USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1920-1921 > Part 13
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33
With due regard to economy, the greater the appropriation, the better the schools and the better the schools the better the next generation.
The fact that some schools are decidedly rural and others have only a few pupils is no reason whatever for putting over these pupils anyone but a competent teacher. The cost per pupil, to be sure, will be great, but these pupils have as much right to have the advantages of an education equivalent to those in the center, as they have to enjoy the same sun that illuminates
-215-
THE APPROPRIATION PIE.
PAST WARS
TURE WAR
68%
AND ALL THE REST OF US
25%
GET IS. 5%
PUBLIC
FARMER
LABOR
1
EDUCATION
BOAER
(From Labor, December 11, 1920)
UNITED STATES APPROPRIATIONS, 1920.
I. Past Wars,
$3,855,482,586 68 p.c.
II. Future Wars,
1,424,138,677 25 p.c.
III. Civil Department,
181,087,225 3 p.c.
IV. Public Works,
168,203,557
3 p.c.
V. Education and Science,
57,093,661 1 p.c.
Total,
$5,686,005,706 100 p.c.
(Analysis by Dr. Edward B. Rosa of the United States Bureau of Standards)
ut
1.
tule
wth
-276-
the earth. When will these things be? Only when the citizens decide that they want them-want every child to be treated alike-to have all children given an equal start in life. The whole town must be considered as the unit and not the district. Were these questions to be put before the voters, there would be a spontaneous affirmative response. Although the cost of education has been soaring for a number of years, consolation cannot be had in the dream that the apex has been reached. On the contrary the public schools everywhere are to cost much more than at present. That municipalities cannot afford more is a startling untruth. In times of war ations spend their all and then ask for loans for self-preservation. In times of peace -now-the position is as critical-we must spend our all and more if necessity requires for national preservation. Thrift should at all times be inculcated in the minds of people, but thrift at the expense of education is suicidal. Everyone who opposes the extension of education should be held responsible for future unpatriotic demeanor on the part of the people in general, and its consequent. National stability depends more on education in its broad sense than upon any other single factor.
AMERICA'S GIFT TO FRANCE.
In March, 1920, the following letter was received by the local Department of Education :-
"Governor Calvin A. Coolidge has accepted the honorary chairmanship of the Massachusett's State Committee for 'America's Gift to France.'
'America's Gift to France' will be a colossal statue by Frederick MacMonnies, the distinguished American sculptor, to commemorate the first Battle of the Marne, September 6, 1914. The final design of the monument has not been determined.
It will cost $250,000 to erect the memorial, and March 22-27
-277-
a collection-a free-will offering-will be taken up throughout the country.
The National Committee in charge of the project includes Thomas M. Lamont, of J. P. Morgan & Co., chairman; Cardi- nal Gibbons, General Pershing and John H. Finley, and other well known Americans.
The statue will be placed in the town of Meaux on the Marne, the high-water mark of the Great German advance of 1914. The site will be selected by Marshal Joffre and Marshal Foch, both of whom fought in the Battle, Marshal Joffre command- ing."
The children of the Plymouth schools contributed the sum of $121.88.
THE NEW SCHOOL BUILDING.
The long-talked of school building is still a necessity. The school population this year exceeds that of last year by more than one hundred. The excessive cost of building a school- house in times of peace should not be a barrier for its con- struction any more than the exorbitant cost of warfare should be a deterrent for carrying on a campaign with the enemy in times of war.
Education is not a luxury but a necessity. Procrastination is a tax on education.
AMERICANIZATION.
Adult classes in Americanization were opened at the Knapp school building on Nov. 12, 1919, the session continuing for a period of nineteen weeks, closing on April 15th, 1920. This
-278-
department began with an enrollment of nineteen men ranging in ages from 21 to 41. This enrollment was gradually increased to thirty-one. The majority of these men upon entering school were unable to read or write in any language.
In March, 1920, the School Committee asked for $1,500 for Americanization. The sum was appropriated at the regular town meeting and the work has been continued.
