USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1932-1933 > Part 13
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30
14 "
8-10
1.00
Cedarville, Ellisville, Ship Pond and Shore Road to and from High School afternoon session
52 “
10-14
3.00
Beaver Dam Road to and from Mano- met School
6
8-10
1.00
Manomet to and from Junior and
52
35-40
8.00
Halfway Pond and Long Pond to Cor- nish School
20 “
6- 8
1.25
Long Pond and Halfway Pond to and from Junior and Senior High
40 “
6- 8
4.00
South Pond Village to and from Cor- nish School
20 “
4- 5
2.00
Return from Cornish School to Half- way and Long Pond with South Pond group
10
6- 8
1.00
Chiltonville and Russell Mills to and from Cornish School
20
35-40
3.75
Clifford Road, River Street and Cliff Street to and from Cornish
8 "
10-12
1.50
Chiltonville, Russell Mills and Cliff Street to and from Junior and Senior High Schools
20
25-30
3.75
Chiltonville, Russell Mills and Cliff Street to and from Senior High afternoon session
20
8-10
2.00
Darby Road to and from Cornish School
24 “
6- 8
1.75
24
4- 6
1.75
Darby Road to and from Senior High School afternoon session
24
1
1.50
Federal Furnace Road to and from Junior and Senior High Schools, both morning and afternoon trips
48
3
3.00
White Island Pond to meet Cedarville bus and return
14 "
3
1.00
Board of Long Pond pupil in High School afternoon session in lieu transportation
Gurnet Light to and from Duxbury Schools
20 “
3
2.00
Cedarville pupils to Bourne High School
Approximately 180 pupils transported to and from Junior High and South Street Schools from North Plymouth @ $ .10 a day by P. & B. St. Ry. Co.
Approx. Distance
Approx. No. Pupils
Price Per Day
56 mi.
25-28
$11.00
18.00
$80.25
e,
ed.
ith ton
sell was bout nt in
state and .com-
66
1 1.00
5- 6
1.00
S
Darby Road to and from Junior and Senior High Schools
Senior High schools. (2 buses when needed)
-22-
The Plymouth Taxi Company covers a combined terri- tory of 130 miles per day, 40 miles being with a large bus and 90 miles being with a small bus or automobile, at a total cost of $18 a day. It must also be remembered that much of the travel is over the sandy or muddy road to Long Pond. Surely such a cost is not unreasonable.
If the elementary pupils were not brought in, it would be necessary to reopen the Chiltonville, Russell Mills, and Cliff Street schools and build a school in South Pond Village, requiring four more teachers, janitor service, heating and up-keep. It would still be necessary to bring in the Junior and Senior High school pupils. Thus there is a distinct saving of four to five thousand dollars to the town by transporting these children as well as giving to the outlying districts all the advantages of the better graded schools in town.
4. Tuition
The cost of tuition is as follows :
(1) 3 pupils in Duxbury schools from Gurnet Light at $90 per year, $270
(2) 9 pupils in Bourne and Sagamore Grammar schools at $82 per year, 738
(3) 4 pupils in Bourne High school at $150 per year, 600
(4) 1 pupil in County Training school, 100
$1,708
There is no way to reduce the above costs which are dependent upon the number of pupils who must of neces- sity go to these schools.
5. Other Reductions
Text books and supplies have been reduced $2,500 over that of the previous year and will be further reduced this next year. Reduction in the cost of text books is a tem- porary condition and may require somewhat larger ap- propriations later. When one considers that only 2 cents
1
-23-
a day per pupil is allowed for paper, pencils, text-books and other supplies, he should realize that further econ- omy would reduce efficiency decidedly.
Maintenance costs have been reduced $4,500. This, however, is a temporary expedient as conditions allowed to grow worse through neglect may become more serious. This is especially true in regard to the roofs on several buildings. Immediate repairs costing approximately $2,- 000 would save possible leaks with disastrous conse- quences to the interior.
About $1,500 was saved on coal this year, due in part to a lower price and in part to economies by the janitors. $300 more was saved in the use of gas and electricity.
