USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1926-1927 > Part 32
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A STUDY OF SCHOOL ENROLLMENTS
In order to understand the changes in the school enroll- ment during the past few years the following data is sub- mitted relative to the enrollments of the grades, and of the junior and senior high schools.
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Enrollmnts in Grades IV-VI
Grade IV
Grade V
Grade VE
April 1, 1919,
235
267
280
April 1, 1920,
241
194
304
April 1, 1921,
268
234
268
April 1, 1922,
292
264
239
April 1, 1923,
333
271
251
April 1, 1924,
290
289
259
Dec. 31, 1924,
288
284
259
Dec. 31, 1925,
284
264
278
Dec. 31, 1926,
251
311
279
Nov. 1, 1927,
277
249
293
These figures indicate no decided dropping off during- the past three years. Instead there is a fairly uniform condition.
JUNIOR HIGH SCHOOL
Grade VII
Grade VIII
Grade IX
Total
April 1, 1919,
222
122
47
391
April 1, 1920,
199
159
51
409
April 1, 1921,
204
147
51
402
April 1, 1922,
203
160
37
400
April 1, 1923,
207
124
38
369
April 1, 1924,
202
140
30
372
Dec. 31, 1924,
222
160
31
411
Dec. 31, 1925,
222
189
. .
411
Dec. 31, 1926,
215
196
. .
411
Nov. 1, 1927,
256
219
. .
475
SENIOR HIGH SCHOOL
Ist yr.
2d yr.
3d yr.
4th yr. Post Grad.
Total
April 1, 1919,
110
90
67
53
0
306
April 1, 1920,
80
83
72
59
6
300
April 1, 1921,
108
74
74
58
0
314
April 1, 1922,
126
111
59
63
3
362
April 1, 1923,
135
115
86
54
8
398
April 1, 1924,
103
112
94
75
2
386
Dec. 31, 1924,
115
88
97
46
0
376
Dec. 31, 1925,
144
107
70
85
0
406
Dec. 31, 1926,
148
129
72
61
0
410
Nov. 1, 1927,
128
117
99
78
0
422
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TOTAL FOR UPPER SIX GRADES
April
April
April
April
April
April
Dec.
Dec.
Dec.
Nov.
1919
1920
1921
1922
1923
1924
1924
1925
1926
1927
697
709
716
762
767
758
787
817
821
897
TOTAL FOR SCHOOL ENROLLMENT
April
April
April
April
April
April
Dec.
Dec.
Dec.
Nov.
1919
1920
1921
1922
1923
1924
1924
1925
1926
1927
2254 2486 2591 2598 2666 2615 2575 2529 2531
2564
A study of the school enrollment from 1919 to 1927 show that the upper six grades have increased ap- proximately two hundred pupils since April, 1919, and that the total school enrollment has increased only 139. This means that there are less pupils in the first six grades. If some of the other years are compared it may be found that at times there were over 100 pupils more in the grades. This decrease is in part in the rural or one room schools, several of which have been closed and combined with others. There are also less pupils in the grades in the Cornish-Burton district as shown by the closing of one room, and in the Knapp district by the closing of one room. The closing of these rooms is only temporary, however.
The question may well be asked what effect this de- crease in the grades will have upon the future enroll- ments in the Junior and Senior High schools. When one thinks of a hundred pupils divided among six grades and among several schools he will readily see that the effect is negligible both in regard to saving in the cost of edu- cation and in the number affecting the Junior High School, Even fifteen, more or less, entering the Junior High school, when divided among seven divisions will not affect the classes materially.
Another question arises as to why are there more in the upper six grades with less in the lower grades. There are three reasons for this.
First-Pupils are staying in school longer. In Massa- chusetts during the past ten years the High School en-
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rollment has increased 57%, while the population has in- creased only 12%. In Plymouth the population increased 2% from 1915 to 1925, while the upper six grades have increased almost 30%.
Surrounding towns, such as Middleboro, Rockland, and Whitman show a similar trend.
Secondly-There are less opportunities for pupils under sixteen years of age to go to work. Many con- cerns do not care to employ those under 16, while others are seeking grammar or high school graduates and will consider no one not having these requirements.
Thirdly-Many of the over-age pupils are not being retained in the sixth grade, but are being advanced to form a special group at the Junior High School, where they receive a different type of training. Their chief in- terest is not in the intellectual studies but more frequent- ly in manual lines, such as cooking and sewing for the girls, and manual arts in several forms for the boys. They are being fitted to be useful and worthwhile citizens.
