USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1932-1933 > Part 28
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The first serious problem we find in our schools is the large number of boys and girls who, under former conditions, were employed in industry. In 1926 there were 142 work certificates for children between 14
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and 16 years of age, the past year only 14, chiefly home permits, and for work as domestics in homes. Only 160 certificates were issued between the ages of 16 and 21 the past year, while in 1926 there were 353. These pupils under sixteen, and many others over sixteen, are in schools to stay, and will never go back to industry to any great extent. Surely they ought not to go back as long as able bodied men and women are being kept idle and supported by the town. More- over, the salary schedule for the sixteen year old is the same as that for the nineteen and twenty year old. so that industry will naturally take the older and permit the younger to stay in school. They bring to the schools a problem, for many cannot be reached by the usual educational method nor by the usual sub- ject content. Schools must, therefor, reorganize their curricula, the content of the subjects taught and the methods of approach, to meet the needs of a large group of non-intellectually minded boys and girls, who with proper training will become exceedingly worthy citizens. It is not a new problem, but what certainly once seemed a temporary condition will un- doubtedly be permanent. It will take the continued combined efforts of all interested in these problems to solve them.
The development of a trade education along such lines as auto mechanics, machinery, carpentry, elec- tricity in all its forms including radios, millinery and cooking in their commercial phases, would give val- uable vocational training for many. The instructional expense for such would be borne by the state and fed- eral governments providing the town furnished the facilities. The present High School could well be adapted for these types of work when new quarters are provided for the upper grades. Such an arrange- ment would reduce the costs to the town of secondary education.
The second serious problem that confronts us as a nation is that of the right use of leisure. In this very
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thing which might seem a blessing lurks a hidden danger to civilization that constitutes a second chal- lenge to our schools. Rome dissipated its resources and powers in "riotous living" and was destroyed. Greece, on the contrary, had a philosophy for leisure -a development of its cultural background and the physical fitness of its youth. When these were for- gotten, Greece, too, perished. Hitherto America has had no real program for leisure. Schools must build one into the youth of today, the citizens of tomorrow.
How will the youth of the country spend their leisure? In saloons, beer gardens or schools? On the streets and in pool rooms or in games and activities for the masses? Will the rich and "would be rich" go to greater extremes in gambling and questionable practices ? Will society condone attempts of persons of ill-repute to capitalize their nefarious life?
What are some of the alternatives ?
The development of instrumental music, of chorus and glee clubs and of art clubs is excellent. Music and art must be developed more fully as these sub- jects contribute decidedly to the worthy use of leisure. When these develop into such organizations as Mr. Brini's Junior Civic Orchestra or the Men's Glee Club, it is excellent.
Physical education is another exceedingly valuable form of training, which is probably more severely criticised by the unthinking public than any other phase of our educational program. The question which Mr. Average Citizen must answer is: Is it better to have literally scores of youth playing games in all parts of the town with hundreds of others, young and old, watching the clean sports or the same hanging about street corners, in pool rooms or beer gardens with their accompanying immoral dangers ? The cost of this activity is cheap insurance against many of the evils of the latter. The public must real- ize the value of physical education as it pertains not
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only to the development of a pupil's physical fitness but as it contributes to worthy use of leisure.
Each and every subject must be analyzed anew from the viewpoint of its contribution to leisure. Surely English with its broad range must play an important part in creating tastes for good literature in newspaper, magazine and book form, as well as improving one's ability to express himself clearly and forcefully in written and oral language. Social studies take on new significance in that every one must be a student of local, state, national and world issues. Sciences bring untold opportunities for the discovery and exploration of interests. Nature study with its flowers and birds should contribute marked- ly to worthy use of leisure. Increased leisure should permit the father and mother to beautify their home by putting into practice the ideals and training secured from their studies in household and manual arts. Other subjects, perhaps, have less to contribute but each may be enriched by the thoughtful teacher. Some thought aroused, some interest developed in any subject by some skillful teacher may even lead to a hobby or avocation in later life as distinguished from a vocation.
