USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1952 > Part 18
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Classroom windows are of clear glass set in steel sash and take up most of the wall area to the ceiling. Venetian blinds are used to redirect the light. Artificial lighting is provided by indirect incandescent lights throughout the building. All floors are poured concrete. Exterior walls are brick veneer. Pitched roofs are covered with heavy asphalt shingles.
The heating plant is an oil fired boiler sending heat to each room through unit ventilators. There is space in the boiler room for an additional furnace if it is ever found necessary to add to the heating unit. The building is designed so that rooms may be added on either end with- out upsetting the balance of the building.
ELEMENTARY SCHOOLS
The elementary principals, Mr. Emmett B. Finck, Mrs. Eleanor L. White, Mrs. Helen S. Manchester, and Mrs. Elouise E. Cashin, have reported that in addition to the usual accomplishments of their schools during 1952 the following activities and improvements are to be noted:
(1) New spelling books in Grade 2 through Grade 6.
(2) The new language series was extended to Grade 3, with the series now being used in all grades, 3 through 6.
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(3) The offerings in audio visual aids have been enlarged and improved.
(4) The Harvard-Boston University Extension Course in Elementary School Science was taken by more than one-half of the Plymouth elementary school teachers. It has created an increased interest in this field.
(5) A committee of teachers and representatives of Plimoth Plantation and Historical Society has worked out plans for visits to local museums. These visits are now considered a part of the curriculum for pupils in grades 4, 5, and 6 as they study local history.
(6) Teacher committees in each school district have been studying handwriting materials and methods.
Recommendations:
(1) Replacement of worn-out science books.
(2) More science equipment for elementary schools.
(3) Extension of new language series through Grade 2.
(4) New history textbooks for Grade 4.
(5) Revision of the Social Studies course of study is needed.
(a) To include the teaching of the Constitution of the United States and the history of Massachusetts as required by law.
(b) To change the grade placement of certain areas of subject matter.
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(6) Continued expansion of the audio visual program.
(7) A dental room at the Mount Pleasant School and one in the Cornish-Burton district.
(8) A teachers' room at the Oak Street School. There is none at present.
(9) An addition to the Mount Pleasant School or some other provision to take care of increasing enroll- ments. Large enrollments in Grade 1 made neces- sary the transfer of many pupils out of their dis- tricts. There were 50 pupils enrolled in the first grade at the Mount Pleasant School in September, 1952. Transfers to the Cold Spring School reduced this enrollment to a workable number. Census figures show the probability of another first grade equally large at Mount Pleasant School in Septem- ber, 1953. Other pupil changes included the trans- fer of the Carver Road pupils from the Cornish to the Hedge School because of overcrowded classes at Cornish.
COMPARATIVE DATA ON SCHOOL EXPENDITURES - PLYMOUTH AND 24 MASS. TOWNS (12 Next Larger and 12 Next Smaller Having Elementary, Junior, and Senior High Schools) 1951 (Fiscal Year) % School Tax
1950
Pop.
Assessed Valuation (1951) Per Pupil
1951 (Fiscal Year) School Tax (1)
of Total Tax
1951-52 (School Year) Expenditure for School Support l'er Pupil
Belmont
27379
Belmont
$17658
Northbridge
$22.88
Winthrop
49%
Belmont
$331
Milton
22395
Wellesley
15049
Winthrop
21.14
Amherst
45%
Wellesley
272
Wellesley
20847
Milton
*14984
Amherst
21.04
Belmont
44%
Norwood
260
w. Springfield
20398
Barnstable
14899
Shrewsbury
*19.52
Northbridge
44%
W. Springfield
256
Natick
19663
Greenfield
13417
Natick
18.20
Shrewsbury
*43%
Swampscott
246
Winthrop
19494
Webster
13394
Adams
*17.52
Norwood
41%
Webster
243
Greenfield
17237
Norwood
13281
Norwood
17.33
Natick
40%
Amherst
242
Lexington
17098
Swampscott
13267
Belmont
16.78
Milton
*39%
PLYMOUTH
235
Norwood
16693
Andover
12255
Reading
16.74
Needham
*39%
Andover
232
Needham
16262
PLYMOUTH
11992
Marblehead
15.94
Billerica
38%
Marblehead
232
Reading
13879
Marblehead
11314
Milton
*15.66
Marblehead
38%
