USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1920-1921 > Part 30
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INFORMATION ITEMS CONCERNING THE REGULAR HIGH SCHOOL DEPARTMENT.
Enrollment. In September twenty-five pupils were reg- istered to take the course. Others who had elected it did not enter because of their failure to meet its require- ments. Up to the present time three pupils have dropped out, but the number is still too large to handle properly with our peculiar type of work. While the total is larger than the State Department recommends for one instructor, the
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main difficulty lies in the fact that the two divisions which go to make up our departments are out of balance. One is so large that in order to give it the proper attention, it would need to be halved and even then would be too large to transport, with our present means, for many outdoor needs. Three tuition pupils are now enrolled.
Equipment. Lately we have received more tools to meet the new demands of our farm carpentry room. Desks have been bought to meet the needs of our class room. Now, we need two or three sets of lantern slides. A cheap moving picture machine would be a great asset to our de- partment as there are many agricultural films put out by the Government and other agencies which are very valua- ble for instruction, and which may be borrowed for the asking. Our crying need, however, is for some better means of transportation, whereby we can carry a large number of pupils, lumber, tools, agricultural products and equipment.
Results. During the past year our boys made a clear profit on their garden, strawberry and poultry projects of $1,024.97, and earned on project labor and farm substitute work $1,957.28, making a total earned of $2,982.25 in addi- tion to much in the form of equipment. Also, there was other agricultural work done at home for which there was no remuneration, as the value went into the home.
Last May we were represented at the Massachusetts Agricultural College on High School Day by an animal husbandry judging team consisting of Edward Ward, Har- ry Cash, and Everett Pyle. They judged dairy cattle, beef cattle and draft horses, and were successful in winning third prize for our school, in spite of the fact that they were competing with teams from superior agricultural schools. From our year's prize list, we find the value of prizes won at fairs and shows to be $19.35. At the recent Poultry Show in Boston, Hillery Bergman did us the honor of winning six premiums.
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PHASES OF THE WORK EXPLAINED.
The Project as the Study Basis. The boy's study centers about his project which in most cases is an ownership pro- ject at his home. It is an agricultural enterprise of suit- able size which involves a certain amount of capital and is under his complete management. Proper records and financial accounts are kept. An example would be the profitable keeping of fifteen or more hens and the raising of a number of chickens. Sometimes, instead of an owner- ship project, a management project is accepted, provided the boy is allowed to carry, out whatever practice he finds to be best, whether it be to feed his birds in a certain way or to kill some. As this kind of project does not involve his capital it should be on a larger scale than an ownership project, and he should be paid for his work. Records and accounts are kept.
Again, should a boy be unable to have a project, he may offer in its place "Substitute Work," which is merely em- ployment on some farm or estate, or in some greenhouse- or nursery, where his extra agricultural experience offsets; his loss in management. Here he keeps a record of new experiences, time spent, money earned, etc. In the ab- sence of a project this work should be, to a large extent, the center of his study.
Requirements of the Course. Unlike other studies, Voca- tional Agriculture does not end in June but at harvest time. Much of the time when other pupils are in school, the agricultural boys are outside; but, on the other hand, af- ter other pupils are through in June agricultural pupils have before them a most important season for study, work and observation. As a vocational course necessitates prac- tice, boy's who can not guarantee a reasonable amount of such performance, apart from what we can give them at school, can not be admitted. Boys and parents are made acquainted with the needs of such a course beforehand.
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As seen above, a boy must have a project or its equiva. lent. If it is going to be a poultry year, he must be provid . ed with pure bred birds of some standard breed, or promise to work into the same. This is no hardship as mongrels cost practically as much as better birds. He must be able to furnish the proper feed, equipment and the like. If it is a garden year he must be supplied with land, tools and sufficient funds to carry on his project according to the best practice. Also he must have sufficient funds to enable him to place his products or property on exhibition at agri- cultural fairs and shows, and attend the same himself. There may be a few minor expenses. For example, he will be expected to buy a few post cards to send away for ex- periment station, and government bulletins, in order to furnish himself with a small agricultural library of up-to-date information. He must be interested in his work and be willing to give it his first attention during the summer.
