USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1939 > Part 14
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Schools today need more than ever the whole-hearted cooperation not only of these three groups, but I would add a fourth group, the citizens who have no children in school. This latter group must realize that the mainte- nance of a high degree of efficiency in the schools is a real bulwark for democracy. Money wisely spent will produce results which not only benefit the individual pupil but society itself. Economies which affect the educational op-
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portunities or which undermine the morale of any system are unwise.
Again I quote from the above report: "The law of re- trenchment may under certain financial exigencies seem imperative in its demands, but we trust, that in its appli- cation to the schools, there will be exercised much circum- spection."
Constructive suggestions for the improvement of the schools from parents and citizens will be welcomed at all times.
Yours respectfully, ANSON B. HANDY, Superintendent of Schools.
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SENIOR HIGH SCHOOL Edgar J. Mongan, Principal
With a change in administration in the high school it seems well to restate the basic philosophy of secondary education. Not that any great change has taken place in this, nor for that matter has any important modification been noted. However, a repetition of these ideas and ideals at this time may serve to throw a stronger light on the service the school renders to the community and the ser- vices which it may yet render.
Education, despite advances in methods, materials, re- sources, remains fundamentally what it has always been : a cooperative effort on the part of pupil and teacher to develop intelligence and character; to build a well- rounded, self-possessed personality; to make a useful citizen, at home in the world in which he lives. The great traditional tools of education have been the languages, history, mathematics and the natural sciences. These the pupil has been taught with a view to giving him such pro- ficiency in the use of the tools that he might turn them to work on himself and by their aid shape his own character. At this point real education begins, and here real teachers center their greatest attention, giving the pupil more in- formation within the subject field, demonstrating use of subject material as it applies to real life situations, urging and encouraging the pupil to make use of his knowledge and skill. But not all pupils can use these tools with the same degree of skill any more than all men can with equal facility use the delicate tools of a surgeon. Long ago this was recognized by educators and long ago they introduced new tools, new subjects, to meet this need. But all this took place when our school population was much more homogeneous in character than it is at present.
Then not long after the World War, came a great influx `of pupils and our high schools grew and grew not merely
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in size but in complexity. Segments of our population which never before came to high school began to appear in large numbers and the educational problem they created, being different in character from those heretofore dealt with, demanded different tools. To give point to the above statements let me note that in 1922 our four-year high- school had 357 pupils. Today the same four grades enroll 729 children.
But the subject offering remains much the same; and as a consequence, many of our boys and girls find themselves in the position of one trying to master the use of a sur- geon's scalpel when all their aptitudes point to the car- penter's saw or the seamstress's needle as the appropriate tools. (This is speaking figuratively, of course.) De- prived of these tools, and meeting continued frustration and defeat, children lose interest in education and aban- don all but the most perfunctory efforts to develop them- selves. It is difficult to blame them ; one cannot use a den- tist's drill on a block of granite and do anything but ruin the tool.
Lest what has been said above be misunderstood let me state it another way. The subject matter fields, whether history, mathematics, or what-not, offer raw material for thinking. Some pupils have mental machines not capable of dealing effectively with this kind of raw material; but, give them raw thought material in the guise of sheet-metal work, or the functioning of an automobile, or hairdressing, or home-management, and they call on all their resources and think. The result may not startle the world by its brilliance, but it will be the result of thought and not of parrotting. Learning will become a creative and not an im- itative process.
It is a common-place thing in our town to point to men who without benefit of formal schooling have become leaders in the community. They are recognized as able men; intelligent, with a broad fund of knowledge, and what is generally termed a practical grasp of affairs. They are not spoken of as educated men, and yet they are edu-
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cated in the truest sense. They have learned to think through the medium of their trade or business or pro- fession, and can bring to bear all their mental and spirit- ual resources on whatever problem living may confront them with. To say they are not educated because they lack high school or university training is just as foolish as to say that a college graduate is not educated because he doesn't know plumbing or bricklaying. The point is: Can either one of them think?
And the point of the foregoing paragraph : if those men learned to think in the world of work, then it might be worth while to find out if children in school can't learn to think when offered the same kind of raw material-par- ticularly when the traditional kinds have failed to stimu- late any thought-response.
What has been said here must not be interpreted as meaning that the present high school curricula should be abandoned. It does mean that they should be expanded. All the good books and wise men say that the aim of secondary education is to provide each child in high school with an education which fits his needs and his abilities.
Which poses a problem for us : how far can the town go in providing such education for children of high school age? The answer : how far can a good father go in making sacrifices himself and imposing sacrifices on his family in order to fit the members of that family for the responsi- bilities of life ? There is no hard and fast answer. So many factors enter into the problem, and these factors change so rapidly or to such a degree in importance that the problem mus remain always a problem, always in need of solution. We can, however, accept as fundamental that education is not an expense but an investment. Let me repeat : education is an investment. And investments are made with an eye to the future and as a protection against the exigencies of life.