Barnstable
231
Marblehead
13711
W. Springfield
10584
PLYMOUTH
15.08
Adams
*37%
Lexington
227
PLYMOUTH
13652
Needham
*9954
Greenfield
15.03
Reading
37%
Milton
*220
Webster
13215
Amherst
9292
Swampscott
14.93
Greenfield
36%
Winthrop
216
Stoneham
13208
Winthrop
9028
Needham
*14.71
W. Springfield
36%
Reading
215
Andover
12261
Lexington
8979
Billerica
14.70
PLYMOUTH
34%
Northbridge
212
Adams
12027
Northbridge
8713
Milton
*14.46
Swampscott
34%
Needham
*204
Swampscott
11537
Adams
*8607
Stoughton
*14.41
Wellesley
34%
Greenfield
200
Stoughton
11139
Stoneham
8109
Lexington
13.70
Agawam
30%
Agawam
197
Billerica
11001
Reading
8081
Agawam
13.60
Lexington
30%
Stoneham
196
Amherst
10850
Shrewsbury
*6653
Wellesley
13.07
Stoneham
30%
Shrewsbury
*191
Barnstable
10397
Stoughton
*6414
W. Springfield
12.70
Stoughton
*28%
Natick
175
Shrewsbury
10392
Natick
5856
Andover
10.66
Andover
27%
Adams
*174
Northbridge
10328
Agawam
5521
Barnstable
8.21
Barnstable
27%
Stoughton
*165
Agawam
10189
Billerica
3997
Webster
6.25
Webster
18%
Billerica
159
Median
13652
9954
15.03
37%
220
Average
15010
10452
15.37
36%
221
*Figure for preceding year.
(1) Local tax per $1,000 for school support (not includingoutlay).
October 30,1952
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SCHOOL EXPENDITURES
The accompanying chart serves as a means of compar- ing school costs in Plymouth with those of 24 other towns -12 larger and 12 smaller - which have the same type of school organization as Plymouth, namely six-year ele- mentary, three-year Junior High, and three-year Senior High. The figures for the school year, 1951-52, show that our assessed valuation per pupil is slightly above the median in this group of 25 towns. This means that our taxable valuation for public school support is a little above average for the number of pupils we have to educate. Our tax support for schools per thousand valu- ation is about average for the group, $15.08 as compared with the median of $15.03 (Greenfield). The per cent of school tax of the total tax for municipal purpose is some- what below average - 34% as against the median of 37% reported by Reading. The amount expended for school support per pupil for the school year 1951-52 is shown in the last column and is above the median for the group. Plymouth paid $235 as against a median of $220. The median cost per pupil for all Massachusetts cities and towns was $260.
Respectfully submitted,
RALPH C. WEAVER, Chairman SIGNE L. J. BORGHESANI, Secretary WILLIAM H. ARMSTRONG ROBERT B. BOWLER
SPENCER H. BREWSTER
JOSEPH S. CONTENTE Plymouth School Committee
DONALD T. WELCH
Superintendent of Schools
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ANNUAL REPORT OF THE PRINCIPAL OF PLYMOUTH HIGH SCHOOL
To attempt an evaluation of human beings and human qualities in terms of dollars and cents is to invite trouble. Yet this is one way of focussing attention on some of our educational problems, and the hoped-for results are worth the risks.
Let us start this way: Average life expectancy today is about 69 years, out of which 40 years can be said to com- prise a man's or woman's working life. If we take an annual salary of $2500.00 a year (which is much nearer minimum than average) and multiply that by 40 our result will be $100,000.00. This of course is total earning power over a period of forty years; it is what flows into and out of our whole economic system because of the efforts of each earner. (A housewife is an earner too, though she appears on no payroll, and her contribution to the general economy is certainly no less than would in business or industry yield her at least $2500.00 per year or $100,000.00 per lifetime.) Let us call this $100,000.00 the economic value of a human being.
Last June this high school awarded diplomas to about 130 graduates, and for the past several years the classes have been about that size. Present enrollment would indicate there won't be much change for a few years, and then the figures will rise. So we can say that the annual product of the Plymouth school system has a value of about $13,000,000.
No one contends that this value is wholly the result of the educational process - there is value in raw hemp, and raw wool, and raw human material - but a large propor- tion of this value of the human product is attributable to
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what the schools do. At any rate, here is a product worth $13,000,000 annually at the most conservative of estimates.
