USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1930-1931 > Part 17
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From Long Pond pupils are transported to the Junior and Senior High School, and elementary pupils from South Pond Village to the Mt. Pleasant School, for $8 a day. Two freshmen pupils board in town for which an allowance of one dollar a day for each is allowed.
From Darby three trips each way are necessary, one for the Junior High School and morning session of the Senior High School, one for the freshmen, and one for the grade pupils. This total cost is $8 a day.
At Cedarville pupils are transported from grades seven and eight to the Sagamore Grammar School, while ele- mentary pupils from Long Pond and Half Way Pond are brought to the Cedarville School. This cost is $12 a day. A large part of these roads in the winter and spring are in poor condition for automobiles.
From Russell Mills the elementary pupils are trans- ported to the Cliff Street School, and the freshmen to the High School for five dollars a day.
Other trips have to be made from Billington Sea and Federal Furnace Road to the Cornish School, and from Gurnet Light to Duxbury. These trips total $6 a day. 2. Salaries of Teachers.
In 1927 the salary cost was $153,941.44, and last year $165,147.67, an increase of approximately $11,000, with a further increase of $4000 for 1931. This increase has been due in part to five additional teachers at the Senior High School, caused by the increased enrollment, offset somewhat by three less grade teachers. The rest of the increase has been due to automatic increases in the teach- ers' salaries as they advance toward their maximum. A year ago 43 teachers were at the maximum, while now
.
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there are 62. A year ago 55 had an opportunity for ad- vancement and now only 38. The point should have been reached where the increase in automatic salary increases will be largely offset by decreases in salaries of new teachers, depending, however, upon the number of changes.
3. Cost of Small Schools.
For the past three years a careful record of the ex- penditures at the different schools has been kept. In last year's report was given a detailed report for two years. For the past year the costs are as follows :
School
No. Pupils per Teacher
Total Cost per Pupil Remarks
Large Schools
Hedge
34.
$72.93
No transportation.
Cornish-Burton
36.4
76.52
Transportation costs.
Mt. Pleasant
39.3
77.31 Transportation costs.
Knapp
30.1
83.87
Note smaller number of pupils per teacher.
Above combined 34.1
73.51
Two Room Schools
Oak Street
33.
77.23
Cold Spring
22.
* 97.96
Note small number of pupils per teacher.
Three Rooms
Manomet
21.7
92.91
Transportation costs.
One Room
Lincoln Street 31.
84.27
Alden Street
21.
102.50
Wellingsley
29.
96.24
Cliff Street
22.
113.32
Cedarville
23.
143.55
Transportation Costs. Cost of transportation is $52.15 per pupil.
It should be evident that most of these small schools are costly. It is splendid to have these schools near the small children. However, they cannot be maintained unless suf- ficient funds are allowed to meet the extra cost. A sub- stantial saving could be made by closing Cold Spring School and using Alden Street for grades one and two, and sending the other pupils to the Cornish or Knapp School. Cliff Street could be brought into town at a. further saving.
The budget recommended for 1931 is compared with one based upon costs determined by multiplying the num- ber of pupils by the state average cost per pupil for the year ending June 30, 1930.
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PLYMOUTH'S BUDGET
Compared With a Budget Based Upon State Averages for Year Ending June 30, 1930 (Plymouth's Membership 2525)
Proposed
Budget
for 1931
State Budget Average Cost at State per Pupil $8,775.00 $3.78 69.85
General Control
Salaries for Teachers
168,000.00
Averages $9,542.50 175,381.25
Supplies, Text Books, etc. (in-
cluding Rent, Graduation) ..
13,200.00
5.94
14,998.50
Operation-Janitor, Fuel, etc. Maintenance - Replacements,
24,075.00
10.91
27,547.75
etc.
14,050.00
5.00
12,625.00
Promotion of Health
7,500.00
1.56
3,939.00
Tuition
2,000.00
.94
2,373.50
Total without Transportation $237,600.00
$97.98
$246,407.50
Plymouth's actual budget is $8,807.50 less than one based on state average on above items.