From birth records the following data is derived. The average number of births for the six year period 1914- 1920 was 289, while for the period 1921-1926 the average was 283, a very slight decrease. It may be safe to infer that there will be a steady enrollment in the grades and in the Junior High School. The number in the Junior High School should be from 450 to 475 yearly.
The number in the Senior High School should increase as a result of the increased number entering the fresh- man year. With a broader and more attractive course for those not intellectually but mechanically inclined, to- gether with general improved school facilities, the num- ber in the four year senior school should approximate 500 pupils within two years.
Considering the larger numbers in the first three years at the High School and a prospective larger entering class, the High School enrollment in September, 1928, will be approximately 50 pupils more. Undoubtedly this
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will mean the High School pupils will have to be put on part time.
SOLUTION RECOMMENDED
Since Professor Davis made his report his suggestions as well as other suggestions for solutions have been care- fully studied. Two phases of the situation were consid- ered especially, first the relative costs and second, the educational advantages.
Considering these factors, the following plan is recom- mended :
Erect a building between the Junior and Senior High schools to meet the needs of the two schools.
This building would be connected by a corridor to the present Junior High school, and would be located where the tennis court, the portable building used by the build- ing supervisor, and the Lincoln Street School are now. The lot adjacent to the rear of the playground and facing Union Street can be purchased at a reasonable cost and the Lincoln Street School moved. The new building would not interfere with the present playground. It would face Lincoln Street and be readily accessible to the Senior High.
This new building would contain additional class- rooms, rooms for domestic science and manual training which would be used by both schools, as well as a gym- nasium, an assembly hall and a lunch room.
The class rooms would be used to relieve the congestion in the Junior High School, and would also accommodate the freshman class from the Senior High School.
Some of the rooms at the Senior High School would be reorganized for science laboratories and commercial work. More adequate cloak room facilities would be provided.
A central heating plant should be erected between the Junior High School and the new building, which will heat all three buildings. This ought to reduce the cost of
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heating of schools and greatly reduce the fire hazard, es- pecially in the Senior High School, which is an old build- ing heated by eight furnaces.
There should be a complete renovation of the ventilat- ing system of the old High School.
The total cost of the new building fully equipped to- gether with the central heating plant, improved ventila- tion at the Senior High School, and minor changes in some class rooms, should cost not over $325,000. It is hoped to keep it under $300,000.
ADVANTAGES OF PLAN
The annual operating expense would be less for a I combined Junior and Senior High School.
.1 . The cost of the administration would be less.
2. Less janitor service.
3. Less special teachers.
4. Less classroom teachers because of a more eco- nomical distribution of pupils.
II The educational advantages of a combined Junior and Senior High School may be briefly stated as follows :
1. A very close correlation of the work throughout all six grades. Heads of departments, or com- mittees of teachers, representing all grades in each subject will coordinate the work.
2. A broader program of studies may be offered. For example, if there were two Junior High Schools, in one school there might be a group of only ten pupils and the same in the other. If these two groups were combined it would make a class of twenty. In the one case the cost could not be justified, in the latter case it could.
3. A closer grouping of pupils according to ability and interest can be secured in a school of 600 pupils than in two schools of half the size, a decided advantage to both the bright pupil and slow pupil.
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4. All Junior High pupils have exactly the same training and are prepared for Senior High School in the same way. In two different schools the two principals will have two different view- points and there would be some lack of uniform- ity.
5. All pupils would work together for the good of the one school. Sectional differences will be ob- literated much more readily.
CONCLUSION
The condition in the schools is a fact and not a theory. The condition will grow worse rather than better. All · pupils are not receiving that type of education which will best fit them for their life work and make them worthy citizens.
To remedy these conditions Plymouth should erect in the immediate future a building between the Junior and Senior High Schools to contain the necessary classrooms to meet the needs of these schools, an assembly hall, a gymnasium, a principal's office and a lunch room.
This is the most economical plan in cost of building and in operating. It provides the best educational pro- gram for these six grades. With this additional accom- modation and the reorganization of the six-year program under one administrative head, Plymouth's educational system at a reasonable expenditure of money will rank high among those in the state.
Respectfully submitted,
ANSON B. HANDY.
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REPORT ON A SURVEY OF THE EDUCA- TIONAL AND BUILDING NEEDS OF THE JUNIOR AND SENIOR HIGH SCHOOLS IN PLYMOUTH
To the School Committee of Plymouth, Mass.
Gentlemen :-
I, herewith, submit the following report regarding the. educational and building needs of the Junior and Senior High Schools in Plymouth.
