USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1940 > Part 13
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12:30-No afternoon session for Grades 1 to VI inclusive.
The radio station WEEI will broadcast the no school sig- nal at or just after 7:00 a.m., and again at about 7:40 a.m.
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FINANCIAL REPORT
RECEIPTS
Appropriation March 1940
$221,000.00
Trust Fund 11.02
$221,011.02
PAYMENTS
General Expenses
$7,692.74
Teachers' Salaries
146,135.91
Americanization Salaries
1,987.00
Text Books and Supplies
11,231.58
Transportation
17,298.60
Tuition
685.08
State Vocational Tuition
241.60
Janitors' Services
10,977.32
Fuel, Light and Gas
7,161.13
Repairs and Maintenance
8,487.92
Furniture and Furnishings
879.88
Diplomas and Graduation
244.85
Rent of Memorial Hall
105.00
Medical Inspection
7,273.42
Pension of School Physician, retired
600.00
$221,002.03
Unexpended balance
$8.99
REIMBURSEMENTS
From the State for:
Teachers' Salaries
$16,676.40
Americanization -
1,080.00
Vocational Household Arts
930.56
Vocational Tuition
63.65
State and City Wards
857.81
Town of Plympton-tuition
1,162.64
Town of Plympton-tuition
1,052.80 rec. 1/2/41
Town of Carver-tuition
1,646.64
Town of Carver-tuition
1,792.29 rec. 1/4/41
Miscellaneous Receipts
378.86
$25,641.65
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State Aid for Household Arts ending 8/31/40 approxi- mately $1,200 due.
Note: The actual cost to the town for current expenses of the schools was $195,360.38.
NEW TOILET SYSTEM FOR CORNISH SCHOOL
Appropriation
$4,500.00
Payments:
Plans, Specifications, Notice for Bids $30.25
Contract
3,950.00
Panel type toilet partitions
396.00
Extra work and repairs
79.25
4,455.50
Balance to Excess and Deficiency $44.50
STATE-AIDED VOCATIONAL EDUCATION (George-Deen Funds for Pottery Instruction)
Receipts:
Cash from State
$882.00
Balance from 1939
36.00
$918.00
Payments:
Salary of Pottery Instructor
900.00
Balance Remaining
$18.00
STATE-AIDED HOUSEHOLD ARTS
Receipts:
Cash from State
$144.78
Balance from 1939
171.78
$316.56
Payments:
Salary of teacher
$165.28
Travel
6.65
171.93
Balance Remaining
$144.63
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SCHOOL DEPARTMENT BUDGET FOR 1941
SALARY APPROPRIATION
*1. Supt., Principals, Supervisors, Teachers, Clerks $157,100.00
2. Americanization 2,000.00
3. Summer School 350.00
*4. Janitors, Building Supervisor 14,000.00
5. School Physicians, School Nurse, Asst. to Nurse, Dental Hygienist 6,000.00
6. Pension for School Physician, retired 900.00
7. School Census 125.00
Total $180,475.00
* Includes provision for state-aided Vocational House- hold Arts.
GENERAL APPROPRIATION
General Expenses-
Stationery, Postage, Printing
$300.00
Telephone
125.00
Travel expense in state
75.00
Automobile expense
400.00
Office supplies
25.00
$925.00
Text Books and Supplies-
*Text and Reference Books
$4,500.00
*Paper, Blank Books
4,000.00
Manual training supplies
900.00
700.00
*Domestic science supplies Athletic supplies
300.00
Typewriters and supplies
600.00
11,000.00
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Transportation-
Pupils
$17,200.00 150.00
Tuition-
Out of Town
$900.00
State Vocational Educ.
300.00
1,200.00
Fuel and Light-
*Coal and wood
$5,500.00
*Gas and electricity
2,200.00
7,700.00
Maintenance-
General Repairs
$4,350.00
Flags and flagstaffs
50.00
Janitors' supplies
1,000.00
Telephones
400.00
Ashes, etc., removed
100.00
Furniture and Furnishings-
Desks and chairs
$100.00
Filing equipment
200.00
Window shades
100.00
Other equipment
300.00
Asbestos curtain
185.00
885.00
Medical Inspection-
Dental Clinic
$750.00
Medical supplies
150.00
Nurse's car expense
325.00
$1,225.00
Rent of Memorial Hall
315.00
Diplomas and Graduation
250.00
Total
$46,750.00
*Includes provision for State-aided Vocational House- hold Arts.
