USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1941 > Part 14
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16
It should be constantly borne in mind both by teachers and parents that these standardized examinations given last May tested our pupils only in the tool subjects of reading, spelling, language, and arithmetic. No standard tests were given in history, geography, health education,
-19-
elementary science, or handwriting. Music and art do not lend themselves readily to such testing. Attitudes, ideals, appreciations, personality and character development- the most important outcomes of child training in school and out-are too intangible for exact measurement. Nevertheless, our best teachers are most anxious to help our children grow in these traits so fundamental to worthy citizenship, and I am confident that our schools are making an important though unmeasured contribution to this end.
CHANGES IN PERSONNEL
Mr. Louis Cappannari, who had been instructor in ele- mentary science at the Junior High School since Sep- tember 1940, was drafted into the military service and was granted leave of absence from his school duties effec- tive March 17, 1941. This position was filled by the ap- pointment of Mr. Lawrence Bongiovanni, who was gradu- ated from Boston University in 1938. Mr. Bongiovanni,, who was also qualified in modern languages, resigned the position in May to join the service of the Federal Bureau of Investigation. This vacancy has not as yet been filled. Adequate instruction for the class groups concerned has been provided by Mrs. Sara Sharkey, one of our substitute teachers.
At the close of the school year Miss Amy Hammond, who had been teacher of domestic science in the Junior High School since 1926, resigned to accept a similar po- sition in her home city of Burlington, Vermont. In her place Miss Clerna Pierce of Attleboro was appointed. Miss Pierce is a graduate of the Attleboro High School and of the four-year course in Vocational Household Arts at the State Teachers College, Framingham.
In order to provide instruction for three additional groups in English, two groups in United States History, and one in Science at the Senior High School it was found necessary to add a teacher to the staff. For this position the committee elected Miss Elinor Brown, who
-20-
was graduated from the Massachusetts State College in 1938 and from Clark University with master's degree in 1939. During the past two years Miss Brown had been teacher of English in the Junior-Senior High School at Acton.
During the summer vacation two vacancies arose in the elementary grades through the resignations of Miss Kath- ryn Simmons and Miss Pauline Newcomb. Since 1933 Miss Simmons had been a teacher in the middle grades of the Cornish and Burton schools. She resigned to be married. Miss Newcomb had served as cadet teacher at the Cornish since March 1941 and was elected to a regu- lar teaching position in Eastham. To fill the vacancy caused by Miss Simmon's resignation the committee transferred Miss Anna Kelly from the position of build- ing assistant at the Mount Pleasant School and elected to the latter position Miss Mary Brigida of Plymouth. Miss Brigida is a graduate of the Plymouth High School, class of 1937, and of the four-year elementary course at the State Teachers College, Bridgewater, in 1941. To the cadet position at the Cornish School vacated by Miss New- comb the committee elected Miss Sadie O'Byrne of Brock- ton. Miss O'Byrne was graduated from the Brockton High School in 1937 and from the four-year elementary course at the State Teachers College, Bridgewater in 1941.
In October Miss Julia Salmon, who had been instructor in the social studies at the Junior High School since 1930 tendered her resignation to accept the offer of a teaching position in the David Hale Fanning Trade School for Girls in her home city of Worcester. To this vacancy the committee appointed Miss Phyllis Johnson of Ply- mouth, who was graduated from the Junior High School course at the State Teachers College at Bridgewater in the class of 1941.
It was with sincere regret that the School Committee received and accepted the resignation of Miss Helen M. Riese, Principal of the Cornish and Burton School Dis- trict, effective December 1, in order that Miss Riese might
-21-
accept the offer of the principalship of the Winthrop School in Melrose. Miss Riese had been Principal of the Cornish and Burton School District for the past eleven years and rendered service of a very high order. The district over which Miss Riese had charge at one time included the Cliff Street School and Russell Mills School as well as the Cornish and Burton, Oak Street, and Cold Spring schools. In addition to the usual duties of school administration and supervision Miss Riese was active in the field of curriculum revision and showed a special in- terest and ability in the social studies.
