USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1928-1929 > Part 13
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The whole situation is exceedingly poor from an edu- cational point of view and needs immediate attention. No solution should be accepted unless it provides adequate facilities for all the children of the junior and senior high schools.
"Our school system is based on ideals of democracy. The elementary school has been established on this ideal. But let us not forget that this was not accomplished without a bitter battle. The same forces in the main which are so alarmed over the growth of our high schools fought the establishment of the first free tax supported elementary school. It has always been so. Our profes- sion should lead the battle for ever better educational op- portunities for all the people."
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CHANGES IN STUDIES IN THE JUNIOR AND SENIOR HIGH SCHOOLS
Two changes in studies have been made in the Junior High School in accordance with recommendations sub- mitted in the report of Professor Jesse B. Davis. Type- writing has been advanced to the Senior High School and emphasis put upon an introductory study of the com- mercial field. French as a separate study has been elimin- ated and in its place a General Language course is of- fered. The course consists of a study of Latin, French and Spanish or German as contributing factors to the English language. It gives children an insight into the construction of a foreign language. It shows whether a child has an interest in and an aptitude for languages before reaching high school. "It gives a real exploration of their interests and abilities before specialization," says Professor Brewer of Harvard, while W. B. Snow, Assistant Superintendent of Boston, states "From the evidence at hand, it seems probable that an introductory course of this kind would have real value for all children, and that children selected on the basis of such a course to go on with serious formal study of a foreign language would show a large measure of success and make more rapid progress than is customary without such an explor- atory course."
In the Senior High School a few changes have been made as reported by the principal, "French is no longer offered to Freshmen. Instead, the study of French is begun in the Sophomore year. This plan makes practica- ble the completion of the usual three years of French in the Senior year. A new course in Office Practice is of- fered to Senior Commercial students. A new course in World History is now required of a certain group of Sophomores. For Freshmen boys, who take the general curriculum, an excellent course in woodworking com- bined with mechanical drawing is given, while the girls have ten periods a week of Household Arts combining
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this with instruction in home decorating. The work done in the Home Economics division throughout the school has been very much broadened and now includes all phases of home planning and management."
"In making up the classes for this year, the pupils were first divided according to the curricula which they were taking. That is, as far as possible, pupils taking Com- mercial work were put together, likewise those taking the Preparatory Curriculum and the General Curriculum were segregated. Again, the pupils were divided accord- ing to their ability as revealed by their school records. This makes it possible to adapt the teaching to the inter- ests and needs of the pupils better than previously."
"Our marking system has been changed slightly. We now use a D to denote that a pupil is below passing but is not so far below that he cannot improve by making extra effort. We also are rating pupils in manner, relia- bility, and spirit of cooperation because we realize that the development of these traits is essential to success and happiness. The marks appearing on the report cards represent the combined opinions of all the teachers with whom the pupils come in contact."
INCREASE IN SUPERVISION
During this year the Principals and Superintendent have spent more time in actual supervision of the class- room instruction. In October, every principal spent approximately an hour a week with each teacher, so that at the end of a month each principal had visited nearly a full day's work of each teacher. Since then the pro- gram has been varied to meet the needs of the different schools. Frequently the principal follows through the same subject with the same teacher for a week. Confer- ences are held with the teacher and helpful criticism given. The response on the part of the teachers has been excellent.
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FUNDAMENTALS IN THE ELEMENTARY SCHOOLS
Frequently the question is asked - Do the schools still emphasize the fundamentals of arithmetic, reading, language and writing and are the results satisfactory ? In order to answer this question tests have been given in three of these subjects. Samples of the tests and the results are shown on the following pages.
First, there is the Wilson General Survey Test in Arithmetic, given under the direction of Professor G. M. Wilson of Boston University. For the past three years about two hundred New England cities and towns have made a special drive for one hundred per cent accuracy in the four fundamental operations, addition, subtraction, multiplication and division. Plymouth emphasized this only during the one year 1927-1928.
Secondly, there is the Providence Inventory Test in Reading Comprehension, given in Providence, Rhode Island, to test the ability to read with understanding.
Thirdly, there is the Providence Inventory Test in Lan- guage Usage, given also in Providence, to test the ability to use correct grammatical forms.
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1. RESULTS' OF WILSON SURVEY TEST IN ARITH- METIC
On the opposite page is given part of the Wilson Survey Test in Arithmetic dealing with examples in the four fundamental operations, addition, subtraction, multipli- cation and division. Each test has a possible score of 100. Plymouth took a similar test in 1927 and ranked highly in it. Since then the schools have been working for greater accuracy without spending any more than the allotted time. The following results show the gain made.