5,900.00
Teachers
17,350.00
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REPORT OF SCHOOL COMMITTEE
A special appropriation of $4,500 was granted at the an- nual town meeting for the installation of the new toilets at the Cornish School. These toilets are new in every par- ticular, well lighted and ventilated, and meet all the standard requirements of the state. A serious health men- ance has been removed. A balance of $44.50 was returned to the town.
With a somewhat larger maintenance fund, it was pos- sible to paint the exterior of the Junior-Senior High School, the Cornish, the Mount Pleasant and the trim of the Oak Street School. The Hedge School, the Knapp School, and many interiors, which have not been painted for over ten years, will need attention.
The depressing effect of the reduction in salaries upon the morale of the department was very evident. However, with their restoration on April first a serious condition was averted. A fair salary schedule should be maintained. The schedule in Plymouth is slightly less than in towns of the same size. The cost per pupil for teachers' salaries in the state for the year ending June 30, 1940 was $75.11, in Plymouth with salaries fully restored only $65.51, a dif- ference of $9.60. To have maintained the state average approximately $22,000 additional' would be necessary. Plymouth can well afford to maintain its present salary schedule.
The budget for the year 1941 will of necessity be higher, due primarily to the following factors: (1) return of sal- aries for the full year, (2) an additional teacher for the Oak Street School, (3) the retirement of the school phy- sician on a pension of $900, one-half of his salary as re- quired by law, (4) a general increase in cost of supplies, (5) with a budget segregated into salaries and all other expenses it will be necessary for both parts to provide for
Y
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emergencies. An additional teacher in September would affect the former and an unexpected increase in cost of supplies the latter.
The number of tuition pupils has increased and will increase again next year. The total tuition received from Plympton and Carver pupils increased from $3,119.19 in 1939 to $5,654.37 in 1940. An increase to $7,000 or $7,500 is anticipated for 1941.
This tuition reduces the actual cost of the schools to the town, but cannot be used to reduce the budget.
It should be kept in mind that there are several sources of income which go into the town treasury. As itemized in the financial report the total income for 1940 was $25,- 641.65. Thus the net cost of the schools was only $195,360.38. With increased tuition the total income will be larger in 1941.
A state-aided vocational school is vitally necessary to meet the needs of many youth in our high schools for more practical training in the skilled occupations. The condition has not only been explained in previous annual reports of the school department, but the Special Com- mittee appointed at the annual meeting in March has made a full study of the needs in Plymouth, the cost of establishing and the cost of operation and will report its findings in the near future. The School Committee appre- ciates the fine work of this committee and strongly en- dorses its recommendations.
E. HAROLD DONOVAN,
Chairman
FANNIE T. ROWELL
Secretary WILLIAM E. CURTIN, J. FRANKLAND MILLER, DAVID A. CAPPANNARI, HARRY W. BURNS.
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REPORT OF SUPERINTENDENT OF SCHOOLS
To the School Committee:
I herewith submit my fifteenth annual report together with reports from the several principals and heads of departments.
Changes in Health Department
The most important change in the school department was the reorganization of the Health Department in Sep- tember. Dr. Louis B. Hayden, who had served as School Physician for eleven years was retired on a pension in April in accordance with the requirements of the Vet- erans' Act. His work was carried on for the balance of the school year by Dr. Frank J. Abate. At the opening of the fall term, Dr. Medora V. Eastwood and Dr. Frank J. Abate were chosen as School Physicians, each with special duties. Dr. Eastwood will have charge of the examination of all the girls from grade one through grade twelve, and be responsible for the organization and direction of the school health activities. Dr. Abate will have the charge of the examination of all the boys from grade one through grade twelve, attend the boys' home football games and examine at the Superintendent's Of- fice children who have been absent for illness. This change brings about a thorough examination of the girls in the upper grades at a time when critical physical con- ditions may be discovered. A more constructive program of health activities will result in the near future.
