920
MONTHS
Hours run
Total lbs. fuel used
Gravity
Pumping
Average Gravity
Daily pumping
Rain in inches
Average t'mperature Daily aver- age fuel pounds
Max.
Min.
January
3671/4
65,640
18,515.000
32.344.000
597.000
1,043.000
4.%4
30 ~
16.5
2117
February
3411/4
57,875
17,480,000-
29,599.000
602,000
1.021,000
9.02
37
21.72
1995
March
3411/4
61,400
17.590,000
29,228,000
567.000
943.000
5 60
48
30.48
1980
April
2821/4
52.455
14.683,000
24.242.000
480.000
808.000
4.92
34.8
38.8
1748
May
3011/4
51.255
16 621,000
26,388.000
536,000
851,000
4.48
64.15
47
1653
June .
30010
50,520
15.496.000
26,661,000
₹16 000
889,000
7.39
76.51
59.63
1684
July .
3483/
56,940
15.832,000
31,294.000
536,000
1.010,000
3 04
84.67
66
1836
August
/4
55.605
12,785.000
30,291,000
412,000
977,000
3.13
83
70
1793
September
314
55,405
11,355,000
27.655.000
378.000
922,000
2.73
75.9
59.6
1846
October
3043/4
52,500
13.318,000
26.936,000
429,000
869.000
1.84
71
52
1693
November
2 21/2
52,195
11,484,000
24,920,000
482,000
831,000
5.11
51.43
39
1739
December .
309
57,105
16,006.000
25,695,000
516.000
829,000
4.19
44
32
1876
3,8431/4
668,895
184,165,000
335,253,000 *
55.69
Hours run
Total 1bs. Fuel used
No. gals. pumped
Av. No. gals. to 1 1b. coal
Average duty for year
New pump Old pump
38421/4 1
668,895 200
335,253,000 70,500
515
352
30,000,000 21,000,000
3% allowed for slip
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3391/7
PLYMOUTH SEVENTEEN
WATER ANALYSIS, 1920.
APPEARANCE
RESIDUE ON EVAPORATION
AMMONIA
NITRO- GEN A8
NAME
DATE OF
COLLECTION
TURBID- ITY
SEDI- MENT
COLOR
TOTAL
LOSS ON
IGNITION
FIXED
FREE
TOTAL
IN SO-
LUTION
In Sus-
pension
CHLORINE
Nitrates
Nitrites
CONSUMED
HARDNESS
IRON
1920
151394 Apr. 8
V. Slight |V. Slight
.02
2.90 1.00 1.90 .0006 .0124 .0104 .0020
.54
0.6.010
Little South
151395 Apr. 8
V. Slight
V. Slight
.00
2.30 0.60 1.70 .0004 . 158 .0138 .0020
.60
0.6 .035
Great South
152200 May 25
V. Slight
None
00
2.70 1.05 1.65 .0100 .0130 .0096
.0034
.64
0.3 .010
Great South
152201 May 25
V. Slight
V. Slight
.00
2.75 1.10 1.65 .0124 .0130
0104
.0126
58
0.5.010
Little South
153334 Aug. 3
None
V. Slight
.00
2.85 1.35 1.50 .0008 .0096 .0078
0018
.62
0.5 .025
Great South
153335 Aug. 3
None
V. Slight
.00
2.85 1.05 1.80 .0010 .0158 .0128 .0030
.60
0.5
010 Little South
154655 Oct. 13
V. Slight
V. Slight
.00
3.00 1.35 1.65 .0012 .0154 .0130 .0024
.66
0.3 .008
Great South
154656 Oct. 13
V. Slight
V. Slight
.00
3.10 1.10 2.30 .0008 .0134 .0118 .0016
.64
...
0.3 .010
Little South
155731
Dec. 8
V. Slight
V. Slight
.00
3.05 1.00 2.05 .0014 .0122 .0108 .0014 1
.81
0.2 .010
Great South
. .
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.
.
..
.
...
No.
ALBUMINOID
OF
POND
OXYGEN
.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
Town of Plymouth
For the Year Ending December 31
1920
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SCHOOL DIRECTORY
Term Expires
Edward W. Bradford, Chairman,
1922
Helen: F. Pierce, M. D., Secretary, 1921
Frederick D. Bartlett,
1923
The regular meetings of the School Board are held on the first and third Mondays of each month.
