USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1928-1929 > Part 30
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For some parents the free morning for the freshmen is a convenience, for others a serious inconvenience. Three pupils board in town part of the year. Some do not reach home until after six o'clock at night. Some pupils will study at home and keep up a high standard, others will not. For a large number of pupils the short- ened hours are a serious handicap. It is impossible to help the pupils needing help and to maintain a high standard of work.
The recommendations of the School Committee stated elsewhere in a special report should be accepted at once.
CHANGES IN SYSTEM
There has been a small decrease in the grade school ' enrollment, but an increase at the senior high school. By reorganizing the grades at the Knapp School one less teacher was needed, while at the Senior High School two were added, due to the increase of about forty pupils in the sophomore class.
In December the number of pupils at Russell Mills School decreased to eight so that it was deemed wise to close the school at the end of the term and to transport the children to Cliff Street, making a total of only twenty- one in that school. With the exception of one family, all moved to other schools in town.
During the fall, an assistant was assigned to help the supervisor of music, whose work covers all the grades and the Junior and Senior High Schools. At least the past three music supervisors have found the program too much to be handled efficiently by one person. The assis- tant gives one day a week to a few schools. This plan provides the relief necessary at a minimum cost.
The Fresh Air School was discontinued at the Cornish School and a Rest and Nutrition Class formed. The Fresh Air School took pupils from the different parts of the town, gave them regular instruction by themselves and devoted time to proper rest and food. The number
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in this group had decreased rapidly, due partly to pa- rents who did not care to send their children so far, but more to the fact that health instruction in the grades had greatly reduced the number of children who needed such treatment. The Rest and Nutrition Class takes pupils, seriously under weight, out of their regular class for a very short time each day, and gives them rest and proper nutrition. At noon the hour and a half is spent in rest. A proper lunch is prepared at a nominal cost. The results have been very gratifying. A full discussion will be found in the report of the school health depart- ment.
CHANGES IN SCHOOL ENROLLMENT
On the opposite page is the table showing changes in the various schools since September, 1928.
The Junior High School has decreased somewhat, due to a smaller number than usual in last year's sixth grade which had about twenty pupils less than this year. From present numbers it would seem safe to state that the Junior High School will vary little from the present.
The High School has increased, especially in the sopho- more class as will be noted below.
Seniors
Total
December 1928
Freshmen 187
Sophomores
113
Juniors 86
81
467
December 1929
186
163
78
83
510
For the past two years approximately 190 pupils have entered grade IX (the freshmen). The September 1928 grade IX are now sophomores, numbering 163. It is fair to assume that these should make a junior class of at least 125, or an increase of about 40 over the present junior class. This should make next year's senior high school enrollment at least 550, distributed as follows: 190 in the freshman group and 360 in the upper three grades.
The elementary grades show a decrease of 45 pupils since September 1928. The decrease is noticeable in the
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Hedge, Knapp and Russell Mills while the Cornish, Mt. Pleasant and Manomet show increases. These decreases do not denote families leaving town, for in many cases the families moved to the Cornish, Mt. Pleasant or Manomet districts. When these 45 pupils are divided among the six grades, the total effect on the seventh grade and succeeding grades will be small.
Other than the increase in the Senior High School no important changes are anticipated.
Plymouth Twenty
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TABLE SHOWING CHANGES IN SCHOOL ENROLLMENT
High Schools
Sept. 1928
Dec. 1928
Sept. 1929
Dec. 1929
Senior High
490
467
520
510
Remarks Increased 43 over Dec. 1928
Junior High
481
473
447
441
Decreased 32 cver Dec. 1928
Total
971
940
967
951
Total Increase 11 over Dec. 1928
Grades - Elementary
Hedge
440
443
431
435
Dec. decrease
8
Knapp
254
256
232
220
Dec. decrease
*36
Cornish-Burton
354
350
372
371
Dec. increase
21
Mt. Pleasant
236
239
235
247
Dec. increase
8
Cold Springs
43
45
44
45
Oak Street
68
64
63
67
Dec. increase
3
Lincoln Street
39
37
38
32
Dec. decrease
5
Manomet
57
49
65
57
Dec. increase
8
· Wellingsley ·
23
20
26
27
Dec. increase
7
Cliff Street
15
14
14
12
Dec. decrease
2
Russell Mills
19
20
15
8
12
Dec. decrease (Most moved to town or Manomet)
Cedarville
24
19
28
22
Dec. increase
3
Alden Street
24
25
18
18
Dec. decrease
7
South Street
29
28
29
29
Dec. increase
1
Total Elementary Grades 1.635
1,609
1,610
1,590
Dec. Total decrease
19
Total All Grades
2,606
2,549
2,577
2,541
Total decrease over Dec. 1928
8
*Due in part to re-distribution of upper grade pupils in this district, a few being transferred to the Hedge School.
