USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1953 > Part 18
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All of the courses and meetings listed above have been held in the late afternoon and evening. In many cases these meetings have lasted four to five hours into the evening, following the close of the afternoon session of school.
ELEMENTARY SCHOOLS
The reports of the elementary school principals, Mrs. Elouise E. Cashin, Mrs. Helen S. Manchester, Mrs. Eleanor L. White, and Mr. Emmett B. Finck have been consolidated and summarized in the following outline:
Educational Improvements
A. Books
1. The new language series was extended down- ward through the second grade in the Cornish School.
2. New social studies books were purchased for grades five and six in the Hedge School.
3. Supplementary books were purchased for vari- ous grade levels in all schools.
B. Audio-visual Aids
1. Cornish School obtained a new three speed rec- ord player.
2. New filmstrips were added to the filmstrip libraries in several of the schools.
3. Science kits, designed especially for elementary school use were purchased for the Mt. Pleasant and Manomet Schools.
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C. Standard Tests
Achievement and mental tests were administered in the fall rather than the spring so that they could be used to better advantage by the teachers for diagnostic purposes.
D. Playground Equipment
1. Tumbling mats were purchased to be shared by the schools.
2. Soft ball equipment was added to the play equipment at all schools.
3. Volley ball courts were installed at all schools except Oak Street.
4. Basketball courts were installed at the Hedge School.
E. Insurance
Parents were given the opportunity of purchasing low cost accident insurance covering injuries to children during school hours.
Recommendations For Further Improvements
A. General
1. Additions to present buildings or a new building to take care of increased enrollments.
2. Replacement of badly worn and out of date text books.
3. Continued study and improvement of curricula.
B. Specific
1. Teachers' rooms constructed at Mt. Pleasant, Cornish and Oak Street Schools where there are none at present.
2. Improve playgrounds at the Mt. Pleasant and Cornish Schools.
3. New bubblers and sinks in hallways at Hedge School.
4. New dark shades for auditorium at Hedge.
5. New floors and movable furniture for first grade rooms at Hedge.
COMPARATIVE DATA ON SCHOOL EXPENDITURES - PLYMOUTH AND 24 MASS. TOWNS (12 Next Larger and 12 Next Smaller Having Elementary, Junior, and Senior High Schools)
Assessed Valuation (1952) Per Pupil
1953 (Fiscal Year) Tax Rate
1953 (Fiscal Year) School Tax Rate (1)
1952 (Fiscal Year) % School Tax of Total Tax
1952-53 (School Year) Expenditure for School Support Per Pupil
Webster
$19284
Stoughton
$57.20
Billerica
$29.73
Billerica
59%
Belmont
$287
Barnstable
17496
Amherst
56.00
Northbridge
27.81
Northbridge
52%
Swampscott
284
Belmont
16738
Adams
54.00
Natick
22.72
Winthrop
47%
Wellesley
278
W. Springfield 16668
Northbridge
54.00
Amherst
22.07
Belmont
45%
Norwood
276
Wellesley
16487
Stoneham
53.60
Shrewsbury
21.86
Shrewsbury
44%
W. Springfield
261
Milton
*14732
Natick
53.40
Stoughton
21.80
Agawam
43%
Amherst
252
Swampscott
14538
Webster
52.00
Winthrop
21.69
Natick
43%
Milton
*252
PLYMOUTH
14371
Billerica
50.00
Adams
20.04
Norwood
41%
Barnstable
245
Marblehead
13130
Reading
50.00
Agawam
19.26
Wellesley
40%
PLYMOUTH
244
Lexington
12859
Shrewsbury
50.00
Reading
19.00
Andover
39%
Winthrop
233
Needham
*12674
Marblehead
48.00
Webster
18.64
Marblehead
38%
Marblehead
232
Norwood
12634
Swampscott
48.00
Norwood
18.40
Reading
38%
Andover
231
Greenfield
11761
Needham
46.00
Marblehead
18.00
Stoughton
38%
Reading
22
Andover
11029
Agawam
45.00
Belmont
17.70
Adams
37%
Webster
223
Reading
10949
Norwood
45.00
Swampscott
17.50
Swampscott
37%
Shrewsbury
214
Stoneham
10256
PLYMOUTH
44.80
Stoneham
16.61
Webster
36%
Lexington
211
Amherst
9950
Winthrop
44.40
Wellesley
16.09
Lexington
35%
Northbridge
211
Winthrop
9531
Andover
44.00
PLYMOUTH
15.70
Milton
35%
Needham
*207
Agawam
8376
Greenfield
44.00
Lexington
15.40
Greenfield
33%
Stoneham
200
