USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1954 > Part 12
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Balance On Hand
Salaries
$509,722.00 115,014.18*
Expenditures $507,739.08 112,170.00
$1,982.92
General
2,844.18
School Roof Repairs
(From 1953)
269.40
265.00
4.40
Hedge School Toilet Repairs
(From 1953)
395.90
394.96
.94
High School Drapes
1,100.00
821.82
278.18
Soundproofing High School Gym
1,900.00
1,643.00
257.00
Painting Interior of High School
10,000.00
9,912.70
87.30
Emergency Lights at High School
1,200.00
None
$1,200.00
$639,601.48
$632,946.56
$5,454.92
$1,200.00
Reimbursements and receipts, account of schools
106,186.53
Net expenditures for schools, exclusive of building program
$526,760.03
*Includes $9.18 from Trust Fund Income
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ANNUAL REPORT OF SCHOOL COMMITTEE AND SUPERINTENDENT
TO THE CITIZENS OF PLYMOUTH
Each year this report and the reports of principals and supervisors which follow attempt to summarize the work done in the various schools during the year, show where improvements have been made, indicate some of the problems facing the schools in the future, and sug- gest areas where improvements are needed.
SCHOOL PLANT IMPROVEMENTS
During the year 1954 the following major improve- ments were made in the school plant:
Painting of Senior High School-all classrooms, au- ditoriums, gymnasium, offices, and main corridor.
New window drapes in High School auditorium.
Ceiling in High School gymnasium soundproofed.
Installation of lunch preparation equipment at the Manomet Elementary School, including large walk-in re- frigerator, dish washing machine, food mixer, and potato peeler. Funds from the Elementary Lunch Program were used to purchase and install this equipment.
Change in cement steps on western entrance to Senior High School to permit fire trucks to pass through alley.
Blacktop on entrance to Junior-Senior High School playground from Union Street approach.
Installation of battery emergency lights in the High School, started in 1954, will be completed in 1955.
Your School Committee is asking for appropriations
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to continue the work of improving the School plant in 1955. Included in the planned projects are:
Completing the interior painting in the High School -$3000.
New tar and gravel roof on the flat roof section of the Junior High School-$1000.
Correcting the hot water supply at the Junior-Senior High School-$1500.
Replacing the copper valleys on the Junior High School roof-$3375.
Study of possible sites for a new school building- engineering and architectural services-$2000.
Filling and grading of play and parking area in rear of Junior High School with cement curb along edge of bank to prevent washouts-$4900.
To take the first step in modernizing the Junior High cooking room-building three new homemaking units, including new base and wall units, new sinks, and improved lighting-$2400.
COLD SPRING SCHOOL ADDITION
At the Annual Town Meeting on March 27, 1954 it was unanimously voted: "That the sum of $160,000 be raised and appropriated for the purpose of constructing and originally equipping and furnishing a five-room ad- dition to the Cold Spring School on Alden Street, and that to meet said appropriation the sum of $8,000 be appro- priated from the tax levy of the current year and $12,000 from the Post-War Rehabilitation Fund and that the Treasurer, with the approval of the Selectmen, be and hereby is authorized to borrow the sum of $140,000 under the authority of Chapter 44 of the General Laws and to issue bonds or notes of the Town therefor payable in accordance with the provisions of said Chapter 44, so that the whole loan shall be paid in not more than twenty years from the date of issue of the first bond or note.
The Building Committee for this project shall consist of a committee of five, to be appointed by the Moderator,
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to include representation from the School Committee, said committee being hereby authorized to expend funds ap- propriated under this vote for the purposes specified in said vote."
Town Moderator Amedeo V. Sgarzi appointed the fol- lowing members to serve on the Building Committee for this addition: Spencer H. Brewster, David A. Cappannari, Margaret F. Donovan, Harold G. Roberts and Ralph C. Weaver.
Committee members elected Mr. Harold Roberts to serve as chairman and Mrs. Margaret Donovan to serve as secretary at the organizational meeting on May 24, 1954.
After interviewing five architects the committee se- lected J. Williams Beal, Sons to draw up plans for the addition. This is the firm which planned the original building.
Bids received from seven general contractors were opened on August 12, 1954. On August 26 the contract was awarded to C. A. Batson Co. of Brockton on that firm's low bid of $117,980. Ground was broken on September 14, 1954. It is expected that the structure will be com- pleted on or about April 15,1955.