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CHANGES IN TEACHERS
During the year there have been more changes in teachers than usual, nineteen leaving for the following reasons : (1) seven went to larger systems, (2) four be- cause of personal illness or illness in the home; (3) three, for further study; (4) two were married; (5) one went to her home town; (6) one to a foreign field, and (7) one for other reasons.
COMMITTEES FOR REVISION OF OUTLINES IN ALL SUBJECTS
One of the outstanding accomplishments is the be- ginning of a simple outline of all studies in all the grades. Every teacher, principal and supervisor is serving on some committee connected with this project. The out- line will be criticised by all teaching that subject so that the final result should be very valuable to the system. In the Junior and Senior High Schools joint committees have more closely correlated the work of the two schools. The splendid cooperation of every teacher is to be highly commended.
THE THREE R'S AND OTHER SUBJECTS
At the present time so much discussion is heard in regard to the three R's, reading, 'riting, 'rithmetic, that it may be well to devote some of the report to this ques- tion from the stand point of time allotment and content.
On the opposite page is a table showing the time al- loted to various school subjects in three different years, 1881, 1892 and the present, the two former being based upon the weekly programs printed in the school reports for those years.
A. Time Allotments in Elementary Grades.
The question of time spent on the so-called three R's at present in comparison with the past is a difficult one to analyze. In 1892 there were primary, intermediate and grammar schools instead of grades as at present. The
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primary school would correspond to the present first four grades, the intermediate to grades five, six and seven, and the grammar to grades eight and the old grade nine, now omitted. Thus the teacher frequently had to divide her time in a primary school among two to four grades, with very little correlation of work between grades. With few exceptions the present day teacher has a single grade or section of a grade.
In 1881 there were four elementary schools, three of which were mentioned in the school report of that year, the second grade, the third grade, and the grammar school, while the fourth, the primary school, was not discussed. Each probably had the equivalent of two grades. The school day was six hours instead of five, thus totalling 300 minutes more per week.
Reading, the backbone of the whole educational system, in the primary grades has approximately twice the time allotment today in comparison with what it had formerly, as is shown by the figures on the opposite page. It has a little less time allotment than formerly in grades five and six.
Arithmetic has less time than formerly which has been due to factors which will be explained in a later para- graph.
COMPARISON OF TIME ALLOTMENTS IN ELEMENTARY GRADES Minutes per week
Geog. Hist.
-
Grades
Rdg.
Arith.
Writ. Lang.
Spell.
Civics
Music Draw.
Hyg.
Open. Exer.
Phys. Train. Reces's
** Unas- signed
1929
1
550
75
75
50
50
75
60
50
75
50
200
40
Hours 9-11.45
2
520
150
75
120
75
75
60
50
75
50
200
50
1.30-3.45
3
400
200
75
150
75
45
75
60
50
75
50
200
45
Total
1500 min. in
4
250
210
75
200
75
150
75
60
50
75
50
170
60
grades 4-6
5
175
210
75
200
75
225
75
60
50
75
50
170
60
grades 1-3
6
125
210
75
200
75
250
75
60
50
75
50
170
50
*1892
Primary School
225
420
75
125
250
60
100
75
25
25
75
Nature study 45
Hours 9-12 2-4
Inter-
Total 1500 min.
mediate School
225
300
60
200
100
225
100
60
Physio. 30
25
25
75
75
Second
*1881
Grade
Hours
School
275 300
150
225
150
300
60
90
250
9-12
2-5
Third
Total 1800 min.
Grade
School
240
200
180
170
240
180
40
120
50
200
study 180
*See Plymouth School Report of this year.
** The unassigned time is devoted to any study in which a group needs special help. It is usually given to extra reading or arithmetic.
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Nature study
1350 min. în
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Writing has the same time allotment as in 1892 but a little less than that of the 1881 schedule.