Transportation
19,000.00
2.66
6,716.50
Total with Transportation
$256,600.00
$100.64
$253,124.00
Americanization
2,000.00
Summer School
400.00
Total Budget
$259,000.00
Note : $5,000 to $5,500 of the above is due to extra costs due to two sessions at the High School, distributed $1,850 for transporta- tion, $1,675 to $1,700 for extra janitor, heat and light, and $1,500 to $2,000 for extra teaching force.
CONCLUSION
Special credit is given to the Public Library and Cord- age Library for their contributions of books for supple- mentary reading, to the Health Department for its val- uable cooperation in furnishing adequate dental service, to the Police and Fire Departments for their assistance on several occasions. The School Committee has de- voted many hours of thought to the problems of the schools. Their advice and suggestions have been a real factor in the success of the schools. To all these agencies the schools wish to extend their appreciation.
Respectfully submitted,
ANSON B. HANDY,
Superintendent of Schools.
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REPORT OF THE SENIOR HIGH SCHOOL
The general situation in the High School is much more serious than that of a year ago, due to an increase of 47 pupils. The three upper classes, with a total enrollment of 371 tax the building to capacity in the morning session. There will undoubtedly be a substantial increase in the membership of the senior class in September, 1931. Prob- ably at least forty more pupils will be in the upper school next year. How they are to be accommodated is a problem awaiting solution. The freshmen, numbering at present 206 and probably 180 next year, can be accom- modated in the afternoon.
The serious educational consequences of the curtailed schedule under which we have been operating since Sep- tember, 1928, are very evident to me and to the mem- bers of the faculty. When we realize that a loss of ap- proximately four minutes of actual teaching time each period of the morning session means a daily loss of about 23 minutes, the equivalent of 17 school days during the year, we can understand how difficult it is to cover re- quired subject matter, to say nothing of the lack of time needed for drill and review. The unusually capable pupil will manage somehow to carry on his work with a fair degree of success, but the average or slow pupil is decidedly handicapped.
In the afternoon session the loss of time is still greater. We are operating on a five period schedule instead of the customary six. This means at once a loss of 44 minutes per day in comparison with the one session schedule in effect up to September, 1928. In the course of the year this makes a loss of nearly 31 days or a little over six weeks. In addition, the periods are shortened by ap- proximately 5 minutes each, which means over 25 min- utes per day. The total loss is equivalent to 50 days of school for the freshmen. Furthermore, the pupils and teachers cannot do their best work in the afternoon, and with school closing at 4.45 it is next to impossible to give help to pupils after the regular session. It also means restricted electives and over-sized classes. The present Junior class was the first to attend high school under this arrangement. A lower standard is all too apparent, in
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spite of the fact that all teachers and serious-minded pupils have endeavored conscientiously to maintain high standards.
I believe, however, that some progress has been made within the school. The better to help the non-prepara- tory pupils who do not need to do work so exacting in its detail as that required in those courses which meet the requirement for admission to higher institutions of learn- ing, we have inaugurated this year a course in practical mathematics for sophomores, advanced general science course for juniors, and a French course for those pupils who wish to study language but who cannot progress as rapidly as those taking the regular course. They plan to take three years to complete the usual requirements of French II. The enrollment and work accomplished in these courses amply justifies their introduction and con- tinuance.
Chorus singing has also been revived. Music is such a potent influence in welding a student body into a uni- fied whole, and has so much to do with the enjoyment of every day life that we have felt that all students should receive the benefit to be derived from it. For the first time, I think, we have an original school song written by Shirley Dutton, Class of 1934.
The plan of class visitation and supervision of instruc- ton, inaugurated two years ago, has been continued. I also endeavor to keep in touch with the classroom work by means of frequent conferences with teachers and short visits. The whole scheme seems to be working very well.
Our school assemblies are usually held on Monday. The programs are of an educational nature, and have been presented almost entirely by pupils under teacher super- vision. This plan is in effect in both schools. I believe such assemblies very valuable.
Our graduates continue to do well in college and nor- mal schools. I have received already a few term reports of those who graduated last June, and are now contin- uing their studies. All are decidedly above the mere "passing grade," and all whom I know about have earned some "honor grades" as well. Their enrollment is divided as follows :-
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College
Normal School
Business School
Special
P. G.
Boys
7
5
2
1
4
Girls
4
1
2
2
3
Total
11
6
4
3
7
The above statement and tabulation may raise the question in the minds of some "Does Plymouth High School prepare its pupils to pass college entrance exami- nations and to succeed in doing work of college grade after admission?" The answer is emphatically "yes," and to substantiate that conviction I submit the follow- ing data.