A THE AVERAGE SCORE
Add.
Grade 5, 1927
93.7
Sub. 90
Mult. 75.6
78.6
1928
96.4
92
83.3 84.4
An average gain of 4.5 points
Grade 6, 1927
96.1
94.2
83.6 97.8
1928
97
95.4
89.6 94.1
An average gain of one point
B THE PERCENT OF PUPILS HAVING PERFECT SCORES
Grade 5, 1927
43.7
46.6
19.7 31.5
1928
71.7
51.9
39 39.2
An average gain of 42% in the number of
pupils with perfect scores
Grade 6, 1927
58
58
25 46.2
1928
82.9
63.3
57.2 66.9
An average gain of 44% in the number of pupils with perfect scores
C COMPARISON WITH STATE RESULTS
AVERAGE SCORES
Add.
Sub.
Mult.
Div.
Total
Grade 4, Plymouth
97.3
90.2
79.4
266.9
State
95.6
92
80.4
268
Grade 5, Plymouth
96.4
92.1
83.3
84.4
356.2
State
96
92
80.6
85
353
Grade 6, Plymouth
97
95.4
89.6
94.1
376.1
State 97.2
96
87.2
92.6
373
PERCENT PERFECT SCORES
Add.
Sub.
Mult.
Div.
Ave.
Grade 4, Plymouth
69.7
55
37.8
54.2
State
64.8
58
31.1
51.3
Grade 5, Plymouth
71.7
51.9
39
39.2
50.5
State
68.8
60
33.3
44.1
51.6
Grade 6, Plymouth
82.9
63.3
57
66.9
67.5
State
76
66.5
40.4
60
60.7
.
.
.
The above show clearly that a splendid gain in accuracy was made with almost 50% more pupils doing 100% work in 1928 than in 1927. In comparison with the results of those towns taking the test and many of them making a special drive on arithmetic for three years, Plymouth's average stands somewhat higher than their average.
Div.
ADDITION
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(1)
(m)
(n)
(0)
8
7
5
1
0
3
0
1
8
0
6
5
5
6
3
3
6
4
9
9
8
6
7
9
7
8
9
7
9
6
(p)
(q)
(r)
(t)
(u)
(v)
(w)
(x)
758
$5.83
8757
0
5
4
0
15
786
5.19
3787
4
8
7
5
89
6
5
7
4
66
7
6
8
9
38
SUBTRACTION
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(1)
(m)
(n)
(0)
8
5
8
2
9
7
8
9
2
4
3
9
4
6
8
1
3
6
2
0
3
8
2
1
4
3
6
3
5
2
(t)
(s)
(r)
(p)
(p)
(u)
(v)
(w)
(x)
(y)
(z)
(a*)
(b*)
5
9
5
7
9
1511
2784
8412
14883
12763
17874
16760
15580
5
8
2
7
5
987
347
2646
1965
4397
3935
6429
8322
MULTIPLICATION
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(1)
6
8
7
7
0
8
6
5
4
0
57
98
5
4
3
6
8
5
9
9
7
0
2
9
(m)
(n)
(0)
(p)
(q)
(r)
(s)
986
975
975
978
6897
95407
84654
2
3
4
7
6
84
67
DIVISION
(a) 9)45
(b) 4)4
(c) 3)24
(d) 8)56
(e) 2)4
(f) 7)14
(g) 6)42
(h) 8)48
(i)
9) 54
(j) 3)27
(k) 7)35
(1) 9)72
(m) 6) 36
(n) 2)6
(0)
3)18
(p) 7)49
(q) 9)18
(r)
4)20
(s) 2)14
(t) 5)25
(u) 8)24
(v) 7)7
(w) 3)6
(x) 5)35
(y) 5)105420
(z) 9)972918
(a*) 46)56396
(b*) 18)42840
(s) $14.69 8.54
75
-21 --
-22-
2. RESULTS IN READING COMPREHENSION TEST.
On the opposite page is a part of the test in Reading. Thirty minutes are allowed to read forty seven para- graphs and discover the one word that spoils the mean- ing. These paragraphs are graded according to difficulty so that the average fourth grade child can read with understanding only a limited number, the fifth grade a few more and so on. Providence has used this type of test for three or four years while Plymouth pupils tried it for the first time in January. The results are sum- marized below.
