USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1920-1921 > Part 31
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A desirable provision in any Junior High School is a library room. Since that is not available at present, the sewing room is used after school hours for the activities of the Library Club which was formed for the purpose of co-ordinating the work of the school and Public Library. The club meets once a week with a teacher especially adapted for this work. By courtesy of the librarian, an adequate amount of good reading material is supplied and as the members come in contact with this material and acquire the power to use it, it is hoped that two things may be accomplished :
1. To get pupils to enjoy reading.
2. To read worth-while books.
A room that could be used during school hours so that
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the Library Club might be incorporated into the school program would include participation of every, pupil in its activities.
The school cannot continue much longer without an As- sembly Hall. The present condition of crowding pupils into a corridor is unsafe. With an Assembly Hall, the physical training so necessary for effective living, might become an important factor in the school.
There are two recommendations however, which require immediate attention. These are:
1. A program clock and secondaries for the recitation rooms. In the movement of classes, no other device can give satisfactory results.
2. A fire signal bell that can be heard in every room. At present the only bell for fire drills is the same that is used for dismissals.
Besides these, there should be some simple but adequate equipment for a library in order that satisfactory results be obtained.
In conclusion, I wish to express my appreciation to you, to the School Committee, to the teachers, to Miss Kerr of the Public Library, and to all others who have cooperated in any way in the work of the school.
Respectfully submitted,
KATHARINE A. O'BRIEN, Principal.
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HOUSEHOLD ARTS
REPORT OF THE SUPERVISOR OF HOUSEHOLD ARTS IN THE JUNIOR HIGH SCHOOL AND THE ELEMENTARY GRADES.
Mr. Charles A. Harris,
Superintendent of Schools. My dear Mr. Harris : In response to your request, I sub- mit the following report of the three divisions of the Home Economics Department of the Junior High School.
COOKING.
The time is so divided that during the 7th grade, the girls have one and one half hours of cooking for one half year unless they elect the work, then they have one and one half hours for the entire year. In the 8th grade, the girls have one and one-half hours for the entire year, unless elected, then they have three hours for the entire year. In the 9th grade, the girls have one and one half hours for one half year.
During the past year the numbers have been as follows :
Required. Elective.
7th Grade, 39 girls 7th Grade, 52 girls
8th Grade, 91 girls 8th Grade, 9 girls
9th Grade, 15 girls 9th Grade, - girls
The work is planned to give the girls experience in the preparation of simple foods and dishes, with emphasis laid on selection, preparation, serving, cost and food values.
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Much of the food prepared is sold in the lunch room, but the lunch room is not dependent upon the cooking classes for food.
Seasonable menus for breakfasts, dinners, luncheons of suppers, with emphasis on good combinations, family re- quirements and cost are planned, prepared and served. Some meals are served in the dining room where table set- ting and serving is taught.
At Thanksgiving time a typical Thanksgiving dinner was prepared and served, with stress laid on appropriate and inexpensive table decoration, etc.
At Christmas time four dinners for worthy families were prepared and distributed in baskets. These baskets con- tained roast stuffed chicken, potatoes, turnips, onions, cran- berries, sugar, butter, oranges, apples, bananas, dates, figs, nuts and pop-corn balls.
The money for these dinners, amounting to $14.50, was very kindly donated by the pupils of the Junior High School.
During the fall, canning and preserving were taught. The girls brought their products from home. Also during the course some time is put on candy making, food for the sick and packing luncheon boxes.
To make the work more beneficial and interesting I would suggest the following improvements :
1. Longer periods.
2. Unit kitchen with complete equipment.
3. Equipment for teaching laundry work.
4. Equipment for teaching care of the sick.
LUNCH ROOM.
From 11.10-11.30 a. m., luncheon is served to teachers and pupils. As has been said, some food is prepared by pupils, and the rest by a paid assistant. The lunch room
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is self supporting. The prices are so arranged as to cover cost of food and service. The menu consists of :
Three kinds of sandwiches or bread.
Milk or cocoa.
Soup.
Hearty dish.
Salad.
Dessert, besides apples, oranges, bananas, sweet choco- late, simple cookies, and ice cream.