If we were a manufacturing company, and material of that value flowed through our plants year after year, and we wanted to continue to show a profit in order to remain in business, what would we plan to provide in the way of plant, tools, working force, modern methods of proc- essing, promotional skill, management brains, and capital?
Unless and until we look at our schools through some such spectacles as these we never shall see them as the dynamic assets they are. It is not unusual in business to hear it said that a certain industry is starved for capital; but in education this is commonplace to the point of being chronic. In business an alert banker will go to such an industry offering his capital, and, of course, making proper and profitable terms for its use.
The banker of public education is the town government, acting on the recommendations of the school committee, our board of directors.
Out of the present Senior Class fifty-three have indi- cated that they want to make plans for further education in colleges, technical institutes of college level and below college level, business schools of college level and below college level, nursing schools, Junior colleges, training schools of one kind or another in such industries as avi- ation, radionics, air-conditioning, etc., etc. Last year's graduating class has about forty of its members now in such schools. All of which means that the parents of these young people see the advantage to be gained by improving the "educational product" even when it means an added individual expenditure of from $500.00 to $1000.00 (or more) per year. And any manufacturer who by improving the quality of his product can capture more of the market, or command a better price, does not hesitate to invest more capital for that end. The same sort of investment in
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our school system offers the same opportunity for in- creased returns.
In my report of a year ago I spoke of the need for guidance. Would a $13,000,000 business exist without a sorting and inspection service both for incoming and out- going material? Would it have an accounting division as well?
I mentioned the crowding that exists because of inade- quate study-hall facilities. A manufacturer sees this problem in terms of decreased efficiency, lowered quality, increase in accidents, or over-time charges.
I spoke of the desirability of a course in "Typing for Personal Use." Does industry buy new tools when a change in finish offers a better price opportunity?
There's no need to take up the other items in the report of last year. The problems outlined there still remain in about the same form and to the same degree. The point of view suggested above indicates what the ordinary business man facing such problems in his business would do to eradicate them.
Respectfully submitted,
E. J. MONGAN, Principal.
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REPORT OF THE JUNIOR HIGH SCHOOL
The Junior High School opened in September with a prospective enrolment of 591-28 of these pupils in the Junior Practical Arts, or special class, 185 in Grade 7, 180 in Grade 8, and 198 in Grade 9. Four of the seventh grade classes, now reduced from 38 and 39 to 37, are all so large that they cannot be accommodated in the six small class- rooms. Thirteen of these children come from Plympton, so there should be much less congestion in the seventh and eighth grades when the regional school opens.
Because of curricula selected groups the ninth grade is usually divided into six classes - two preparatory; two, commercial; one, general; one, vocational.
The preparatory groups of 34 students each now num- ber 33 and 32, due to transfers of pupils who found the work too difficult. The very popular commercial classes opened with 41 pupils in one, 36 in the other, divided un- evenly because of the seating capacity of rooms. As the year has progressed these have been reduced to 36 and 32 mainly because many of the girls discovered that they were much better fitted for vocational work. The general class is comprised of twenty-four boys, with their program arranged to accommodate those who wish to work in the cafeteria at lunch time.
The vocational group which would have opened with 25 boys and 8 girls has been reduced to 15 boys, because a few left and several were admitted to vocational schools, while the number of girls has been increased to 18.
Because of having six classes in Grade 9 it has been possible to make necessary transfers, excepting to the commercial groups, which early in the year were too large.
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It is difficult, however, to place a new student in the correct group in Grade 7 or 8 since large classes force his placement wherever there may be room while transfers from one group to another often cannot be made unless they are matched.
Smaller classes would be advantageous, but could be arranged only through enrollment reduction or more rooms.
In September, a change was made in the organization of Grades 7 and 8. Instead of five groups finely divided according to ability, there are now but two. One group comprises two classes; the other, three. No child is in the lowest class because no such class exists.
Alphabetical arrangement of home room groups was discontinued. The home room groups throughout the building with but one exception have the homeroom teacher as teacher of a subject. The special pupils are in a group of their own with their own supervisor and have benefited greatly thereby.
The greatest change, however, is in the seventh grade where, in an effort to lessen the gap between the ele- mentary and secondary school, each class is with its home- room teacher for two classes each day as well as for the weekly home room guidance and assembly periods. For- tunately there were teachers on the staff capable of teach- ing two subjects and willing to do it. The plan is working to the advantage of the students and will be continued.