Shrewsbury
8019
Lexington
44.00
Needham
15.33
Needham
33%
Greenfield
197
Natick
7806
Milton
44.00
Milton
15.18
W. Springfield
33%
Agawam
195
Stoughton
7178
Wellesley
40.50
Greenfield
14.73
PLYMOUTH
32%
Stoughton
191
Adams
7144
Belmont
37.00
Andover
12.00
Stoneham
30%
Natick
183
Billerica
6426
W. Springfield
36.60
W. Springfield
11.90
Barnstable
29%
Adams
182
Northbridge
5760
Barnstable
32.00
Barnstable
9.40
Amherst
17%
Billerica
164
Median
11761
46.00
18.00
38%
227
Average
11832
46.94
18.34
38%
227
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*Figure for preceding year.
(1) Local tax per $1,000 for school support (not including outlay).
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SCHOOL EXPENDITURES
The accompanying chart serves as a means of com- paring school costs in Plymouth with those of 24 other towns-12 larger and 12 smaller-which have the same type school organization as Plymouth, namely six-year elementary, three-year Junior High, and three-year Sen- ior High. The figures for the school year, 1952-53, 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 rate is below the average of the group. Plymouth's tax support for schools per thousand valua- tion is below the average, $15.70 as compared with the median of $18.00 (Marblehead). The per cent of tax money used for the Plymouth schools is well below the average for other towns shown-32% as against 38% re- ported by Stoughton. The amount expended for school support per pupil for the school year, 1952-53, is shown in the last column and is above the median for the group. Plymouth paid $244 as compared with the median of $227. The median cost per pupil for all Massachusetts cities and towns was $260.
Respectfully submitted,
RALPH C. WEAVER, Chairman.
SIGNE L. J. BORGHESANI, Secretary,
ROBERT B. BOWLER,
SPENCER H. BREWSTER,
MAURO J. CANEVAZZI,
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
For the past several years our "Plans for Further Study" list has had the names of 40 or more pupils on it. Our present list has 43 names, which closely ap- proaches 30% of the class membership. Most of these young people are preparing for college, the others plan- ning to enter business schools, nursing schools, or schools providing some sort of technical training within one of the professional fields. The percentages and the distrib- ution will vary from school to school throughout the state and throughout the country, but for general high schools such as ours the figures and distribution given above are much the same in all general high schools in the state.
From our point of view the important thing about the foregoing is that the school is successful in preparing the pupils to qualify for admission to such institutions of advanced study. The drawback is that up to date we have not had the "follow-up" to check on the progress of our students beyond the end of the first semester or at most the end of the first year in college. Now, however, with the extension of our guidance program made pos- sible by the action of the school committee in June 1953 we hope to develop this factor in our program.
For "the proof of the pudding is in the eating" and if we can determine those elements of our work here in this school which contribute most to the success of our pupils in advanced schools-or in jobs in industry or business, for that matter-then we can insure the con- tinuance and improvement of those things. On the other hand examining the failures that may develop can show us where our program is weak or faulty, and indicate the nature of the changes that should be made.
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The experience of other schools like ours with their graduates is helpful in this respect, but first-hand infor- mation derived from the records of our own graduates is a far more reliable guide.
To revert to our guidance program as it functions within this school as of now I can say no more than that it seems to be developing much as we planned it, and, reaching more of our students more frequently, is making headway in promoting better educational adjustments. Another year should show marked results in this respect.