The sweet food is put in to supplement a luncheon brought from home. I would suggest the following way of spending an allotted sum of money :
5c-Milk or Cocoa 3c, Crackers or Cookies 2c; or Soup and Crackers 5c.
10c-Milk or Cocoa 3c, Sandwich 3c, Orange 4c; or Soup and Crackers 5c, Apple, Pudding or Ice Cream 5c; or Soup 4c, Sandwich 3c, Banana or Cookies 3c.
15c-Milk or Cocoa 3c, Hearty Dish, usually 6c-8c, Des- sert 5c.
To make the luncheon more beneficial I sincerely hope the time will come when there will be an opportunity for the pupils to wash their hands before eating, and also have ample time and room to eat comfortably. To do this, more room is needed that there may be tables and chairs, drink- ing fountains and a longer luncheon period.
Miss Brayton, who is teacher of Sewing, writes the fol- lowing :
SEWING REPORT.
"Sewing is begun in the 6th grade. Each girl is required to take one hour of sewing a week during that time.
In the 7th grades one and one half hours of work are required each week for half a year unless elected. Then three hours of work per week are required.
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For the 8th grades there is no sewing unless the girls make a point of electing it. If sewing is taken, one and one half hours per week are required.
In the 9th grade, one and one half hours of work, per week, are required for half a year.
For the year 1921 to 1922, the classes have been as fol- lows :
Required.
Elective.
6th Grade, 125 girls
6th Grade, -
7th Grade, 39 girls
7th Grade, 52 girls
8th Grade, -
8th Grade, 9 girls
9th Grade, 12 girls
9th Grade, -
The first year of sewing is so planned that the girls are taught the plain stitches, also a few of the fancy stitches, and some of the simpler constructive problems. They im- mediately apply these to practical work such as sewing bags, aprons, petticoats, etc.
At Christmas time, a few weeks are devoted to the mak- ing of simple gifts.
When the Junior High is reached, the girls are taught the use and care of sewing machines, eliminating some of the hand sewing. Here more difficult constructive prob- lems are taught. The first half of the year is spent in the making of a cooking outfit, which consists of an apron, cap, towel and holder. The last half of the year is devoted to the making of all kinds of underwear, the girls designing their own patterns, with the help of a few commercial pat- terns and learning to apply various kinds of trimmings and decorations.
In addition to the actual sewing some time is devoted to the study of textiles. The girls are asked to obtain sam- ples of all kinds of standard materials and are taught what materials are the most suitable for various garments in regard to use, wear and cost.
The girls in the 8th grade are devoting their time to the
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making of simple house dresses, kitchen aprons and more difficult underwear.
The girls in the 9th grade are to make very simple school dresses of wash materials, which will be suitable to wear at their graduation exercises.
Usually, at some time during the year, an exhibition of the work of the sewing classes is given. The parents and friends of the pupils are urged to attend, that they may see just what work is being done in this department; and to encourage them in this important work of learning to make their own garments.
I would suggest that the following equipment be added to the department :
Individual boxes for each girl's work.
Lockers with shelves to hold these boxes.
A bulletin board.
And is possible, a case for exhibition work."
In addition to the work mentioned above by Miss Brayton, I respectfully recommend that Sewing be taught in the fifth grade beginning with the next school year, and thereafter ex- tended to the fourth grade.
Respectfully submitted,
HAZEL A. ROSS.
Supervisor of Household Arts.
HOUSEHOLD ARTS.
This department was opened in September, 1914. Since that time the number pursuing the course in Cooking and Sewing 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
1921-1922,
206
237
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DRAWING AND MANUAL TRAINING
Mr. Charles A. Harris,
Superintendent of Schools, Plymouth, Mass.
Dear Sir :- I herewith submit the following report on Drawing and Manual Training.
The aim of art education is, (1), to train in expression, (2), in observation, and (3), in appreciation, It not only trains the pupils to draw, but to perceive and enjoy beauty and to stimulate good taste and appreciation.
1. To teach drawing so that it can be used freely at any time as a ready means of independent expression; also so that it can be used for purposes demanding complete accuracy. This is accomplished by drawing from objects, from nature, illustrative drawing and mechanical drawing.
