USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1934-1936 > Part 30
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Some people say that "Life begins at forty," others that "life begins when you begin it." I am inclined to the latter opinion. An editorial in "Scholastic," a high
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school weekly, has devoted itself urging youth "to take big bites out of life before they are twenty." I know many young people are doing some deep thinking about life and its problems. I know some of them are taking "big bites out of life." Our business, as I see it, is to help them select their diet wisely and to encourage them to make life more fruitful, more useful both to them- selves and to others, and to remember that while it is essential to begin that this is not enough. They must continually be reminded, that every journey has a destin- ation and that the trip is never complete until they have arrived.
WAYNE M. SHIPMAN, Principal.
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REPORT OF JUNIOR HIGH SCHOOL
The report submitted last year was largely a resumé of the inadequacies of the school plant. The erection of the new part of the school and the remodelling of the present building will provide adequate facilities. Although we are still overcrowded, we no longer dwell upon past or present conditions but look hopefully to the future.
There is an enrollment of 246 pupils in grade 7 and 215 in grade 8, divided into twelve classes.
The work of the teachers is to be greatly commended. Despite heavy programs and large classes they always find time to help those having difficulty and to teach those who have been absent. To avoid conflict, teachers are assigned special days for giving help after school, but they give far more time than required. Help is never re- fused any child who seeks it. After a sufficient amount of training pupils are expected to be responsible for their own make-up work for excusable absences.
Classes in Latin, French, clothing, foods, woodworking, drawing, and physical training are half size. No outside work in these subjects is required.
All other subjects are taught to full-size classes. Home work is required in English twice a week, in social studies once, and in mathematics once. All assignments can be completed in an hour or less.
Last year a mahogany dining table, buffet, and mirror were made by the eighth grade boys in the school shop. This year the set is being completed by the construction of a china closet, serving table, and twelve chairs. The set will furnish the model dining room in this school, which is used by the household arts department.
The band has been expanded by increasing the variety
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of instruments. Their purchase is financed by the activ- ities of the school. To add to the fund we are sponsoring a school concert this spring. Mr. Arthur P. Hauck, who organized and conducted the band so successfully last year, has spent each Monday in the school giving group instruction to members who do not have private lessons. Drum major work is in charge of Mr. Henry Knowlton, physical director.
The school orchestra is now under the direction of the supervisor of music. Group instruction is given to violin students by Mr. Joseph Pioppi.
More parents visited the school during Education Week than ever before. Parents are urged to come frequently to consult teachers and to visit classes.
We appreciate the interest of the citizens who have ad- dressed the school at special assemblies, the splendid support of the Lions' Club, the generosity of Mr. Paul Kunze, manager of the Old Colony Theatre, and of Mr. Parker of the A. R. Parker Company. The library in- struction given so thoroughly by Miss Charlotte Haskins has been invaluable.
Respectfully submitted,
MARY M. DOLAN, Principal.
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REPORT OF ELEMENTARY SCHOOL PRINCIPALS
Many parents and school visitors often remark upon the differences in the school procedure of today as com- pared with their school days. Often we hear, "We didn't have this" or "We never did that when I went to school." These activities are examples of some of the changes which have taken place in education in the past few years. They are illustrations of effort to improve instruction of boys and girls comparable to the changes which have had to be made in other professions or forms of business in order to meet changing conditions. We believe it is the duty of the school to help children to live better in a changing social order.
Education today has for a general purpose to develop the whole child, not merely his brain. School is no longer a place where children come primarily to acquire factual knowledge or merely prepare for a future way of living. It should be a place where boys and girls actually live; getting practice in cooperative self government and an opportunity to apply knowledge to difficulties and prob- lems as they arise. We feel that we should prepare chil- dren to think for themselves, not to make them think and do as others have planned for them to do.
The first specific consideration is to protect and develop health. The child must realize the importance of good health and practice correct habits of healthy living. Without this we have lost the fundamental principal of life itself.
The school must safeguard mental health. Children must be made happy, successful, confident and feel them- selves growing and making progress. They must learn
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to live together, cooperate, be acceptable to the group and to respect authority.
In order to provide for this growth and development our school program must furnish opportunities to choose, solve problems, and do independent thinking.
To satisfactorily carry out these objectives of modern education it has been found that best results are obtained when the school life is based upon the natural tendencies of child nature which are physical activity, conversation, working and playing with others, a desire to explore, in- vestigate and create. This means that the classroom is a place of doing, not just listening. Another justification for the procedure is the generally accepted fact that "a child learns ten per cent of what he sees, thirty per cent of what he hears, and ninety per cent of all he does."
Recent studies and tests have proven that better learn- ing and more effective thinking take place when there is an active interest on the part of the learner. For this reason an effort is being made to have the content of the school subjects center around topics of real interest to children, making them as meaningful as possible through original dramatization, illustrations, assemblies, exhibits, and giving as many first hand experiences as possible.
