USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1928-1929 > Part 31
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Dramatizing and making of booklets are done exten- sively to arouse the interest of the children in history.
History and geography in grades 1-6 are so correlat- ed that each reinforces the other.
Beginning with grade four, formal geography is stud- ied, such as, local and world geography as approached through the life of the child.
Special emphasis on the study of North America be- gins in grade five in connection with the history work of
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the grade. The study of the other continents is approached through the production of food, clothing and shelter.
The study of Europe in grade six runs parallel with the history work of the grade. The European history is a background for our own American history.
In the upper grades, one period is used weekly for the telling or reading the news which may have been found in the daily newspaper, Current Events or some maga- zine.
Citizenship clubs have been organized. The children have been taught the simple parliamentary rules. The aims of these clubs are health, happiness, kindness, thoughtfulness, fair play and obedience to the law.
A magazine and a school newspaper have been pub- lished showing that citizenship is correlated with other subjects.
7. Nature Study.
A minimum amount of work is done in grades one to three. Flower and bird charts are made throughout the grades. As each wild flower is brought in or a wild bird is seen, the names are listed.
Names of the seasons, reading of the thermometer and weather observations are noted. In the upper grades not only the names of the flowers are listed, but the types, such as, ornamental, useful or harmful. Leaves, cocoons and weed seeds are collected.
D. Content of Studies at the Junior High School.
Miss Katharine A. O'Brien, Principal of the Junior High School since its inception in 1917, describes the aca- demic work briefly as follows:
The new course of study which has been compiled this year provides for individual differences by requiring a minimum amount of work for all pupils and a maximum amount for faster groups.
1. English :
In the English course, the grammar taught has three aims: sentence improvement, correct speaking, growth
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in vocabulary. The work in grammar is so closely tied-up with oral and written composition that its usage is in- tended to stimulate and improve a pupil's ability in speaking and writing. It is intended in this course that the grammar be not a study of rules but a knowledge that will give pupils facility in the three aims and so convince the secondary pupil of the need of cultivating his speech.
The minimum requires a review of the work of pre- vious grades while the maximum continues with broader and more complicated forms.
The literature aim is appreciation. The series "Litera- ture in Junior High School" leads a pupil from the di- rected work of the lower grades to the greater freedom of the secondary school. By appreciating the best in literature, pupils learn how to understand it. Diagnostic tests show wherein pupils are weak in reading, and so a minimum amount is given for classes of rapid advance- ment. In regard to composition, many find this type of English difficult on account of speaking a foreign language at home. For this, there is provided extensive drill on a few fundamentals; requirements are simplified and a few things taught, one at a time. For the pupils whose English is reasonably good, the most important step is the structure of orderly thought. 2. The Social-Studies.
Geography, history, and civics are correlated so that this course allows for alternate periods in each subject. For example, when studying the geography of the eastern section of the United States, the colonial period in history follows. The aim in this course is to study the relation of cause and effect by training pupils to use their knowl- edge to interpret present day conditions. During the fall term a study of the elective offices of our government is included in this course to correspond to the election of officers during those months.
Plymouth Twenty-one
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3. Mathematics.
The mathematics includes arithmetic, algebra, and geometry so closely related in the daily work that it is not practical in the course to show where one begins and one leaves off. In this new course formal algebra is omitted from the eighth grade and simple algebra con- sisting of positive and negative numbers, addition and subtraction of literal numbers, removing of signs and grouping, and negative numbers in equations are in- troduced.
4. Science.
This subject has for its aim the application of simple scientific principles to every day life. The course is divided into units and these are used as they are needed for classes of different abilities.
5. General Language.
The general language course which is an elective in- troduces the pupil to some of the general principles of language structure. Opportunity is provided for the pupil to test his ability and interest by requiring a study of Latin for twelve weeks, followed by French and Span- ish. Its aim is educational diagnosis and guidance. 6. Junior Business Training.