REDUCTION IN PER PUPIL COSTS
As a result of economies made the per pupil cost has been decreased from $99.93 in 1931 to $80.27 for the year 1933, a decrease of $19.66 or twenty per cent. (See table.) These decreases may also be compared with those of the state, showing that the decrease in Plymouth has been far greater than that in the state as a whole in every one of the major items of expense. There are ex- ceedingly few towns or cities who have reduced even 10%, many only 5% and a few have just held their own.
cent
over I this tem- er ap
re es-
- 18
REDUCTION IN AVERAGE COST PER PUPIL
1931
1932
Plymouth Dec.
State June
Plymouth Dec.
State June
1933 (Est.) Plymouth
Decrease Over 1931
Reduction Over 1931
General Expense
$3.36
$3.84
$2.97
$3.78
$2.70
$ .66
20%
Teachers' Salaries
67.02
69.92
62.33
69.89
55.01
12.01
18%
Text Books and Supplies, Miscel., etc.
5.07
5.68
4.15
5.09
3.55
1.52
30%
Operation
9.49
10.85
8.08
10.48
7.56
1.93
20%
Maintenance
4.78
5.08
3.18
4.58
2.60
2.18
46%
Health
2.80
1.64
2.58
1.61
2.37
.43
15%
Tuition
.67
1.03
.86
1.11
.83
+.16
+25%
Total Without Transportation
93.20
98.04
84.15
96.54
74.62
18.58
20%
Transportation
6.73
2.72
6.18
2.67
5.65
1.08
16%
Total With Transportation
99.93
100.76
90.33
99.21
80.27
19.66
20%
-24-
and
roll
Ser
at
th
C
a
-25-
Furthermore, the budget as submitted for 1933 is ap- proximately that of 1921 in total amount. However, ow- ing to the increase in enrollment the cost in 1933 will be only $80 per pupil in the entire system in comparison with $84, the cost in 1921, notwithstanding the fact that there are 400 more in the High School at the present time, which should naturally increase the budget as high school costs are higher than grades. It is also a striking fact that the cost per pupil in the High School was ap- proximately $135 for the year ending June 1921, while for the past year it has been only $102 and will be ap- proximately $95 during the ensuing year, a decrease of $40 per pupil.
These decreases in costs should show that the School Department has realized the seriousness of the local situ- ation and has made real efforts to reduce costs.
POSSIBLE REDUCTIONS IN FUTURE
Large reductions in costs in general must come from one of four sources :
1. Consolidation of schools or increase in size of classes.
2. Reduction in number of pupils.
3. Reduction in educational offerings.
4. Reduction in salaries, especially of teachers.
1. Consolidation of Schools and Increase in Size of Classes
During the past year, as previously stated, three small schools were closed and their pupils assigned to other schools, eliminating three teachers as well as the heat- ing, lighting and janitoral service. With the exception of a possible consolidation at the Hedge School, no further changes are advisable. This latter should not take place except under most urgent need as a large majority of these children are handicapped with a foreign language at home and need much special help.
At the Junior High School the class size was increased and the work reorganized with one less teacher. At the Senior High School eighty pupils were added to the en- rollment with no additions to the faculty. A further study
-26-
is being made to see if any other changes can be made to increase the size of certain classes.
Great care must be taken not to decrease the efficiency of the schools. No teacher, however willing and capable can have the number of pupils in her classes increased and still give to that added number of children the same individual attention which can be given to the smaller number.
2. Reduction in Number of Pupils
With the social conditions changed so radically during the past five or six years, have come added school re- sponsibilities. Millions of able-bodied men and women are out of work and will remain out of work until indus- try is again functioning. Even then industry will never have more than a few places for boys and girls under sixteen years of age. The marked change in this respect is indicated by the following facts :
EMPLOYMENT OF MINORS
1928
1929
1930
1931
1932
Certificates to Minors 14 to 16 years
125
117
88
65
35
Certificates to Minors 16 to 21 years
265
234
215
212
124
Number of above minors between 14 and 16 years who left school to be employed full time
63
58
39
21
4
Number of home permits issued above minors 14 to 16 years of age Number of minors (including above) between 14 and 16 years who, within the calendar years, were employed while schools were in session
32
12
13
11
9
142
106
97
96
47
As shown above the number of minors under sixteen going to work has decreased from 125 to 35, or 72 per cent, while those between 16 and 21 years have decreased from 265 to 124, or 53 per cent.