Consider first the two methods by which a pupil may enter college. He may be admitted on a certificate which is granted by the high school, and is acceptable to many of the New England colleges, or he may be required to pass certain entrance examinations given either by the College Entrance Examination Board or by the individ- ual college which he wishes to enter. The certificate is granted only when a pupil's record in school is sufficient- ly high, and he is a reasonably good college prospect. Certificates are not accepted by Harvard, Yale, M. I. T., Vassar, Wellesley, Radcliffe, Mt. Holyoke and some others. Entrance is by examinaton only. The table on the opposite page shows how many pupils have gone di- rectly to college from Plymouth High School during the last six years, and to what colleges they have gone.
Inasmuch as many more pupils throughout the coun- try wish to enter such colleges as those listed in the preceding paragraph, the competition is keen. The exam- inations are exceedingly severe. Only about 65% of all pupils taking the examinations pass them. In some subjects the per cent falls at times as low as 35. Several colleges will not admit pupils even when they pass because of limitation of numbers and other restrictions. To pre- pare for these examinations in our school and do it in four years requires much outside work on the part of the pupils and special "coaching" by the teachers. Only a high record in school, and a large amount of extra work will give a pupil a reasonable expectation of passing them. Some schools virtually require five years of prep-
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aration before permitting their pupils to attempt passing the examinations. For a pupil with a C or B-record in school the chances are limited, with a B record, his chances are even, and with an A record they are excellent. Practice in taking examinations of former years, dupli- cating, as far as possible, conditions under which the actual examinations must be taken, is quite a necessary part of the preparation. This will minimize the pupil's likelihood of being overcome by the nervous strain.
In taking examinations, pupils whose records are B or A are "recommended" by the school, while those with lower grades receive "consent." In the latter case, the chances are against the pupil, and yet the school does not wish to deny the opportunity to try. Failure to pass in such instances cannot rightly be laid to the inefficiency of the school. In spite of frequent and timely requests by the school, some pupils do not make known their inten- tion to take college examinations until just before the
NUMERICAL DISTRIBUTION OF P. H. S. GRADUATES WHO HAVE BEEN ADMITTED DIRECTLY TO COLLEGE
Name of College
1925 1926
1927
1928
1929 1930 Ttl.
Boston College
Boston University
1 3
1
4
9
Bowdoin
1
1
Brown
3
3
Dartmouth
1
1
Georgetown University 1
1
2
Gordon College
2
2
2
Univ. of Maine
1
1
Univ. of Maryland
1
1
Mass. Inst. of Tech.
1
1
1
3
Mass. Agri. College
1
McGill
1
1
Mt. Holyoke
1
1
Normal Schools
1
8
5
10
4
8
36
Northeastern
1
1
2
3
1
8
Univ. of N. H.
1
1
Radcliffe
1
1
Rensselau Polytech. Inst.
1
1
Simmons
1
1
2
Springfield Y. M. . C. A.
1
2
3
Syracuse University
1
1
2
Wellesley
1
1
Wheaton
1
1
Williams
1
1
Worcester Polytech. Inst.
1
1
Total
11
22
10
15
14
18
90
1
1
1
1
Jackson
1
3
Univ. of Kentucky
1
1
1
Tufts
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time for the examinations. This makes it almost impos- sible for the school to get them ready. Preparatory schools have a decided advantage in that they know that nearly every pupil is preparing for college. It is a fact that in comparison with high school pupils, a higher per cent of preparatory school pupils pass entrance examina- tions to college, but according to data furnished by Har- vard College high school pupils do better work in col- lege than those who come from the preparatory schools. Furthermore, there is a much closer correlation between grades earned in high school and those receved in college than there is between grades received on entrance ex- aminations and those earned in college.
Since 1927, approximately 65% of all College Entrance Board Examinations taken by Plymouth High School pupils were passed. While of the final examinations in which the pupils received "R" nearly 75% were passed. I might add that two of those "recommended" failed in a subject in which 64% of all who took it failed.