All too often the growth of a school is associated with increase in enrollment or expansion of physical plant- to the practical exclusion of all else. Yet the only sig- nificant growth a school makes may be inhibited rather than fostered by increasing numbers and the consequent need to house them, for it is in curricular offerings and related educational services that a school must progress or else it begins to ossify. Just as we measure a boy's "growing up" by his development in character and men- tal powers rather than his increase in weight, height, and girth, so a school's growth must be seen in terms of increased opportunities and services for its pupils. And these can only be provided on the basis of planning that takes into account past and present trends and their prob- able results in the future. The high school of five or ten years from now must be planned for now else the graduate of 1960 or 1965 may find himself seriously handicapped by an out-of-date education unequal to or not matched with his needs in the years ahead.
That New England has seen an economic and in- dustrial change-over great in extent and radical in character since 1938 is a commonplace observation of anyone surveying the business structure of this part of the country-and that same change has been going on in our town over a still longer period of time-since about
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1920, in fact. It has gone on so inexorably over these last 30 years that the strong probability is it will continue, and continue in much the same direction. Therefore the school must be prepared to drop or modify some of its present offerings, to introduce new materials and/or methods, to provide enough flexibility to meet changing conditions and yet maintain enough firmness to remain sound and stable.
This problem will tax the planning and administra- tive resources of the school system for the next several years or even longer but with the guidance program de- veloping in the high school-and, we hope, from the primary grades up-the framework for our future edu- cational structure should be firm and adequate.
Hence, quarters for the growing program and the staff necessary to its development is one of our urgent needs. By this time next year unless provision is made to meet this our whole planning program may be hope- lessly bogged down by improvisations and make-shift. expedients.
Respectfully submitted,
E. J. MONGAN, Principal.
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REPORT OF THE JUNIOR HIGH SCHOOL
In last year's report attention was focused on the crowded conditions in this school, and the need for ex- pansion. This year the problems arising from congestion have increased. The June enrollment was 547. At the present time (January) it is 611.
The most serious problem is in the ninth grade preparatory groups. A year ago we planned for two nor- mal-sized classes with 34 in each. This year 75 elected the preparatory curriculum but when school opened four students transferred to it and so many came from other towns that the classes increased to 45 and 37, unevenly divided because of room sizes.
These two groups accommodate tuition pupils and will continue to do so next year. As time goes on our own classes will increase in numbers.
There are two full-size commercial groups and two vocational groups, one of the latter comprised entirely of boys with the program so arranged that they may work in the cafeteria during a study period.
Too few pupils elected the general curriculum to form a class.
In the eighth grade there are five large classes with 38 to 40 enrolled in four of them. The fifth class is limited to 34 because of the homeroom size. One of these classes occupies the library depriving the school of the full and proper use of it. Next year the eighth grade will be even larger.
The enrollment in the seventh grade this year was so heavy that it was necessary to form six classes using the art room for one of them. The incoming seventh grade
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without the Plympton group will be as large as our present one.
Only the special classes are uncrowded. The 27 pu- pils enrolled in them (number reduced at mid-year to 21) occupy two full rooms, since, by law, the size of these classes is limited to 18.
That we are and will be over-crowded is increasingly more evident. Provision should be made for children to get a fair amount of the teacher's time, so many need individual attention. The National Education Association recommends classes of twenty-five pupils with thirty as a maximum. To accomplish that here would be impossible since the building is inadequate. More classrooms and room to expand the science, vocational arts, and physical education programs would be necessary.
The cafeteria presents its problems, too. There is need for more working space and a larger dining area.
This year all music, vocal and instrumental, was as- signed to Mr. Pacheco. This, together with his work every afternoon in the grades is proving too heavy a schedule for one person to do well. I recommend the addition of a teacher for our vocal music, preferably one capable of teaching children to play the string instru- ments, or possibly one who could help in another depart- ment in the school.
Respectfully submitted,
MARY M. DOLAN, Principal.
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REPORT OF MUSIC SUPERVISOR
I hereby submit my annual report:
During the past season we have tried to hold the gains made in ensemble singing and individual ability.
We have worked for, and, I think, have accomplished to a satisfying degree, these objectives:
1. To help the individual child to blend his voice in tune and in time with the voices of his classmates.
2. To promote universal participation.
3. To develop a critical listening and awareness of quality in tone.
4. To set forth simply stated vocal techniques to pro- duce good tone.
5. To think of music as an art of tone in motion.
6. To read the notation and transcribe the symbols in- to tone in time.
7. To sing and hear music from many lands and times.
8. To know the five elements of music and to acquire the ability to recognize their relative place in music sung or heard.