2. To develop a desire for "doing things" in order to make pupils more efficient citizens. Such efficiency de- mands discrimination of worth, to appreciate skill, gen- uineness instead of sham, the love of work with materials independently, to buy sensibly and to use economically.
This side of the work is developed by the paper construc- tion, cardboard construction, book-binding, etc.
3. To teach through the practice of design the appre- ciation of its necessity, its utility and the possibility of its universal application. Not only is design a possible ele- ment in all hand work, and the only intellectual one from making a paper envelope to building a house, but it is the fundamental principal beneath all forms of creative work.
Problems in design include : designing of Christmas and other cards, making of posters, decoration on books, leath-
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er and on other craft-work and designing of rooms and costumes and many other applications.
Art instinct is universal and its development is necessary for the highest aspiration, achievement and satisfaction to the individual; and to the nation for its commerce and continued prosperity.
It seems necessary in the High School because of lack of time to accommodate students from different grades, also at the same time pupils taking both Freehand Draw- ing the Mechanical Drawing which divides the teacher's attention and as many of the classes are large the instruc- tor's help is effectively lessened.
Only one day each week is given to drawing in the High School, thus prohibiting some pupils from taking it on account of conflicts in other subjects.
Sixty-eight pupils take Mechanical Drawing and 11 take Freehand Drawing.
The course in Mechanical Drawing consists of geometri- cal drawing, projection, developments, cutting-planes and intersections; some machine and isometric drawing and also practice in sketching. The course is intended to be both practical and educational and prepares for the engi- neering courses in the technical schools.
The aim of Manual Training is to acquire information and knowledge and some degree of skill, also to arouse in- terest. The principles of construction is taught through observation, illustration and experience. In most cases problems involve invention or design or both; therefore stimulating individual initiative on the part of the pupil.
Problems include paper construction, weaving, bookbind- ing, etc.
In the sixth grade a course in book construction is given to the boys.
Manual Training in the 7th grade includes learning to read and make working drawings and. woodwork, learn-
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ing to square up stock, making curves, fastening with nails and screws, application of design and finish.
Objects made include the inkstand, broom-holder, toys, birdhouses, boxes and other small objects that can be con- structed without joints.
In grades 8 and 9 the making of joints is taught and ap- plied to small objects and cabinet work as necktie rack, towel-roller, book-ends, foot-stool, taboret, electric drop- light, clothes-tree, umbrella stand, bookcases, piano stool, and many other objects.
The course follows the group plan. By grouping a num- ber of objects having similar tool operation, permits the hoy to satisfy individual needs and provides work for the faster worker until the slow worker completes the minimum requirement. It also provides for the repeater who often has to repeat because of poor academic work.
The slow pupil has a right to an equal share of the instruc- tor's time and this is not alway easy to give, with classes of thirty and thirty-two boys, when the brilliant boy is 10 be given advanced work and all have individual instruc- tion.
Woodwork in the 7th, 8th, and 9th grades is required. Pupils can also elect it as a major subject taking four and one half hours each week. Out of one hundred and seven- ty-five boys in these grades, eighty-nine elect woodwork.
Teachers' meetings are given to the grade teachers to fa- miliarize the new teachers with the work.
I would recommend that the classes in woodwork should be smaller and that the High School should have more time for drawing.
Respectfully submitted,
JENNIE F. STRATTON.
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REPORT OF SCHOOLS IN THE CORNISH DISTRICT
Mr. Charles A. Harris,
Superintendent of Schools, Plymouth, Mass.
My dear Mr. Harris: The following report of the schools in the Cornish District is submitted at your request.
There were, at the beginning of this year, 580 pupils en- rolled in this district. Of this number, 261 were at the Corn- ish School, 156 at the Burton, 65 at Oak Street, 60 at Cold Spring, and 38 at Alden Street. This total enrollment is 23 per cent. of all the pupils in town.
There can be no question in regard to the necessity of opening the school at Alden Street as, there having been no first grade between the Cornish and Knapp buildings, chil- dren just entering school were obliged to walk a greater distance than those who had been in school for a year or more. It has not only been an advantage to the people of that vicinity, but has made it possible to reduce the nun ber of pupils in the two first grades at the Cornish building to about thirty in each room-an ideal arrangement.