Superintendent of Schools, Charles A. Harris.
Office open from 8.30 to 12 a. m., and 1.30 to 4 p. m., every school day. Saturdays, 10 to 12 a. m. 7 to 7.30 p. m. every Wednesday.
Office hours of the Superintendent of Schools, 3 to 4 p. m., Mondays and Fridays.
Attendance Officer, John Armstrong.
NO-SCHOOL SIGNAL.
2-2 sounded and repeated at 7.15 indicates no session at the Senior and Junior High Schools.
2-2 sounded and repeated at 8.15 indicates no morning ses- sion in other schools.
2-2 sounded and repeated at 1 p. m. indicates no afternoon session.
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FINANCIAL REPORT.
RECEIPTS.
Appropriated March, 1920,
$122,710.00
Appropriated December, 1920, 1,000.00
Murdock Fund, 18.47
$179,228.47
PAYMENTS.
General Expenses,
$2,889.02
Teachers' Salaries,
116,751.37
Text Books and Supplies,
7.408.29
Transportation,
6,160.35
Janitors' Services,
9,924.18
Fuel, 11,222.13
Repairs,
11,476.60
Equipment,
1,246.61
Portable School House,
4,925.00
Medical Inspection,
4,617.13
Miscellaneous,
2,602.83
$179,723.51
Unexpended Balance, $4.96
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REPORT OF SCHOOL COMMITTEE
Plymouth, Mass., Feb. 24, 1921.
We herewith present our annual report together with financial statement for 1920 and budget for 1921.
In common with nearly all other communities, we find it necessary to increase the salaries of our teachers, to enable us to hold our efficient teachers and keep up the standard of our schools.
During the past year, two Americanization Schools have been established, one at Harris Hall in cooperation with the Plym- outh Cordage Co., and the other at the Knapp School. Both of these schools have been very successful, and it is highly probable that similar schools will be found necessary in the near future at several of the other manufacturing plants of the town.
At the opening of the Fall term, an overcrowded condition was found at the Hedge and Knapp schools. In October, a two- room portable was purchased and erected in the rear of the Knapp School, and has proven to be a very satisfactory build- ing.
For several years the Committee has reported on conditions in the north part of the town, and we feel that the construc- tion of another building in this section, cannot be postponed very much longer.
Your attention is called to the reports of the Superintendent of Schools and the School Physician, for both of which we ask your careful consideration.
EDWARD W. BRADFORD, HELEN F. PIERCE, FREDERICK D. BARTLETT.
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PLYMOUTH SCHOOL DEPT. BUDGET FOR 1921.
General Expenses-
Superintendent,
$3,600.00
Clerk,
1,200.00
Truant Officer,
300.00
Printing, Postage, etc.,
400.00
Telephone,
60.00
Traveling Expense,
300.00
Automobile Expense,
600.00
Freight and Express,
300.00
School Census,
125.00
All Other,
300.00
$7,185.00
Teachers' Salaries-
Day,
$133,000.00
Evening,
1,500.00
Summer,
450.00
Americanization,
1,500.00
Practical Arts,
700.00
$137,150.00
Text Books and Supplies-
Text and Reference Books,
$3,000.00
Paper, blank books, etc.,
3,000.00
Industrial Training Supplies,
500.00
Domestic Science Supplies,
1,500.00
Typewriters,
500.00
$8,500.00
Transportation-
Carfares,
$3,500.00
Carriages and autos,
2,500.00
$6,000.00
Support of Truants,
$50.00
Janitors' Services --
Day,
$9,775.00
Evening,
225.00
$10,000.00
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Fuel and Light-
Coal and Wood,
Gas and Electricity,
$14,000.00 650.00
$14,650.00
Maintenance-
Painting,
$1,000.00
General Repairs,
2,000.00
Flags and Flagstaffs,
100.00
Janitors' Supplies,
1,500.00
Telephones,
200.00
Ashes removed, etc.,
500.00
All Other,
3,000.00
$8,300.00
Furniture and Furnishings,
1,000.00
Diplomas and Graduation,
200.00
Tuition (other towns),
300.00
Medical Inspection-
School Physician,
$100.00
School Nurse,
1,300.00
Supplies and Expenses,
350.00
Dental Clinic, maintenance,
500.00
Dental Nurse,
1,200.00
Dentist,
500.00
Auto Expenses (School Nurse)
600.00
$5,150.00
Miscellaneous-
.