The matter of individual growth is one of vital con- cern-Is this the best work the child can do, How can we teach so that this child will understand, Are ques- tions of major interest to teachers. The fact that all children do not learn in the same way makes it necessary to use a variety of methods for a single phase of work.
These changes in educational theory make much great- er demands upon the teacher. She is no longer a task- master, dictating what and how much to do, but a helpful guide stimulating interests, helping individuals work out ideas, and giving aid which will assist the child to do in- dependent thinking. "To do this wisely she needs to be interested in some phases of the physical world and its processes-phases of a kind which are appealing to grow- ing children. She must be interested in beauty and art
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products which give interpretation to life. She must be one who is herself growing."
The cooperation of the parents is keenly desired in our present day programs and parents are urged to visit the classrooms and know the teachers. This is necessary in order to have a better understanding of what the schools are trying to accomplish and see for themselves, the interest and results that our present methods of education are developing.
The numerous activity programs that are being carried out at the present time make the school programs of today a vital experience to the child. His interest and enthusi- asm are aroused as never before. Through this type of program-which by the way allows plenty of opportunity for necessary drill work-the individual pupil is far better developed, his needs and ability far better shown. Tests provide a check and when results are known just the type of remedial work necessary for each individual pupil is planned. Under our present systems either the brilliant pupil or the extra slow one is better provided for.
The schoolroom of today should contain an atmosphere of happiness, cooperation between pupils, and between teacher and pupils. There should be a spirit of courtesy for each and all. Eagerness and enthusiasm should be there, and an appreciation of a task will done. Movable furniture is much to be desired rather than the old set type, especially for the younger classes.
There should be an abundant variety of reference books so that pupils may be taught independent use of the same, thereby gaining many different opinions instead of a sin- gle one. This is also a great aid to individual differences. Assembly Rooms are highly important, places where pu- pils may gather for special programs, club meetings, or visual education work such as films for geography, his- tory, health, and safety.
A noted doctor in recently lecturing to a class in Men- tal Hygiene made the statement that in order to have maximum efficiency, one third of the waking hours of the
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day should be given to rest. Many schoolrooms in some localities have tried something of this plan and consider it very successful. Ideal conditions would favor periods of complete rest for all primary children.
The teachers of Plymouth consider it one of the major objectives in their work to help your children to find their places in life that they may be of greater value to the town as better citizens.
In carrying out our program of health we are not left to the untrained decisions of the classroom teachers but are able to contact the school physician, nurse, hygienist and dentists to say nothing of the valuable work of the various clinics. While we do not pretend to make speci- fic diagnosis of troubles, we do take every precaution to see that suspicious cases are excluded until definite de- cisions can be made. We try to keep in touch with the homes of those children who are underweight and under- nourished, and make it possible for extra rest during the school day in our rest classes. Special care is placed on cleanliness of the child-his clothing, his body, and his environment.
Physical Education does much in cooperation with the health program, as its chief reason for existing is to develop a healthy body and thus making a stronger mind. Through posture work, corrective exercises and games, intended for this purpose, your children have a good start for the greatest learning power according to their capa- city.
The use of the assembly period is two fold. It gives the children a chance to see and hear programs of interest and importance and it offers unlimited situations for child development. Children are born to be actors. From early infancy their life is one of constant dramatization. The things they see others do are copied from the first. Later, under the proper guidance of the teachers, situa- tions are made possible for them to express to others, experiences which have become a part of themselves. Op-
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portunities for this kind of expression are carried out in our schools following studies of various units in social studies, safety, health, and character education. Person- ality, leadership and creative imagination are all char- acteristics which are developed through the assembly programs.
Several of our schools have no auditoriums and the scope of the assembly program is limited, thus making the children losers of one of the most valuable parts of modern education.
The radio has become a valuable asset in our schools. Through this medium we are able to give the children programs from masters of art, literature, science and drama.
Children may or may not be limited in their ability for the acquisition of knowledge. However, it is definitely agreed that through the facilities offered by the sewing and manual training, many children are able to find a keynote to interest in their other work. It often dis- covers a talent which otherwise would be hidden. But its greatest contribution to child education is the feeling of satisfaction that some children get in knowing there is something they can do and do well.
Adults understand a situation much more clearly if it is presented to them in its reality rather than through the experiences of others. Thus our reasons for excur- sions with the children to the library, stores, fire station, Harlow House, dairy and factories. By coming in per- sonal contact with these things, children are better able to understand life situations.
All forms of illustrative materials present to children situations second best to actually living in them. If they are unable to have first hand information concerning a subject, pictures serve as an excellent substitute. For this reason we consider the films on educational subjects a very valuable aid in modern education.