So much for the philosophy by which the high school functions. As for its faculty which puts this philosophy into practice, one indication of its spirit is reflected in the
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fact that at present eight of its members are pursuing graduate study in order that they may become better teachers. As for its graduates, whether in college, or at home, or at work, seldom do we hear of failures except such as are the common lot of all of us, failures which are faced with fortitudes and overcome by courage; and often are we inspired by the distinctions and honors which these graduates have won by their diligence and intelligence and sound character-and, we hope, to some extent at least because of their training. As for the student body, let any citizen of the town observe them at work, stand be- fore them when they assemble in their auditorium, mingle with them as they go about their affairs, and he must con- clude that as far as human material is concerned, the future of this town can be faced hopefully.The training of these children is our present responsibility. A real edu- cation must be provided for them.
Last June the high school graduated sixty-one boys and ninety girls. Of these, one boy is in preparatory school ; eight girls and five boys have entered college ; one boy and four girls are in business schools; seven girls and eight boys are doing postgraduate work in high school, some with a view to entering college next year.
There are at present 132 members in the senior class, 163 juniors and 218 sophomores. The total enrollment as of December 22, including postgraduates is 523.
Mrs. Miriam A. Raymond, Head of the English Depart- ment, has been appointed Dean of Girls and is in charge of their guidance. Mr. John W. Packard, Head of the Science Department, has taken over responsibility for guidance of the boys below the senior class.
A Placement Bureau, recently established and under the direction of Mr. Charles I. Bagnall, faculty manager and member of the history department, has already proved its usefulness. It has found employment for ap- proximately ten per cent of the people who have regist- ered, and temporary employment for many others. All
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employers are urged to make use of the facilities of this bureau for its possibilities for service are great; all former members of the school seeking employment, are urged to register at the office in the High School.
In October a course in Highway Safety was inaugu- rated with the cooperation of the National Safety Coun- cil and the State Department of Education. About 142 pupils are enrolled in this course which is given as a unit in Problems of Democracy under Mr. Garland and as a unit in General Chemistry under Mr. Packard. Those who pass the examinations at the end of the course are ex- empted by the Registry of Motor Vehicles from the oral examination when they apply for a driver's license.
The imminent departure of Miss E. Doris Carey, who resigned in December, to a position in her home town, Lowell, while a great source of satisfaction to us in that outstanding merit has been recognized and rewarded, is also a very severe blow in that we lose an able teacher and loyal friend of the school.
To give expression to the feelings of the faculty and student body on Mr. Shipman's resignation as principal of this school is not possible. The personal esteem and affection in which he was held by all who came under his influence is a constant reminder that the greatest re- wards for service lie not in material things.
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JUNIOR HIGH SCHOOL Mary M. Dolan, Principal
One aim of the junior high school is to develop work habits and responsibility. Rooms are open after school to give those who need more time a chance to complete as- signments or to get help if the lesson is not completely un- derstood. A well-developed system is in operation to keep absentees from falling behind. Throughout the entire school, individual differences in capacities are recognized and class work conducted accordingly.
This year the shortening of the school day has made the return to one short home lesson each night necessary in the seventh and eighth grades. This is distinctly advan- tageous to the pupil as it accustoms him gradually to in- dependent outside work which is a vital part of the pro- gram from the ninth grade on.
The guidance program which was progressing satis- factorily last year has been abandoned because of the de- crease in the number of teachers. Since guidance work is essential in any well-developed junior high school, it is hoped that its discontinuance here is temporary.
The extra-curricular activities (so-called) are sched- uled from one until two. This has worked out very well be- cause pupils who participate in the various groups are not called from classes and the groups themselves have not decreased in membership; in fact, greater interest has been shown in the band, orchestra and crafts clubs. There is at present a very strong demand for the revival of the drum major corps.
The inclusion of shop mathematics and drafting in the general curriculum for the ninth grade boys has, with their shop work, resulted in a very well-rounded course of study. Much interesting metal work has been done by the seventh grade boys.
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The bicycle club, organized a few years ago, has at- tracted the attention of Chief Dearborn of the Police De- partment and the Plymouth Woman's Club. Through the combined efforts of these groups the bicyclist, the driver, and the pedestrian should become safety-conscious. The Plymouth Fire Department, too, has worked with the school in promoting safety. All bus drivers exert great care in transporting children safely, conveniently, and. efficiently. Mr. Thurber, manager of the Plymouth and Brockton Street Railway Company, gives the problem constant personal supervision. The Safety Patrol has sponsored assemblies and developed valuable home room programs.