The exterior of the addition will match in appear- ance that of the original building, being of water struck brick, with steel casement windows. Considerable changes from the original have been made in the plans for the classrooms and furniture. These changes were made after consultation with the teachers, principals and custodians of the Cold Spring and Manomet Schools, and with the members of the State Building Assistance Commission. It is this agency which must give the final approval on building plans if the State is to contribute to the cost of constructing and equipping a new school building. This reimbursement amounts to about 24% of the total cost to the Town of Plymouth.
Among the changes which will result in a more func-
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tional classroom are: a larger sink area, a change in the connecting classroom doors from the outside to the inside walls, movable storage units, and more usable bulletin board space.
As in the original structure the classroom ceilings will have acoustical tile, the floors will be of asphalt tile on a cement slab and there will be enclosed ventilated cloak closets which will dry damp clothing.
As soon as the addition has been completed, it will be occupied immediately by three classes which are now using emergency quarters in the Cold Spring School- one in a converted store room and two classes now in the auditorium. This will leave two classrooms available for use in September, 1955, for increasing enrollments in the Cold Spring District as well as for pupils from over- crowded classrooms in other elementary schools.
SCHOOL COSTS
In 1954 the financing of the Plymouth Schools took 30% of the total tax dollar. This was 2% less than the school tax in 1953. The following chart shows the break down of each dollar spent for the support of schools dur- ing the school year ending June, 1954. Also shown is the daily per pupil cost of each of the seven major items listed.
TEACHERS SALARIES
60 %
AUX. SERVICES
10 %
OPERATION
9 %
BOOKS and SUPPLIES
4 %
MAINTENANCE
3 %
GENERAL CONTROL
3 %
CAPITAL OUTLAY
2 %
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THE DAILY PER PUPIL COSTS
Teachers' Salaries $ .96
Auxiliary Services .14
Operation .13
Books and Supplies .06
Maintenance .05
General Control .05
Capital Outlay
.03
EXPLANATION OF ITEMS
1. Teachers' Salaries
This item includes salaries of all principals, super- visors, teachers, and school clerks.
2. Auxiliary Services
A large part of this item is the cost of transport- ing pupils to and from school. Other expenditures in this category are for school libraries, health services, including salaries of medical and nursing staff, and driver education.
3. Operation
This item, approximately 9% of the school budget, covers janitors' salaries and their supplies, fuel, light and power, telephones and gas.
4. Books and Supplies
Approximately 4% of the budget is used for pur- chasing text books, work books, paper, pencils and all other instructional materials.
5. Maintenance
About 3% of the budget is used to keep the school buildings and grounds in repair. This includes most of the expenditures voted under special school articles.
6. General Control
Central office salaries and operation costs, attend- ance and census services, and supervisor of school buildings are expenses included in this 3% of the total school budget.
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7. Capital Outlay
All expenditures for capital outlay except for pay- ments on bonds for school construction are listed in this item. The cost of new furniture and other equip- ment as well as major alterations are in this category.
ELEMENTARY SCHOOLS
The reports of the elementary principals, Miss Etta-Hix Allen. Mrs. Elouise E. Cashin, Mr. Emmett B. Finck. Mrs. Helen S. Manchester, and Mrs. Eleanor L. White. have been summarized and combined into one report. Their review of the work of the schools indi- cated evidence of substantial professional growth and educational improvements during the past year.
A. New Programs
Following a study of several systems of hand- writing by a committee composed of elementary teachers. the Zaner Bloser Handwriting System was adopted, with manuscript writing to be used in grades 1. 2. and 3. with a change to cursive being made in grade 3.
The Reading Committee in the elementary schools. after much study, recommended the adop- tion of the reading system published by Ginn & Co. The teachers voted 100% for the system and it was introduced in grades 1 to 3 in September. The sys- tem will be extended through grade 6 during the next year.
The fall testing program in all schools included the Kuhlmann Anderson Mental tests in grades 1, 4, and 6. and the Metropolitan Achievement Tests in grades 4 and 6. The new reading system carries its own testing program. serving as another check on the progress of students during the year.
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It has been helpful to have the services of Dr. David Haughey, Clinical Psychologist from the Brockton Child Guidance Clinic, for consultation two days each month on problems of emotionally disturbed children.
