USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1927 > Part 32
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 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52
-25-
PROVIDENCE INVENTORY TEST IN LANGUAGE USAGE
Correct the errors in the following sentences by crossing out the wrong word in the parenthesis. Both errors in a sentence must be corrected in order to score.
Illustration. We (ran run) to school very fast and (were was) on time.
1. My friends and (me I) (saw seen) Lindbergh when he came to Provi- dence.
3. It was not (him he) who lost the book. It was (me I.)
5. For (who whom) is this package and from (whom who) did it come?
7. The composition was neatly (written wrote) on large white paper. John always (done did) excellent work.
9. If I (were was) a bird I (should would) fly away.
11. At (two to too) o'clock I started (too to two) go down town but it was (too to two) hot.
13. Experience (teaches learns) us that plants will die (without unless) they have sun and water.
15. (Its It's) getting very late. (Who's Whose) ready to go home?
17. If you hold your pen (as like) I told you to hold it, you will be able to write (as like) your brother.
19. No one knows except (we us) that the estate will be divided between (him he) and (me I.)
23. The song of the thrush sounded (sweetly sweet) in the distance. Then it died away (suddenly sudden) as our canoe rounded the elbow of the stream.
27. Half of the boys (have has) lost (there their) pencils.
31. As our work is (almost most) finished let us divide the profits (among between) the two of us.
35. Which nation of Europe has the (greatest greater) population and which is the (wealthiest wealthier) nation?
38. They cannot find the paper (any place anywhere) but I am sure it is (some place somewhere) in my desk.
40. As the tramp jumped (of off) of the train he saw a sign which read, "Keep (of off) of the grass".
-26-
NEWER AND SPECIAL ACTIVITIES
In every progressive educational system are found many devices for creating and maintaining the interests of the pupils, while others are means of discovering and developing the natural abilities of the pupils. Many of these activities are illustrated on the following pages :
1. Pre-School Mental Tests
The pre-school mental examination is given in August to those children who are five years of age or over and who have not reached the required age of five years and eight months on September first. The records for two years show that nearly three-fourths of the children do better than average work in grades one and two. Thus those who have demonstrated their ability save a year. The per cent failure is small and is due to lack of physical stamina. To overcome this no child can now take the examination without a physician's statement of physical fitness.
2. Character Training
One of the educational problems which is being much discussed is the problem of character training. Some criticise the schools for not teaching this subject, little realizing what is being done. Character training is also a problem of the home and of the church. "Character is caught and not taught," is a half truth. What the church is, what the teacers are in their daily lives, what the spir- it of the school is, are all contributing factors in the devel- oping of a character and any one may be the dominating factor in the case of an individual. As far as the school is concerned it must furnish teachers of unblemished character, whose influence both in school and outside is unquestionable. The spirit of the school should be sym- pathetic and recognize high ideals. The school may and should present opportunities for constructive develop- ment of character according to standards of right living .. Thus there are student organizations of various types to
-27-
develop initiative, pupil responsibility and right ideals.
In the grades are citizenship clubs, safety patrols and reading clubs. In the Junior High are clubs in debating, in science, in literature, in manual arts, in household arts, and the like. In the Senior High School are the Student council, the Girls' club, the Press club, the Span- ish club, the Latin club and the like. Games develop the spirit of fair play and leadership. In the Junior High School four groups put into the savings bank over $1,600 in four months - an excellent lesson in thrift.
Many future life problems are not touched upon and many school problems are not discussed by the pupils as fully as they should. There should be a definite organiza- tion of material along this line in order that all types of problems within the understanding of the pupils should be presented and the fundamental principles dis- covered. This is a new phase of the work and is being carefully worked out.
3. Educational and Vocational Guidance
One of the main functions of the Junior and Senior High Schools is to give by experience and study some insight into the various fields ahead, such as the com- mercial, the agricultural, the mechanical or industrial, and the academic or professional. Each pupil must find in which direction his interests and abilities lie. He must study the courses open to him in the high school in order that he may choose wisely after consultation with par- ents and teachers. He should also have a sympathetic understanding of the problems of those in activities other than his own. Each pupil should study problems similar to the following :
How will a high school education help me to be a better citizen ?
What are my special interests and abilities ?
What types of work are open to me ?
What type am I best fitted for ?
What are the qualities of a worthy citizen ?
-28-
There should be one teacher who is held accountable for the organization and direction of the work, but all teach- ers should realize that they have a real responsibility in the working out of the general plan. Such a teacher should have special training and a special aptitude for the work.