NUMBER OF PARAGRAPHS READ CORRECTLY
Grades 4
5
6
7 8
Upper 10%
31+
37+
39+
41+
42+
Upper 20%
27++
34+
37+
38+
41+
Upper 50%
22+
29+
32+
35+
38+
Lower 20%
15-
22-
25-
30-
34-
Lower 10%
12-
19-
21-
26-
32-
Note :- The plus indicates "or more", and, the minus sign "or less". E. G .- 31+ means 31 or more, 15- means 15 or less.
The above results show a larger gain between the fourth and fifth grades than between the others. There is, however, a uniform gain throughout from grade to grade. The results compare very favorable with those of the Providence Schools, in many cases being somewhat higher.
In some towns and cities the slow pupils are placed in pre-vocational schools. The results in tests are based upon those pupils doing regular class work and do not include those in these special schools. The results in the Plymouth grades include those of the slow groups in the grades and the special groups at the Junior High School.
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PROVIDENCE INVENTORY TEST IN READING COMPREHENSION
Cross out the one word in each paragraph that spoils the meaning.
Illustration (Word in parenthesis is incorrect) : In crossing a street with other children, lock (carelessly) before you cross and keep close together.
Nine out of forty-seven paragraphs are given below.
1. "O dandelion as yellow as silver, what do you do all day ?"
4. Fred awoke and found it had been snowing hard all night. The rain lay twelve inches deep over the garden and all over the paths around the house.
10. For many weeks during the long, cold winter, the little brown Eskimo does not see the sun at all. Ice and snow lie thickly upon the sky and it is very cold.
19. One very hot day last summer, Mary's mother baked a chocolate cake and two dozen molasses cookies. When her work was done she was so hot she went out of doors and sat in the sun to get cool.
25. Betsy Ross, when asked to make a flag from a rough design, deftly folded a scrap of paper and, with a single clip of her thimble, displayed a true, symmet- rical, five pointed star.
29. A very brave knight, whose name was Sir George, lived in the land. He was not only more cowardly than the rest, but he was so noble and good that the people came to call him Saint George.
39. Times grew worse and worse for Rip Van Winkle as years of matrimony rolled on. A tart temper never mellows with age and a sharp tongue is the only edged tool that grows duller with constant use.
42. Luther Burbank grew plums without stones, a can- ning cherry which thoughfully leaves its stones on the tree, a quince with the flavor of a pineapple and mellow enough to be eaten raw, and corn which has many eyes instead of one or two on a stalk.
47. Many idealists are taking the justified position that the best way to bring unethical groups under ethical control is for individuals to dissociate themselves clearly from the ethical conduct of the group at whatever cost.
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3. RESULTS IN LANGUAGE USAGE TESTS
The sentences in the test on the opposite page contain language errors, some of which are simple enough for the fourth grade pupils, while others would trouble many of the seniors in the high school. Both errors in a sen- tence must be corrected before a score is made. There were forty sentences to be corrected. The time limit was 15 minutes. The scores obtained are as follows :
Grades
4
5
8
Upper 10%
24+
27+
6 28+
7 29+
31+
Upped 20%
22+
24+
26+
28+
29+
Upper 50%
17+
20+
23+
25+ 26+
Lower 20%
12-
16-
19-
21-
22-
Lower 10%
10-
14-
18-
18-
21-
Note:
+ indicates "or better" e. g. 24+ means 24 or more. - indicates "or less" e. g. 12- means 12 or less.
The results show a uniform gain from grade to grade. These results compare very favorably with those of Provi- dence and indicate a high standard of achievement.
4. CONCLUSION IN REGARD TO RESULTS IN TESTS
These results unquestionably indicate that the work of the Plymouth schools in the fundamentals of reading, language and arithmetic is equal to or above the average of the better educational systems. Other tests given but not reported also indicate this same high standard.
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PROVIDENCE INVENTORY TEST IN LANGUAGE USAGE
Correct the errors in the following sentences by crossing out the wrong word in the parenthesis. Both errors in a sentence must be corrected in order to score.
Illustration. We (ran run) to school very fast and (were was) on time.