Two factors must always be considered in determining a school's efficiency in preparing pupils for College Board Examinations. (1) What was the pupil's school record? Did the school recommend or simply consent to his tak- ing the test? (2) What per cent of all candidates who took a particular test failed in that subject? For exe- ample in 1928, 64% of all those taking a certain subject failed to receive a passing grade.
Do the pupils who enter college "make good?" The record of the class of 1926, as freshmen in college, was as follows : 11 A's, 24 B's, 24 C's, 2 D's. Later records indicate the same general standards. A very few in- dividuals have failed in some subjects. A very small number have dropped out of college due to conditions for which the high school is in no way responsible. Several have taken high honors at Mt. Holyoke, Boston Univer- sity and Jackson. The boys who have gone to North- eastern have done particularly well. I do not think that any one can reasonably do otherwise than accept the fact that the training at Plymouth High School fits pupils to enter college and subsequently do creditable work.
The following description of a certain college has come to my attention. It describes in large measure what a
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high school ought to be. I quote as follows :
is an institution of learning wherein instructors and students live together for four years, during which time the students receive from those who direct them training in how to approach truth, some knowledge of what the past has discovered and the present is discov- ering of truth, and acquaintance with good manners, an ability to estimate moral standards, and a participation in the rational and mystical experience of the race." I think this a very good definition of what we earnestly desire for our own high school.
Respectfully submitted,
WAYNE M. SHIPMAN, Principal.
REPORT OF JUNIOR HIGH SCHOOL
This year the school is again facing the problem of in- adequate facilities for the carrying out of a program suitable for a Junior High School.
In the first place, every Junior High School should have an assembly hall, to enable all pupils to adjust them- selves to a social environment in which they must work and live in an intelligent way with others. It is not rea- sonable to have the whole school assemble in a corridor and stand during exercises. So, because of this one con- dition, we are obliged to forego programs that are of vital interest to the school as a whole, and also those connected with days of special observance.
Of great significance, too, is the program for health and physical training. Crowded corridors, where physi- cal training must be continued on stormy days, retard the aim for which this work is intended. In the first place, there are too many pupils for the allotted space, and again, these corridors are poorly lighted and with- out adequate ventilation. The result is the air becomes vitiated. On pleasant days, the exercises outdoors, give a zest to this work. Otherwise it would seem best to discontinue them.
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There are other factors which handicap the successful work of the school. The lunch period where all pupils are crowded into the narrow space of a basement corri- dor, and where they have no facilities for resting during the lunch period is a serious problem in a Junior High School.
While the work in classrooms continues in a fairly satisfactory way, there are only two days when all teach- ers can remain in their own rooms. On other days, two rooms are occupied by music and drawing supervisors, respectively. This arrangement requires two teachers to leave their own rooms for two days. One room is used by two teachers. It is fitted as a sewing room with ma- chines, and also as a classroom for business training. When the machines are in use, the business training must be transferred to any room vacant at that time. At times, the domestic science room is used as a classroom for business training, and also for general language. This room has no blackboards.
Respectfully submitted,
KATHARINE A. O'BRIEN,
Principal.
REPORT OF HEDGE SCHOOL
During the past year the teaching of the fundamentals in education has been stressed as usual, and though they have been taught according to modern methods, nowhere have they been neglected. More and more at- tention has been given to the needs of the individual, these needs being determined as accurately as possible from informal and standardized tests and careful ob- servation on the part of the teachers.
Each year the work of our school is centralized around some definite objective of general interest to the boys and girls, endeavoring to show them that their education is not something remote but a part of their daily living. This year being the year of the Tercentenary Celebra- tion of the Massachusetts Bay Colony all of our work
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was dedicated to the Builders of Massachusetts in Re- membrance of 300 years of Noble Service. We outlined a unit of work for the year around this main topic, this unit to be divided into smaller units according to the needs and abilities of the different classes. Space does not permit the plan of the unit in detail, but it included Citizenship, Health, Reading, Language, History, Geog- raphy, Literature, Science, Music, Drawing and School Activities. Bulletins giving topics for study and sug- gesting methods and sources for material were issued every month. Not only were the books, papers and mag- azines on the school library tables and bookshelves con- sulted, but much outside research on the part of both pupils and teachers was found to be necessary in order to obtain authentic information of events from 1630 to 1930.