Many of the radical changes made in September, 1939, were continued. The Knapp and Wellingsley Schools were not reopened; the kindergarten at the Hedge School, sewing in grade six and the work of an elementary su- pervisor for physical education were not re-established. One room at the Oak Street School was reopened due to
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an increased enrollment in the Cornish District. Some- what more emphasis has been given to instrumental music in all the schools.
Should the first grade increase again as it did last Sep- tember it may be necessary to reopen the second room at the Oak Street School. The high school enrollment has increased, due in part to the additional tuition pupils from Carver. Another teacher may be needed if this condition continues as the teacher load is very heavy at present. There should be a restoration of a physical education su- pervisor for the elementary grades. Renewed emphasis must be placed upon the corrective phases of physical education in the elementary grades. Many serious conse- quences of physical defects may be avoided under the wise and sympathetic guidance of a properly trained physical supervisor who will follow up suggestions given by the school physicians who are vitally interested in this phase of the work.
With an increase in the amount alloted to supplies, new arithmetics in the elementary grades, and reading ma- terial for the first grade, were purchased, replacing books in use for twelve to fourteen years. It is hoped that fu- ture changes can be made in other books which have long needed renewal. The libraries have received additional books, but are still below minimum standards.
Changes in Teachers
In February Mrs. Helen G. McCarthy, who taught the first grade at the Mount Pleasant School, resigned because of her marriage. She was succeeded by Miss Dorice Knowles who had previously taught the kindergarten at the Hedge School and the primary grade at the Oak Street School, but who resigned in June, 1939, when her position was abolished as an economy measure. Misses Shirley Dutton and Anna Monagle, who had given excel- lent satisfaction at the Junior High School, resigned in
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June to be married. Miss Elizabeth Barlow, who had made an unusually fine record in teaching English in the Junior High, was appointed in August to the Training School at the Salem State Teachers' College. Mr. Gilbert Garland resigned as a teacher in the Senior High School to accept a position in Springfield College. Mr. Arthur Pyle was transferred from the Junior High to the Senior High School to succeed Mr. Garland.
Misses Jean Whiting and Alba Martinelli, who grad- uated from Bridgewater State Teachers College with fine records and who had done excellent practice teaching were appointed to the Junior High school, as was also Louis Cappannari, who graduated from Northeastern University with a B. S. degree and from Michigan Uni- versity with the degree, Master of Education.
Due to the increased enrollment in the Cornish School, one room at the Oak Street School was reopened. Miss Marjorie Cassidy, a cadet teacher for three years, was assigned to this room, and Miss Alice Cole, a graduate from Bridgewater State Teachers College with special preparation in remedial reading was appointed a cadet teacher.
In July, Henry Knowlton, who had given excellent service as Physical Director for the past five years, re- signed to accept a similar position in Winchester. He was succeeded by John Walker, a graduate of the Physical Education Department of Boston University, who was not only an outstanding athlete, but was well prepared for all phases of physical educational work. He had had one year of experience in the Sockanosset School for Boys in Rhode Island.
In December Miss Bertha Mitchell resigned to be mar- ried after several years as a teacher at the Mount Pleasant School. Miss Anna Kelly, a graduate of Bridgewater State Teachers College, was appointed as a cadet teacher.
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Education in the World Crisis
Great battles have been fought and won for democracy. The American Revolution established the principle of a representative form of government, that is, that the people have a real voice in their own government; but it took several years to pass the fundamentals enumerated in the constitution-equality of opportunity, freedom of re- ligion and of race, freedom of speech, justice for all. This was accomplished as the result of open discussion and compromise, the spirit of give and take. Its leaders were men of education, broad-minded, with a vision of a dem- ocratic America. The next important step in the march of democracy in our country was taken through the Civil War to preserve this union of states and to free them from slavery; but the war, itself, did not bring freedom to the colored race. Freedom has come in part through legis- lation and in part through educational processes under such leaders as the dynamic Booker T. Washington. The march toward democracy was laid down as a basis for our entry into the World War, but democracy was not writ- ten permanently into the governments of the world be- cause the people in many countries had not been taught the fundamental principles of it. They had always looked to all-powerful leaders, a Kaiser, Czar, or Dictator. They were willing to lay down their prerogatives as free men in order to avoid the burdens that free men must bear. Education for democracy in most European countries neither accompanied nor followed the war. Chaos is the result. Democracy can grow strong, only where an edu- cational system for the masses is broadly and strongly established.