During the year the children in the elementary schools had the unique opportunity of participating in two health programs of world-wide importance. All pupils in grades 1 through 3 whose parents re- quested it were allowed to take part in the Polio Vaccine Trials using the new Salk vaccine. About 500 Plymouth pupils took part in this experiment. All pupils in grades 1 through 6 were permitted to take part in the Diabetic Detection Program.
B. New Equipment
In the field of audio-visual materials, a number of aids have been added. A record player was pur- chased for the Oak Street School, dark shades were installed in one room at the Mt. Pleasant and Cornish Schools, and film strips were added to the libraries of each school. A lantern slide projector was pur- chased by the Cornish School. The PTA's purchased a record player for the Mt. Pleasant School and a tape recorder for the Manomet School. The PTA's also purchased playground swings for Manomet, dodge balls for Cold Spring, and a set of reference books for the Cornish School.
A gift of 54 violins was made to the various ele- mentary schools by Mrs. Roger Kellen. The contri- butions made have been greatly appreciated and have added much to the school program.
Because it is essential that a continual study be made of the schools and their curricula, the following items
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list the studies which are being planned in the immedi- ate future and the recommendations which have been made for improvements during the next few years.
A. Studies Planned
A Social Studies Committee has been appointed to study methods of improving the Social Studies curriculum. To aid in this study a Harvard - Boston University course, "Workshop in Elementary School Social Studies," will be offered in Plymouth during the second semester.
A committee has started work on a study of how the method of reporting to parents may be improved.
B. Recommendations
In any new school building program consider- ation should be given to the planning of enough classrooms so that the Cornish-Burton buildings may be abandoned as schools.
The revision of the entire elementary school curriculum should be continued. Movable furniture should replace the fixed furniture, particularly in the primary grades.
Efforts should be continued to improve the school buildings and grounds.
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 (1953) Per Pupil
1954 (Fiscal Year) Tax Rate
1954 (Fiscal Year) School Tax Rate (1)
1954 (Fiscal Year) % School Tax of Total Tax
1953-54 (School Year) Expenditure for School Support Per Pupil
Barnstable
$20,718
Stoughton
$61.20
Natick
$27.71
Wellesley
53%
Belmont
$307
Webster
18,837
Billerica
60.00
Stoughton
25.95
Natick
47%
Wellesley
290
Belmont
16,368
Natick
58.40
Billerica
25.00
Billerica
45%
Swampscott
288
Wellesley
15,923
Northbridge
58.00
Shrewsbury
24.04
Shrewsbury
44%
W. Springfield
272
W. Springfield 15,610
Shrewsbury
55.00
Wellesley
21.94
Stoughton
42%
Norwood
270
Milton
14,586
Adams
52.00
Reading
21.00
Greenfield
42%
Milton
266
Swampscott
14,140
Amherst
52.00
Greenfield
20.51
Reading
41%
Amherst
260
PLYMOUTH
13,748
Stoneham
51.20
Adams
*20.04
Norwood
40%
Winthrop
255
Marblehead
12,486
Reading
51.00
Northbridge
19.33
Lexington
40%
PLYMOUTH
250
Norwood
11,930
Agawam
51.00
Andover
19.00
Andover
40%
Barnstable
247
Lexington
11,836
Marblehead
50.00
Norwood
18.80
Adams
39%
Andover
246
Needham
11,704
Needham
50.00
Amherst
18.60
Milton
38%
Marblehead
240
Greenfield
11,559
Greenfield
49.00
Lexington
18.40
W. Springfield
37%
Needham
239
Andover
10,738
Winthrop
48.00
Marblehead
18.00
Amherst
36%
Lexington
232
Reading
10,462
Swampscott
47.00
Milton
18.00
Marblehead
36%
Webster
230
Amherst
9,729
Andover
47.00
Needham
17.69
Needham
35%
Reading
225
Stoneham
9,318
Milton
47.00
Stoneham
17.20
Stoneham
34%
Northbridge
223
Winthrop
9,309
Norwood
46.80
W. Springfield
15.38
Northbridge
33%
Shrewsbury
221
Agawam
7,718
Lexington
46.00
Agawam
15.30
Belmont
31%
Agawam
213
Natick
7,270
PLYMOUTH
45.20
Winthrop
14.40
Winthrop
30%
Stoneham
210
Shrewsbury
7,041
W. Springfield
42.00
Swampscott
14.10
PLYMOUTH
30%
Greenfield
202
Adams
6,992
Wellesley
41.50
PLYMOUTH
13.56
Webster
30%
Stoughton
197
Stoughton
6,702
Belmont
40.00
Belmont
12.48
Swampscott
30%
Natick
190
Billerica
6,351
Webster
34.00
Webster
10.20
Barnstable
30%
Adams
$183
Northbridge
5,675
Barnstable
31.40
Barnstable
9.42
Agawam
30%
Billerica
179
Median
11,559
49.00
18.40
37%
239
Average
11,470
48.59
18.24
37%
237
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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 EXPENDITURE COMPARISONS