Auto Expense (Agr. Instructor),
$1,000.00
Tercentenary Entertainment,
1,000.00
1
$2,000.00
$200,485.00
:
-266-
SUPERINTENDENT'S REPORT
To the School Committee of Plymouth :-
I herewith submit for your consideration my eighth annual report.
The school year 1920-1921 began, as do all school years, with changes in the teaching staff. Mr. Walton E. Briggs, who had served as sub-master in our High School for a period of nine years, relinquished his position at the close of the last school year. The town has lost in Mr. Briggs a superior citizen, and the School an excellent disciplinarian and an efficient teacher. His influence in a larger field will certainly be felt.
Four other High School teachers resigned at the close of the year, three accepting more remunerative positions, and one' withdrawing from service. It was most difficult to replace these efficient teachers. To avoid an exodus at the close of this school year the salaries should be considerably increased.
THE CLASSIFICATION OF THE SCHOOL POPULA- TION AND THE FUTILITY OF THE PRESENT COURSE OF STUDIES.
Upon a child's entrance to school we almost invariably place him in the first grade, that is, we put those children who are approximately six years of age together. The classification would have as sensible a basis should we classify them by wealth of family, by social position, by Pilgrim ancestry, by political adherence of parents, by religious faith of home, by weight, by statue or by some other arbitrary standard.
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The fact that a child is six years of age or thereabouts is no evidence that he can pursue the work of the first grade with profit. The fact that he is six years of age should not bar him from taking up work in a higher grade. His classification does not depend so much upon his kindergarten training or special tutoring, as upon the mental ability with which he is endowed.
The admission of children to the public school merely be- cause they have had, or soon will have, a sixth birthday is a regulation so indefensible that everyone concerned in retaining such a rule, which is well-nigh universal, ought to right-about- face and insist that hereafter children be admitted to school on mental age alone. So long as boys and girls are admitted to school on the basis of chronology instead of psychology we are tacitly admitting that we are misfits for our educational tasks.
The school population of the entire town, the entire State of. of the entire country may be classified as regards mentality, as follows :- A. The normal child. B. The abnormal child. The second main division (B) may be subdivided into 1, The supernormal child and 2, The subnormal child. The last men- tioned class (2) may be further subdivided into a, The back- ward child and b, The feebleminded child. The last group (b) may be still further subdivided into the idiot, imbecile and the moron types. Moreover each of these last three types may be separated according to mentality into three classes. The moron usually is the lowest type intellectually for whom we have to plan, although the high grade imbecile is found in school. The idiot and low-grade imbecile although found in the child popu- lation are rarities in the school population.
All children, in fact, all human beings, may be found some- where in the classification above. They differ much in mental traits. To be sure most of them are normal. The attribute of normality, however, is nothing of which to boast since it means simply that we are like the majority of the human species-in other words have merely average ability. The fact that human institutions are so defective can be explained by the additional
-268-
fact that they are managed by average individuals. That be- tween seventy and eighty per cent. of the population of the United States have an intelligence which is average or less is firmly established.
Mentality, inferior to the normal, has its lowest type in the idiot, and mentality superior to the normal has its highest type in the genius. The first is said to be retarded, the second ac- celerated.
The courses of studies in the public schools are fitted, that is, they are said to be fitted, for the normal child. The courses are ill-fitted or worse than that for both the retardates and the accelerates.
For years we have endeavored to make all children normal by the employment of various agencies-the school physician, the school nurse, the Batavia system, extra teachers, semi-annual promotions, high and low grades, and so forth, but to little avail. We have discovered at last that the attempt to make all persons normal is futile. The psychologist has come to the rescue and has correctly diagnosed the disease as acute mental indigestion. What we should do now with the utmost speed is to see that these different mental types are fed digestible mental food.
It would be helpful could parents everywhere keep in mind the fact that all children are not ultra-bright or even normal- that children who do fairly satisfactory work in the lower grades may not possess the mental power commensurate with the work as they advance-that their children come somewhere under the above classification and that the hope that they come under the most brilliant heading is often forlorn. Parental affection, however, precludes the possibility of unbiased judgment.