Mr. Franklyn O. White of Concord was elected Princi- pal of the Cornish and Burton School District to succeed Miss Riese. Mr. White was a graduate of the High School at Avon and of the Bridgewater State Teachers College in 1932 with a degree of Bachelor of Science in Education. Since 1932 he has taught in elementary schools in Ware- ham and Bourne and for the past six years has been As- sistant Principal of the West Concord Elementary School. In 1940 Mr. White received the degree of Master of Edu- cation from the Harvard Graduate School of Education.
In November Miss Clementine Ortolani submitted her resignation in order to be married. Miss Ortolani had been a teacher for sixteen years in the elementary schools of Plymouth including Russell Mills, Oak Street, and the Burton schools. This position was filled by the transfer of Miss Sadie O'Byrne, formerly cadet teacher at the Cornish School.
Miss Mary E. Deans, who had been cadet teacher at the Hedge School since 1936, resigned in December in order to be married.
The work of the cadet teachers at the Cornish and Hedge schools is being carried on by regular substitute teachers, namely, Mrs. Bertha Perkins and Mrs. Olga Anderson. Mrs. Clementine O'Neil has been employed to assist at the Cornish School in the care of children dur- ing the noon hour.
-22-
OUR SCHOOL COSTS ARE BELOW AVERAGE
May I call attention to the accompanying table showing per-pupil costs of education for 1940 in Plymouth and in twenty-four other Massachusetts communities-the twelve towns next larger in population than Plymouth and the twelve next smaller and having the same plan of school organization, namely six elementary grades, three junior high school grades, and three senior high school grades. From this table it becomes clear that Ply- mouth's school costs are not high relatively. In fact our expenditures for all school purposes for the school year ending June 1940 were $2.06 per pupil less than the aver- age in the group of Massachusetts towns above cited and our per-pupil expenditure for teachers' salaries-the major item in the budget-was $7.82 less than the average. On the basis of our 1940 pupil enrollment of 2,298 pupils Plymouth's expenditure for teaching service was less by approximately $18,000 than was the average expenditure for teaching a like number of pupils in the Massachusetts communities listed in the table.
VOCATIONAL SCHOOL NEEDED
It is a genuine cause for regret that the opportunity for establishing a trade school in Plymouth appears to have been lost for the time being. Judging from the experience of Massachusetts communities where trade schools have been established, one fifth to one quarter of the boys of secondary school age find trade-school training more prac- ticable for them in the circumstances than the training provided in academic courses. Some of these boys who are outright failures in the more or less theoretical text book work succeed very well in practical courses such as sheet-metal work, welding, cabinet-making, auto me- chanics, and related work. Others can succeed in either academic or vocational courses but are not so situated that they can afford to defer vocational training until after high school graduation and then obtain it at their own expense. Still others can succeed in academic courses
-23-
but do not do so because of a genuine lack of interest. Of the last mentioned group, some, not all, find a strong appeal in the vocational school. We shall not be doing full justice to these several groups of boys making up a sizeable number in our school population until oppor- tunities for trade training are provided in Plymouth.
The Old High School building is ideally located for such a school and can be adapted to trade school purposes at a fraction of the cost of a new building. We should also bear in mind that the net cost to the town of edu- cating a given number of boys in a trade school would be less than educating the same number in senior high school by reason of the fact that the state with the help of federal grants reimburses the town for one-half the maintenance cost of vocational education. Clearly this need and responsibility should again receive the consider- ation of the citizens of Plymouth when opportunity arises.
WORLD CONDITIONS REQUIRE MAINTENANCE OF SCHOOL STANDARDS
In the face of the rapidly mounting costs of our war program and the immediate need in our military forces for such abilities as many young men possess who are now engaged in teaching, there will be a serious temptation to curtail the school services both in quality and in quan- tity. In short, we shall be tempted to sacrifice long-run requirements to meet the needs of the moment.