In the so-called 3 R's, the combined time devoted is as follows :
Primary
1929 Grade 1-740 minutes per week-including "unassigned" which is devoted to the 3 R's.
Grade 2-795 minutes per week including "un- assigned" which is devoted to the 3 R's.
Grade 3-720 minutes per week-including "un- assigned" which is devoted to the 3 R's.
Grade 4-595 minutes per week-including "un- assigned" which is devoted to the 3 R's.
The loss in reading is made up by reading in geog- raphy and history, 150 minutes being devoted in com- parison with 60 in 1892.
1892 Primary School-720. Divided among two or more grades.
1881 Second grade School-725. Divided among two or more grades.
Intermediate
1929 Grade 5-520 minutes, including "unassigned." Grade 6-460 minutes, including "unassigned."
1892 Intermediate-585, divided among two or more grades.
1881 3rd Grade School-620, divided among two or more grades.
As far as the time devoted to these three studies there has been no material change since 1892.
Spelling has somewhat less time than in 1892 in the lower grades. However, in the study of phonics which is stressed in the lower grades children are learning to spell many words. Moreover the time was formerly di- vided between two or more grades.
Language, geography, music and drawing do not vary materially today from the allotments in the 1892 schedule.
Nature study, which occurs in the 1892 program, is a part of opening exercises at present. Hygiene appears
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on the present program, showing the emphasis placed upon a sound body as the basis of all work.
The modern recess consists of twenty minutes in the morning and twenty in the afternoon, which includes time going to the basement in orderly form under super- vision. The programs of 1892 indicate no recess in the afternoon. Undoubtedly some time was given to this. Some of the present recess period is also devoted to phy- sical training, in the form of competitive games.
The time devoted in school to physical training has been slightly increased.
In grade VI, sixty minutes a week are devoted to hand training, consisting of sewing for girls and manual arts for boys. This does not appear on the other programs. B. Time Allotments at the Junior High School.
The figures on the opposite page show that since 1892 there has been no great change in the time allotments in the four fundamental studies, reading, arithmetic, pen- manship and language. Reading has a little less time and arithmetic a little more. The chief change has been in allowing some flexibility, for example, general lan- guage is for the more rapid groups who do the required work in other studies more quickly than the other groups.
In grade eight more choice is allowed than in grade seven in order to meet the varying needs of all groups. Some pupils who need it have special class work in arith- metic or language. Some slow groups need training in hand work as well as the simple essentials of the funda- mentals. The time allotments of different groups are varied. Formerly all pupils had the same time allotted and the same subject irrespective of their needs.
Nature study and physics become elementary science, physiology becomes hygiene, showing the changed em- phasis from the study of the structure of the body to the care of the body.
Manual Arts for boys introduced in 1900, sewing for girls in 1897 and cooking in 1914, show the attempt to train the hand as well as the mind.
COMPARISON OF TIME ALLOTMENT IN THE OLD GRAMMAR SCHOOLS AND GRADE 7 AND 8 OF THE JUNIOR HIGH 1881 1892 Grammar 1929 School
1929
Grammar School
Grade 7
Grade 8
Opening Exercises
80
150
135-160
90-160
Arithmetic
300
180
180-210
160-200
Writing
60
40
High standard on all written work.
Language
Composition
180
60
60-75
120-150
Grammar
120
165
160
160-180
Total of these four subjects, not includ- ing Open. Exercises
740
595
535-605
530-690
Geography
80
160
History
80
150
160-200
180
Civics
.
80
80
60-80
60
Bookkeeping
. .
. .
.
Junior Business Training or General Language
. .
60
45
45
Temp. Phys.
50
45
45
Drawing
40
90
45
45-90
Music
120
80
45-90
45-90
Gymnastics
25
75
75
Physical Education
45
45
Manual Arts or Household Arts
90-135
135
Study
460
45
45-90
Recess
200
75
100
100
Total
1,800
1,500
*1,500
*1,500
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·
135
Nature Study
. .
Elementary Science
. .
Hygiene
.
:
·
·
. .
·
*Total for any one pupil, depending upon his choice in the above studies.
25
15
15
Reading or Literature
·
Spelling
110
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C. Content of Studies in Elementary Grades.
The content in the various studies has changed in many ways. It is impossible to go into detail with regard to this. The principals of the elementary schools have submitted the following descriptions of the work in the various studies as now carried on in order to give an idea of the present work and some suggestion of the changes.