The accompanying sheet 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 of school organization as Plymouth. The figures for the school year, 1953-54, show that our assessed valuation per pupil is slightly above the median in this group of 24 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 well below the average of the group. Plymouth's tax support for schools per thousand valuation is far below the average, $13.56 as compared with the median of $18.40 (Lexington). The per cent of tax money used for the Plymouth schools is well below the average for other towns shown-30% as against the median of 37% re- ported by West Springfield. The amount expended for school support per pupil for the school year, 1953-54, is shown in the last column and is above the median for the group. Plymouth paid $250 as compared with the median of $239.
Respectfully submitted,
RALPH C. WEAVER, Chairman, MAURO J. CANEVAZZI, Secretary,
ROBERT B. BOWLER,
SPENCER H. BREWSTER,
ALTON S. CAVICCHI, JOSEPH S. CONTENTE,
Plymouth School Committee.
DONALD T. WELCH,
Superintendent of Schools.
ยท
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ANNUAL REPORT OF THE PRINCIPAL OF PLYMOUTH HIGH SCHOOL
When the Seniors were graduated last June the final reports from the committees that had been work- ing on the home-room guidance program were turned in. Much of the material to be used by the pupils had already been mimeographed, ready for September. Some little remained to be done during the summer. The whole project, which was a cooperative effort that involved every member of the staff and had been in preparation since January of last year, is a tribute both to their capacity for sustained work over a long period of time and an even greater tribute to their brains and their willingness to spare no effort to improve the service offered by the school to our children. That it has been functioning quite well since September is to some extent due to the pre- liminary study all faculty members had to do when preparing the syllabi for each year of instruction. It still has weak spots, and some teachers, unfamiliar with handling this kind of material, still have mis- givings-but given time, and the ease that comes with use, and these weak spots should disappear. A periodic check and revision is going on as these classes continue so that we can determine what material, hitherto overlooked or just now developing, should be included. Our work in this direction should improve the whole program.
Already it seems to point the way to a conversion from a home-room program staffed by all home-room teachers-differing widely in their familiarity with presenting this kind of material to pupils-to a
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program entirely in the hands of trained guidance personnel. This development, however, will have to await the results of a study of another of our problems: a survey and revision of our program of studies.
The necessity for a study of this problem was foreseen some years back when first we made efforts to get an organized guidance program established in the school, and at that time the faculty made a preliminary revision of the syllabi of each subject offered by the school. The study now planned-and we hope to start it next Semptember-will be much more radical in its nature for it must be based upon the educational needs of the children as determined by the kind of economic or educational opportunities the individual child can look forward to on finishing high school. A job-opportunity survey in this town and in the other areas where our graduates seek employment after finishing their formal education will be involved. This will be a heavy project.
To handle it properly it seems advisable to have the cooperation of one of our Schools of Education, at least to the extent of presenting a course in "Curriculum Building" here. In this way all members of the faculty-who in any event will have to partici- pate in the project-will have an opportunity to refresh their knowledge in this field. It is one of the heaviest professional responsibilities a teacher has to assume.
The study, briefly outlined above, is a necessary and inevitable development of the guidance program. Put it this way: If we're going to guide our pupils we must be certain that the school provides the facilities for study in those fields into which they should be guided.
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All that has been written above is based upon the school as it exists now. Yet we all know that population pressures and other factors are inexorably bringing about changes the effects of which can already be foreseen to some degree. Space permits no discussion of these things here so I shall send along later a supplementary report dealing with them. I can say now, however, that since these probable changes are foreseen our planning will take them into account-and should result in a school able to meet the demands of the future.