In the face of these immediate demands we can not afford to lose sight of certain general principles that seem to be clearly established. When peace time comes A- merica will require intelligent and loyal young men and women to help solve the numerous and difficult problems then arising quite as much as we need them today in our military and naval forces. We and they will be called upon to re-establish in America those conditions-social, economic, and civic-that are essential to free, happy, and useful living. More than that, America must be able to play a worthy part in re-organizing the world on a
-24-
basis of justice to all peoples as the best hope for durable peace. It is not too much to say that if we are to meet successfully these difficult responsibilities our young peo- ple will need a far higher order of intelligence than is required to win the war which is now making so great demands upon us. It is not far-fetched to say that the long-time battle for human freedom will be won or lost in the schools this year and in the years that lie immedi- ately ahead. True economy in the conduct of the schools therefore calls not merely for the steadfast maintenance of present standards but for strengthening our school program wherever the need appears.
May I call attention to the reports of the several school principals and of the health staff setting forth in some detail the objectives that have been held in mind in the pursuance of their work as well as some of the actual accomplishments during the past year.
In concluding this report I wish on behalf of the school officers of Plymouth to express our gratitude to princi- pals, teachers, supervisors, health officers, and other em- ployees of the school department for their cooperative efforts to provide in the Plymouth schools those oppor- tunities which will enable children and youth to develop effectively those knowledges, skills, and attitudes that are a necessary foundation for happy and useful living.
May I also express to the members of the school com- mittee my personal satisfaction in the opportunity of working with you in the pursuance of these important aims.
Respectfully submitted, BURR F. JONES,
Superintendent of Schools.
-25-
REPORT OF SENIOR HIGH SCHOOL
In the light of what took place on December 7 and with the declaration of war against the axis powers, which followed on the next day, added emphasis is given to the importance of education. The state maintains an educational system in order that the schools may produce intelligent, well-informed citizens; therefore, the school's first duty is to see to it that these new citizens are loyal to the ideals of the state. There can be no temporizing on this point. As with individuals, so with nations: self- preservation is the first law.
The school long foresaw the direction in which the nation is traveling, and when the president declared the country to be in a state of emergency many courses had already been fortified by the inclusion of all readily usable material for the support of our fundamental dem- ocracy. This was especially true in the social science classes and in English, but the other courses also made use of this kind of material whenever and wherever possible. Insofar as it could, the school began to prepare itself, prepare its students psychologically, for the con- flict which has since come.
This problem was, of course, accompanied by all the other problems incidental to education. It did not absorb nor supplant any of the others although one immediate effect of the war may be to reduce enrollment. It is too early to commit one's self on that point as yet. Still, the fact is that when school began in September our membership had risen to five hundred sixty-four after a June enrollment of five hundred twenty-three. To pro- vide for this increase, and to meet the need for more class divisions caused by an uneven distribution of pupil choices of subjects a new teacher was hired during the summer and another room in the Junior High School end of the building taken over for use as a homeroom and for recitations. This makes three such rooms now in
-26-
use. Indications now point to a smaller enrollment next September which, if it comes, will reverse this process.
In any period of rapid change schools must keep in- formed of trends so that as developments warrant, changes may be made in organization and administration, in curricula and in personnel, in order that education may be kept abreast of or even in advance of general progress. But changes in time of stress are difficult and sometimes dangerous unless the school is firmly anchored to sound principles and sane practices, and unless all those concerned in making the change and those affected by the change are aware of the need for change and are reasonably agreed on the direction in which it should be made. Such a move has been initiated here and cur- riculum revision where necessary should not cause any interruption in normal school functioning. In fact, if circumstances prove favorable, and if teacher load can be lightened a long range plan for revision now seems unwise since the future is so obscure. It is likely that when war ends we shall find important changes in the economic and sociologic aspects of our lives; perhaps even the political. Education will have to adapt itself to those changes, will have to influence those changes. As long as the situation remains fluid educational policies will have to be to a degree opportunistic; only when the factors governing the fundamental socio-economic prob- lems begin to coalesce can they be much more than that. And that means when the war ends and is in process of liquidation. In looking towards this end a start has been made.