The Junior Business Training course has for its aim a general knowledge of business principles. It includes such items as are necessary in conducting a home, filing, making records, and a study of services rendered by the telephone, telegraph, banking, parcel post, and other Post Office facilities. This course enables pupils to test their abilities along commercial lines and to become fa- miliar with commercial occupations.
7. Special Classes.
With the advancement of overage pupils from the fifth and sixth grades to the seventh and from the seventh to the eighth, it gives the school two classes that have not mastered the subjects such as English, history, and arithmetic, of the previous grades.
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One of these classes consists of thirty boys. For these a special program is required to meet their varying needs and abilities.
8. Manual Training.
Manual Training was recommended by Supt. Charles Burton in 1892, but was not introduced until 1900 by Supt. Francis J. Heavens, the equipment being furnished by the Lend-a-Hand Society, who had conducted a sloyd school successfully for ten years.
At the present time the sixth grade boys spend about one hour a week on elementary forms of hand work, which train in accuracy, in measurements and neatness. It correlates closely with arithmetic. In the Junior High School every boy spends a period a week while some boys spend a longer time if they are especially gifted, or if the experience will be of value later in life.
Boys, some of whom are even failures in academic work, make first class tables or mirrors. The fact that they feel they are a success in something, instead of failures is certainly valuable.
This work has been extended to freshmen. Others would profit from advanced work in this field.
Mr. Deane Eldridge, Director of industrial Arts, re- ports his work as follows:
Manual Arts work in the Junior and Senior High schools endeavors to meet the following objectives :
(a) To teach boys to make and do things.
(b) To train in the common skills found in wood- working and metalworking.
(c) To furnish certain fundamental shop experiences which will aid the boys in later life.
(d) To train boys to love and respect work.
(e) To develop an appreciation for good design and fine workmanship.
To meet these aims, a well planned group of projects both in wood and metal, has been selected. A project must be useful, attractive, inexpensive, and educational
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in order to be used. This elevates the quality of work and degree of instruction to a high level. Some of the favorite projects in wood are :
Pedestal Table
Chippendale Mirrors
Drop-leaf Tables
Colonial Mirrors
Banjo Clocks
Colonial Foot Stools
while the popular ones in metal work are:
Modernistic Candle Sconce
Table Lamp Bridge Lamp
Coffee Table
The group or production method has been used this year and has proved its worth in school as in industry. Each boy becomes one of the many workers on a given job instead of completing a project for himself from beginning to end. This has resulted in a more uniform product, much less material waste, a higher quality of workmanship, and a better spirit of co-operation. The results of this method have been most gratifying.
Instruction is given in woodwork, metalwork, wood- finishing, and mechanical drawing. Some pupils have work which covers the fundamentals of as many trades as possible, for it is this type of pupil who will need a variety of trade experiences in order that he may be better able to find the life work for which he is best fitted.
Many useful pieces of equipment are made in this de- partment for use in the schools. Bulletin boards, class- room tables, cabinets, and kindergärten equipment are only a few of the things done by the students in this work. In many cases the pupil takes part in the actual planning and drawing as well as the making and finish- ing of these projects.
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A course in elementary mechanical drawing is avail- able for the afternoon freshmen. In this work the student learns to make and read simple working draw- ings.
The Senior High school pupils are handicapped by not having an opportunity to continue with this work in which they become so interested in the Junior High school. There are no facilities for this work in the high school building and as the present shop is used full time for Junior High work, the use of this shop offers no solution. There are many of the older students who would benefit by a continuance of manual arts work throughout the four high school years as it is done in many places.
There is no doubt but what the work of this depart- ment is in its infancy. This is realized by the increased number of freshmen who show a desire to take the man- ual arts course. Many more elect the work than can be accommodated. Some schools have a series of unit trade shops in the Senior High school in which a boy may specialize upon completing the general training in the Junior High school. This method is ideal and it is un- fortunate that many who have apparently "found them- selves" in this work find it necessary to transfer to another course because we are unable to take them any further.