The vocal music program has been curtailed gradually during recent years by the elimination of various phases of it. A return to a broader program is strongly recom- mended.
Respectfully submitted,
MARY M. DOLAN, Principal.
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REPORT OF MUSIC SUPERVISOR
I hereby submit my annual report in which I shall state the ultimate goals for the general music program in our schools, and will specify what we have accomplished and what there is still to be done toward attaining them.
The general music program embraces all pupils in the elementary grades, uses the human voice as the partici- pating instrument and in a systematic and progressive manner gives the pupils criteria by which well-informed judgments may be formed and just evaluations made of music in adult life. We have three types of activity: participation, listening to performances of other people (usually records), and reading about music or allied sub- jects. Since coming to the Plymouth schools in October, 1950, I have emphasized the first activity because I saw the need of stressing universal participation, of perfecting vocal habits, and of blending the voices in good ensemble. I believe we have reason to be proud of this phase of our work because the quality of tone, diction, blending, inton- ation and general vocal habits which we hear in our schools are musically sound and pleasant to hear. The singing assemblies in the Junior and Senior High schools have promoted an energetic and pleasant group activity. I aim to eliminate rote-singing after the third grade. At the present time, I am driving for good sight-reading as a means to an end rather than an end in itself. Music nota- tion is compared to a road map which directs us and helps us reach our desired goal. Without reading ability, the part-singing desired in the older grade levels is both weak and labored. We have eighty minutes a week for music in the elementary grades. This is not enough if we desire to match the achievements of our neighbors in Southeastern Massachusetts, but I am trying to help the
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classroom teacher plan well every minute given to music and accomplish much with the time available. "No chain is stronger than its weakest link." That quotation might well be altered to read, "No general music program is stronger than its weakest class lesson." For that reason, I give much praise and credit to the classroom teacher who teaches the daily lesson. If she comes through with as fine a job of teaching music-reading as she has in the develop- ment of good tone and vocal habits, we should have par- ticipation equal to that of the best in the State. Needless to say, my "sights" are fixed on the accomplishments of certain well-organized and advanced music systems.
This year, we have organized bi-weekly music assem- blies for large group singing and listening at the Hedge and Cold Spring Schools. These "listening" lessons are given by me to grades four, five, and six, and develop a particular musical point. I have discouraged record- playing in the daily lesson because, with so very little time for music, we have no time for purposeless listening, and hold no desire to turn our teachers into "disc jockeys." Both the listening and reading activities should be ex- tended as time permits and when the participation is up to grade, I trust our music may be more closely allied with the social study units; a greater integration between music and other subject matter should be developed so that the historical and social aspects of the art may be more clearly presented.
The Junior High boys' glee club and the eighth and ninth grade girls' glee clubs are active in school perform- ances. The girls' glee club in the high school and the octette frequently sing at school and civic functions. The High School glee club experienced a rare opportunity last May when they sang the "Prayer of Thanksgiving" at the Boston Pops under the direction of Arthur Fiedler. They were extremely well received and apparently pleased Mr. Fiedler. The octette entertained at the hospital in
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Camp Edwards under the auspices of the local Red Cross. The Boston appearance was sponsored by the Plymouth Chamber of Commerce. By rotating classes every Tues- day, Mr. Mongan gives each class a chance to participate in part-singing. We have discovered many natural voices and trust that with early and systematic voice training our, choral activities will continue to expand and improve at this level.
My feeling can be only of sincere gratitude to the vari- ous principals for their many evidences of co-operation, to Mr. Tedeschi for his help and understanding in the Junior High music, to the elementary teachers for accept- ing so graciously much more work and different methods, and to you and to our late Mr. Jones for working out and making the way clear for my endeavors.
Respectfully submitted,
MARIETTA CANAN, Supervisor of Music.
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ART SUPERVISOR'S REPORT
It has been my purpose to show in the elementary grade level that the art program is a definite and integral part of the school program. The readiness with which it lends itself in correlation with the rest of the school cur- riculum can properly be shown through their graphic interpretations.
Although the children have responded favorably to drawing, painting, and the minor crafts, their enthusiasm for ceramics has been great. We have all been grateful for the new pottery kiln that has been added to the art department in the elementary grades, which has made this increasingly popular and useful craft available to the children.