1. Reading. -
The school report of 1879 states :
"In the matter of reading a great change has been made. It has always seemed a great misapplication of time to devote the nine years that scholars spend in passing through the grades below the High School to reading a very small number of books not exceeding seven :- books which contain very little substantial information, but are mostly devoted to well selected and pleasing stories"- "All these books have been discarded, and in their place three magazines, quite well suited to the different grades are in use."
Since 1892 the emphasis in reading has changed from practically all oral reading to about half oral and a half silent, the latter for the purpose of getting the meaning.
What the present schools are accomplishing is thus de- scribed :
Reading is the most important subject taught today. The schools of Plymouth are realizing this fact and the many ways of making reading interesting are being stressed by the teachers.
Beginning with grade one the primers and first books are made so attractive with pictures and interesting stories that the children are eager to read. Besides oral reading much work is done in silent reading. From the very beginning simple exercises are given in seat work form. This trains the child to improve every spare min- ute and he begins to check his own ability. The work-
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type readers that are used in each grade have a check-up on speed and comprehension. Tendencies toward lip reading are stopped and the child is trained to use prop- er eye movements and get the thought.
The correct handling of books is taught; the title, au- thor and publisher are discussed; the table of contents is studied for selection of stories; the index is examined so the child will know its importance.
Each room has a book shelf or a browsing table which contains books for pleasure reading. The books from the Public Library are placed here and the teachers check on each book read. Certificates are given by Massachu- setts Department of Education, Division of Public Li- braries for each five library books read. In the upper grades during the library period, book reviews are given and poems and clippings of general interest are read. My Weekly Reader, The News Outline and Current Events are all weekly papers for which the children subscribe. In this way the coming generation is taught how to use the newspapers and magazines in selecting the topics of importance.
Supplementary books for history and geography are used and the children are taught to find information on topics instead of studying one book. Then they are able to talk on more than one phase of a situation.
When boys and girls have learned to read and really enjoy it, they have the key that unlocks all knowledge and their leisure time can be made a profitable pleasure. 2. Arithmetic.
Arithmetic has less time devoted to it than formerly. Time has apparently been taken from this subject to devote to reading, which was undoubtedly wise, especially in the lower grades. Less time is necessary today because the emphasis is placed on accuracy in the fundamental operations and upon problems dealing with life situa- tions. There is no call for adding long complicated
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columns of several figures, difficult common fractions and long decimals, while many tables of measures are now ob- solete.
While no comparative results of tests are available, yet the present day accomplishments seem to indicate high standards. In a test given in the four fundamentals a year ago, the average per cents for all pupils in the whole town in grades 5 and 6 were as follows :
Grade 5
Addition 96.4
Subtraction 92.
Multiplication 83.3
Division 84.4
Grade 6
97.
95.4
89.6
94.1
The per cent. of pupils having perfect scores were as
follows :-
Grade 5
71.7
51.9
39.
39.2
Grade 6
82.9
63.3
57.2
66.9
The following is a brief outline of arithmetic as now taught :
The work in Arithmetic begins with the counting to fifty or one hundred according to the ability of the group, by 1's, 5's, 10's. Addition facts from one to ten and quick recognition of groups of objects follow.
As the child advances the aim is for accuracy and to teach the subject through facts pertaining to life situa- tions pupils may meet. Facts through twenty are soon taught and column addition is begun. The clock, calen- dar, days, weeks, months, years, some distance measure- ments and United States money are soon introduced. All are kept within the interest and understanding of the pupils.
At the beginning of each grade a thorough review of the previous year's work is given. The reading and writing of larger numbers, the one hundred addition and one hundred substraction facts are drilled carefully. The multiplication and division tables are studied, and the four fundamental processes are drilled.
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Accuracy is stressed as the pupils advance. More diffi- cult drill is given in fundamentals. Fractions, both common and decimal, are studied. Denominate numbers and tables of practical use are drilled. Industrial, so- cial, and commercial problems, rational and true to life, are given.
Many standard tests are used for accuracy as the pupils advance. Graphs and scale work are used and individual records are kept. Speed is aimed for as pupils become older. Measurement of surfaces, some business forms are taught, and simple work in percentage is introduced. Vocabulary practice is carried on from the beginning and the pupils trained to think in working out practical prob- lems.