On Tuesday, October 26th, classes in Americanization, under the supervision of the school department, were opened at the Plymouth Cordage Company's plant. These classes with an initial enrollment of more than ninety men, taught by seven teachers, assemble at Harris Hall immediately after the work of the day and continue in session from five to six o'clock.
The zeal manifested by the men is exceedingly praiseworthy ; the enthusiasm exhibited by the teachers unusually patent ; the interest shown by the plant's representatives extremely sym- pathetic.
As a whole the experiment has been decidedly successful.
Classes in Americanization were opened at the Knapp school building on Nov. 4th with Miss Mary Pimental and Miss Helen Annis as teachers. These classes have continued with excellent attendance. Forty-five men over twenty-one years of age have been enrolled.
Two Home classes for women have been maintained. Miss Pimental, giving instruction at her home to a group of Portu- guese ladies eager to learn the English language, and Miss Ortolani giving instruction at her home to a group of Italian ladies.
This work in Americanization will inevitably be far-reach- ing. The appropriation for this work ought to be considerably increased.
-279-
EVENING SCHOOL.
The record of the evening schools from October 18, 1920, to Feb. 17, 1921, follows :
Knapp.
Number of males enrolled, 76
Number of females enrolled, 16
Average number belonging,
84.929
Average evening attendance,
78.332
Per cent. of attendance,
91.63
Cornish.
Number of males enrolled,
34
Number of females enrolled, 22
Average number belonging,
32.64
Average evening attendance,
20.83:
Per cent. of attendance,
68.04
THE SUMMER SCHOOL.
The vacation school was held at the Burton School building for a period of six weeks. There was an entering group of 131 pupils classified as follows :
Grade 4,
26
Grade 5,
24
Grade 6,
41
Grade 7, 30
Grade 8, 10
131
-280-
SCHOOL CENSUS, 1920.
Males
Females
Total
Persons 5 to 7 years,
235
216
451
Persons 7 to 14 years,
834
865
1699
Persons 14 to 16 years,
197
205
402
Illiterate Minors, 16 to 21 years,
26
10
36
SIGHT AND HEARING TESTS.
The tests of sight and hearing have been made by the teachers, as required by law.
Number of pupils examined,
2406
Number found defective in eyesight,
214
Number found defective in hearing,
76
Number of parents or guardians notified,
174
HOUSEHOLD ARTS.
This department was opened in September, 1914. Since that time the number pursuing the course in Cooking and Sew- ing below the High School follows:
Cooking
Sewing
1914-1915,
210
250
1915-1916,
217
256
1916-1917,
202
249
1917-1918,
168
230
1918-1919,
197
212
1919-1920,
195
251
1920-1921,
203
276
-281-
Household Arts. (High School)
The number pursuing the courses of Cooking and Sewing at the High School follows:
Cooking
Sewing
1914-1915,
85
45
1915-1916,
79
26
1916-1917,
65
45
1917-1918,
72
58
1918-1919,
48
41
1919-1920,
37
40
1920-1921,
24
28
EMPLOYMENT AND EDUCATIONAL CERTIFICATES.
Statistics for the Year Beginning January 1, 1920 and ending December 31, 1920.
Number of minors
receiving certifi- cates
Number of certifi- cates issued to minors
Employment certificates for minors between 14 and 16 years of age,
147 196
Educational certificates for minors over 16
who can read, write and spell in the Eng- lish language in accordance with the re- quirements of the completion of the fourth grade (now sixth), 366 449
Educational certificates for illiterate minors over 16 years of age, 89
196
Home permits, for minors between 14 and 16, 10
12
Every employed person between the ages of 14 and 21 must have a certificate. Such person must prove his age by a birth
-282-
certificate, baptismal certificate, passport, or some other satis- factory evidence.
If he is under 16 years of age he must attend day school until he is able to fulfill the requirements of the completion of the sixth grade. If he is over 16 years of age and cannot meet the above requirements he must attend the evening school.