The above work has been started in the Junior High School. It should be continued in the Senior High.
4. The Summer School
The aim and the procedure of the work during this last session were like those of the previous year - to give the pupil individual instruction in some phase of a sub- ject which has given trouble during the regular session.
The summer school teachers believe that such an inten- sive course is of benefit to a summer school pupil if he is deficient in only a few phases of a subject rather than in the whole subject, and if the pupil approaches his work with the right idea of the summer session. In most cases the pupils were eager and willing to learn; in some cases this was not true. The regular classroom teacher can influence the work of the pupil in summer session by helping him to approach this opportunity with the correct attitude.
Teachers in summer school tried especially this last year to encourage regular attendance, a pride in work, a willingness to cooperate, efficient methods. There were 82 pupils enrolled in grades IV, V, VI and VII. ( At least 90 per cent were saved from repeating a grade.
5. Creative Activities in Primary Grades. (See picture page 33.)
The aim of Creative Education is to discover and en- courage original talents. Talents are inborn in the human mind and soul, and may be discovered by educa- tion or by opportunity. Today girls and boys are encour- aged to satisfy their creative instinct.
Young children are more creative than older persons and the child in the first years of school, if given the
-29-
opportunity and properly directed, may produce surpris- ing results. The idea that they have accomplished something which perhaps others cannot do, has a strong appeal, especially to boys.
Much creative work has been done in the primary grades. In their leisure time, before and after school, or in free periods during school hours, with the use of simple materials such as wax, clay, paper, jigsaws and wood, children give expression to their thoughts and ideas.
In one second grade a great deal of successful work has been done with wax. The children visited some of the historical places in town, and after discussing their trip, modeled many things which they had seen, such as Plym- outh Rock and the Forefathers' Monument. After seeing a circus, they made all of the animals, and had an excel- lent circus parade. It is needless to say that by such "follow-up" work many lasting impressions were made.
A teacher of a small school, located near two stores, noticed that many of her pupils were daily spending money for cheap candy which was eaten at recess. Health lessons were given emphasizing the dangers of too much candy, with the result that the children wanted to save their pennies. They made a bank from an egg crate, started individual accounts, and appointed a banker. Pennies were deposited, and at Christmas time, the chil- dren decided to buy some books which the entire class could enjoy.
Throughout the town, pupils have been encouraged in making toys, games, doll houses and furnishings, book covers, mats, posters which tell a story or are an incen- tive to do better work in a particular lesson,-in fact anything that is of interest to them and for which they have found a need.
The results are two-fold - first, the child's goal is reached when he has constructed something which ex-
-30-
presses his idea, secondly, the primary teacher both discovers talented children and sees other worth while attainments, such as
1. A vital interest in school work
2. A correlation of all school subjects
3. Co-operation
4. Fair play in use of materials and tools
5. Regard for the rights of others
6. Lack of disciplinary cases
6. Classes in Instrumental Music. (See picture page 34.)
.
During the past few years, the development of instru- mental classes has become an important phase of public school music work. It is now recognized that instrument- al instruction is one of the outstanding contributions made by the school to the musical life of the commun- ity. In many cities and towns throughout the country this class work has become an integral part of the school system, furnishing recruits to the school orchestras in almost unbelievable numbers until these organizations have assumed symphonic proportions.
The instrumental work in the schools of Plymouth is still in its infancy. Classes have been organized and the response and enthusiasm manifested are most gratifying. At present there are fifty children in the elementary schools receiving instruction under a most competent teacher, Mr. Herbert Clarke. The progress that is appar- ent proves a source of inspiration to all who are connected with the work. Recently a cornet class has been organ- ized. This is also under an excellent instructor, Mr. Copp of Duxbury High School. As in the violin classes, the pupils enrolled are most enthusiastic.
From a recent survey made in grades four, five and six the following interesting information was obtained and it may well be said that "somewhere along the path- way of life there is a musical instrument for every child."
1
-31-
200 children wish to study Violin
50
", Cornet
40 66
Saxophone
35
66
66
Clarinet
30
66
66 Flute
20
66
66 Trombone
35
Drums
Would that it were possible to furnish each one of the above children with instruments and instruction imme- diately !
Plymouth offers unlimited opportunities for the de- velopment of instrumentalists but the progress of the work requires the cooperation of parents and all who are anxious to give to the children of Plymouth what is rightfully theirs - enrichment of life through the devel- opment of social, emotional and vocational powers.