Class Room Study. Most of the boy's study is done with the purpose of obtaining information to meet the needs of his project. This motivates his work. Some study is done. however, with the purpose of getting a broad view of the subject as a whole, or to enlarge upon certain of the boy's experiences. The chief characteristic of his study is that it is individualistic. The old formal style of class room work where, day after day all recite on a certain page of a certain chapter, whether they be bright or dull, is little practiced. Different abilities, different project needs, diť- ferent informational desires and the minimum use of a text book, necessitate an individual progress. The boy's text book is in reality, a large number of reference books, current farm magazines and up-to-date agricultural bulle- tins. In a subject like agriculture a boy can not be a slave to the theory or view point of one author, but must have the broad viewpoint of many and be allowed to choose the best one, or the one which most nearly meets his conditions
A Product of Farm Carpentry.
Agricultural Boys at the Poultry Show.
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or needs. Another characteristic of a boy's study is that it is taken up, so far as possible, in seasonal order; e. g., when the poultrymen are getting their incubators ready for the early hatch, the boy studies incubation. Also the boy's study is correlated with his practice.
Further Supplements to Our Agricultural Instruction. Practice in agriculture is as necessary to a vocational course as practice on a typewriter is necessary to the person who is studying typewriting. The meagre experiences derived from the boy's project fall far short of giving sufficient breadth of experience, to say nothing of a desirable amount of skill. For this reason we do various kinds of farm work, about the town, as a class. We welcome invitations from our citizens to do a variety of such work.
Trips to agricultural fairs and shows are exceedingly valuable, since it is impossible to even approach this wealth of material at school. Many birds, animals and garden pro- ducts of the highest quality are brought together, where they may be studied to the best advantage. Exhibiting on such occasions also has its value.
Trips for the observation of good practice are exceed- ingly important. Visits are made to places where experts are conducting various kinds of agricultural enterprises. While pupils may have good times on such trips, this is not the object of them, but is merely incidental to something of real value. Picture such a trip. The boy finds the thing about which he is studying put into actual practice; he sees the way in which different methods are working out : he observes a variety of equipment; he sees the very best of farm birds, animals or products, and he hears the whole story from the lips of the owner. This, perhaps, is the result of years of labor, and represents an expenditure of thousands of dollars. The boy is impressed. Had he stayed in school he might have read much and likewise forgotten much. This he can not forget. It is like an electric con-
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tact. It has vitalized the whole subject about which he has been thinking. Indeed it has given him a vision, which is no small factor in his educational advance.
THIS YEAR'S FAILURE.
Trips for agricultural practice, for observation of good practice, and to carry pupils to many events of agricultural interest, along with ability to transport farm products and equipment, are absolutely essential to a vocational course, and are approved by our State Department. There- fore, since we receive a large financial reimbursement from the State and are under the direction of the State De- partment, are we not also under some obligation to follow out its recommendations ? So far this year we have failed to do our duty in these respects, principally because we to do our duty in these respects, principally, because we lack the proper transportation facilities. The last half year is before us; can we not do something to save our whole year from failure ?
IS AGRICULTURE WORTH WHILE ?
Its Value With Respect to Culture and Education. Edu- cators now tell us that there is as much culture in a voca- tional course as in any other. No course is richer in sub- ject matter than is agriculture. Lessons drawn by the Greatest Teacher who ever lived were full of agricultural symbols. Herbert Spencer challenged the public with the question, "What knowledge is of most worth?" He an- swered it in the following order: A-That knowledge which has to do with self-preservation; B-That which has to do indirectly with self-preservation; C-That knowl- edge which has to do with parenthood. including all training necessary for the creation and well-being of family life; D-That knowledge which is conducive to social or com-
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munity welfare; and E-That knowledge which has to do with the graces and refinements of life. Notice that agri- culture would come under the first of these.
Its value as a Practical Study. In School we study lan- guage, as, for example, French, but how many of us read it and write it in after life? We study Algebra, but how many of us in after life make use of the binomial theorem or logarithms? Very few of us study Agriculture ; and yet consider the great number of us who have gardens, hens or farm animals. Indeed, do we come in contact with any- thing more than with the things of nature which lie all about us? Is there anything closer to us than the clothes we wear and the food we eat ?