Several interesting programs are scheduled for the last half of the year, two outstanding ones being the Band Con- cert in March, and the Flag Day Exercises on the Train- ing Green. The band, orchestra, and glee clubs are pre- pared to participate in civic programs at any time.
Through careful management the same low prices have been maintained in the cafeteria although food costs have advanced.
Two seniors from the State Teachers College at Bridge- water were trained this year in the English and Social Studies department. Their work was very satisfactory.
In all departments everything possible is being done for the welfare of the child. We are fortunate indeed to have a corps of teachers alert to their needs.
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EXTRACTS FROM OTHER REPORTS
Elementary Schools
Education today has for a general purpose to develop the whole child, not merely his brain. School is no longer a place where children primarily acquire factual knowl- edg or merely prepare for a future way of living. It should be a place where boys and girls actually live ; getting prac- tice in cooperative self-government and an opportunity to apply knowledge to difficulties and problems as they arise. We feel that we should prepare children to do independent thinking based upon the knowledge and experience of others.
Let us briefly examine the objectives which we wish children to attain by the end of the sixth grade. Pupils should be able to read with understanding any material within the experience level of the pre-adolescent child. They should use with accuracy and understanding the fundamental operations in numbers, express ideas cor- rectly, forcibly, and in an interesting manner through written language, line and color, bodily rhythm, music, and handicraft. They should be able to interpret many phrases of every day life through the application of his- torical, geographical, and scientific concepts, understand- ings, and facts.
That the essential abilities are being developed in Plymouth Schools is shown by the results of Standard Tests in English, arithmetic, spelling, and reading. Plym- outh pupils rate higher in achievement in these subjects than average pupils at similar grade levels. We attribute this to careful analysis of individual difficulties and effort to overcome these weaknesses through remedial classes.
It is not possible to acquire any real ability without ac- quiring basic skills. For this reason we recognize the need of periods of drill in our modern teaching procedure.
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Through the teaching of geography, history, citizenship, and the social subjects the school is attempting to instill in children those attitudes and understandings which are conducive to living together. If we are to live in a demo- cratic country, where the welfare of all depends upon the attitude of every individual, the school must instill in the children these understandings. We can judge the results of our work as worth the great amount of time, money, and effort expended, only when we have helped produce a generation of people whose attitudes are better than they would have been without the influnce of the school.
The objective of all education is to help the individual to help himself to grow aright. He gains ability to grow through experience, activity and interest. He learns to do by 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 education consists of giving the child's native ability and interest normal opportunity to organize themselves into the kind of life he needs to lead.
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 well done.
Pottery Vocational School.
The Plymouth Pottery Vocational School now in its fifth year shows an increased interest among pupils with the total accommodation reached at times so that a wait- ing list has been made necessary. Registrations have been taken from Middleboro, Wollaston, Carver, Marion, Osterville, Sandwich, Egypt, Providence, Brockton, Boston, Plymouth and Kingston. The last as usual, is in the lead.
Demonstrations were made by the Plymouth Potters' Guild at the Springfield Fair for the third year and exhi- bitions have been given in Kingston, Hanson, Framing- ham, New York and Boston. A radio talk was also broad-
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cast by a Guild member under the auspices of the County Extension Service.
Customers have come to the shop from nearly every state in the union and business shows an increased sales total for the year. The salary is paid by the state from the George Deen funds.
Music
Due to the loss of a teacher in the music department, the following arrangement has been made to accomplish as much work as is possible with a reduced teaching staff :
Mr. Pacheco-
Junior High School band
Senior High School band
Miss Hunt-
Supervision of all class work in grades 1-6
Glee clubs in two elementary schools: Hedge and Cornish-Burton schools
Seventh and eighth grade classes in Junior High,
Seventh, eighth, and ninth grade choruses ยท
Combined seventh and eighth grade glee club and ninth grade glee club
Senior High School boys' and girls' glee clubs and same clubs combined Senior High School orchestra Junior High School orchestra
Instruction in the brass and woodwind instruments is being carried on by Mr. John Pacheco in both the elemen- tary schools and Junior High School, while the violin in- struction is being handled by Mr. Joseph Querze. Piano class work continues under Miss Susan Bowditch. This group instruction is carried on with no expense to the town.
The sectional rehearsals for bands and orchestras, which were found so helpful last year in developing im-
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proved ensemble work in all these organizations, have had to be discontinued. The extremely popular drum major corps likewise was dropped because of lack of time in the teaching schedule.