In our own country since the World War, education throughout our schools has put greater emphasis upon inculcating the democratic principles of our American way of life. As a result today America is the strongest democracy on the face of the earth. Not war victories but the great system of free public schools, with their emphasis upon developing character and latent abilities, by offering equality of opportunity for rich and poor, by
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encouraging freedom of discussion and freedom of re- ligious belief, has made America great. Huge armaments cannot kill an idea; but education can, by showing the fallacy of an idea and by scorching it to death by pitiless fires of truth.
In the schools today are the future great Americans of thirty or forty years from now. The flaming passion for democratic ways of life must be instilled into their minds and souls. By whom? By none other than the Plymouth teachers and thousands of others consecrated to this sacred task.
As we stand on the brink of another great world catas- trophy, facing the heavy costs of war, defeating the for- eign isms in war is not enough. We must see that the fundamental principles of democracy are understood and taught in all nations as well as in our own country. We must not only teach principles but apply them in school living. Here can be tried out successfully the methods of democracy-representative self-government, the election of upright responsible school officers, and the develop- ment of a consciousness of personal responsibility of every school citizen from the first grade up.
But the greatest factor in a democracy is a faith in God as understood by the individual and not interpreted by a dictator. Never was there greater need of teachers whose faith will burn so brightly that it will supplement the light of the churches in the great task of teaching our youth an abiding love for church and reverence for Christian principles. The lasting strength of the nations will depend, not upon arms, but upon the moral fiber of its manhood and womanhood. There are great forces of evil undermining this faith in God and sapping the moral strength of our youth. Every truly American citizen must fight these forces wherever located, and however deeply intrenched they may be. This country needs a baptism of fire, not of enemy shells, not of bigotry, or racial preju- dice, or creeds or ceremonies, but of a simple faith in the efficacy of Christian principles. We need to lead, not send, our youth to our churches and synagogues.
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Moreover to make American youth happy each must have an opportunity to earn an honest respectable living. He must be prepared for a life occupation, according to his interests and abilities. One of our major national weaknesses has been that nearly 4,000,000 of our Ameri- can youth between the ages of 18 and 24 have been unem- ployed. A very large per cent had not even been trained for any specific job. America can and must provide for the proper training of its youth. As the guns, airplanes, and battleships of yesterday are out-moded tomorrow, so is the educational program of yesterday unsuited for tomorrow. However brave the soldiers may be, they are powerless with old fashioned guns against the new. How- ever strong the character of youth may be, the lack of modern training, developing into unemployment for them, will bring discouragement and defeat to their democratic philosophy of life and may even undermine their faith in God. Youth must be trained for work and given oppor- tunities to work.
Schools must be strong institutions of democracy, es- tablished upon a common faith in God, and preparing its youth for living a useful life.
Schools need the sympathetic understanding and the whole-hearted cooperation of every liberty loving Ameri- can to make them the bulwark for the American way of life in the years which lie ahead.
Conclusion
I wish to express my sincere appreciation to you, the members of the School Committee, and to the entire school department for their splendid cooperation in main- taining the high standards of the Plymouth schools. In the spirit of a true democracy I shall heartily welcome constructive suggestions from parents and citizens in order that the schools may better prepare the youth for tomorrow's great responsibilities.
Yours respectfully,
ANSON B. HANDY,
Superintendent of Schools
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REPORT OF SENIOR HIGH SCHOOL
The year 1940 has seen the rise in Europe of nations dedicated to policies which if successful will constitute the greatest threat which the democratic institutions of our country have ever had to face. Already the changes brought about in this country by this growing threat have altered our thinking and modified our way of life. More changes will be forced upon us if this threat con- tinues to grow, and change, once begun, has a tendency to grow at such a rate that it may get out of hand. There- fore, the schools, which in a democracy have the prime responsibility for preserving the fundamentals of govern- ment, must see to it that the nation's future citizens know that change in practices and functions and procedures when carried beyond a certain point become destruction. The principles of democracy must be well understood and loyally adhered to.