On the other hand it would be well for school officials to keep in mind that this problem will always be with us, and that without further procrastination we ought to provide for all pupils the instruction that will be of decided advantage. This means more equipment, additional school accommodations, a
-269-
greater number of teachers with special training, all preceded by an increased appropriation.
If the exact brain power-general intelligence-or even the approximate brain-power can be ascertained, the proper classi- fication of the children of the public schools has been well-nigh solved. In the final analysis the entire solution rests upon the degree of progressiveness of school boards of the future coupled with the financial backing of the people in general, provided, of course, that educational experts take the initiative.
A school system that is at all progressive will hereafter classi- fy its population on mental age modified by existing circum- stances.
Fortunate we are, thanks to Binet, that we have ample means to determine with surprising accuracy the degree of general intelligence with which an individual is endowed. By the use of the Stanford Revision of the Binet-Simon Intelligence Scale, pupils in the public schools can be almost unerringly classified. By these standardized tests, is determined Mental Age, which is merely the general brain power of the normal person of cor- responding chronological age. For a person to deny the validity of mental tests-to deny that intelligence can be measured-is to place himself in the position of assuming the burden of proof. The ascertainment of mental levels has long since passed beyond the theory status.
With the test given and the mental age determined, the clas- sification is announced-not as a piece of guesswork nor even a careful estimate-but as a scientific fact. These individual tests however, need be given only in extreme cases, the classifi- cation being determined ordinarily by the results of group tests.
The problem is not at all solved as soon as classification ac- cording to mental age has been made, for the chronological age must be taken into consideration in determining whether a child is inferior or superior in general intelligence to the normal child. The ratio of mental age to chronological age, possibly
-210-
corrected by the anatomical age, determines the Intelligence Quotient-a fairly constant quantity-which is the index of brightness or dullness. Just as the use of scales determines which one of two persons is heavier or lighter, just so is the Intelligence Quotient evidence of the relative mental ability of the same individuals. The Intelligence Quotient of a normal person is approximately 100. A child of eight years chrono- logical age and six years mental age has an intelligence quo- tient of 75 which places the child just a little better than feeble-minded. A child with a mental age of eight years and a chronological age of six years has an intelligence quotient of 133 which places the child in the very superior class.
With the mental age and the intelligence quotient ascertained we are then ready to classify our school population on a scien- tific basis. Intelligence in a normal child develops from birth to about fifteen years of age. Beyond this age there is rarely any appreciable development.
The great problem, which few school systems have yet solved, is to give the right kind of instruction to those children whose development stops before the age of fifteen, and also to give appropriate instruction to those whose mentality exceeds the average child.
This innate potentiality for mental development differs in children more than any other growth. Its obscurity to the in- expert makes it difficult to become a popular belief. The school authorities have an easy problem to solve, if once it is attacked.
In brief a school system that does not look out for the future welfare of the individual child, first by ascertaining the Mental Age and the Intelligence Quotient making it thus possible to classify him properly, and secondly by providing appropriate instruction for each type of child, will soon find itself in a state of retrogression.
IVMIMO'IO
-271-
SCHOOL GRADE
1
2
3 4
5 6 7 8 9 10 11 12
13
Total
6
159
1
160
7
118
100
9
227
8
42
142
83
6
273
9
10
75
93
54
10
242
7
198
11
4
10
45
54
66
83
9
12
6
9
32
55
70
61 22
1
1
257
13
7
7
26
34
58
59
8
13
2
214
14
5
6
9
37
54
39
16
34
13
213
15
2
1
1
3
3
12
7
16
20
25
15
103
17
5
5
13
25
48
18
1
2
10
21
34
19
3
2
5
Total
340 354 304 216 232 261 204 146 50 103 72 66 65 2418
Throughout this country of every 100 boys and girls who enter the first grade only thirteen per cent. continue to high school graduation, less than seventy-five per cent. reach the sixth grade.
By the above table, applicable to the school population of Plymouth, we can readily see that there is an almost constant diminution in rumbers from grade one to grade thirteen. This condition has been general and is now general. Notice, to be sure, has been taken of it, and much printed about it, yet this falling off in attendance in the upper grades is still such a problem that it demands concentrated attention.