3. Writing.
"The utimate objective", to quote Mr. Harry Houston, author of the Houston System, is "to equip all pupils in the shortest time possible with a style of writing that possesses a high degree of legibility and written with a reasonable degree of fluency."
Requirements :
At the end of the first six years of school the pupils should have completed the following requirements :
1. Proper writing position.
2. Free, steady motion.
3. Proper placing of work, which includes good spac- ing and equal margins on the right and left sides of the paper.
4. Correct size and proportion of letters.
5. Proper slant.
6. Good initial and final strokes.
7. Neatness.
8. Speed and legibility according to grade standards.
Writing is not confined to one period a day but the above requirements are insisted upon in all written work.
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4. Language.
The language work in the different grades consists of two phases, English as meaning the correct use of words, both oral and written, and of simple grammatical con- struction, and literature which means appreciation and enjoyment of good reading material. This latter phase is correlated closely with reading.
(a) English.
Ultimate Objectives.
Ability to stand erect in front of the class and give a composition of not less than ten sentences, speaking dis- tinctly, and using language that is free from common errors.
Ability to write a composition of not less than ten sen- tences that are interesting and grammatically correct, also to write in correct form social and business letters.
A working knowledge of capitalization, punctuation, paragraphing and the beginnings of grammar. Instruction.
In order that these abilities may be acquired, definite instruction carefully distributed so that each grade ex- pands and improves the work of the preceding grades is given in the following essentials :
1. Correct speech,-elimination of common errors.
2. Distinct speech,-voice, pronunciation, enunciation.
3. Sentence sense.
4. Spelling of words commonly used.
5. Paragraphing.
6. Vocabulary building.
7. Written Technicalities,-capitalization, punctuation.
8. The simple elements of composition.
9. Grammar,-kinds of sentences, subject and predi- cate, parts of speech.
This instruction is motivated by
1. Letter-writing.
2. Learning to keep a diary.
3. Writing reports and articles.
4. Writing plays and poems, composing speeches and dramatizing stories for assemblies.
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5. Debating.
6. Working on committees.
7. Planning school activities.
8. Correlation of English with all other subjects.
9. Carefully selected language games.
10. School teams in Grades 4, 5 and 6
11. Individual and class graphs.
(b) Literature.
Literature is an art using language as its medium. The part it plays in the life of the child is to give pleasure and to inculcate high ideals and standards.
The purpose of the elementary grades is to create a love for, an appreciation of, and a desire to read good literature.
Scientific study has made it possible to select judici- ously worth while poems and stories that children love and that are suitable for their respective grades. The graded list provided for our schools is a suggestion, not a requirement, as this subject more than any other de- pends upon the personnel of the class. The plan is to give each year a variety of stories, poems, lyrics, dramas, nonsense rhymes and fables that will delight the children and at the same time awaken new interests and develop a love for the beauty and refinement of language and a taste for wholesome books. 5. Spelling.
A decided decrease in the number of words taught in the grades has been made during the past few years. Instead of 10,000 to 12,000 words, many of which had little or no use in school work or in the ordinary life after school, the spellers now contain about 3,000 to 5,000 words, chosen after careful scientific investigations of words actually used in school and in newspaper articles. Such words as there, their, which, writing, etc. are drilled upon rather than the old type frequently found, such as magisterial, saccharin, abstemious and the like.
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The ultimate objective for the six grades is to learn to spell automatically about 3,000 words listed in the spell- ing book, and also such other words as are needed in con- nection with the written work.
The pupils are tested before they begin to study each lesson and the words which each has misspelled consti- tute his work, thus eliminating a waste of time in study- ing what is already known. An economical method of study is taught. Individual records are kept so that each child knows what progress he is making. Standardized tests are given to provide definite data in regard to the pupils' spelling abilities in comparison with children of the same grade throughout the country and also to fur- nish an intelligent basis for individual instruction and other remedial work.
6. Social Studies: Geography, History, Civics.
The general aim of history and geography is for the child to understand them so that he may be more sympa- thetic toward people of all nations and thus become a better citizen.
In grades one, two and three the history work is veLV simple and deals with the home and neighborhood life, the holidays and days for special observance. Some hero stories are told and read.
The historical stories studied by grades four, five and six show that courage, perseverance and high ideals helped the builders of our nation who were the early explorers, discoverers and colonists.
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