Regular classroom work has continued to emphasize improved singing and music-reading ability, the core of any music program, that pupils may develop greater in- dependence, and use this improved ability to allow greater participation and deeper musical enjoyment.
Extra-classroom groups (orchestras, bands, glee clubs) are using all opportunities to cooperate with other school groups and with town groups to make their music an ac- tive, useful element in their lives.
High school glee clubs have combined with townspeople so far this year in the Thanksgiving celebration and in the Christmas eve pageant in Town Square. Christmas carol broadcasts called upon the services of senior high, junior high, and elementary school groups to share their Yule- tide music with others. The bands and orchestras are con- stantly being used in assemblies, parades, dedications and the like. It is hoped that all these cooperative musical events will serve to arouse an increased townwide interest in music that will produce worthwhile returns in musical achievement. Such is the ultimate aim of all the work of the music department.
By far the most ambitious enterprise of the year was the American Folk Festival held on Saturday afternoon, June 3, at the state reservation at Plymouth Rock. This festival was participated in by 1500 local school children from grade one through Senior High School, and in addi- tion, enlisted the services of many adult townspeople. Five hundred other school children from the towns of : Auburn, Bourne, Framingham, Holbrook, Monson, Northampton, Sagamore, Watertown, and Weymouth in this state, and from Keene, N. H. testified to the widespread interest in the folk festival idea. Colorful costumes, spirited dances, and dramatic settings all combined to make the event
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successful musically, aesthetically, and from the stand- point of value to the town. Such a festival offers an un- surpassed opportunity for hundreds in the town to work together through a common love of music.
Drawing
The work done in the art department of the Junior and Senior High Schools beginning in September has been as follows :
The first problem of the year in both seventh and eighth grades consisted of making a portfolio for each pupil's drawings. Here lessons in color, design, lettering, and the making of a useful article were taught. The next work was to finish a Christmas gift, so in both grades the students painted small round trays in different colors, using their own original designs. Some carving of colored wax plaques was also done.
The special project for the year is the production of a shadow puppet play which depicts the boyhood of Johann Sebastian Bach, the great composer. This work requires the study of figure drawing, perspective, color harmony, stage settings, lettering and poster design. The music de- partment is correlating with the art department in giv- ing this performance which will be ready for production in the spring.
Much the same plan has been followed in the ninth grade in a more advanced way. As drawing is elective in this grade the class is small and more individual work can be done. Beside this regular work, posters, and decora- tions for school activities have been made by pupils in all three grades of the Junior High School.
Craft classes have been carried on in the ninth grade only, until January first. Now groups are being formed in the seventh and eighth grades also. Decorative painting, metal and leatherwork have been the principle fields in which they have worked.
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Two ninth grade classes in home decoration follow the course of study as suggested by the State Division of Vo- cational Education. Two consecutive periods are used for this course in which they learn the art principles which will develop the desire for creating an artistic, well arranged and happy home and yet planned according to the family living standards and in keeping with the family income.
The High School work has been as follows:
A problem in modern design in black and white, paint- ing flowers in water color and crayon, drawing parts of the body from casts and sketching from life, drawing and painting from still life. They designed Christmas cards with illuminated lettering, painted and decorated large wooden bowls and various types of trays for Christmas gifts. They are completing at the present time posters and fliers for the school play. Work is progressing on illus- trations and designs for the annual school paper "The Pilgrim" and designs for the covers of the annual school reports.
The teacher and pupils have carried out all requests for school affairs, such as posters and decorations for dances and assemblies. Posters were made for one community affair, the Jordan Hospital Club Thanksgiving Ball.
Craft classes are also conducted in the Senior High School. More advanced problems along the same lines as in the Junior High School were given the students as they seemed particularly interested in those crafts.
The work done in the art department of the elementary grades has been as follows :
At a meeting of the Eastern Arts Association in the Pennsylvania Hotel in New York, a superintendent of schools began his address to hundreds of art teachers thus : "A minister begins his sermon with a text, I am be- ginning my talk to you with one sentence: "The justifi- cation of an art department in any city is that it helps the
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boys and girls of that city do better the things they are going to do anyway."
The Plymouth Art Department has taken that state- ment as the keynote of its work, and with that thought in mind it is correlating art work with all subjects. To bring added interest to the work and give a unifying purpose to the same, this correlation is being carried on through the medium of varied types of puppet performances. The methods of work were chosen with the following beliefs in mind :
1. Children learn best to do by doing, not merely talk- ing.
2. The most lasting knowledge is gained by experience plus evaluation.
3. That knowledge obtained to meet a need is more permanent than knowledge just learned as a lesson to be recited.
4. That what we get out of a lesson is proportionate to what we put into it.
5. That he who solves a problem by himself does not readily forget the solution.
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