7. Art Work in Grades. (See picture, page 34)
The octagonal tiles illustrated were part of the draw- ing course outlined for pupils in the sixth grades of Plym- outh. This problem gave such excellent opportunity for application of color-study and design in very inexpensive material that circular tiles were used by the seventh-year classes at the Junior High School. From this school, also, are the examples of lettering. One class of eighth grade boys increased their knowledge of the forms of the Roman Alphabet when they made two thirty-foot signs with eight-inch letters to be used as holiday decor- ations.
Although the making of a good poster takes consid- erable time it gives the pupils valuable training in color, composition, drawing and careful use of materials.
In the elementary grades we are trying to develop illustrative drawing with sense of perspective. Our new outline places more emphasis on color.
The drawing in the Junior High School is handicapped by insufficient time, the difficulties arising from lack of
-32-
one class-room where the teacher can meet her classes, and no proper space for storage of drawing supplies.
The work in the Senior High School is largely individ- ual and cannot be easily illustrated. The cover design of this report is, however, one showing originality.
8. Practical Arts in the Junior High School.
Manual Arts. (See picture page 35.)
The set-model method of teaching manual arts is no longer used. A most interesting group of projects has been carefully planned and each pupil is allowed to choose the project from this group which has the strongest ap- peal to him. The most popular projects thus far are Colonial pedestal tables, Empire foot stools, table lamps, Chippendale mirrors, split-column mirrors, and banjo clocks. In the seventh grade, however, group work is proving the better method. Much time is needed for in- structing the boys in the use and care of tools, the materials used, and in the general care of the shop, so that this class is held to one project in which there is a variety of experiences.
Some classes are given more time in the shop than oth- ers. For this group a variety of experiences is planned, hoping that through them the pupil will find the work by which he will later earn his living. It is for this group that the course in electricity, sheet metal, woodfin- ishing, and home repairs, is given. The wiring of door bells and lighting fixtures, the refinishing of furniture, soldering kitchen utensils, repairing a broken window, patching an inner tube, lacing a belt, and tightening a window shade are but a few of the fifty jobs in which these boys are given first-hand experience. This work is known as the General Shop plan as it puts each boy through a large number of try-out experiences in a short time. This gives him an insight into many trades instead of holding him to one in which he may or may not be adapted.
Continued on page 41
-33-
Free Cutting
€
Creative Activities in Primary Grades
-34-
A Violin Class Out of School Hours-Mt. Pleasant School
300KS ARE TRIENOS
Posters- Tea Tiles - Original Designs - Grade 6
-35-
Practical Arts at the Junior High School
We need a wide variety of educational systems in order that all avenues of potential ability may be kept open. President Angell of Yale.
-----------
-36-
Making Successes Instead of Turning Out Failures at the Individual School
-37-
Teaching the American Language and Ideals
-38-
Knapp School Library Club
Hand Training in Grade 6
-39-
Indoor Physical Activities at the Hedge School
EXIT
Organized Games at Recess at the Cornish School
-40-
Physical Activities at the Junior High School
-
-41-
Drafting as a part of the department was first tried out this year. The first year draftsman is not taught so much the art and technique of drafting as he is to think accurately and clearly, to read working drawings, and to understand the language of the building trades.
The woodworking classes are called upon to make many projects for use in the schools. Such school pro- jects as classroom tables, cabinets, doll houses, bulletin boards, and costumers are made by the pupils whenever such work does not interfere with the class instruction. In this way a pupil is taught the lesson of service to others. The installation of a band saw and circular saw helps to carry through jobs of greater size, and teaches the boys to meet the conditions which they will meet in the outside mechanical world. The pupils above the seventh grade are taught to operate these machines with the permission and supervision of the instructor.
Shop talks, lectures and demonstrations, which often give rise to discussions of real worth, supplement the handwork of the pupils. The course of study covers as much as the average boy can be expected to get and re- tain in the short time that he is in the shop.
This course is made as interesting as possible through the selection of worthwhile projects. However, the com- pleted project is not the measure of the boy's ability and success in the shop. His ability to work shoulder to shoulder with his boy companions, to do his share of the cleaning up, and to control himself when his excitement is keen, are all factors which made for good sportsman- ship and good citizenship, and are never overlooked in the shop training.