9. To stimulate more listening to music of good quality and intelligent performance on TV and radio.
10. To break down the erroneous classification of music into classical or popular and use these terms cor- rectly while music is justly considered as either serious or light.
Now in terms of progress made and plans for the future: Item 1. Children receive individual help when need- ed. Non-singers are rarely heard now beyond the second grade. We never give up, however, and check even in the upper grades. We are proud of the ad- vances made in this area.
Item 2. In our general music program every student participates and receives equal help and opportunity
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to perform. The assemblies for special occasions held in the elementary schools are now happily becoming functional and are employing universal participa- tion. The bi-weekly music assemblies in the Mano- met, Cold Spring, and Hedge Schools provide large group singing and purposeful listening. In 1951 the ninth grade graduation featured a choral number which was sung by the entire graduating class. The performance was excellent and the classes of 1952 and 1953 did equally well.
Items 3 and 4. These items will always be a major concern. We try to take care of the child voice and to assist in its correct use.
Item 5. At this moment this item is our greatest problem because it extends beyond the children and becomes involved with habits, customs, viewpoints, and limited vision. It involves phraseline, choice of tempo, taste, understanding of style and type, and many other factors. It is one of the first measure- ments of musical maturity.
Item 6. This received considerable space in my report last year. The symbolism of notation is compared to a road map and music educators are concerned with the transcription of notation into moving or rhyth- mic tones because ability to read promotes (1) ac- curacy, (2) thinking, (3) ability to learn more songs, and (4) independence, and is vitally necessary for part-singing which should come at the end of grade four. I repeat my statement of last year-"Reading is a means to an end; it is not an end in itself!"
Item 7. Our elementary school music assemblies give an opportunity to hear music beyond the scope and abilities of the classroom. Item 7, 8, 9, and 10 might be grouped together. They are objectives for ideals, ideas, and opinions which we desire to leave with
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the children. Item 10, for instance, mentions classi- fication of music. According to Webster, classical re- fers to first rank or best of its kind. Popular means beloved and admired by the people. Neither term indicates an era or mood. Both the home and the school should diligently try to promote music of good quality universally popular. It is theoretically the same as the popular enjoyment of food or any other commodity which is of good quality. Enjoyment of good things is derived from experience and knowl- edge. Popular classical music on TV and radio costs no more to bring into our homes than music of bad taste and low grade. This is an important part of our music program and we cannot progress unaided. The American public school has the great task of guiding the cultural growth of the music consumer, and the home has the responsibility of fostering its de- velopment.
I owe a special word of appreciation to Mr. Mongan. His assistance in the High School has made my work most happy. The teachers of the High School have in- cluded vocal music in their assembly programs. Working on these occasions with them and with Mrs. Raymond at graduation has always been very pleasant.
The quality of music in any public school system is determined by the energy and sincerity of teachers in the elementary grades. If we have progressed in the establishment of good vocal habits and music practices, the advance was made because the teachers worked with the pupils and were faithful to their daily lessons. I am personally grateful to their reception of my philosophies and friendliness on my visits.
Respectfully submitted,
MARIETTA CANAN, Supervisor of Music.
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ART SUPERVISOR'S REPORT
In a democratic society the varied abilities and as- pirations of the individuals are received as potential assets of that society. There is no attempt to crush out initiative or to strangle personality.
So it is with our art program. The child's personality is taken into account and his inventive powers are stressed to give him complete, or nearly complete, satis- faction in his work, without having had his attempts "doctored" by the art or the classroom teacher.
Imposing adult standards in art on a child would be very injurious to personality development and an event- ual dislike for art work itself.
Since emphasis has been placed upon personality development of the child rather than upon the finished product, there have been varying opinions as to the best method by which art should be taught. It was little won- der that the classroom teacher was at times somewhat confused.
In order to clear some of the questions in the minds of teachers, especially those whose art education in teacher training institutions did not equal their prepar- ation in other subjects, an art workshop was planned and was voluntarily taken by almost 100 per cent of the elementary teachers.