Minors between the ages of 14 and 16 must either be em- ployed or attend day school. In order to work he must present a physician's certificate of health, the employer's promise to employ, and a school record.
A new certificate must be obtained every time he changes hi; place of employment.
Employers must return to the superintendent of schools the certificate of minors leaving their employ, within 48 hours after employment has ceased.
Attention is directed to the reports of the Senior High School principal, the Junior High School principal, the Agricultural Instructor and the Attendance Officer.
Respectfully submitted, CHARLES A. HARRIS,
Superintendent of Schools.
-283-
LIST OF TEACHERS. Plymouth, Mass., 1920-1921.
Senior High School.
William F. Allen, Principal, 14 Cushman Street.
Crescentia Beck, 20 Allerton Street.
Gertrude Darling, 23 Fremont Street. Helen Getchell, 27 Russell Street.
A. Thelma Hollander, 22 Allerton Street. Fred Holmes, 39 Mayflower Street. Agnes A. Lisk, 2 Sever Street.
Elizabeth Mackenzie, 35 Mayflower Street.
Anne M. Mackinnon, 27 Russell Street.
Elizabeth Marsh, 38 Union Street. Eileen McCarthy, 11 Sever Street. Nora M. McCarthy, 23 Fremont Street.
Alice A. Preston, 40 Union Street.
John F. Sheehan, 39 Mayflower Street.
Marjorie White, 22 Allerton Street.
Edwin B. Young, Stone Estate, Box 11.
Junior High School.
Katharine A. O'Brien, Principal, 23 Nelson Street.
Beatrice Bennett, 40 Union Street.
Nina Brayton, 19 Franklin Street.
Mary A. Burke, 5 Sagamore Street. Alice Butler, 21 Vernon Street. Gladys L. Cobb, 18 Allerton Street. Beatrice Curran, 11 Lothrop Street. Mary M. Dolan, 11 Lothrop Street. Elizabeth Hett, 112 Sandwich Street.
Katharine A. Hickey, 11 Lothrop Street.
-284-
Marion Reynolds, 112 Sandwich Street. Hazel A. Ross, 38 Union Street. Della S. Spencer, 11 Lothrop Street. Frances Squarey, 21 Vernon Street. Jennie F. Stratton, 35 Mayflower Street.
Hedge School.
Elizabeth H. Sampson, Principal, Clifford Road.
Hazel Bates, 15 Clyfton Street.
Grace N. Bramhall, 12 Sever Street.
Florence Corey, 133 Court Street.
Ruth M. Gammons, 8 Sever Street. Lucy L. Hildreth, 133 Court Street.
Marjorie F. Kingsley, 15 Clyfton Street.
Bertha E. McNaught, 33 Russell Street.
Ella F. Robinson, 12 Sever Street.
Spooner Street School.
Fannie Ortolani, 8 Cherry Street.
Knapp School.
William I. Whitney, Principal, 6 North Street.
Sarah Y. Bailey, Kingston, Mass.
Annie S. Burgess, 37 Union Street.
Margaret L. Christie, 401 Court Street. Lydia E. Holmes, 261 Court Street.
Flora A. Keene, 5 Washington Street.
Maude H. Lermond, 79 Court Street.
Mary J. Pimental, 15 Savery Avenue.
Susan M. Quinn, 147 Main Street, Kingston, Mass.
Ethel B. Sollis, Pembroke Road, Kingston, Mass. Katherine G. Zahn, 320 Court Street.
Cold Spring School.
Gertrude C. Bennett, 12 Stafford Street. Mabel E. Douglas, Bournedale, Mass., R. F. D.
-285-
Oak Street School.
Agnes V. Eaton, 19 High Street.
Bertha H. Smith, 19 High Street.
Cornish School.
Addie L. Bartlett, Principal, 28 Allerton Street.
Frances I. Bagnell, 5 Spring Street, North Plymouth.