THE EDUCATIONAL NEEDS
Before undertaking any project looking forward to a school building program, it is necessary to study care- fully the present situation, the evident educational needs of the community, and the essential reorganization of the program of studies planned to meet these needs. It is also essential to study the administrative organization in the light of these educational needs with the view of securing the desired results with the greatest economy and with the highest teaching efficiency. Upon this basis the following study has been made leading to cer- tain recommendations for a building program.
THE PRESENT SITUATION
The School Population :- A study of the enrollment in. both the Senior and Junior High Schools presents some facts which have a direct bearing upon the situation. The proportion of the pupils now enrolled in each of the secondary school grades shows where the pupils begin to leave school and where we find the greatest loss. The following graph will illustrate the situation.
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PERCENTAGE OF ENROLLMENT IN EACH GRADE
No. 1
7th
36%
8th
20.8%
9th
15%
10th
11%
11th
9.2%
12th
8 %
Special attention is called to the fact that of all the pupils enrolled in both the Junior and Senior High Schools 36 percent. or over one-third, are to be found in the sev- enth grade. The falling off in the eighth and ninth grades is very heavy. Once the pupils enter the tenth grade they hold on very well toward graduation. There are several reasons for this particular situation. The compulsory school law holds all of the pupils until they become from 14 to 16 years of age. Many of them reach this status in the seventh, eight, and ninth grades. However, not all of these pupils leave because it is necessary for them to go to work to help support the family. The large pro- portion of these pupils leave because they prefer to do so. They are not interested; they do not like the work; they cannot see that the work they have to do is going to be of any real value to them in earning a living. This calls for revision of the program of studies to meet the needs of those who might continue in school if the training of- fered were of a more practical type.
Another study of the nationalities represented in the Junior and Senior High Schools is of interest.
School Report 3
r
e
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PERCENTAGE OF NATIONALITIES COMPARED
No. 2
SENIOR HIGH SCHOOL
American 65.2%
Italian
25.2%
Others 9.6%
JUNIOR HIGH SCHOOL
American 51%
Italian
25%
Others
24%
In the Junior High School 51 percent. are classified as American, 25 percent. as Italian, and 24 percent. are scat- tered among several other nationalities. But in the Senior High School the children from American homes have re- mained to the extent that they represent 65.2 percent. of the total. This is evidently due to the great loss from the scattering nationalities who make up only 9.6 percent. of the pupils. The most noteworthy fact shown in this study is that the Italian pupils have maintained their ratio of 25 percent. in both the Junior and Senior High Schools. This speaks well for the ambition and ability of the Italian population in Plymouth. Again the evidence shows that the Senior High School program of studies does not at the present time offer sufficient inducement to retain the children of these scattered nationalities.
THE INTELLIGENCE QUOTIENTS OF HIGH SCHOOL PUPILS
From a study made by Mr. Marsden, principal of the Senior High School, showing the intelligence quotients of the pupils in each of the four years, we have further
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evidence of the need for more of the practical work in the curriculum. Among the first year pupils are to be found 30 percent. with an intelligence quotient of less than 90 with a school median for that year of 98. In the second year 15 percent. have a quotient of less than 90 and the median is 101. The third year class holds the same median of 101 but only 8 percent. remain with a quotient of less than 90. Then, in the senior year the median quotient is 103 and only three percent. of those with a quotient less than 90 remain. The intelligence quotient is merely an index of the ability of the pupil to do the kind of academic work now offered in the High School. Many of these pupils of the low "intelligence" quotient will become very successful men and women out in the work-a-day world. They are simply not of the academic or "professional" type. And at present the High School curriculum is planned largely for those who would prepare for college to enter the professions. Again if this 30 percent. of the first year pupils are to be given a fair chance to graduate from the High School, they must be offered the type of training which will fit them for the work which they are capable of doing and which they will do in life. The following graph, No. 3, will serve to illustrate how the pupils of this type fail to survive in the succeeding years of the High School with its present curriculum.
PERCENTAGE OF PUPILS OF LOW "INTELLI-
LIGENCE" QUOTIENT IN THE FOUR YEARS OF THE HIGH SCHOOL
No. 3
1st yr.
30%
2nd yr. 15%
3rd yr.
8%
4th yr.
3%
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THE PROGRAM OF STUDIES
The planning of a new school building has been called the "Housing of the program of studies." This phrase is truer today than ever before. In the past we have con- sidered a school building as a place in which we can seat a certain number of pupils at school desks. Such a plan is now very inefficient. The reorganization of the sev- enth, eighth, and ninth grades into a Junior High School with its enriched curriculum, its departmental teaching, its courses planned to explore the aptitudes and abilities of the pupils, its health program, and its practical train- ing in character and citizenship, is now demanding build- ing facilities definitely planned to meet the needs of these activities. The same is true of the modern Senior High School, which is no longer merely a preparatory school for the few who would go to college to prepare for the professions, but is an institution for all the children of all the people, offering such training as will better fit them for the work which they are to do in all walks in life.