Now, democracy is a concept difficult to define with any degree of completeness. It is not merely a form of government, but a philosophy of government; and it is difficult for the youthful mind to understand because of its complexity and richness, yet the heart of democracy can be readily understood; it lies in the recognition that each citizen must in thought and act place the common good, the public welfare, above personal or private ad- vantage. It is as simple as that to state; the schools try to get the children to put it into practice. Underlying all the teaching that goes on in the classrooms. underly- ing all sports and kindred activities, is that basic princi- ple: the common good must be placed above personal advantage.
Since self-government can be efficient only when citi- zens are intelligent and honest, public education becomes necessary to a democracy-and the school's responsibility in time of stress increases. The supply of new citizens
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coming out of the schools must be equal or better in qual- ity to those already voting. The emphasis in training must be on integrity, diligence, intelligence. It seems a pity that so often the young citizen just out of high school has to face three or four years of unemployment with its consequent discouragement and disillusionment and casts his first vote cynical, embittered, and skeptical of the blessings of democracy.
But these are the problems the schools must meet to- day, and meet with some measure of success. That they have done so is attested by the present upsurge of national feeling, by the increasing interest in and devotion to democratic institutions and principles. They have justi- fied public confidence by their achievements and they merit continued and increasing public support.
Here in Plymouth our problem has been made more difficult by an increasing school enrollment which has placed added burdens on the teacher in the form of more and larger classes. The total enrollment for the school each year of the last four is:
September 1937 489
September 1938
529
September 1939 535
September 1940
561
There should be some modification of these figures for each year because of "transfers" and "drop-outs", but the comparative growth and rate of increase remains much the same. In this same period but one member was added to the faculty.
The graduating classes for these years were in num- bers as follows:
June 1938
125
June 1939
151
June 1940
134
June 1941
152 (estimated)
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The size of the present ninth grade class in the Junior High School is such that no dimunition in membership in the High School can be expected next year unless a voca- tional school is organized here and present students trans- fer to it. That being so, organizing the school for next fall with a faculty of the present size will depend entirely upon the distribution of student choices in their courses for next year. Should there be a further increase in en- rollment a faculty increase is inevitable, and the alloca- tion of another room in the Junior High School end of the building for use by Senior High classes will be necessary. This past year room 30 has had to be turned over to the Senior High for a home room, and the cafeteria and room 10 (music room) used as extra study halls for four periods of the day. The school is functioning at capacity.
It is also functioning at a high peak of efficiency. For instance, last year's senior class lost in the course of the year but one of its members because of scholastic troubles. Of the 134 who were graduated, 19 have gone on to some higher school and present reports indicate that their work in these institutions reflects to the credit of our high school. Besides these nineteen, there are twelve others who plan to go away to school and are at present taking postgraduate courses here to help them towards that end.
Our high school library early last year was increased by the purchase of 150 volumes. While this has meant much to the school the library is still far below the mini- mum both in number of volumes and in variety set for high schools of our size. It is planned to purchase more books soon, and as time goes on the library will be built up to normal standards. A reorganization and cataloging project has just been completed which will make for more efficient service and accounting. This work was car- ried on under the direction of Miss Charlotte Haskins of the Plymouth Public Library and the school is deeply indebted to her and her colleagues for all that they have done.
Last May the High School band attended the music
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festival in Wellesley and took part in a competition against other bands in the "B" division (schools having an enrollment of from 500 to 1000). The band won a "First Division" rating from the judges and was highly complimented on its work. During the parade which took place in the afternoon our band, though much smaller than most of the bands in line, was enthusiasti- cally greeted all along the route of March. The simple uniform which we have now, though presentable, is not as effective as we would like. This spring we hope to raise enough money to buy new uniforms in time for the music festival which will be held here in May. At that time bands from all over the eastern part of the state will be here and as a matter of civic pride we want our band to look as well as the best of them.
I should like to add a final paragraph about the faculty. As individuals and as a group I have found them to be loyal to the town for which they work, devoted to their duty towards the children, helpful and cooperative to- wards the administration, keen and intelligent, and trained to be efficient. They have the same wholesome attitude towards their work as has any self-respecting worker towards his "bread and butter", and they impart that attitude to the children. The town can have con- fidence in them.
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