M. Etta Cooney, 19 High Street. Helen Holmes, 28 Chilton Street.
Helen Klocker, 9 Sever Street. Charlotte E. Lovering, 12 Sever Street.
Jean Murray, 16 Brewster Street. Ethel D. Tolman, 12 Sever Street.
Helen E. Shurtleff, 131 1-2 Court Street.
Burton School.
Grace Blackmer, 5 Warren Avenue.
Mary F. Maguire, 35 Mayflower Street.
Teresa A. Rogan, Newfields Street.
Mabel F. Tierney, Hillside.
Mt. Pleasant School.
Augusta M. Morton, Principal, 162 Sandwich Street.
Alice M. Cagney, 31 Mayflower Street.
Grace L. Knight, 133 Court Street.
Helen H. Linnell, 72 Warren Avenue. Ruth Mansfield, 19 Franklin Street.
A. Ruth Toombs, 31 Mayflower Street.
Individual School. Mary L. Jackson, 7 North Green Street.
Lincoln Street Primary. Helen G. Annis, 12 Clyfton Street. Grace Moor, 110 Sandwich Street.
-286 -
Wellingsley School. Flora G. Shurtleff, 131 1-2 Court Street.
Cliff Street School. Helen D. Stranger, 126 Sandwich Street.
Chiltonville Primary.
Catherine W. Sampson, Clifford Road, Chiltonville.
Russell Mills School.
Vacancy.
Manomet.
Estella Butland, 4 Massasoit Street.
Mary E. Robbins, 102 Allerton Street.
Cedarville.
Theresa E. D. Pope, Bournedale, Mass., R. F. D.
Long Pond.
Emma L. Squires, Bournedale, Mass., R. F. D
Special Teachers.
Music, Supervisor, Laura Brown, Holmes Terrace. Drawing Teacher, S. Isabel Hilk, 40 Mayflower Street.
-287-
SENIOR HIGH SCHOOL REPORT.
Mr. Charles A'. Harris,
Superintendent of Schools, Plymouth, Mass.
My dear Mr. Harris-I have the honor to submit to you my second annual report as Principal of the Plymouth High School.
The opening of the high school this year found an enroll- ment of 314 pupils as compared with a total enrollment last year of 298. The high school, without question, has shown a comfortable growth in membership during the past ten years, the number in 1910 being 214 pupils and in 1920, 314 which shows an increase of 100 pupils or a growth of 50 per cent. in ten years. Although the high school has been growing at a much faster rate than the town-the high school increasing at a rate of 50 per cent. while the population of the town has shown an approximate increase of only about 8 per cent. during the ten year period from 1910 to 1920-still, the fact remains that the number of pupils in the high school is too small when com- pared with many towns in the Commonwealth. There ought to be at least 400 attending the Plymouth High School.
All school systems are judged by their holding power or the ability to keep the child in school until the completion of the four years of high school work. The ideal school system would graduate from its high school all the pupils who enter the first grade, a condition, of course, which never exists but the goal toward which all communities ought to strive. Although Plymouth graduates more students from its high school than the median which Dr. Ayres found for fifty-nine cities, never- theless, it stands in no very enviable position when compared with cities like Newton and Montclair.
-288-
In my opinion there are four ways by which the population of the high school might be enlarged: First, by building another junior high school in the northern part of the town; second, payment by the town for the transportation of pupils of high school age; third, providing school playgrounds and athletic fields for the schools wherever possible; and fourth, establish- ing a course in Manual Training in the high school.
The need is urgent for the official appointment of some teach- er as a dean for the girls in the high school. A small begin- ning has been made in this direction but it is absolutely impos- sible for a teacher who has all her class room duties to perform to do very much. It is respectfully requested that this matter be given serious consideration.
During the summer vacation all the available space in the basement was incorporated in the lunch room. It is still too small. Not only is there no room so that seats may be provided for the pupils but not all who desire to take advantage of the lunch are able to be accommodated at the same time. A new recitation room was made out of the boys' dressing room on the first floor and a place was provided for the boys in the basement.