Our art curriculum has been such that even the so- called "less-talented" child has felt that he is no longer just a quiet by-stander, but instead, a spontaneous indi- vidual who has a graphic or glyphic contribution to make in each art experience.
Respectfully submitted,
ROBERT J. ANDREWS, Art Supervisor.
JUNIOR AND SENIOR HIGH ART
Junior High classes stressed the time of year in their drawings and designs. Hallowe'en masks using scissors, paste and colored paper, decorative turkeys done with colored pencils, and water color paintings of brilliant autumn foliage trees were done in the fall. Painted transparencies for the windows with Christmas motifs and designs of Madonnas, angels and nativity scenes were drawn and painted at Christmas time.
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The ninth grade Art Club has been large and enthusi- astic this year. Their work prepares them for High School Art with sketching out-of-doors in the fall, painted still life studies, Madonnas for Christmas, and now they are designing trays to decorate.
A poster contest was sponsored by the Plymouth Garden Club in the Junior High classes and prizes were awarded for the best poster illustrating the slogan "Keep our Highways Clean as well as Green."
New ways of presenting different types of art work were emphasized in High School Art classes this past year.
The Art Staff of the Pilgrim planned all layouts and letterings for the pages of the year-book. This work was added to the cover design, illustrated poems, title-pages, end-pages and portraits of class officers which are usually contributed by the art students.
Abstract designs in graphite and pastel crayons gave a modern approach to design, and decorative flower paint- ings in water color and tempera were done in the spring term. Sketching classes worked with water-colors out- of-doors for the first time as we had used only pencils as a medium before this. Successful water-colors were done of Brewster Park and the water-front. Decorative painted trays with the pupil's individual designs was the Christ- mas problem. An exhibition showing examples of these varied types of art work done in the classes was shown at the Public Library for a month in June.
High School Art is shown always at Graduation Exer- cises when the Senior Art class illustrates the theme of graduation in their paintings and symbols which decorate the large auditorium at that time.
Respectfully submitted,
MARGARET E. BROWN,
Teacher of Art.
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SCHOOL PHYSICIAN'S REPORT FOR 1952
In the latter half of this school year, there have been quite a few cases of Chicken-Pox, Mumps, some German Measles, one case of Scarlet Fever, and many cases of various types of Virus infections. However, we do not consider these to be as yet of epidemic proportions.
We have been much encouraged concerning the cor- rections of defects found at examinations. This we feel sure has been due to a large degree to the persistent efforts on the part of the school nurse.
The examinations have been done as usual and posture still seems to be a difficult problem. As stated before, this is due to lack of proper home training and improperly fitted school desks.
Again we mention as in previous reports the need for a Health Council in our schools in order to correlate the three phases of School Health, namely:
1. Health Service
2. Physical Education
3. Health Training
With the development of this council we, in time, could initiate interest in a Child Guidance Clinic which is at present one of our more urgent needs. Such a Clinic, we know from experience, is one of the more important means of preventing juvenile delinquency. This project naturally entails expenditure of money, but if we are to prevent any increase of this problem here in Plymouth, this expenditure of our money would be more than justified.
For all co-operation we have received in the discharge of our duties, the Health Staff is sincere grateful.
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Physical examinations 1585
Pupils re-admitted by School Physician 234
Pupils excluded by School Physician 36
Pupils admitted after having a contagious disease 123
Pupils re-admitted by family physician 234
Pupils excluded by School Nurse 153
210
Homes visited by School Nurse
Pupils taken to Clinics 108
Pupils X-rayed at Plymouth County Hospital 82
First Aid Treatments in Schools 253
No. of Pupils given hearing tests 986
No. of Pupils with defective hearing 24
No. of Pupils given Mass. Vision Test 2300
No. of referrals to Specialist 171
FRANK J. ABATE, JR., M.D., MEDORA V. EASTWOOD, M.D., School Physicians.
HILDA SWETT,
School Nurse.
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ORAL HYGIENE AND DENTAL CLINIC
School Dentists: DR. W. O. DYER
DR. J. A. McDADE DR. F. C. ORTOLANI
School Dental Hygienist: JANE B. BRADFORD
Pupils examined in grades 1-12 in September, 1952 . 2,213 Pupils found to have all needed corrections made . 880
Pupils found to have certificate from family dentist 128
Total corrections made 1,008
Pupils examined at Pre-school Conferences 74
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