9. Household Arts.
In 1897 sewing was introduced into several of the schools, initiated by the voluntary services of twelve la- dies. In 1902 the Lend-a-Hand Society furnished instruc- tors without expense. Cooking was added in 1914, although recommended by Supt. Burton in 1892 as a part of the course in chemistry. Every one should realize that every modern home is not adapted to give systematic instruc- tion in the above subjects. Formerly food was largely that of home product, or what was the cheapest in the
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market, and little choice resulted. Today experts have established properly balanced diets for all types of indi- viduals. What is food for one person may cause serious di- gestive disturbance in another. Changes have been made in methods of cooking. As in the case of boys, many girls who are failures in academic work made a real success in this department.
(a) Clothing.
Miss Grace Blackmer describes the work in clothing as follows :
The work in clothing has followed practically the same outline as was used last year.
In the seventh grade, the girls have learned to take measurements and make patterns for bloomers, pajamas and nightgowns. They then use these patterns in making up their garments.
A short unit in the study of textiles is given, when the girls learn something about weave, introduction of color and the names of common cotton fabrics.
The eighth grade girls take measurements and make slip patterns, after which they use the patterns in making their own garments.
This problem is followed by a short unit in Home Cus- toms and Manners. In connection with this study, the girls made interesting notebooks illustrating the various points outlined.
A short unit on the planning of a Junior High School Girl's Wardrobe, illustrated by charts, preceded the last problem which was the making of a simple cotton dress.
Those girls who chose the Household Arts course, have extra classes in handwork. In the seventh grade, the girls made pocket-books of wool or felt, writing port- folios, and baskets. They are also taught many embroid- ery stitches.
In the eighth grade, the work has been on Junior Home Problems. The aim of this course is to help the girls create a more abundant life in their homes as they are,
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at the present time; also, to help them realize their re- sponsibility in family and community life. Notebooks were made illustrating the various points discussed.
(b) Foods.
Miss Amy Hammond describes the work in foods as follows :
The work in foods, during the past year, has been taught in units, these units being centered about the meal plan. In the seventh grade the girls have learned to care efficiently for the kitchen and dining room, and have planned, prepared and served a simple breakfast, a hearty breakfast, and a simple luncheon. In the eighth grade a short unit on the preservation of foods has been given, in addition to a more complete study of the lunch- eon and dinner. The girls in this class have been much in- terested in the serving of luncheons and dinners, with members of the faculty as guests.
In both classes emphasis is continually placed on the wise selection of foods for a well balanced meal, and the relation of foods to health. The course aims to help every girl to purchase food economically, to give her skill in the fundamentals of food preparation, and to teach her to serve a meal attractively.
MUSIC AND DRAWING
Music and drawing are not new subjects. They were taught in the grades before 1881 with as much, if not longer, time allotment than at present. Each has its place in furnishing a necessary element in a well rounded de- velopment. With the increase in leisure time both sub- jects have a more important place, and with the advent of the radio in nearly every home, music appreciation is of greater importance than ever.
(a) Music.
Mrs. Frances H. Buck, Supervisor of Music, describes the work as follows:
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A carefully graded course of study is used in the de- velopment of music work in the schools of Plymouth, ranging from the teaching of simple rote songs in grade one to complicated three and four-part singing in grades seven and eight. The many technicalities of music are de- veloped throughout the elementary grades and briefly outlined are as follows-ear training, rythmic develop- ment, staff notation, rythmic notation, note values, chro- matics, key names, minor scales, time signatures and ap- plication of these to the bass staff for adolescent and changed voices.
The instrumental work is progressing favorably, with much interest being maintained by the pupils. More ex- tensive development is desired but has been retarded by the financial problem involved in establishing such work. An appropriation for this important phase of education should be included in the school budget to secure per- manent and far-reaching results.
Chorus and assembly work which is of great import- ance to the adolescent child is not possible because of in- adequate assembly accommodation.