Its Value as a Healthful Vocation. Business men broken down in health often enter some agricultural vocation where they recover. George Washington said, "Agricul- ture is the most healthful, most useful, and most noble em- ployment of man."
Its Importance to the Welfare of the Nation and to the Individual. "Agriculture is the basis of the nation's pros- perity." This is one of many quotations from men of brain and vision. One of our nation's largest manufacturing con- cerns says, "Agriculture is perhaps the most important vo- cation of man, civilization is based on successful agricul- ture. ... " "It is the background of all manufacture and industry without which they could not exist."
Its Importance With Respect to Its Demand for Intelli- gence. "The successful farmer of today," says President Harding, "far from being an untrained laborer working every day and every hour that sun and weather permit, is required to be the most expert and particularly the most versatile of artisans, executives and business men."
Thus, a subject of such educational and practical value, so important to the welfare of the individual and the na- tion, so commanding in the matter of intelligence, should
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most certainly have better recognition in our educational systems. It is a subject which would be of value to every boy regardless of whether he lives in the country or the city. The school which can not have a vocational course, or a vocational course and a study course too, should at least have a study course.
RECOMMENDATIONS MADE FOR THE SOLUTION OF OUR PRESENT PROBLEMS.
The following recommendations have been made to the School Board at one time or another, hoping that some action might be taken which would help solve our present problems. A brief discussion of these may be in order here.
Recommendation No. 1 .- That a Suitable Truck be Pur- chased for the Agricultural Department. This is recom- mended by the State Department of Education and by the instructor. It is practical and most nearly meets our needs, where we can have but one thing. Our boys could be tak- en on practice or observation trips, or, for example, to the Boston Poultry Show. Their crated birds could be taken there for exhibition and returned safely, not sick or dead, as we have actually had them come back when held too long in the care of the express company. This is discour- aging to our boys. Also, with a truck, lumber could be transported to our carpentry room, a hen house made by the boys to the home of a citizen, an incubator to the home of a pupil, our spraying outfit to an orchard, while farm tools, machinery, garden produce and other things too numerous to mention could be carried elsewhere accord- ing to our needs.
Recommendation No. 2 .- That a Second Ford Car be Purchased. It would be necessary for pupils to drive this car, which might be undesirable. While it would help us
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considerably, all of our transportation problems would not be solved.
Recommendation No. 3 .- That a Piece of Rough Wood- land be Purchased Where the Boys Could Get Practice. This was recommended by the Advisory Committee of our Agricultural Department, which committee consists of four of our citizens. It is a splendid practical suggestion, but. if it is supposed to take the place of the truck it would fall far short of meeting our needs. It would seem to in- crease rather than decrease our need for transportation. It fails to take into consideration certain matters of school administration. From the standpoint of the State Depart- ment it would not offer the variety of experiences desired, unless more were done than is contemplated, or unless it. were to go with some other thing. The real cost may be under-estimated. Could we have this along with our truck, it would be excellent, but the resultant expense would be greater than the writer would feel free to recommend.
Recommendation No. 4 .- That an Additional Teacher be Hired. This was more in the form of a suggestion than a recommendation. It is the next best thing to the truck idea. It fails in the very practical matter of transporting farm products, tools, machinery, equipment, a large num- ber of boys, and many other things. However, it would allow the transportation of small groups of boys while those remaining at school could be cared for and kept at work by the second teacher. This would prevent the disagree- ableness which arises when the instructor goes out with some of his boys, from shifting to others the responsibility and care of the pupils who are left at school.
NEED FOR DECISION.
Above, the instructor has tried to explain the nature of the work in Vocational Agriculture, has shown in what re- spects we have failed this year, has considered the great
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value of this study, and has discussed the merits of the different recommendations which have been presented to solve our difficulties. Now, there should be some decision as to our policy for next year. Shall we keep our depart- ment small in numbers, excluding many who desire to take this course and who can fulfill our requirements satisfac- torily, or shall we allow them to enter? Would it be good policy to start a study course, not under State direction as is the Vocational Course, but like ordinary studies ?