Music as carried on in the public schools of Plymouth
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plays a very important part in our regular program. In- struction in music, both the class instruction and the in- dividual instruction are provided at exceptionally low cost. This work together with the orchestra work in the various buildings is all doing much toward building a fundamental background in worthy use of leisure time as well as giving an opportunity to develop a talent which may be a means of earning a living in later life.
There is no feeling that produces as much satisfaction as that of possessing an ability of self expression. Through art instruction in our elementary schools, we are stressing this phase of education. To be able to visualize an experience and reproduce it on paper is not only grat- ifying to the child but aids in developing his imagination.
Through classroom organizations, we endeavor to teach the simple rules of parlimentary procedure, citizenship and character education.
"The objective of all education is to help the individual to help himself to grow aright. He gains in ability to grow through experience, activity and interest. He learns to do by whole souled doing. There can be no growth apart from self activity. To be alive means to carry on by selecting and rejecting. The whole business of educa- tion consists of giving the child's native activity and in- terest normal opportunity to organize themselves into the kind of a life he needs to lead. To do that, what he learns must not be abstract or extraneous or lifeless. It must be his own response to progressive living situa- tions."
ELOUISE E. ELLIS, Manomet HELEN M. RIESE, Cornish Dist. COBURN W. TRIPP, Hedge and Mt. Pleasant
WILLIAM I. WHITNEY, Knapp
Principals.
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REPORT OF INDIVIDUAL SCHOOL
It is with pleasure that I submit to you a report on educational activities of the Individual School for the past year.
The personnel and mental acquirements of our younger group made imperative much variety in types of drill work, in which, situations were created to induce a knowledge of specific living habits and automatic re- sponses natural in normal children.
Following our usual policy with the older boys, we have tried to train each one for some participation in the world's work. His job may be small and his lot may be humble but we feel that every child, regardless of limita- tions, has a place in the world and there is some work that he can do, if his training starts at an early age and continues until he is old enough to go to work.
January 23, 1935, we attended a Special Class Con- ference at Quincy. At the general meeting, held in the morning, the Plymouth special class teachers presented very good ideas for worthwhile projects to the other special class teachers assembled. At the afternoon ses- sion, Mrs. Jackson led a group in discussing "Changing Attitudes Towards Special Classes."
The Plymouth Woman's Club, on February 6, 1935, allowed us to give an exhibition, in the small hall of Memorial Building, of handwork and written academic work done by the pupils of the Individual School. Mrs. Jackson explained the various units of work and told how some of the manual activities were carried on.
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The Individual School now thanks this club for the financial aid received, which enabled it to give the chil- dren a hot, nourishing soup during the cold months.
Friday, May 3, 1935, Miss Bertha Finney of Warren Avenue, sent to our school, a splendid victrola with a great many records, all nicely indexed. We are very grateful for this gift, which has been used daily in devel- oping concentration, rhythm and harmony in music.
For all the labor of analyzing and providing for indi- vidual needs, there is satisfaction in knowing that we are doing our share in preparing children for a happy and effective living in their adult life.
Respectfully submitted,
MARY L. JACKSON, Principal.
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SPECIAL DEPARTMENTS
A. Music
The Junior High School band, organized early last year, and the several school orchestras of many years standing, were conducted by others than the supervisor of music. As the new supervisor, Dr. Howard C. Davis, was well qualified to conduct these, it seemed desirable to reorganize the system. The director now leads the bands and orchestras, teaches the class work at the Junior High School, conducts the Senior High School glee clubs and choruses and supervises the work of his assistant who is responsible for the elementary grade work. He also supervises the group instrumental and piano in- struction, given at the several schools at the parents' expense, and the Junior High School glee club led by Miss Beatrice Hunt.
Dr. Davis submits the following report :
During the year the work of the department has been guided by no less than four supervisors and instructors. With this contributary condition it is but natural that there should follow a certain amount of disorganization if for no other reason than the varying personalities involved. My first observation, however, should be re- garding the fine, buoyant, and optimistic spirit of co-operation which I found on all sides when I came this Fall. The advent of a new supervisor is usually attended with some misgivings on both sides. For me to find such a cordial, open-minded attitude is doubly appreciated and most fortunate.
The statement that the system of instruction now in use has for its purposes the inculcation of a taste for good music and the ability to appreciate it through inti-
Plymouth TWENTY-TWO
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mate contact with the best forms of musical composition is intended to be more than a pleasant bromidic thought. Quite aside from this broad cultural purpose, however, it also aims to be of high academic value in training the mind to make independent excursions into musical ex- pression; in short, to develop POWER. The child is taught to hear, as it were, with the eye. The aim is that all songs above the third grade be developed entirely by the children through their own intimate knowledge of the language. To that end the problems of rhythm are pre- sented early in their logical sequence of natural diffi- culty, together with the melodic intervals, based upon their frequency of appearance in musical literature. In all this we try to bear in mind constantly that music reading is but a means to the end that we may become a truly musical people; a fulfillment of the aim as origin- ally set forth.