The upper class work at the High School is embodied in a glee club with only occasional periods of chorus work for the entire school. There is need for greater develop- ment in the musical program at this school with courses in Theory, Harmony, Music History and Appreciation available for the students who wish to prepare themselves for more advanced work in music. The shortened school day necessitated by the two-session plan makes such work impossible. There are many students who are unusually interested in music as a profession and they should be given every opportunity during their high school years to develop their ability.
The entire freshman class meets for chorus work one period a week and to hear that group of enthusiastic students is positive proof that at Plymouth High we have a real "singing school."
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Regular visits are made to the Individual School on South Street. The pupils respond to the work in a most satisfactory way. Their musical ability is being develop- ed through chorus singing of patriotic, folk and commun- ity songs and a surprisingly large repertoire has been ac- quired through the persistent effort that is so noticeably a feature in that interesting school.
It has been possible this year to allot more time to schools in the outlying districts and results are very grat- ifying.
(b) Drawing.
Miss Faith C. Stalker, Elementary Supervisor of Draw- ing, describes her work thus:
We attempt to make our outlines for drawing instruc- tion conservative, with a consideration for the aims of developing the pupil's taste, his powers of observation and his skill in expressing his ideas in different mediums. Our course of studying includes Representation, Color, Principles of Design, Lettering, Measuring and Construc- tion, Paper-cutting and Art Appreciation.
In Representation we use pencils, crayons or brushes to study flowers, fruits, simple landscapes, trees, the hu- man face and figure, animals and familiar objects. An easy form of perspective is introduced in the third grade. Memory drawing is used in all grades to aid pupils to improve their habits of observing.
Use of Color and Principles of Design are taught in every grade. We are developing a system of Design sim- ilar to the one used in the Boston schools.
Much paper-cutting, folding and construction is done in the primary grades. Measuring is introduced in the first grade with a simplified ruler and is applied to many prob- lems throughout the grades.
Beginning with the fourth grade, classes make posters for various purposes such as "the Flag," Health, Safety, Kindness to Animals, Fire Prevention, Book Week and Good English.
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During the year each grade studies two famous paint- ings, but there are many other opportunities for teaching Art Appreciation of which most teachers take advantage.
As we have a time allowance of only sixty minutes a week, which is frequently curtailed, we cannot elaborate any branch of the subject. Fortunately many of the teachers are finding ways in which our art-work can aid and enrich other studies.
PHYSICAL EDUCATION IN ELEMENTARY GRADES AND HIGH SCHOOLS
Physical education in some form has been a part of the school system for many years. In the early days it consisted chiefly of calisthenic exercises occupying about five minutes a day. The old type of recess was complete freedom out-of-doors. Where the pupils went and what they did was frequently of little concern to the teacher. The modern recess is controlled by the school. Games are carefully taught and groups organized to play them both before school and at recess, frequently under pupil leadership with the teacher in the background. These games also carry over into play activities before and after school on playgrounds and at home. In the high school games are taught for the sake of the game. School regu- lations govern all contests with the spirit of clean sports- manship uppermost.
Physical education is being more closely related than ever to health work. An important phase of the work is the correction of those physical defects which can be remedied. This requires the cooperation of the home and school.
(a) Elementary Grades.
Mrs. Beatrice E. Garvin, Elementary Supervisor of Physical Education, has prepared the following outline of the elementary grade activities :
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The three objectives which the program aims to meet are :
1. Health
a. radiant, positive
b. improvement of present health
3. correction of defects
2. Educational
a. training in coordination
b. development of skills
c. practice in economy of movement
d. training in leadership
3. Recreational
a. fun of participation
b. joy in exercise
c. activities for leisure time
In the lower grades there must be freedom from for- mality. Imitative and dramatic activities predominate, prompted largely by the imagination of the children. Big muscle activities are the essential ones and are achieved by story-plays, mimetics, stunts, games of general ac- tivity, rhythmic exercises, and singing games. Increas- ing accuracy is required toward the end of the second grade and through the third grade. Movements are taught which lead to orderly assuming of definite forma- tions for games or dancing. Children become acquainted with the freedom of the physical education lesson-that is, freedom which permits all to share in instruction as well as practice, freedom based on discipline, with respect of authority. Gradually simple gymnastics, folk-dancing, competition in athletic and game skills move to the fore- ground. Children of this age develop character by doing things, and play not for play's sake but to develop play habits for the wise use of leisure time.