At the beginning of school in September there was a com- plete reorganization of the courses in History to conform to the recommendations of the History Committee of the National Education Association. The old course in Ancient History is still retained for those who are preparing for college or scienti- fic school. The courses by years follow :
First Year: (a) Civics-economics and vocational. Econ- omic History. (b) Ancient History-for pupils preparing for college.
Second Year: European History (including Ancient His- tory) to approximately the end of the seventeenth century.
Third Year: European History (including English) since approximately the end of the seventeenth century.
Fourth Year: American History, Civics and Problems of American Democracy.
t
f I
Ta
-289-
With the employment of an instructor who had actively par- ticipated in athletics in high school and college the boys of the school have taken much more interest in their games. The re- markable improvement shown in football this fall shows beyond a doubt the necessity of engaging teachers who have some knowl- edge outside of their academic work. It is useless, however, to teach boys games unless a suitable playground is provided. The Plymouth boys will never be able to compete successfully with the schools in other towns until they have as good grounds as those schools have. If the boys of Plymouth are to have a square deal, it is absolutely essential that an athletic field be secured at once and made ready for baseball this spring.
The high school should be provided at the earliest oppor- tunity with a program clock and secondaries for the recitation rooms and a telephone system from the office to the various rooms. No investment could be made for the High School which would render a greater return for the money expended than the purchase of these requisites for the efficient administra- tion of the work. They are an absolute necessity in the modern high school.
It is necessary for me to emphasize again this year the need for more room and additional equipment for the Commercial Department. If pupils are to be given a thorough preparation in office work, an office equipment should be provided. Not only must the equipment be procured but the pupils must do their work under the same conditions that would be met in the business world. If the school furnishes the same environment that will be encountered outside, the course would be made more attractive to the boys and something worth while. The course as now organized is primarily for girls who are studying secre- tarial work and is completed by few boys, although many make the start under the supposition that they are entering upon a course that will prepare them for a business career. A busi- ness office fully equipped should be built in the high school so that the boys will have an equal opportunity with the girls.
PLYMOUTH NINETEEN
-290-
It is to be regretted that there is no course in Manual Train- ing in the high school for the boys. Ample provision has been made for the girls by the course in Household Arts which has been well organized and efficiently taught. It is perhaps even more necessary to provide vocational subjects for boys than for girls for the purpose of retaining them in school, as the com- parison of the number of boys with the number of girls in any high school will show. The following quotation has been taken from Mr. Calvin O. Davis' High School Courses of Study: "Regarded at the outset as a purely utilitarian subject, manual training has at the present day, through an extension of scope, a perfection of organization, and an improvement of method, come near to justifying its claim to educational values not in- ferior to those of any other subject in the program. Probably the value that stands out most prominently in this study is the social value. This is an industrial age, with complex industrial -and hence complex social-relations. The applications of science have produced labor-saving machinery in great variety, made available the natural resources of the world, developed easy means of communication and transportation, and led to the establishment of world-wide markets and the transformation of former luxuries into present necessities. To direct the forces and agencies of the new age wisely, an extension and intensifi- cation of social intercourse are demanded. Hence, any subject that gives a clearer insight into the resources, tools, and pro- cesses by which contemporary society maintains itself. and dis- closes to the citizen the essential relations in which he stands to his fellows in the active affairs of the world-such a subject clearly possesses significant social value.
"Moreover, manual training undoubtedly has other social values of recognized worth. It provides a laboratory experience which, while different from that gained in a study of the sci- ences, is no whit inferior to it. It develops a respect for manual labor and a feeling of kinship for the manual laborer; it fa- miliarizes the pupil with the materials of construction and with
i.
te
-291-
-
the nature and care of tools and machines ; it develops habits of work in the pupil himself, and reveals to him the money value of a day's effort ; and it discloses the necessity of co-operation in all forms of social intercourse. Furthermore, the organization and administration of manual training work at its best take on the character of the real social activities found outside the school room, and thus develop a social spirit and habituate pupils to social forms and reactions.