In order to get the approval of the State Department for this year's work it is necessary to make some decision before it is too late. As the instructor is not aware of any action by the School Board on the above mentioned recommendations, he takes this opportunity to present a few final ones. In doing so he bears in mind the wishes of the State Department, our needs for the most efficient work as he understands them, and our relationship to the admin- istration of the High School.
FINAL RECOMMENDATIONS.
These final recommendations are with respect to two things : A .- The purchase of the above-mentioned truck, B .- The hiring of the above-mentioned teacher.
For a superior department, the instructor recommends A plus B. For an ordinary department. he recommends A. For an acceptable department, he recommends B.
In appreciation of the thoughtful direction and help given to me by my official superiors during the past year, I heartily extend my thanks.
Respectfully submitted.
EDWIN B. YOUNG,
Vocational Agricultural Instructor.
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HOME ECONOMICS DEPARTMENT
Mr. Charles A. Harris,
Superintendent of Schools.
Dear Sir :- In response to your request I wish to submit the following report of the Home Economics Department of the High School.
COOKING.
The cooking done in the High School is a continuation of that done in the Junior High. A two-year course is of- fered. Three periods of one and one-half hours per week are devoted to cooking. Twenty-four students are enrolled in this class. To make this course practical and to meet home needs, the work is arranged on a meal basis. Special emphasis is laid on correct combinations, family needs, cost and serving. The lessons include seasonal menus for break- fasts, luncheons, dinners, out-of-door picnics, special Sunday night suppers, parties, candy making, food for the sick and the canning and preserving of fruits and vegetables. That the girls may be more efficient home makers attention is given to housewifery, the family budget, keeping of accounts, marketing, child care and personal hygiene.
SEWING.
The clothing needs of the High School girls are studied and such garments are selected as the girl thinks most practical for her own wardrobe. All materials are brought from home and the girls enjoy the clothes which they make. Instruction is given in use and care of machines, alteration
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and use of commercial patterns and the cutting and fitting of such simple garments as dresses, waists, skirts and mid- dies. The girls are encouraged to make clothes for younger sisters and brothers. Attention is given, also, to selection of materials and is comparison in cost to ready-to-wear gar- ments. Two periods of one and one-half hours per week are devoted to sewing. There are forty-six girls enrolled in this class.
LUNCH ROOM.
The lunch counter provides a hot meal for those who desire it or it supplements a lunch brought from home. All food is served at cost. Every day there is served : Soup, 4c-5c Hearty Dish, 5c-8c Sandwich, 4℃
Dessert, 5c Milk, 3c Ice Cream, 5c Cookie, 1c Milk Chocolate, 5c Fruit, 3c The following is a typical menu :
Vegetable Soup and Cracker, 4c Baked Beans and Brown Bread, 5c Ham Sandwich, 4c Lettuce Sandwich, 4c Marmalade Sandwich, 4c Fruit Jelly with Cream, 5c
Milk, 3c Cookie, 1c Banana, 3c Apple, 3c
During the twenty minute recess a large number of boys and girls are served in the lunch room. This means an over-crowded condition. To correct this a larger space should be devoted to the lunch room and chairs with arms provided. This would insure less hurried eating and a more beneficial lunch for the students. To encourage young people to drink more water a drinking fountain should be placed in or near the lunch room.
To make the Home Economics a more effective home making course I would suggest a very simple suite of four
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rooms where home problems of all sorts can be solved. These rooms would include a living room, where Interior Decoration can be taught and practiced and ideas worked out in connection with the Art Department. In the bed room, girls can become familiar with the simple methods practiced in home nursing. A better knowledge of the cooking and serving of home meals can be acquired if the girls could serve the teachers or groups of other girls occa- sionally in the dining room. (This idea is in use now.) A unit kitchen with laundry facilites where all kinds of labor saving devices may be tried out should be the most im- portant part of our suite. Such a plan should grow gradu- ally and the girls should help furnish it under the guidance of the teacher and the art teacher. This would be teaching the girls how to make a home attractive and at the same time efficient at a minimum of cost and labor.