Therefore, this study presents a suggested reorganiza- tion of the program of studies for both the Junior and Senior High Schools. This reorganization is not as radi- cal as the word may sound, for Plymouth has been work- ing in this direction for several years. Your leaders have been wise in moving slowly and carefully in bring- ing about these changes. It is assumed that the same good judgment of your Superintendent and teachers will be used in carrying out the changes proposed in this report.
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PROPOSED FUTURE PROGRAM OF STUDIES FOR THE JUNIOR HIGH SCHOOL Seventh Grade
English
5
Activities 1
Mathematics 5
Sp'l English
Social Stud.
5
Sp'l Arith. or
3
Gen'l Sci.
2
Study Per.
Boys' Shop
2
Girls' Pr. Arts
-
Gymnasium 2 30
Music 2
Sp'l Opportunity
Drawing 2
Class for Slow Group
Assembly
1
Eighth Grade
English
5
Group A.
Mathematics
5
General Lang.,
31
Social Stud. 5
Gen'l Sci. 2
Group B.
Gymnasium 2
Business Tr., 3)
Music
2
Prac. Arts,
2
Drawing 2
Group C.
Assembly 1
Pract. Arts,
5
Activities 1
Boys-Girls, S
-..
25
30
Group D. Opportunity Class
Ninth Grade
English
5 Req. Gymnasium .2]
Mathematics
5
Music
2|
Social Stud. or
Eur. History 5
General Science
5
Latin I
5
Assembly
1
Activities
Study-Library
or Guidance .... 2
Opportunity Cl .-- Sp'l
Boys' Man'l Arts .. 5
Drawing
2 (Req.
Business Trng.
5
Girls' Pr. Arts
5
Library Work
Prac. Arts,
2)
...
... . 5
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PROPOSED FUTURE PROGRAM OF STUDIES FOR THE SENIOR HIGH SCHOOL
Tenth Grade
English
5
Household Arts 4-2
Eur. Hist. I
5
Shop Work
4-2
Geometry
5
Mech. Drawing
2-4
Latin II
5
Free Drawing
2-4
French I
5
Music
1 or 2
Biology
5
Gymnasium
2
Bookkeeping I 5
Assembly
Typewriting
4-2
Eleventh Grade
English 5
Stenog. & Type. .. 10
Eur. Hist. II
5
Hshld. Arts
2-4
Adv. Alg. & Geo 5 Com'l Law & Com. 5
French III 5
Shop Work 2.4
French II 5
Mech. Drawing 2-4
Spanish I
5
Free Drawing
2-4
Chemistry
5
Music
1 or 2
Bookkpg. I
5
Gymnasium
2
Assembly
1
Twelfth Grade
English 5
Bus. Org. & Sal. . 5
U. S. His. & Civ. 5
Hshld. Arts 2-4
Solid G. & Trig. 5
Shop Work 2-4
Latin IV 5
Mech. Drawing 2-4
French III 5
Free Drawing 2-4
Physics 5
Music 1 or 2
Off. Practice 5
Gymnasium
2
Stenog. & Type. .. 10
Assembly 1
THE ORGANIZATION OF THE JUNIOR AND SENIOR HIGH SCHOOLS
The Administrative Organization-There is a tendency in many communities today to develop the Junior High School along modern and progressive lines and at the
·
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same time to leave the Senior High School to drift along in its traditional ways without a complete reorganization of the whole secondary period,-or seventh through twelfth grades. This mistake is very apt to create two serious breaks in the twelve grade public school system, and should be avoided. The whole scheme should be worked out as a unit. The course in English from the seventh grade through the twelfth should be worked out as a cumulative and progressive unity. The same should be true of each subject, and of the administrative organi- zation as well. This also means there should be no "graduation" from the eighth or the ninth grade to em- phasize a break in the complete 12 grade system. Ideally there should be one administrative head with an assist- ant in charge of the Junior High School. Teachers should be interchangeable between the junior and senior grades without loss of pay. To illustrate this need, the teacher of Latin or of any other special subject should receive the same pay for a class of 35 pupils in the eighth grade as for a class of 15 or 20 pupils in the twelfth grade. In other words the teacher should be paid on the basis of her preparation and experience and not on the basis of the grade of the pupils taught. This plan makes for greater unity and efficiency from every point of view.