In February of last year there were, at the Cornish build- ing. 100 pupils of the 6th grade divided among three rooms. It is inevitable that there will be a marked variation in the mental ability of so large a number of children. This was so apparent that the advisability of some classification whereby those of approximately the same ability should be in groups was realized. Since all of these pupils had been given the National Intelligence Tests, it was decided to classify them accordingly-a method meeting with increas-
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ing confidence in all institutions of learning. As a result of this grouping, the individual needs of each class could be more nearly met. In June, twenty-five of these pupils were recommended for advanced work at the Junior High School. This did not in any way prevent the regular advancement of the remainder of the pupils in the three groups.
In reply to the criticism that it is unwise to force children ahead, as they are immature when they reach the High School, it may be said that the score of these pupils in the mental tests varied from 153 to 75 points. Again, had the advancement been made by requiring extra work to be done outside of regular school hours, either by means of home lessons or detention after school, there might be ground for controversy. As neither means was used, would it not have been as unreasonable to afford no opportunity for these pupils to advance, as to insist that those who outstrip their companions in physical growth should be suppressed, or fitted to the same size and grade of garments as those of slower development? It is hoped that the benefit of this classification may be so apparent that it will become a reg- ular method of procedure.
When the announcement was made that the State would conduct a series of tests for pupils who are three years or more retarted, about fifty of this class were found in this district. If some way is provided whereby these pupils can be given instruction fitted to their needs-and it is im- possible to accomplish this in regular classes-it will bene- fit not only this class of children, but be a decided advan- tage to the whole school.
An increasing proportion of time has been given, during the past year, to project work, while the socialized recita- tion and supervised study. periods are important features in most rooms.
Realizing the place which visual instruction has in pres- ent-day teaching, the Cornish and Burton Schools have pur-
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chased 200 additional stereographic views, making the num- ber at present 800. This represents an expenditure of $175, the entire amount having been raised by the efforts of the pupils. These views are used in all grades and greatly broaden the work, particularly in history and geography.
During the spring term, an orchestra of two girls and eleven. boys practiced, after school, under the direction of the Music Supervisor. These pupils were able to play several selections at our exercises in observance of Memorial Day and demonstrated the advantage of this form of school ac- tivity.
One of our greatest needs is an assembly room where we can gather for exercises on special occasions, thus making it possible to extend invitations to parents and friends to be present. It would also enable us to make further use of visual instruction. A lantern has been loaned the school, but, at present, there is no equipment whereby it can be utilized. The room formerly used for the sloyd classes could be refitted, and made to serve both these purposes, to a limited degree, at comparatively slight expense.
It would facilitate communication in a district extending from Oak Street to Alden Street if telephones could be placed in the more remote buildings. It would bring these schools into closer relation with those that are more cen- tral. It is often necessary to communicate with these schools, and, at present, this can be done only by despatch- ing a pupil with a note, or placing ourselves under obliga- tions to kind neighbors who are willing to receive and de- liver telephone messages.
The playground at the Cornish School is a veritable abomination of desolation. In summer it is entirely with- out shade, and is a waste of sand which is suffocating when raised into clouds of dust by the wind or by the activities of over 400 children; and in the winter and spring it is a slough of despond. It cannot be conducive to the health of
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the children to inhale germ-laden dust for two twenty-min- ute periods a day, not to mention the condition of shoes and . clothing at the close of a recess period. If parents would visit the playground on some windy, or muddy day, they would unanimously vote an appropriation for improvement as a means of economy. The playground is in a conspicu- ous locality, on the direct line from Burial Hill to the Fore- fathers' Monument, and is a subject for much adverse com- ment by visitors. Several years ago a set of apparatus for the playground was presented by the Plymouth Woman's Club. This could not be expected to last indefinitely with- out repairs. At present it is not in condition for use. Would it be possible to have the needed repairs made? In view of the contemplated changes to be made in this vicinity, it is respectfully requested that the matter of playground improvement be given consideration.
It is a pleasure to record the loyal cooperation and admir- able esprit de corps of the teachers with whom it is my privilege to be associated.