The number of minors under sixteen who left school to go to work, decreased from 63 in 1928 to 4 during the past year. The number of home permits has been nearly uniform the past four years and is not appreciable.
0 ti eig ta to con ha pil zens
-27-
Further evidence of the above condition is apparent when the Senior High School enrollment is considered. In December 1928 it was 467 and in 1932, 707; an increase of 240 pupils, or 51 per cent, due largely to the lack of employment.
It is required by state law that all pupils must be in school until they reach their sixteenth birthday unless they are fourteen and have regular employment for at least six hours a day. For the pupil who enters school at six years of age and progresses normally from grade to grade, this means that he must complete the sopho- more year at high school before he can leave school un- less he is regularly employed.
The choice lies between school and remaining at home or loafing on the streets. The general average in mental ability of these new pupils is below that of the old type of school pupil. They differ widely in interests. Insist- ence upon high standards of scholastic attainment by these in foreign languages, higher mathematics, college physics or chemistry and in interpreting some types of literature is impossible. There are studies, however, which they may pursue with profit and should tend to make them better citizens. Exclusion from school of such young people by drastic standards of attainment in terms of college preparatory studies is not democratic and is decidedly against American traditions of equality. No radical change in numbers can be foreseen at this time. The condition must be provided for.
3. Reduction in Educational Offering.
There are those in every community who do not real- ize the value of certain activities for others than their own children and call them "frills and fads" or non-essen- tials. A few years ago many pupils took Latin or a for- eign language as an essential. Today comparatively few take these subjects. To many in days gone by and even today to a lesser extent, these are really "frills" as they contribute little to more efficient living. On the other hand manual training and household arts are giving pu- pils a valuable training and fitting them to be better citi- zens in that they will be better home-builders. It is be-
er Der
Bec
arka
100.
-28-
side the point to argue that these should be taught at home. The majority of the homes today have neither the ability nor the inclination to give systematic training in the scientific aspects of these subjects. Moreover, many pupils are finding a key to unlock the doors to their indi- vidual abilities and interests and are going out into the world feeling that they are good for something, even if they cannot keep pace with their fellow students in more academic work. There is as much character developed and satisfaction acquired in making a first class dress or mirror as in translating a book in Latin or French. The practical value of the former in later life far exceeds that of the latter. Moreover, the actual cost of many of these subjects is not any different from that of other subjects. In any case there must be a teacher for that group of pupils in some subject and therefore the teacher cost is present whether the class is in arithmetic or in a "frill".
Music and drawing have been in the system for over fifty years and have also been justified again and again. With the shortening hours of labor producing increased hours of leisure, these subjects are of increased import- ance.
Cooking has been in the school system for nearly twen- ty years and sewing and manual training for over thirty years. They have demonstrated their worth again and again. With the changed social and home conditions and with the increased numbers in our schools, these subjects are more vital than ever.
Physical education is the most recent addition to the school curriculum and is the one frequently condemned as a non-essential. Not only do the games and activities contribute to the wise use of later adult leisure but they furnish an outlet for physical energy resulting in better discipline in the school and bring about a recreation or relaxation in school work which results in better work in the remaining hours in school. Nor must the fact be forgotten that many physical defects are being remedied or alleviated thus establishing a valuable asset for later life.
The above special subjects are more essential today than ever. Their value is apparent in the following re-
have gani “T as a
eg lig rcs mo
0
-29-
ports submitted by the supervisors or teachers of these subjects.
(1) Music
"Music instruction for these pupils includes elementary grade instruction, elementary rhythmic bands, elemen- tary orchestras, elementary glee clubs, junior high school instruction, junior high school orchestra, junior high school glee clubs, high school freshman chorus, high school glee club, high school theory and harmony class, and high school orchestra.
"The time allotment for music instruction has been reduced to a minimum figure but even so, the pupils have been offered many advantages in organized musical ex- periences which until recently were afforded to a com- paratively small group and then only through private in- struction. For example, it is now possible for any high school student to receive a four-year course in music theory and harmony that will meet admission credits in state teachers colleges. This finds the student prepared for advanced instruction without having incurred the ex- pense of private tutorship in these subjects. The course in music theory and harmony was introduced at the re- quest of a group of students in the High School who are interested in music as a vocation. It is proving most successful.