The supervision of the work for the first six grades has been in charge of the assistant supervisor. In the junior high school the classroom work has been done by the director. All instrumental ensemble activities have been under the personal direction of the writer.
Choral practice in the senior high school has been insti- tuted this year on the required-selective basis. Every voice in the entire student body has been tested individu- ally by the director. A well-balanced chorus sufficiently large to fill the assembly hall was chosen from the better singers of those tested. This choral experience will be, for many, the last contact with organized group music which they will ever have. The desire is, therefore, to have the participation as widespread as possible. In this connection reference should be made to the performance of the Gilbert and Sullivan operetta, "Pinafore" last Spring, which, I am told, revealed talent hitherto unsus- pected. It is the judgment of the writer, in which the principal of the high school concurs, that such perform-
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ances sould be encouraged in alternation with the type of choral work just mentioned or as an activity for some specialized group such as a glee club.
Glee club experience in the junior high school continues under the painstaking ministrations of Miss Beatrice Hunt. In view of the specialized nature of this work, the membership in these groups has purposely been kept smaller this year through higher standards of admission. In the senior high school a boys glee club of twenty-eight voices and a girls glee club of fifty-two voices are in weekly rehearsal under the direction of the writer. In each of the elementary schools there is a glee club com- posed of older pupils under the direction of Miss Eileen Dennehy.
The work in instrumental music was considerably ex- panded in September and, in addition to the usual string classes under the guidance of Mr. Joseph Pioppi and the woodwind and brass classes under Mr. Arthur Hauck, we have combined the more advanced players into small orchestral groups at the Cornish, Knapp, and Hedge Schools. The same plan will be followed at all elementary schools as soon as sufficient playing ability is developed.
The orchestra at the junior high school has assumed real proportions this year and promises to show a very significant development. A much broader distribution of instrumentation has been made possible by reason of the success of the instrumental class work. While this work is under the personal supervision of the writer, greater benefit has been gained by having certain outstanding players direct their own orchestra. This has made for increased interest, a sense of responsibility, and the development of discrimination in musical interpretation.
Distinct mention should be made of the work of the band at the junior high school. This organization, spon- sored by the principal, Miss Mary Dolan, was trained by Mr. Arthur Hauck and presented what has been re-
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ported to the writer as an extraordinarily successful con- cert last Spring. Instruction was given on the various instruments by the class method which in every way vindicated itself. Larger and unusual band instruments were obtained to the value of several hundreds of dollars through the efforts of Miss Dolan and her teachers sup- plemented by a generous grant from the local Lions Club and the receipts from the concert.
I am told that the orchestra at the senior high school is larger this year than ever before. The work is planned upon a professional basis and in so far as possible the routine is the same as for an adult orchestra. Interesting music of good quality is being prepared for a Spring con- cert in conjunction with the glee clubs. The senior high school inherited many of the junior high school band members of last year and with them as a nucleus, a start has been made for a high school band.
Early in the Fall the Department sponsored three dis- trict meetings at various school buildings at all of which there were displayed all of the instruments of the sym- phonic orchestra and band. Demonstrations were given on each of them by professional players before the par- ents and pupils to stimulate the desire to play the unusual instruments and to assist parents in arranging for les- sons. Later, a concert by a group of representative Boston artists headed by Walter Smith, cornetist, was sponsored in Memorial Hall for the same purpose and to help in establishing a fund for the purchase of some of the more unusual instruments. Due, possibly, to the eco- nomic stringency the response of the parents was only nominal. Considerable question arises as to whether it will be possible to make real strides in this work until it can be approached officially through regular town appro- priation. The child naturally gravitates to the so-called "solo" instruments upon which he can play a tune. We find, however, if another type of instrument is furnished him he will usually attempt to learn to play it.
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Certain pupil reactions to the Damrosch concerts on Friday mornings, together with the results of a survey conducted by the writer into the musical habits of junior high pupils have given us pause in reviewing our efforts along the esthetic and appreciatory phases of music. Unquestionably, for the vast majority of humans, the radio is furnishing the bulk of our musical fare. Equally without question, it seems to the writer, much of it is without conspicuous merit. However, a danger is present and not generally noticed, namely, that we may quite blithely give blanket condemnation to all but the so-called "classical" music and thereby forever lose these young people for music. Informal discussion with the principals has raised the question as to whether we should not make some attempt to give elementary training at least in dis- criminating among the music as we hear it daily to the end that credit be given to any worthy expression in the art. The confines of such a report as this do not admit of detailed discussion. It is our hope to have supple- mentary information to lay before you at an early date.
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