In the intermediate grades the work is developed through a seasonal athletic program, supplemented by other phases of activity thought most desirable. It is
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at this age that children should become familiar with the skills used in complicated team games. Simple games are devised and used which involve throwing and catch- ing a ball, running to base, tagging a runner, judging distance and batting with hand or bat. They serve the purpose of offering a type of game which appeals to an age which is younger than the team game age and which is sufficiently compact so that it provides for the partici- pation of all the children at once. They are learning the basic skills of the game and getting an idea of its rules and strategy under conditions so simple as to be easily understood. Because of the great benefits to be derived from play in the open air the fall and spring programs have been planned for out-of-door use. During severe winter weather the large schools use playrooms for their activities. Organized recesses lead up to better free play and to good habits of recreation, so this system is con- sistently maintained.
The equipment used in the elementary grades has steadily been improved and increased. For individual work mats, bars and balance boards have been supplied. For indoor use there are beanbags, candle pins, and game boards, all made in the Junior High sewing and manual arts departments. Jumping standards are available and will be part of a simple track program in the spring. All grades are adequately supplied with all types of balls, and the children are introduced to ball games in the lower grades.
(b) High Schools.
The development of the play activities in the Junior and Senior High Schools has been marked by the success of the various teams in interscholastic sports and by the large numbers entering the intra-mural games. A higher degree of physical development could be secured if proper facilities in the nature of a gymnasium were provided.
Mr. John H. Smith, Director of Physical Education, submits the following outline for the Junior and Senior High Schools :
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Objectives :- Junior and Senior High Schools.
(1) The development of bodily vigor, (2) the develop- ment of muscular skills,. (3) the development of correct attitudes.
Activities :-
(1) Football, soccer, baseball, speed ball, tennis, bas- ketball, track and field events, field hockey-development of skillful handling of ball, proper physical condition, team loyalty, self-confidence, cooperation, aggressiveness, courage, give and take, ability to think under stress, in- terscholastic competition.
(2) Intra-mural Leagues in several sports-Junior High School, Development of the bodily vigor of all boys in the school, team loyalty.
(3) Daily Calisthenics-Junior High School. A means of relaxation and change from the confinement of the class room. Improves the circulation and stimulates the mind.
Instruction :-
Proper care of eyes, teeth and body, correct posture, infections, proper diet and sleep, proper clothing, first aid, effects of alcohol and cigarettes.
Indoor Activities :
For boys: mat exercise, boxing and relays. Folk dancing for girls.
A physical examination is carried on and a close cor- relation with the health department maintained. Among the defects found in 139 high school boys, the following are listed and an effort made to correct them :- defective teeth 32, ears plugged with wax 9, flat feet 11, nutrition (underweight) 20, eyes 12, posture 5, skin (acne) 3, enlarged and defective tonsils 15, defective nervous sys- tem 1, defective hearing 18, enlarged spleen 1, heart 1. Among 84 girls the examination revealed the following: nutrition (1 overweight) (13 underweight), posture 23, tonsils and adenoids 6, thryoid enlargement (not path-
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ological) 4, fallen foot arches 7, teeth 19, ears (1 dis- charging) (9 cerumen), hearing 5, eye-sight 15.
"FRILLS AND FADS"
What are "frills and fads" as they pertain to school work? Are there such things or is it a term used by those who see no use for certain studies which seem not to meet their own special needs? No subject which gives experiences to a pupil which will help him to solve a later life situation is a frill to him. To another that same subject might however, be deemed useless, a frill, some- thing used only as an ornament.
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