In June of 1941 the High School graduated a class of one hundred forty-nine boys and girls. Unlike so many of their fellow alumni of the preceding years, most of these young people were able to find employment. In fact, the unemployment problem among our graduates and former members has largely disappeared due to de- fense production programs. The selective service act ac- centuates this, and will to a much greater extent make
-27-
itself felt as the new registration for military service begins. It may be that our present graduating class of one hundred seventy-six may shrink as employment offers greater wages to young people. Parents should be pre- pared to help their children to resist this sort of entice- ment now; public officials, particularly school officials, should see to it that other reservoirs of labor are ex- hausted before children are withdrawn from school to meet the needs of an accelerated production program.
Twenty-nine of last year's graduates are attending col- lege or other schools above the high school level. This is an increase over the preceding year, and since there has been a consistent increase in this percentage year by year, it would seem to indicate the importance of provid- ing sound preparation for these students. That the school has done this is evidenced by the degree of success with which these graduates meet their new educational re- sponsibilities.
This report can be concluded with the statements that since the outbreak of the war the school has taken measures to protect the pupils in case of air or naval raids by the enemy. The spirit of the pupils is excellent as is evidenced by the fact they have subscribed to national de- fense bonds in satisfying numbers and have supported kindred activities such as the Red Cross both with their work and their money. The faculty has also responded en masse to the call for money for defense and are, besides, preparing themselves by taking courses in First Aid for any emergency that may confront them in protecting their pupils.
Respectfully submitted,
EDGAR J. MONGAN, Principal.
-- 28-
REPORT OF JUNIOR HIGH SCHOOL
The enrollment is somewhat lower this year because an unusually large first grade entering in 1931 has reached the tenth grade. To accommodate them one class- room has been released to the Senior High School. In December there were 251 boys and 279 girls enrolled. In the ninth grade there are 16 pupils from Carver and 7 from Plympton.
There is a decided increase in the number of ninth grade girls electing Latin because of their interest in the nursing profession. To prepare some girls for this, and to avoid the election by other girls of a curriculum to which they may not be adapted, an introductory course in this subject is required of the three upper eighth grade classes.
All girls in the seventh and eighth grades study foods and clothing. Those who elect to do so may continue the work in a more intensive manner in the ninth grade and in the Senior High School. This work in grades nine and ten is state-aided. It is supervised by the State De- partment of Education and sponsored by a local advisory committee. In order that parents might be informed more fully of the value of this curriculum and what opportuni- ties await the girls who pursue it, a meeting with Miss Anna A. Kloss, state supervisor of household arts schools, was held. Members of the classes had the experi- ence of preparing and serving tea.
In addition to their regular projects boys are making splints and dowels for use in first-aid classes under the Red Cross and for emergency equipment in the schools.
In January the Junior Journal was sent to the exhibi- tion of The Columbia Scholastic Press Association, Columbia University, for evaluation and received second place rating.
-29-
Pupils and teachers are responding whole-heartedly to all calls of a civic or patriotic nature. The request of the Commissioner of Education that each school child in the state contribute one penny for the purchase of a set of flat silver for use on the new battleship "Massachu- setts" netted $11.72. The Junior Red Cross membership drive for $7.50 was over-subscribed and a total of $25.00 reached. The sale of Christmas Seals netted $28.80. A call for burlap bags to be used as sand bags at the Jordan Hospital met an, enthusiastic response and nearly 500 were collected.
At the present time Defense Bonds with a maturity value of $4,100, the equivalent of 164 twenty-five dollar bonds, have been purchased by students. Systematic de- posits are being made by pupils in their school savings accounts, and many are purchasing defense stamps. Teachers, too, are responding well.