1. My friends and (me I) (saw seen) Lindbergh when he came to Provi- dence.
3. It was not (him he) who lost the book. It was (me I.)
5. For (who whom) is this package and from (whom who) did it come?
7. The composition was neatly (written wrote) on large white paper. John always (done did) excellent work.
9. If I (were was) a bird I (should would) fly away.
11. At (two to too) o'clock I started (too to two) go down town but it was (too to two) hot.
13. Experience (teaches learns) us that plants will die (without unless) they have sun and water.
15. (Its It's) getting very late. (Who's Whose) ready to go home?
17. If you hold your pen (as like) I told you to hold it, you will be able to write (as like) your brother.
19. No one knows except (we us) that the estate will be divided between (him he) and (me I.)
23. The song of the thrush sounded (sweetly sweet) in the distance. Then it died away (suddenly sudden) as our canoe rounded the elbow of the stream.
27. Half of the boys (have has) lost (there their) pencils.
31. As our work is (almost most) finished let us divide the profits (among between) the two of us.
35. Which nation of Europe has the (greatest greater) population and which is the (wealthiest wealthier) nation?
38. They cannot find the paper (any place anywhere) but I am sure it is (some place somewhere) in my desk.
40. As the tramp jumped (of off) of the train he saw a sign which read, "Keep (of off) of the grass".
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NEWER AND SPECIAL ACTIVITIES
In every progressive educational system are found many devices for creating and maintaining the interests of the pupils, while others are means of discovering and developing the natural abilities of the pupils. Many of these activities are illustrated on the following pages :
1. Pre-School Mental Tests
The pre-school mental examination is given in August to those children who are five years of age or over and who have not reached the required age of five years and eight months on September first. The records for two years show that nearly three-fourths of the children do better than average work in grades one and two. Thus those who have demonstrated their ability save a year. The per cent failure is small and is due to lack of physical stamina. To overcome this no child can now take the examination without a physician's statement of physical fitness.
2. Character Training
One of the educational problems which is being much discussed is the problem of character training. Some criticise the schools for not teaching this subject, little realizing what is being done. Character training is also a problem of the home and of the church. "Character is caught and not taught," is a half truth. What the church is, what the teacers are in their daily lives, what the spir- it of the school is, are all contributing factors in the devel- oping of a character and any one may be the dominating factor in the case of an individual. As far as the school is concerned it must furnish teachers of unblemished character, whose influence both in school and outside is unquestionable. The spirit of the school should be sym- pathetic and recognize high ideals. The school may and should present opportunities for constructive develop- ment of character according to standards of right living. Thus there are student organizations of various types to
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develop initiative, pupil responsibility and right ideals.
In the grades are citizenship clubs, safety patrols and reading clubs. In the Junior High are clubs in debating, in science, in literature, in manual arts, in household arts, and the like. In the Senior High School are the Student council, the Girls' club, the Press club, the Span- ish club, the Latin club and the like. Games develop the spirit of fair play and leadership. In the Junior High School four groups put into the savings bank over $1,600 in four months - an excellent lesson in thrift.
Many future life problems are not touched upon and many school problems are not discussed by the pupils as fully as they should. There should be a definite organiza- tion of material along this line in order that all types of problems within the understanding of the pupils should be presented and the fundamental principles dis- covered. This is a new phase of the work and is being carefully worked out.
3. Educational and Vocational Guidance
One of the main functions of the Junior and Senior High Schools is to give by experience and study some insight into the various fields ahead, such as the com- mercial, the agricultural, the mechanical or industrial, and the academic or professional. Each pupil must find in which direction his interests and abilities lie. He must study the courses open to him in the high school in order that he may choose wisely after consultation with par- ents and teachers. He should also have a sympathetic understanding of the problems of those in activities other than his own. Each pupil should study problems similar to the following :
How will a high school education help me to be a better citizen ?
What are my special interests and abilities ?
What types of work are open to me ?
What type am I best fitted for ?
What are the qualities of a worthy citizen ?
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There should be one teacher who is held accountable for the organization and direction of the work, but all teach- ers should realize that they have a real responsibility in the working out of the general plan. Such a teacher should have special training and a special aptitude for the work.
The above work has been started in the Junior High School. It should be continued in the Senior High.
4. The Summer School
The aim and the procedure of the work during this last session were like those of the previous year - to give the pupil individual instruction in some phase of a sub- ject which has given trouble during the regular session.
The summer school teachers believe that such an inten- sive course is of benefit to a summer school pupil if he is deficient in only a few phases of a subject rather than in the whole subject, and if the pupil approaches his work with the right idea of the summer session. In most cases the pupils were eager and willing to learn; in some cases this was not true. The regular classroom teacher can influence the work of the pupil in summer session by helping him to approach this opportunity with the correct attitude.