"The instrumental and piano classes conducted in the elementary and Junior High schools, have a membership of about 100, and are financed by the pupils.
"The elementary schools throughout the town are equipped with radios and the pupils are listening intel- ligently to the series of concerts given by Walter Dam- rosch and his Symphony Orchestra. Each school earned money with which to purchase the radios.
"Both the Junior and Senior High School orchestras have provided music on several occasions for various or- ganizations in Plymouth as well as for school activities.
"This pupil participation is of great value-not only as a socializing force but as an influence in the develop-
day re-
or rk be led ter
1
-30-
ment of musical ability and as a guide to recreational, cultural and vocational interests-the three-fold aim of music in our public schools."
(2) Drawing
"The drawing lessons planned for our elementary schools cover a broad range, having the aims of increas- ing powers of observation, aiding manual dexterity and creating a desire for beauty. Our pupils learn to dis- tinguish and to combine colors which develops good taste. Representation trains the eye to see, the mind to concen- trate on the matter observed, and the hand to give it graphic expression. There is no better way to study flowers, trees, birds and animals than to draw them. Pupils in one third and fourth grade have become inter- ested in reproducing places which are familiar to them in the form of colored chalk landscapes. At all times teachers try to guide the children to appreciation; for example, when they have made designs they are asked to collect magazine pictures or pieces of fabrics that show similar patterns. All creative work is valuable to give power of critical judgment.
1 W
"Our fifth and sixth grades use object and human figure in perspective in correlation with history and geography. Last year several sixth grades and some Junior High School classes pictured scenes in the life of Washington and one sixth grade made a wall hanging to represent a Roman triumphal procession, to which every pupil in the room was a contributor. Posters are made for subjects like Health, Safety and Fire Prevention."
"The effort in planning work for the drawing classes in the Junior and Senior High Schools has been made to fit problems, as far as possible, to the individual tastes and needs of each pupil. This is especially true in the elective High School classes where all the work is carried on individually rather than as group work. This plan is not practical in the Junior High School where we are limited as to time, space, and equipment. Here, too, we have an entirely different type of pupil to deal with; one who has not elected the course. There may be talented as
carri ing, of fan dition
I
-31-
well as untalented in the class. With these, the effort is made to give some kind of problem whereby more skilled handwork may be developed. In this day of machines, the use of the hands for many types of work is being for- gotten. People are having an increased amount of leisure time and do not know how to use it. If pupils can learn to use their hands for various types of work, related to art, they will find a way to employ this free time more advantageously.
"Nearly twice as many pupils have signed up for this year over last year's enrollment. Others would like to take the course but crowded schedules will not permit carrying an extra subject.
"The freshmen have been unable to have regular draw- ing classes because of an overcrowded schedule. This year, in order to give this chance to them, we are allow- ing any interested ones to come into the morning classes. Several have taken advantage of this opportunity and come in two mornings a week. There are others who would like to do this but because of the problems of transportation it is impossible."
(3) Household Arts
"The home economics program for the year in the High School is divided into three units of 12 weeks each. The distribution of the teacher's time for the first 12 weeks has been as follows :
Foods and Health-Freshmen
Food planning, selection and preparation for the work- ing girl-Commercial group.
Clothing Construction-Sophomores Interior Decorating-Juniors Income Planning-Seniors
Meal Planning and Preparation-Senior boys
"The classes have been a benefit to students who have carried into their homes not only the knowledge of select- . ing, buying and preparing food but the proper methods of family service and good manners. The economic con- ditions now prevailing have given a gratifying impetus
es he Led is are
-32-
to home economics classes. It is more necessary than ever that girls be taught now to economize wisely in the home.
"Members of the Clothing Construction. Class have made cooking aprons and head bands to be used by them later in the cooking classes. Commercial patterns have been studied, alterations and adjustments taught, as well as a review of the use and care of the sewing machine. Each student made the article of wearing apparel which she needed most at the time. These garments were made from new material or from used material brought from home, thus combining a remodelling and renovating problem.