"Hall discovered aluminum playing as a hobby. Thorndike worked out much of his psychology on animals as a hobby. Anthony van Leeuwenhoek made microscopes as an avocation and, through them, made his contribution to the world of science. William Robert Hook made discoveries of the cell; Gregor Johann Mendel, a priest and a teacher of mathematics, worked out the laws of heredity ; and Tony Sarg fash- ions his marionettes as hobbies. Lawrence Pearsall Jacks made a hobby of architecture, even to the burn- ing of the bricks for his house. Mrs. Jacks learned weaving. Albert Michelson sketched, worked in wa- ter colors, played the violin. Copernicus was a great painter."
"President Franklin Roosevelt collects stamps,
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while Mrs. Roosevelt is interested in a furniture fac- tory. The list is endless. College professors turn to wood carving, cooking, or playing musical instru- ments. Lawyers take up gardening, making scrap- books, fixing old furniture, or collecting rare first editions. Doctors spend their leisure time sketching, sculpturing, or working in a garden. Business men turn to fashioning wheels, photography, soap carv- ing, or sketching sunsets. A sheep herder carves trees, tents, and horses from vegetables. The woman in the home paints furniture, weaves, or collects pot- tery. The variety of hobbies is infinite. Men and women who cannot master craftsmanship can have a hobby of serving the group. Thousands of men vol- unteer their time as Scout leaders; a hundred college men act as volunteer leaders at the Boys' Club, New York City ; others run camps, promote playgrounds, plant trees by the highway, or work to preserve rare bits of scenery so that they may be saved for poster- ity. The hobby is a guaranteed antidote for spec- tatoris. The man or woman who says, "Let me have just one hour. Here is what I want to do," is in no danger."
It is the duty of the schools, therefore, to develop throughout all the grades a variety of interests and abilities which will carry over not only for a voca- tion but for an avocation or other form of profitable use of leisure. No teacher can be truly suuccessful who does not so analyze his subject and each pupil's interests.
It may seem trite to say that the schools must pre- pare the children of today not for the life of today, but for the life of the tomorrow of two years, five years or twenty years ahead; herein is the basis of our changed and ever changing problem in education. In this lies the challenge to the real teacher of today, who can no longer think in the terms of yesterday. Teachers should no longer be retained in any system if they have not caught a glimpse of the tremendous
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upheaval that is going on in society not in terms of dollars and cents or salaries, but in terms of social readjustments.
Schools cannot go backward but must expand to meet the new demands of the new social order. As Mr. Frank Wright, Deputy Commissioner of Educa- tion stated in a recent radio address, "Restricted or denied educational opportunities for youth now means increased custodial and correctional care by the State in the future. Failure to provide opportunities for health and recreation for youth today means greater institutional expenditure by the State tomorrow. Un- realized possibilities in character training in the schools of the present will take a heavy toll from the wealth of the nation in the years that lie ahead. The cost of ignorance in a democratic society is always greater than the cost of education. In the end, in one form or another, we shall have to pay the bill for what we need. Ours is the decision as to whether we shall make the expenditure now in the form of good schools, adequate playgrounds, and essential health service for children, or pay later in the form of correctional and institutional care at a cost much greater."
SPECIAL DEPARTMENTS
The work of the so-called special departments has been of a high standard and progressing along con- servative lines in keeping with the best of modern trends.
Physical Education
Mrs. Beatrice E. Garvin, who supervises the train- ing in the elementary grades and the Senior High School girls reports as follows :
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"The elementary physical education program has been planned with two aims in mind this past year: 1. To develop in children a healthy, wholesome per- sonality. 2. To include small group activities which will contribute ultimately in the problem of com- munity recreation. In the development of a well adjusted personality it is essential that we teach chil- dren the control of their emotions, the ability to co- operate. Very definitely the lower six grades have learned to play quietly and happily, to do to the best of their ability the new games and skills presented, to respond to the situations that must be met with in play. In adjusting the program to educate the child to take part in future community recreation it is rec- ognized that children must be taught to play ; taught what to play, to understand the game before much satisfaction is gained; actually to participate in a game to fully enjoy it; to acquire skill in youth. More lessons in which each team is busy with an in- dividual game are used to develop small group activi- ties and to give a varied number of stunts which appeal to various children."