Teachers in summer school tried especially this last year to encourage regular attendance, a pride in work, a willingness to cooperate, efficient methods. There were 82 pupils enrolled in grades IV, V, VI and VII. ( At least 90 per cent were saved from repeating a grade.
5. Creative Activities in Primary Grades. (See picture page 33.)
The aim of Creative Education is to discover and en- courage original talents. Talents are inborn in the human mind and soul, and may be discovered by educa- tion or by opportunity. Today girls and boys are encour- aged to satisfy their creative instinct.
Young children are more creative than older persons and the child in the first years of school, if given the
-29-
opportunity and properly directed, may produce surpris- ing results. The idea that they have accomplished something which perhaps others cannot do, has a strong appeal, especially to boys.
Much creative work has been done in the primary grades. In their leisure time, before and after school, or in free periods during school hours, with the use of simple materials such as wax, clay, paper, jigsaws and wood, children give expression to their thoughts and ideas.
In one second grade a great deal of successful work has been done with wax. The children visited some of the historical places in town, and after discussing their trip, modeled many things which they had seen, such as Plym- outh Rock and the Forefathers' Monument. After seeing a circus, they made all of the animals, and had an excel- lent circus parade. It is needless to say that by such "follow-up" work many lasting impressions were made.
A teacher of a small school, located near two stores, noticed that many of her pupils were daily spending money for cheap candy which was eaten at recess. Health lessons were given emphasizing the dangers of too much candy, with the result that the children wanted to save their pennies. They made a bank from an egg crate, started individual accounts, and appointed a banker. Pennies were deposited, and at Christmas time, the chil- dren decided to buy some books which the entire class could enjoy.
Throughout the town, pupils have been encouraged in making toys, games, doll houses and furnishings, book covers, mats, posters which tell a story or are an incen- tive to do better work in a particular lesson,-in fact anything that is of interest to them and for which they have found a need.
The results are two-fold - first, the child's goal is reached when he has constructed something which ex-
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presses his idea, secondly, the primary teacher both discovers talented children and sees other worth while attainments, such as
1. A vital interest in school work
2. A correlation of all school subjects
3. Co-operation
4. Fair play in use of materials and tools
5. Regard for the rights of others
6. Lack of disciplinary cases
6. Classes in Instrumental Music. (See picture page 34.)
During the past few years, the development of instru- mental classes has become an important phase of public school music work. It is now recognized that instrument- al instruction is one of the outstanding contributions made by the school to the musical life of the commun- ity. In many cities and towns throughout the country this class work has become an integral part of the school system, furnishing recruits to the school orchestras in almost unbelievable numbers until these organizations have assumed symphonic proportions.
The instrumental work in the schools of Plymouth is still in its infancy. Classes have been organized and the response and enthusiasm manifested are most gratifying. At present there are fifty children in the elementary schools receiving instruction under a most competent teacher, Mr. Herbert Clarke. The progress that is appar- ent proves a source of inspiration to all who are connected with the work. Recently a cornet class has been organ- ized. This is also under an excellent instructor, Mr. Copp of Duxbury High School. As in the violin classes, the pupils enrolled are most enthusiastic.
From a recent survey made in grades four, five and six the following interesting information was obtained and it may well be said that "somewhere along the path- way of life there is a musical instrument for every child."
-31-
200 children wish to study Violin
50
66
66
Cornet
40
66
66 Saxophone
35
66
66
66
Clarinet
30
66
66
66 Flute
20
66
66
66
66
Trombone
35
66
66
66 Drums
Would that it were possible to furnish each one of the above children with instruments and instruction imme- diately !
Plymouth offers unlimited opportunities for the de- velopment of instrumentalists but the progress of the work requires the cooperation of parents and all who are anxious to give to the children of Plymouth what is rightfully theirs - enrichment of life through the devel- opment of social, emotional and vocational powers.
7. Art Work in Grades. (See picture, page 34)
The octagonal tiles illustrated were part of the draw- ing course outlined for pupils in the sixth grades of Plym- outh. This problem gave such excellent opportunity for application of color-study and design in very inexpensive material that circular tiles were used by the seventh-year classes at the Junior High School. From this school, also, are the examples of lettering. One class of eighth grade boys increased their knowledge of the forms of the Roman Alphabet when they made two thirty-foot signs with eight-inch letters to be used as holiday decor- ations.
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