By the above table we can readily see that there are in the first grade 340 little boys and girls, each, in the eyes of some one, the pivot on which the earth rotates. Only a few of these, as may be gleaned from the above table, will be graduated from our high school. The question of parents to consider is whether their children are running the risk of dropping out of school before the completion of a high school education which should be the minimum requirement of every normal child in Massa- chusetts.
14
18
38
30
15
2
173
16
1
10
6
20
50
56
59
271
CHRONOLOGICAL AGE
27
19
-272-
ti
"This dropping out of school-this school mortality-depends upon many factors, but the chief reason is the lack of mental calibre of those attending our educational institutions.
By this is meant the lack of mental calibre for the work- the courses of studies which we offer. In many cases we are offering mental food which is revolting. This ends in a veri- table hunger-strike, and school mortality ensues. Had these children been given the proper nurture their education would unquestionably have been greatly extended.
We have in the Plymouth High School today nothing of manual training for boys. Mere book-work for all. This condi- tion ought to be resented by the majority of the townspeople, so that as a resultant an appropriation sufficient to equip and maintain an up-to-date department for those who delight in motor activity will be made.
The kind of education now given in the Plymouth High School should be maintained for many pupils ; an entirely differ- ent kind should be introduced for many others.
The per cent. of enrollment of our Senior High School com- pared with the school population is decidedly low. We are maintaining at a great expense, a school for a few-a class school. This school, the maintenance of which is costly, supported by all tax payers, is being maintained for the few instead of the many. It will exist for the many only when courses for the many are introduced.
Many of the boys and girls in our Junior High School will complete their education so far as the town can offer it, in this building. The practical types of work offered here should be extended. Marked improvements suited to the different types of children should be made in the elementary schools as well.
This will most assuredly cost more but the alternative is mortality in the school population.
Group tests of mentality have been given in Junior and Senior High Schools and in the elementary school from grades four to grade six inclusive. We have at hand a basis for better classifica-
e
i
b
t
-273-
tion-and the interest shown by the principals is indicative of vast improvement as time goes on. Should the pupil show by these group tests a mentality far below or far above normal, an individual test- - Stanford Revision of the Binet-Simon scale is given.
Re-classification based on the results of group tests has already been made in one of the larger school buildings, and data on the experiment will later be forthcoming.
THE COST OF EDUCATION AND THE OWNERSHIP OF THE PUBLIC SCHOOLS.
This country is spending for public school education more than ten times the sum spent a half century ago, notwithstand- ing the fact that the population has increased only about three- fold. Many communities have done better than this. Plymouth has increased its appropriation for schools tenfold since 1881.
As satisfactory as are the schools to many, improvements must be made if democracy is to be safe for the world. The voters have ever responded to the call for increased appropria- tions. They are the ones who in the final analysis, are to de- termine the quality of the educational system of Plymouth. The teachers, the superintendent, the school board, the finance com- mittee are merely temporary officials to carry out the wishes of the people. (But the people after all are but transitory cus- todians of an institution which is imperishable.) The people decide how well or how poorly they care to equip the on-coming generation for the ever-increasing perplexing questions of life.
It is the function of school officials to present to the people the various ways of improving the educational system, and the privilege of the voters to adopt or reject the different proposals. Only in such a way can suitable democratic progress be made.
Many questions of vital interest should be brought before the
PLYMOUTH EIGHTEEN
-274-
voters, such as policies of transportation; the retention of effi- cient teachers; the establishments of continuation schools; the adoption of some form of manual training in our secondary school; the extension of manual training in our elementary schools; the erection of a school gymnasium; the appointment of a physical director, a primary supervisor, a penmanship su- pervisor; the erection of a large school building in the north part of the town for elementary and Junior High School work, thus eliminating all transportation; the payment of High School as well as elementary school transportation ; the urgent need of increasing salaries; the extension of Americanization ; the maintenance of public kindergartens; the adoption of the longer school day and the longer school year; the improvement of our summer schools; the establishment of an evening high school, and many other items which could be enumerated.
The condition of the schools and the needs of the schools should be from time to time set before the people whose de- cision should be final.
The efficiency of schools generally is not being maintained. The prime reason is the inadequate salaries paid to the teachers. The fact that schools are being "kept" and children are in school cannot be accepted as equivalent to satisfactory schooling for the future generation. The years in school for the majority are few. These too-few years should be filled with the best that Plymouth can give. The preparation of those who come after us is, or should be, the prime object of our existence.
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