"Each room has a posture chart on which the child's improvement in standing, marching, exercise, and everyday posture is recorded. The percentages of all rooms in the tests is recorded that the various grades may compete in improvement, just as they compete in games. In the lower grades a small group is given help in acquiring the knowledge of just what "standing tall" means in adjusting body mechanics."
"Special stress is being made to give every High School girl who chooses to participate in the varied seasonal sports an equal chance to learn the game and skills connected with it, to make progressive individual improvement, to play on an intra-mural or class team and earn points toward the school let- ter. Track and baseball are played in the spring, tennis and hockey in the fall, basketball during the winter. Interscholastic competition has not been
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eliminated entirely, but the schedules are being shortened in favor of more intra-mural competition. There are sixty girls participating in the present basketball schedule, divided into three practice groups giving all an impartial chance to learn and enjoy the game."
Mr. John H. Smith, who supervises the Junior and Senior High boys reports as follows :
"The physical fitness of each pupil in the sixth and seventh grades was measured last spring using the Roger's Tests. The tests actually given include the following :
(a) medical examinations-to determine the need for modified programs to remedy heart de- fects, digestive deficiencies, hernia, malnutri- tion, nervousness and others.
(b) footprints - to determine the need for strengthening muscles of the feet or for other corrective procedures. Footprints were taken on the pedograph.
(c) strength tests - to determine the need for modified physical activity programs. These various strength tests indicate the degree of strength in the arms, legs and back of each pupil.
As a result of the composite score secured from all types of strength tests pupils are classified as those in superior condition, the A group; those in good condition, the B and C groups; and those who re- quire special attention, the D group. This latter group included pupils with footprint angles less than 20%. The number of pupils in the different groups in the sixth and seventh grades are tabulated as follows :
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CLASSIFICATION TABLE
Girls
Grade
Group A
Group B and
Group D
6
34
61
30
7
23
56
8
Boys
6
38
66
7
7
20
80
17
A daily period devoted to corrective exercises for the feet and also to general bodily development for the D group, has been followed. The results of this program will be shown on the retest taken next spring."
"Twenty-four pupil leaders have successfully con- ducted the daily calisthenics period. A posture shield is awarded to the room showing the best results for the week.
The intra-mural program in soccer, touch football, basketball, track and baseball develops an enthusi- astic following and general participation. From ancient time, it has been realized that health is pro- moted by vigorus muscular activity. The only way properly to develop the circulatory and respiratory functions is through large muscle exercise and intra- mural games which gives vigorous muscular activity to all pupils participating.
Since the tasks of home life no longer exist, so far as they apply to furnishing children with stimulating physical activities, the physical education program must take up the work if the children are not to suffer.
The interest and enthusiasm displayed in all intra- mural games is not only a great educational force,
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but is also a great power for happy and successful living and growth."
Drawing
The art work at the Senior High School was some- what interrupted by the serious illness of Miss Vir- ginia Dowling, who had given excellent satisfaction for nearly three years. In her absence Miss Faith Stalker, elementary supervisor, assisted by Miss Jane Cooper, carried on her work. Miss Stalker reports as follows :
"Three aims of art instruction are to develop man- ual skill, increase the power of observation and by gaining ability in both of these ways, to arrive at appreciation. Appreciation will lead to more enjoy- ment and interest in a pupil's surroundings and to the exercise of better taste when he is called upon to make a choice.