"In the Interior Decorating Class, a complete study has been made of kitchen, living-room, and bed-room furnish- ing, stressing the fact that a simple, inexpensively equipped home is often a more comfortable, satisfying and easily managed one. Some interesting material was collected and trips to historic houses and furniture stores were taken. Mr. Mitchell of Mitchell-Thomas Company lectured to the class on furniture.
"The Income Planning Class made a study of wages and incomes in Plymouth. Methods of keeping records and accounts and various forms of savings were studied. Clothing budgets for a high school girl were made.
"The major objective of home economics is to fit people for the home. Home economics teaching in the Junior High School is first concerned with making the child a more worthy member of the present home. Because pupils of this age are most interested in "doing," the course aims to develop some degree of skill in the prepar- ation and serving of meals, in the construction and repair of clothing, and in performing necessary housekeeping tasks efficiently. In addition to the development of these skills there are built up in the pupils wholesome, con- structive attitudes toward home relationships and home making.
"In our clothing classes, we try to give the girls a thorough knowledge of the fundamental hand stitches; the use and care of sewing machines ; some knowledge of common cotton fabrics; an understanding of the use of
ar
f
J g
-33-
various commercial patterns; an appreciation of good taste in the selection of patterns, materials, etc .; also, the care of clothing. These principles are all given practical application in the making of garments suitable to the various grades.
"We have reduced the cost to the pupils by having them bring in old garments, which the girls washed, pressed, recut, and made into useful articles of clothing. In many cases, teachers have donated clothing to be used in this way.
"In the foods classes, also, emphasis has swung to the wise selection of foods, to the planning of well balanced meals which may be served very inexpensively. This has been considered especially important during the present economic crisis, when there is such danger of lasting harm being done as a result of deficiencies in the diet.
"More time is being devoted to the teaching of family relationships, budgeting, care of children, and the wise use of leisure time."
(4) Manual Training
"The seventh and eighth grade pupils receive a thor- ough course in elementary shop work, especially that of woodwork. By the careful selection of projects the pupils are able to correlate such trade subjects as drawing, sheet metal, iron work, simple electricity, and woodfinishing with that of woodwork. Where many schools have sep- arate shops for each of these subjects, we try to give a general training along many lines with the hope that some latent talent will be awakened. The work in the Junior High follows a definite program in order that none of the fundamental knowledge and practices will be over- looked. In the third year the freshmen are given more freedom in the choice of projects so that each student will get that type of work which he feels he wants most.
"The offering of shop mathematics to three of the Junior High classes is serving a two-fold purpose. It is giving the boys a closer conception of how actual shop work is estimated and it helps them to find the cost of articles which they have made or wish to make.
-34-
"Does manual arts contribute anything to the welfare of the community? From the many reports from the parents of the boys who take this work, it is very evident that they realize its value. Not only are the articles which each boy makes appreciated, but a careful check shows that many of the boys have tools and are doing much by way of general repairing around the home. As a result of their interest and training many parents have purchased small shop outfits as a means of keeping their boys at home and their spare time utilized. In prosper- ous times it was not uncommon to find many former woodworking pupils employed in similar work during their summer vacations or after they left school.
"Contrary to the belief of many, manual arts work is not as expensive to maintain as figures may suggest. The fact that considerable money is spent for lumber, metals, paints, drawing supplies, etc., this work appears more expensive than the classroom subjects. A large amount of the materials purchased are paid for by those receiving the articles, hence that expenditure is only tem- porary. The fact that such money returned is not cred- ited directly to money appropriated for this work, gives one the impression that much has been spent for which no return has been made. The average yearly expendi- ture of this department is about $450 in materials, of which about $250 comes back in the form of project pay- ments. At present there are about 275 pupils who are getting a double period of woodwork or mechanical drawing."
(5) Physical Education
"Physical Education opens a world of experience to the child, and it is through experience, more than through anything else that social attitudes are acquired. There is nothing the child does so whole-heartedly and so earnest- ly as its play, and if the leadership and guidance in it is of the right sort, there is built up a defense mechanism which will serve as a safety device against many unsocial temptations. It is important to have this experience available early in life, before faulty attitudes have taken hold.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.