Respectfully submitted,
ELIZABETH MARSH,
Home Economics Department.
February 7, 1922.
Household Arts. (High School.)
The number pursuing the courses of Cooking and Sew- ing 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
1921-1922,
24
46
PLYMOUTH TWENTY-ONE
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CLASS OF 1921.
Class Motto: "Service."
Anderson, Marjorie Mac
Howland, Jennette Allen
Andrews, Florence Elizabeth Hurle, Charles John
Baker, Francis Henry Bartlett, Francis William Beckford, Ruth Duthie Beever, Granville Harcourt Bent, Anna Greenleaf
Bird, Muriel Frances
Birnstein, Louise Gertrude Blackmer, Dorothy
Bodell, Henry Robert
Bourne, Herbert Clyfton
Burgess, Alta Louise
Burnett, Robert St. Denis Davee, Beatrice Parker Davis, Esther May
Delaney, Elizabeth Catherine Raymond, Ellen Hayden
Delaney, Richard Alfred Dickson, Barbara Frances Downey, Mildred Rose Dugan, Helena Agnes Dunlap, William Forbes Eastwood, Ruth Allen Engler, Walter Max
Fisher, Geneva Campbell Gray, Walter Griffin Ilalligan, Helen
Hatfield, Albert Ernest Heath, Mary Harriet
Jewett, Myrtis Eleanor Leach, Olive LeBaron Leland, Florence Mae Macmann, Doris Lydia Manter, Hulda Singhield Marshall, Madeline Kathryn McClosky, David Blair Medara, Edith Vivian Paine, Dorothy Anne Pease, Francis Arthur Peck, Alma Emilie Pirani, Dora Mary Picard, Arthur Willard Prince, Charles Calvin
Resnick, Hattie Rachel Ries. Dora Louise Robbins, Charles Irving Sadow, Helen Dorothy Sawyer, Evelyn Louise ‘Smith, Charles Thomas Smith, Ruth Doris Wallace, Catherine Dorothy. Walton, Henry Otis Weston, Marion Hall
White, Mary Ellen
Woodward, Mabel Roxanna
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JUNIOR HIGH SCHOOL REPORT.
Mr. Charles A. Harris,
Superintendent of Schools, Plymouth, Mass.
Dear Sir:
The enrollment the past year was 395. As the loss in the different classes has greatly decreased from year to year, the number promoted to High School has steadily increased until 132, the record number, was reached in June. It is interesting to know that of this number, 126 entered High School in September, the remaining six becoming wage earners. As there are "enormous differences of native aptitude, industry, ambition, and perseverance that cannot be overcome by the best organization and the most com- petent teacher," so this class had its quota of pupils who did superior work, good work, and fair work, with a mini- mum number of those whose promotion was based on chron- ological age.
At the opening of the fall term we were confronted once again with the problem of seating the large entering classes, no provision having been made during the summer for this increase. The seventh grade classes have five or six more pupils than a standard-sized class in a Junior High School should have. In the manual prepared by the Committee of Fifteen appointed by the Commissioner of Education is the following: "The adoption of 35 as the standard num -- ber of pupils to be accommodated in a room is in accord with sound principles of economy and efficiency. Classes of over 35 pupils should not be allowed in a Junior High School."
It has been almost impossible to keep to a high academic
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standard with so many changes among the teaching staff as the past year witnessed. Some of these were due to resignations, other to leave of absence, and others to ill- nesses. At present, there is one teacher on leave of absence for illness.
The theory that it is just as much the work of the school to advance the superior pupil as to improve the average and poorest, was made practical in September when a rapid advancement class was formulated for those, who, in the sixth grade, had been examined by intelligence tests, and who showed unusual mentality. This has placed the school nearer a scientific classification of pupils than ever before. That these pupils whose average age is 12 years are get- ting the most good out of their year's work is evident from their ability to maintain the standard of the eighth grade. The class has passed its stage of experiment and the pupils are doing their work in a manner entirely satis- factory, so that there is every reason to believe they will enter High School in September. One important fact which should be noted is this: they have the highest per cent. of attendance of any other class in the school.
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