Children who have a desire for graphic expression will draw or paint for their own pleasure, outside of school. We do not plan our instruction for these pupils, but we try to present a conservative course of activities in several mediums by which every pupil can accomplish something. It is not our policy to produce a few showy results for exhibition purposes but to give lessons that are within the abilities of all the members of a class. It is understood that no pupil's work is to be "touched up" by an adult hand.
During the past year we have tried to give some emphasis to nature study and to design. In the sixth grades we are correlating drawing with history by a series of plates of historic costume, ornament and ar- chitecture. At the Hedge School the sixth grades made a series of large crayon pictures on cloth to be used for wall-hangings in the rest room. In the Cornish District a set of large chalk landscape back- grounds were made to be used in connection with a program presenting units of study of life in different
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lands, which was presented at the Memorial Building. The contribution of the young artists was so much admired that these pictures were borrowed and shown at the public library.
In the Junior High School we have neither the time nor. the working conveniences for the kind of drawing we should like to do. However, this year the 8A1 group, which is having two periods of drawing a week, is experimenting with marionettes. It is a problem with many sides; modelling, casting and painting the head, building and dressing the figure, designing scenery, writing the play and speaking the parts. A child who has shared in making a play has added to his ability to criticize the dramatic produc- tions of others. Because of the great increase in the time and in the money now spent in theatres, such projects have a value that is being recognized by ed- ucators.
Plymouth has some children who have skill and in- terest in art. May it not be possible that some of these will choose a vocation that will give them hap- piness in using these powers ?"
Music
The splendid results secured in music were fully demonstrated on several public occasions. In the spring the Senior High School Glee Clubs staged Gil- bert and Sullivan's light opera, "Pirates of Pen- zance," under the very capable direction of Mrs. Francis Buck. In June an instrumental concert in which over two hundred children took part was given in Memorial Hall, demonstrating the excellent results secured by Mr. Pioppi in his orchestras in the grades and high schools, by Miss Bowditch with her piano group, and by Miss Roberts with her rhythmic or- chestras in primary grades. The Junior High School Glee Club gave an excellent program before the Wo- man's Club while the orchestras have appeared at other civic occasions.
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Mrs. Frances H. Buck, supervisor of music, reports as follows :
"The theory and harmony class has become elec- tive and affords a splendid opportunity for prepara- tory study, especially for students interested in music as a vocation.
A combined radio recording machine has been in- stalled in the High School and plans for a music ap- preciation course are nearing completion. The Junior High School has nearly completed its funds for an excellent radio system. Every elementary school is equipped with a radio. The Walter Damrosch pro- grams are heard by pupils in grades four, five and six. The children listen attentively and intelligently to these excellent educational broadcasts. Many classes have prepared very interesting notebooks in connection with this series.
Three glee clubs have been organized at the Junior High School-one for girls and boys of grade eight, one for girls and boys of grade seven, and one for eighth grade girls.
Piano instruction, directed by Miss Bowditch, has been extended to accommodate not only pupils in the elementary schools but also high school pupils who wish to avail themselves of such an opportunity. Splendid results in this field are being accomplished by the instructor.
The South Street School has followed an interest- ing course of study which included folk songs, pa- triotic and war songs, and the instruments of the symphony orchestra. The younger children have de- veloped a rhythmic orchestra, and this has provided valuable training. At the State Convention an ex- hibit of notebook work done by these pupils in con- nection with the music project created much favor- able comment.
The year brought one change in the faculty of the
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music department. Miss Roberts, the assistant su- pervisor, resigned, and Miss Ruth Manter was elected at the beginning of the school year to succeed her. Miss Manter has had several years' experience as a supervisor of public school music. The department is fortunate in securing her services."
Summer School
Mrs. Miriam Raymond, Principal of the summer school, reports as follows :
"During the summer of 1933, one hundred and two pupils were enrolled for group and individual in- struction in arithmetic, oral and silent reading, oral and written language, and spelling.
The attendance, the attitude of the pupils toward their work, and individual accomplishment were of a satisfactory order.