The course was a strenuous one - three days in length; five hours each session, after a day in the class- room. The instructor of the course was excellent, not only as a demonstrator but also for her knowledge and philosophy of contemporary art education. She is the art consultant of the firm of Binney and Smith.
The teachers used almost every media with the ex-
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ception of oil paints, which would be too expensive for general classroom use. They did finger paintings, water colors, sponge paintings, paper maché, tempera painting, mural paintings, stick printing, and many other interest- ing things.
Although tired when the course came to an end, all enjoyed the experience and had learned the usefulness of art in the classroom and how art is a way of life for the child.
Respectfully submitted,
ROBERT J. ANDREWS, Art Supervisor.
JUNIOR AND SENIOR HIGH ART
Special attention was given in the Art Classes in both High School and Junior High to the development of the pupil's powers of observation so that he might be able to see what is around him and appreciate the beauty which is his if he can only develop the power to really see it. This was done particularly in the outdoor sketch classes and indoor life and still life classes.
Secondly, the instructor attempted to bring out the creative ability in each student believing that every in- dividual has this power to a greater or lesser degree and that no matter how high or low his intellectual capacity, he needs to satisfy this innate urge. In so doing, his education becomes more complete and he is also a more rounded person. This is done in a variety of ways so that the pupil may express himself in different mediums and materials. Problems were planned with these ideas in mind such as textile painting, poster designing, paper sculpture, illustrations for school yearbooks, abstract de- signs and decorative painted trays.
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A contest sponsored by the Plymouth Woman's Club for all grades in the public schools gave an incentive for the pupils to do their best work. Water-color landscapes were submitted by the High School, decorative painted trays by the ninth grade and stenciled textiles by the seventh and eighth grades. Each first prize winner re- ceived a complete box of painting materials according to the medium used in the work submitted to the contest. 1
High School graduation decorations depicting Plym- outh twenty-five and fifty years ago aroused much in- terest in the art classes being an entirely different theme from the usual patriotic one. These paintings were ex- hibited during the summer in the banks and stores of Plymouth, interesting townspeople and summer visitors alike and acquainting them with some of the art work done in the schools.
Pilgrimages to Boston with High School Art stu- dents in fall and spring were of much value to them. Special exhibitions and museums were visited and studied in relation to work they were doing in their art classes. This gave them much enjoyment and increased their appreciation of the best in art as well as inspiration for future work.
Respectfully submitted,
MARGARET E. BROWN, Teacher of Art.
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SCHOOL PHYSICIAN'S REPORT FOR 1953
In previous reports we have repeatedly mentioned the need of a Health Council in our schools, in order to have better co-ordination between the three phases of school health, namely:
1. Health Service
2. Physical Education
3. Health Training
This need was emphasized during the past year when a case of tuberculosis developed in a number of the senior class just before school closed in June. Since then, three more cases have been discovered.
It seems reasonable to assume that if there was greater co-ordination in our health work the pupils, aside from the health examinations alone, could be taught through a good health course what the causes of such conditions are and through the physical education how to keep the bodies built up to avoid contracting such diseases.
Each phase is important to the child, but their value as a whole, depends upon the degree of co-ordination which exists between these three phases throughout the school year.
If such a council were developed, in time, interest in the need of a good Child Guidance Clinic would be initi- ated. The need for this clinic is certainly, in this day and age of increased tension, very urgent because it is an important means for preventing juvenile delinquency through better understanding of the child and his prob- lems before the child comes to the point of delinquency. The expenditure certainly is great but the ends will more than justify the means.
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The examinations still reveal many pupils with poor natural posture. As we do not believe in rewards and prizes in health work, we can only strive to teach the child to want good posture and health because it makes him happier and more alert.
Through combined and persistent efforts of your school nurse and better co-operation of parents, defects found on examination are being corrected to a greater degree.
There have been the usual number of contagious diseases in the past year. Once or twice the numbers of absentees have been somewhat increased due to various types of viral infections but not in epidemic proportions.
We who are striving for better health in our school children do most sincerely appreciate all co-operation which we have received in the discharge of our duties and, indeed, we are most grateful.
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