Respectfully submitted,
ADDIE L. BARTLETT.
Principal of the Cornish School.
1
PLYMOUTH TWENTY-TWO
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REPORT OF KNAPP SCHOOL
r
Mr. Charles A. Harris,
Superintendent of Schools, Plymouth, Mass.
My dear Mr. Harris :- I herewith submit the annual re- port of the Knapp School for the past year.
The total enrollment has been 413, 201 boys and 212 girls. According to grade as follows :
Grade 1. 2 rooms, 80.
Grade 2, 1 room, 42.
Grade 3, 1 room, 42.
Grade 4, 1 room, 42.
Grade 5. 2 rooms, 77.
Grade 6. 3 rooms. 110.
Over-age room, 20.
An over-age room has been maintained during the past year and is of great advantage. In this room are some of the older pupils who are retarded to that extent that they are misfits in their respective grades. These placed in a room by themselves may be given special work and more individual attention of the teacher,because of the smaller number.
I would strongly recommend that more opportunity be given this class for manual training. I believe that work of such a type would be of decided advantage to the pupil.
Many pupils leave school to obtain work at the end of the 6th grade. It would be an excellent thing to provide these with some knowledge of Civics. even though elemen tary. If such a course could be introduced into our 6th grades I believe the result would be excellent. The boys and girls of today become the voters of tomorrow and should be given a chance to know the technique of our gov- ernment. even though obliged to leave school early.
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Departmental work is carried on to some extent in the 5th and 6th grades. This is much enjoyed by both pupils and teachers and the results are most excellent. This af- fords the teacher time for more intensive preparation as fewer subjects are prepared and also gives the teacher those subjects in which she is most interested and would probably do her best work.
We have been fortunate in having but few changes in teachers for some time. Mrs. Helling, who was in charge of the over-age room, resigned after Christmas vacation and Miss Marion Babcock, a graduate of Greenville Woman's College, Greenville, South Carolina, was obtained to fill the position. This she is doing most acceptably.
Miss Mary Pimentel, who has been with us for some time, resigned to go to New Bedford. We have been very for- tunate in obtaining Miss Helen Perrior, who is a Bridgewa- ter graduate and has had successful teaching experience in Quincy.
The attendance during the past year has been much bet- ter than that of the previous year, although the early part was considerably broken into by contagious disease.
An orchestra has been formed, which holds its rehearsals during a part of the noon intermission or after school. The pupils, who play various instruments, very much enjoy this.
Each fall finds us crowded and the putting up of two por. table buildings in the north part of the Town gives but tem- porary relief.
If the desks could be shifted in two of the rooms so that light would fall from the back and left side of the pupils I believe the amount so expended would be very profitably used and the cost would be but little.
Respectfully submitted,
WILLIAM WHITNEY.
Principal Knapp School.
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REPORT OF MOUNT PLEASANT SCHOOL
Mr. Charles A. Harris,
Superintendent of Schools.
Dear Sir :- I respectfully submit the following brief re- port from the Mount Pleasant School.
During the school year from September 1920 to June 1921, the pupils enrolled in the Mount Pleasant School num- bered 243, distributed as follows: Grade 1, 38; Grade 2, 34 ; Grade 3, 46; Grade 4, 43; Grade 5, 42; and Grade 6, 40.
There was no change in the teaching corps during this time, and no room was closed more than one day on account. of the absence of teacher.
During the months from January to April inclusive, the attendance was far below normal, on account of contagious diseases then prevalent among the pupils.
In spite of this irregular attendance, the work as out- lined in our course of study was finished, and in June the usual number of pupils was promoted, although as always, some were retarded.
During the winter term the National Intelligence Tests were given to all pupils above the 3d Grade. The examina- tion of these papers brought certain facts very plainly be- fore us as teachers. The tests proved valuable both in the recognition of superior children, as well as those mentally backward.
As a result of these tests a number of pupils from the 6th Grade was transferred to the Cornish School where they were given a chance to do more advanced work. At the same time, three pupils, whose scores were unusually high, were promoted from the 5th to the 6th Grade, and
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they had no difficulty in doing the work of the higher class.
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