"But, in addition to their social values, manual training courses develop stalwart moral qualities, such as energy, ac- curacy, thoroughness, self-reliance, self-confidence, precision, and habits of neatness and order. They also provide an intel- lectual training that is unrivaled, not the least significant as- pect of which is the power to see the end of the problem and ef- fort from the very beginning. They likewise train in concen- tration, judgment, and logical procedure in working with ma- terial things.
"The aesthetic values of manual training are also deep, varied, and forcible, inasmuch as crude material is constantly being transformed into articles of beauty and utility. The practical values of the subject are, certainly for many pupils, of very great worth ; while the auxiliary, conventional, and cultural val- ues are all realizable to a notable degree.
"Thus, to the social worker and to the educator who takes note of the remarkable changes in the industrial forms and processes of today, manual training as a subject of study in the schools appeals with exceptional force. It is capable of yielding values indispensable to this age, and unattainable through the agency of any other school subject. Hence, it seems to justify its claim to some recognition in the curriculum of every high school boy."
In conclusion permit me to express my appreciation to you and to the School Committee as well as to the untiring efforts of the teachers who have been associated and have co-operated with me for so heartily aiding me in my work.
Respectfully submitted,
W. F. ALLEN, Principal.
-292- ANNUAL GRADUATION EXERCISES PLYMOUTH HIGH SCHOOL, CLASS OF 1920. HIGH SCHOOL HALL Evening of June Seventeenth Nineteen Hundred Twenty At Eight O'clock
Program
March, "Grand Festival" Schleiffarth:
SCHOOL ORCHESTRA
Invocation
REV. ARTHUR B. WHITNEY
Salutatory and Essay, "Memories of a French Childhood" EMMA CANOVARO
Singing, "Invictus" Bruno Huhn
SCHOOL CHORUS
Essay, "Pilgrim Days in Old Plymouth" MARY ARNOLD CRAIG
Selection from "Maytime" SCHOOL ORCHESTRA Essay, "The Companionship of Books" FRANCIS ROBINSON DEANS
Romberg
*Oration PHILIP KNIGHT BATES
Overture, "Lustspiel" Keler-Bela
SCHOOL ORCHESTRA
Essay and Valedictory, "The New America" SADIE KAPLOWITZ
Presentation of Diplomas Singing of Class Song CLASS OF 1920
*Excused.
-293-
Class Song
Three hundred years ago, 'tis said, The Pilgrims crossed the sea, And founded here our country dear For law and liberty. A heritage to us they gave, Their courage firm and true ; With this, O 1920 class, We'll face the world for you.
Four years we've been together here, Enjoying work and fun; And so we come to bid farewell, Our school days now are done. But though our paths lead far apart Into the world so new, To thee, O 1920 class, We'll pledge allegiance true.
To 1920 raise a cheer, The best class in the land ; We classmates all stand at the call, Hand firmly clasped with hand. Undaunted, loyal, firm we'll be, As years fly swiftly by, And to our memory oft recall The days at Plymouth High.
Words by Christiana P. Jordan Music by Joseph Helling
-294-
CLASS OF 1920.
CLASS MOTTO : "Co-operation."
Elizabeth Beatrice Baker
Margaret Paige Hazen
Philip Knight Bates
Joseph Helling
Doris Russell Bartlett
Madeline Dagmar Hokanson
Morton Covell Bartlett
Christiana Pratt Jordan
Lewis Emery Battles
Sadie Kaplowitz Everline Caswell Knight
Louise Blackmer
Mary Arnold Craig
Frances Clark
Annie Patricia McMahon
Greta Elizabeth Clark
Mary Anne Clough
Emma Canovaro
Lydia Elizabeth Carletti
Alice Elizabeth Cherrier Hazel Marie Cote
Miriam Howland Davee Frances Robinson Deans Laura Adeline Douglas
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.