As has been the case for the past three years, School Clubs have been the best medium through which to develop our programs. We have one club for the whole school called The Hedge School Citizenship Club which has the following officers,-president, vice president, sec- retary, treasurer, councillors and patrol officers. In ad- dition to this each class from the first grade through the sixth has a club with its officers, class colors, motto and banner. Once a month the councillors from all the rooms meet with the officers of the School Club to report on what has been accomplished in Citizenship in their rooms, to discuss ways and means of improving the school and to exhibit and explain specimens of their work. The patrol officers have charge of the playgrounds and of the traffic before school and at the time of dismissal. They are responsible for the conduct of the boys and girls on their way to and from school. The weekly meetings of the clubs are conducted according to the general pro- cedure of adult clubs. After the regular business has been transacted the meeting is given over to a com- mittee of children previously appointed to arrange a pro- gram. This program draws from all types of school work. It may be an original play written by members of the class, a debate, one or two-minute speeches, puppet plays, a radio broadcast, a "movie" made by the children, a
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story hour, a library hour, current events, dramatizations from history or reading, imaginery trips to places which have been studied in geography, health, citizenship or activities. The opportunities at these meetings for teach- ing all of the subjects in the school curriculum are end- less.
As a climax for the year's work this year, the clubs decided to have a Citizens' Carnival throughout the month of June.
The Carnival was held in the assembly hall of the school, the national colors as emblems of citizenship pre- dominating in the decorations. At the front of the hall the school banner with its slogan "Service" and the class- room banners were displayed and, at the back, "Citizen- ship Carnival" printed in large black letters on a white background and framed with red, white and blue bunt- ing. At the right, extending the length of the hall was the Gateway of Citizenship consisting of a central arch twelve feet high and six smaller arches. Above the central arch was inscribed in bronze letters :
Dedicated to the Builders of Massachusetts in Remembrance of 300 Years of Noble Service 1630
1930
On either side under the proper date were large bronze figures representing a Puritan soldier and a soldier of today. In the background was a picture of the arrival of Gov. Winthrop in Boston drawn with colored crayons on common wrapping paper and enlarged from a ten- inch picture to one approximately ten feet square. Loy- alty, Kindness, Obedience, Courage, Truth and Rever- ence, standards of good citizenship, were printed on the six pillars. Both the picture and letters were made by fifth grade boys. On the opposite side of the hall stood The Temple of Health. With paint made of colored chalk and water, the children of the lower grades painted scenes portraying a journey to health. These they put together making a frieze to adorn the temple. Below this were
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red crosses on gold shields and the word "Tercentenary" in red letters. Each letter was supposed to stand for some phase of health work,-T-Teeth, E-Epidemics, R-Rest, C-Cleanliness, E-Eyes, N -- Nutrition, T- Threshold of Health (Playground), E-Exercise, N-Na- tional Tuberculosis Association, A-Air, R-Roads to Health, Y-Youth. One letter was chosen by each class and a study made of the subject it represented, tracing its history from 1630 to 1930. The year's work in all subjects was artistically displayed under the arches, on tables arranged for the purpose and on all the available wall space.
Cooperation, self-control, team-work, good-workman- ship, in fact, all the qualities of good citizenship must needs be present to carry on an activity of this kind. It is safe to say that the benefits derived from the pro- gram were far-reaching and the results fully justified the method of procedure.
ELIZABETH H. SAMPSON,
Principal.
REPORT OF KNAPP SCHOOL
I herewith submit the annual report of the Knapp School for the past year.
The work has, I believe, shown steady progress. The efforts rendered by the teachers have been conscientious and efficient.
An increasing proportion of time has been given, during the past year, to project work and creative activities. Pupils are encouraged to plan and execute their plans both as individuals and groups.
Just previous to the holiday season pupils of the Fifth and Sixth grades gave an evening performance of "The Miser's Dream" by Price. Parents were invited and as- sembly hall was filled. Work for this was done at reg- ular music periods.
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Recently the Fifth Grade pupils wrote Sir Thomas Lip- ton regarding a project they had been carrying on, in which they had chosen the name of his boat. As his boat came out a winner in the project a letter was writ- ten him telling about it, and they were highly pleased to receive an answer from him in return. This gave train- ing in many lines and was a very vital thing to the pu- pils.
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