Respectfully submitted,
EDGAR J. MONGAN, Principal.
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REPORT OF THE JUNIOR HIGH SCHOOL
At the close of the fall term this school had an enrolment of 592 students, 43 of them tuition students from Carver and Plympton; the other 549 Plymouth residents.
Without those tuition students we anticipate an enrolment in September of 633 Plymouth students alone, not including newcomers who may become residents during the summer. This increased enrolment will include another junior practical arts class and one additional seventh grade. It will require the services of two more teachers and more classroom space. The finding of that extra space is a serious problem.
As the school becomes more congested it becomes more difficult to offer the children of this age many opportunities necessary for their development which are now available to those in the modern schools.
Our students should have:
1. A library where they can study, select books for outside reading, use reference books with freedom and benefit from the services of a full-time librarian.
2. A science laboratory where special groups could work.
3. More space for art work.
4. More adequate facilities for music-a room properly designed and equipped for instrumental music and one for vocal music.
5. A room smaller than an assembly hall to be used for visual education and dramatics.
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6. More adequate accommodations for special classes.
7. A modern foods laboratory.
8. A much larger room for clothing classes.
9. A drafting program so that students who plan to enter technical schools would have a chance for some training in this field. Classes are limited to boys who follow the vocational curriculum, only.
10. A separate gymnasium. One gymnasium serving two schools is entirely inadequate for a good program in either.
11. A more satisfactory playground.
12. A separate cafeteria. The present one is too crowded and students in the lower school must eat too early, the first group being served the hot lunch at 10:30.
13. Show cases about the building for the display of work.
Throughout the year there have been many outstanding accomplishments to the credit of teachers and pupils.
An excellent intramural program for boys has been in progress all year supervised by the physical education instructor assisted by four men teachers. The girls have a good program, too.
The girls' work in household arts has been outstand- ing. The clothing classes have made garments, acces- sories, and toys of which they can be proud, and have been of service to the American Red Cross in making and filling stockings at Christmas time. The foods classes have shown excellent progress and have helped to supply the Red Cross with cookies at various times.
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Interesting work has been done in the art classes, and the usual good work in the shops.
Some classes have been taken on educational trips, usually to Boston.
A visual education program has been an integral part of the social studies program.
Special mention should be made of the school yearbook. one of the high spots of the English program.
The first annual Guidance Day was inaugurated last spring, and the homeroom guidance program has been revised and expanded.
There have been good assemblies in which students have participated, the Christmas assembly and one pre- senting a scene from The Merchant of Venice being outstanding.
Two public performances in the Spring have proved most satisfactory each year-in April. the Corn Planting at the Harlow House, a program in which the seventh grades participate, and in May, the annual Band Concert and Drum Major Drill at Memorial Hall. This perform- ance is always excellent and well-patronized.
Graduations continue to be simple morning assem- blies made interesting by many awards provided by Post 40. American Legion, the Veterans of Foreign Wars, and by the school. itself.
Not to be overlooked is the basic work of the school -the English, Social Studies, Mathematics, Science, and Library work, which goes on faithfully day by day.
Respectfully submitted,
MARY M. DOLAN,
Principal.
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REPORT OF MUSIC SUPERVISOR
I hereby submit my annual report:
During the past year we have made obvious progress in the promotion of universal participation in our general music activities. Another time-consuming endeavor is the production of a beautiful vocal tone. Many associated with me in the elementary music pro- gram share the opinion that our pupils now sing easily and with a resonant and sweet quality of tone. Non- singers beyond the third grade are few and scattered. Our individual help continues for those who need it; the need is found principally in the first two grades. Our Christmas music has shown a noticeable advance in diction and "onwardness" of phrasing. Musically our chief areas of effort this season are: (1) part singing in every fifth grade, (2) intelligent phrasing and (3) an increase of musical background and knowledge through discussion and listening.
The teaching of many of our elementary teachers has produced vocal music beyond the commonplace and mediocrity so frequently found in children's music. Their sweet little voices when carefully coached are an inspira- tion for adults and an example of beauty and sincerity of effort. That kind of teaching requires love for music and the children, together with patience and a capacity for hard work. No activity in the school requires so great a measure of selfless, integrated, social and democratic cooperation as the universal participation in the general music class.
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