The method, which the Junior High School used, of advising the parents as to the necessity of or wis- dom of a pupil's attendance at summer session, proved most beneficial. I accordingly recommend the continuance of these two features.
AN APPRECIATION
The schools are deeply grateful for the unusual as- sistance given by social and philanthropic organiza- tions and individual citizens. School children needing shoes, rubbers and warm clothing have been ade- quately provided for. During the year milk furnished through funds raised by the local order of Red Men and by local milk producers has kept many children in better physical condition.
The principals, supervisors and teachers have given unstintingly of their time and strength in order that the children might not suffer. Larger classes have meant more individual cases to understand, more
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pupils to help after school and more papers to correct. In spite of these handicaps the results in the stand- ard tests given in May showed that all grades were up to their usual high standard.
Hoping that the new year may witness a return, at least partial, toward more normal and natural condi- tions, I am
Yours respectfully,
ANSON B. HANDY, Superintendent of Schools.
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REPORT OF SENIOR HIGH SCHOOL
The enrollment of the Senior High School in De- cember for each year since 1929 is in indicated in the following table :
1929
1930
1931
1932
1933
Grade 9,
186
206
189
217
196
Grade 10,
163
171
191
177
199
Grade 11,
78
123
139
165
148
Grade 12,
83
77
110
127
132
Post Graduates,
21
10
.
510
577
629
707
685
For the first time in several years a decrease in school population appears. Further analysis will show, however, that the enrollment of the upper classes was 490 in 1932 and 489 in 1933. In other words, the decrease is almost entirely in the Fresh- man class. The situation in the upper school remains practically unchanged as there is no relief whatever in providing for the morning pupils. The large classes, short periods, crowded conditions, and other handicaps to high grade work are still with us. I am often surprised that the school is doing as good work as it is under the circumstances. The explanation is, I am sure, the fact that we have a loyal and cap- able faculty, and a cooperative student body. The freshman are still obliged to attend school in the af- ternoon, with attendant difficulties caused by short periods, the necessity of working by artificial light
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much of the time, and by being compelled to do men- tal work at a time of day when neither teachers nor pupils are at their best.
There are 115 classes, only three of which have fewer than ten pupils. One of these is a class of freshman girls taking Household Arts twice a week. The other two are in advanced subjects taken by a limited number of seniors preparing for college.
The complete tabulation is as follows :
No. of classes less than 20 22
No. of classes less than 21-25 23
No. of classes less than 26-30 33
No. of classes less than 31-35 28
No. of classes less than 36-40 5
No. of classes over 40 4
Most of the classes containing less than 20 pupils are overflow classes, and are using two small rooms, one of which accommodates 13 pupils, the other 20.
There are fewer post graduates this year, due per- haps to the announcement I made to the graduating class of 1933 to the effect that only those who had a very definite reason for doing so would be permitted to return, and that they must maintain a satisfactory grade of scholastic work and conform to all school regulations.
More and more do I realize that many of our class- es are too large for effective teaching. The lecture method can not be used in high school because most pupils are too immature to learn much about a sub- ject by being told about it. Drills, reviews, outlines, question periods, discussions, tests, "quizzes," exam- inations, and personal supervision are essential. The burden of correcting papers in many of the history and English classes is very heavy. One teacher meets 191 different pupils daily, six meet 149 or more, and
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seven meet more than 125 pupils - a total of 14 teachers meeting more than the number which until recently, was considered the normal pupil load. I realize the impossibility of any reduction in the size of the classes, but I feel sure that the difficulty might partly be met by the employment of a corrector.
Sixty-two boys and sixty-four girls were graduated from the High School last June. Many have contin- ued their education. Eight boys and five girls entered college; four boys and one girl are attending prepar- atory school; four girls and one boy have entered professional training schools other than business; three girls have gone to business schools, and one to art school. Two boys and one girl are beneficiaries of scholarships based on their high school records; two girls won scholarships by success in competitive examinations. According to reports our graduates are doing decidedly better than average work in the various institutions which they are attending.
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