The Daily Schedule of Hours-The modern program of studies calls for a longer class period and for a longer school day. In years gone by the High School pupil had but four studies to recite from as many books each day. With perhaps one or two brief periods for study in school he was expected to go home to prepare these lessons for the next day's recitations. These conditions no longer meet the situation in a modern secondary school. Besides these four major subjects the pupils will be given, to- gether with some combination of these same studies, an opportunity for training in the manual arts, for sys- tematic physical education, and for activities to develop character and to train in civic leadership. Furthermore, he is trained in the use of the library and is taught how
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to study under the supervision of the teacher of the sub- ject. These are all improvements over the practice of former years and, if they are to be accomplished, time must be provided. The following schedule of hours for both the Junior and Senior High Schools is recomended for consideration when the proper facilities of buildings and equipment are provided.
PROPOSED SCHEDULE OF HOURS
8.15 to 8.30 Home room period.
8.30 to 9.30 1st Class period.
9.30 to 10.30 2d Class period.
10.30 to 11.30 3d Class period.
11.30 to 12.30 4th Class period for one-half of school. Other half of school at lunch during this period.
12.30 to 1.30 5th Class period for second half of school. First half of school at lunch during this period.
1.30 to 2.30 6th Class period.
2.30 Close of regular session of the school. A total school day of five and one-quarter hours with one hour for lunch and recreational activities.
This schedule is merely suggestive of the longer period and longer day, and should be adapted to local needs. The time for the passing of classes will be taken out of the full hour period. Recitations will occupy on the average only half of the period and the remaining time is to be devoted to directed study on the advance lesson. The time given to the lunch period can be shortened to one half hour, if so desired, bringing the closing of the school day at 2.00 o'clock instead of 2.30. Other adapta- tions may also be made to provide for an activities period and an assembly period as the local situation may de- mand.
THE BUILDING SITUATION
The present High School Building. Viewed from the street the present High School building has the appear- ance of being a good building. However, this is the best
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that can be said for the plant. The interior of this build- is very badly planned for high school purposes. Some of the unsatisfactory features are listed below : -
1. Rooms are oversized, seating from 35 to 42 when the average class is less than 25 pupils.
2. Most of the rooms have windows on two sides causing cross lighting which is injurious to the eyes of the pupils.
3. The auditorium is poorly lighted yet it is used for a library, a study hall, a music room, and an assembly hall, and serves none of these activi- ties satisfactorily.
4. The large room on the third floor is used as a science laboratory and recitation room, but is very wasteful of floor space, and is none too safe in case of panic or fire .*
5. No adequate provision is made for the adminis- trative offices.
6. It now requires eight furnaces to heat this plant, increasing the fire risk in a building constructed of wood.
7. The lunch room is in the basement which was never intended for such use.
8. There is no gymnasium or provision for health education.
9. Toilet facilities are not modern, nor properly distributed in the building. Also wardrobe fa- cilities are not properly provided.
10. No proper equipment nor place is provided for the teaching of biology and general science.
11. No satisfactory provision is made for the teach- ing of practical arts for boys.
12. The halls and stairways are poorly lighted and are an actual menace in case of fire.
13. The ventilating system is not satisfactory.
*This has since been remedied by a fire escape.
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Dr. Strayer of Columbia University has prepared a standard scale of 1000 points for the measurement or rating of high school buildings. By this scale the Plym- outh High School building rates 442 out of the possible. 1000 points.
The Junior High School Building-According to the Strayer standard scale this building rates a little better than the High School building, scoring 528 out of the possible 1000 points. The chief criticisms of this build- ing are the following :-
1. Enormous waste of space in corridors and stair- ways.
2. Rooms oversize and cross lighted.
3. Inadequate office facilities.
4. No adequate provision for a health program and physical training.
5. No lunch room.
6. No library.
7. No special room for the teaching of elementary science.
8. No auditorium for assembly, for music, and for pupil activities.
The General Building Situation .- Both the Junior and Senior High School buildings are now housing more pu- pils than the buildings were ever intended to accommo- date. At the same time the educational facilities are not satisfactorily meeting the needs of all of the pupils. The enrollment of pupils in these grades, seven through twelve, has increased from 723 in 1917 to 897 in Septem- ber, 1927. There has been no great gain in the popula- tion of the Town during this same period. So far as can be estimated at this time there is no reason to expect more than a normal growth. The increase for the past ten years has been about 24 percent. If this continues for the next ten years we would have in these grades about 1,100 pupils. This would mean from 600 to 650 pupils in the seventh, eighth and ninth grades, and from 400 to 450 pupils in the tenth, eleventh and twelfth
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