The Red Cross War Relief Fund is receiving attention at the time of this writing. A substantial sum from the school fund will be added to the children's contributions.
Approximately 1,900 books, about 120 a week, were taken from the library during the fall term. The 200 new books added to the library in June have proved a real incentive to more and better reading on the part of the students.
The keynote of graduation was democracy and Ameri- canism. The graduates presented the school with a beautiful American flag of standard parade size. The American Legion awards for citizenship were given to Alphonse Lodi and Isabel Brown. The Veterans of Foreign Wars awards for proficiency in history went to Barbara Carmichael and Milton Fuller.
Air raid drills take place frequently and every possible idea for safety is being studied and tested. Teachers are being qualified as first aiders and are meeting the re- quirements for Red Cross certification. Red Cross knitting
-30-
groups and sewing groups have been busy throughout the year. Miss Doherty is prepared to do canteen work and to serve food in a community emergency.
The Safety Patrol has been particularly efficient this year. Members of this group and other students who have received First-Aid training will be able to assist efficiently as safety precautions are developed in our defense programs.
The administration, faculty, and school employees rec- ognize the seriousness of the times and stand ready to do everything possible for the safety of children in their charge. They are prepared, too, to assist in community needs.
Respectfully submitted,
MARY M. DOLAN, Principal.
-31-
REPORT OF ELEMENTARY SCHOOLS
The Philosophy Underlying the Elementary School Program
The schools are and always have been one of the most important of the means for the formation of lasting attitudes and opinions, and therefore they are and always have been one of the focal points of struggle over social issues. Today, moreover, in a world of revolutionary changes, new tasks and new difficulties are being thrust upon the system of education. It is more than ever neces- sary that we hold firmly in mind the essential objectives to be sought in the elementary schools. We believe it to be the purpose of the elementary school to help each child:
1. To establish normal mental attitudes, controlled emotional reactions, desirable moral standards, and to develop a sound body.
2. To acquire command of the common knowledges and skills essential to effective living.
3. To develop useful talents and abilities as completely as possible.
4. To cultivate habits of analytical thinking.
5. To develop appreciation for and desire to seek beauty in its many manifestations.
6. To develop an understanding of social relationships and a desire to participate in social activities in ways conducive to the progress of society.
In seeking several of these objectives it is important that the teacher hold in the background his personal beliefs and convictions, and make sure that pupils learn how to arrive at judgments in the light of facts. The search for the whole truth, the presentation of as much as can be found, assistance in weighing the known facts,
-32-
and learning how to draw conclusions-these are some of the most helpful experiences the schools can provide for pupils.
Teachers have become increasingly aware of the im- portance of education for a well-balanced life. It is clear that many aspects in child development have their be- ginnings during the earliest school years and most im- portant of all that growth in these directions cannot be gained by wishful thinking and hopeful gestures, but that it demands as much hard headed planning, inspec- tion, and appraisal as we so ably put into the teaching of the three R's.
Evidence seems to be growing that the fundamental knowledges and skills can be effectively acquired through an "activity program." The desire to find a better way-which leads to constant planning, experiment, and replanning-is important in the school classroom.
Every boy and girl in the elementary school is thought of as an individual; and all effort is made to meet his or her individual needs. The teachers of today's element- ary schools are teaching children how to live together efficiently, happily, and tolerantly. They are not teaching school subjects alone.
That the essential abilities are being developed in Ply- mouth schools is shown by the results of standard tests in the different subjects. Plymouth pupils rank higher in achievement in these tests than average pupils at similar grade levels. We attribute this to careful analysis of individual difficulties and effort to overcome these weaknesses through remedial work.
The general objective of all education is to help the individual to help himself grow aright. He gains ability to grow through experience, activity, and interest. He learns to do by doing. There can be little substantial growth apart from self activity. The whole business of education consists in giving the native abilities and in- terests of children those abundant and rich experiences
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.