Household Arts. (See picture page 35)
1. The programs of two groups of girls in the seventh and eighth grades allow additional time for Home Eco- nomics course, which aim to familiarize them with home- making problems of today. Their work in sewing has been carried on from the standpoint of economy and at-
School Four
---- 42-
tractiveness. The family meal has been the basis of the work in Foods. This includes the planning, preparation, and serving of well-balanced breakfasts and luncheons. All the eighth grade girls have planned, prepared, and served a luncheon, and the seventh grade girls, a break- fast.
2. After several lessons in learning how to run and care for a sewing machine, the seventh grade girls made gymnasium bloomers, for use during the physical train- ing period. As a Christmas project, various embroidery stitches were taught and applied in the making of indi- vidual Christmas presents.
3. The eighth grade girls began the year by making their graduation outfits, starting with the slip, followed by a simple white dress. They also had several lessons before Christmas in learning various embroidery stitches. This work was followed by a short unit on planning a simple clothing budget.
9. The Individual School. (See picture page 36.)
The Individual School has just completed its fourteenth year in Plymouth.
The fact that 90% of the pupils who have availed themselves of the opportunities offered in this school have been able to take their proper places in the com- munity at large, would seem to confirm the worth of this educational experiment on the part of the school department.
Educators, who have made a specialty of special class work, are agreed that the training of these children pre- sents a problem that cannot be worked out in the regu- lar class room.
Exceptional children must be drilled each day on :-
1. A long array of facts that regular grade children generally acquire for themselves.
2. Definite emphasis must be placed on items of gen- eral information.
3. Skills must be outlined in detail.
-43 --
4. There must be constant drill and dramatization to bring about desirable habit formation.
5. Attitudes for satisfactory living conditions must be instilled since it is known that to a considerable degree, success in life is as much dependent upon proper attitudes and habits as it is on intelligence and intellectual ability.
During the past school year, the customary policy of presenting every lesson on the level of the understand- ing of the child, has been followed.
Children have been returned to the regular grades when their school progress has warranted it. Unfortun- ately some of these children, upon, being transferred to the regular and larger class, have been unable to keep up to the standard required. Therefore, it would seem that some intermediate class grouping should be organized to care for those children who are slower of comprehension in some studies but who present no general retardation.
One hour each week, the boys have been instructed in woodworking. This has been done under the direction of a regular teacher of manual training. At this same period, the girls have been taught dressmaking. As in the past, handicraft has been a part of the daily program.
When the school opened in September 1928, a one ses- sion plan was adopted, thus eliminating the need of a teacher during the lunch period. The school day begins at 8.45 a. m. and closes at 1.45 p. m. This new schedule makes it possible to give individual tutoring after school hours, to children in need of it.
At lunch, the children are assigned to places at tables and are encouraged to eat proper food. Instruction is given in table manners, and mastication of food, is in- sisted upon. Close supervision attends the preparation and serving of lunch. The clearing of tables, dish wash- ing, sweeping rooms and a general cleaning up after lunch form an elementary lesson in housekeeping.
Attention to health problems has reduced the number
-44-
of our underweights to a minimum. Defects in posture have been corrected as much as possible. Oral hygiene and daily toothbrush drill have resulted in a diminishing of carious teeth and in better mouth conditions in gen- eral. During Education Week an evening session was held at the school. A program given by the classes dem- onstrated the capability of the children. Vocal and in- strumental music, recitations and dramatization made up the program for the evening. Much favorable comment was received from the parents and other visitors. Their courtesy and encouragement were appreciated.
10. Americanization and Evening School Classes. (See picture page 37.)
The Americanization and Evening School Classes are in session for a period of twenty weeks on Mondays, Tuesdays, and Thursdays. Classes this year meet in Harris Hall at the Plymouth Cordage Company's plant at five o'clock, at the Knapp and Cornish School Build- ings at seven fifteen.
The Americanization Classes are composed of adults, who wish to learn the English language or to study in order that they may fit themselves better to become citizens of this country. The state reimburses the town one half of all money paid in salaries and supplies used by men and women of these classes.
The classes grade as follows:
Beginners
Here the Gouin Theme and Direct Method are used. The aim is to get the pupil to talk in simple English about every-day experiences and practical subjects.
Intermediate
These continue work of the Beginners but with wider range of subject matter. More reading and writing are used, short letters are written and something of our history and government are taught.
Citizenship
The Citizenship Classes follow the course outlined by
-45-
the State Department. They are taught much of the history and civics of our country. How our democracy works out its problems and serves its people; its social, political, and industrial problems.
Advanced
The Advanced Class is composed of those who, though able to read, write, and have good understanding of Eng- lish, wish to carry on their study farther.
Another type of class is the illiterate minor. They are required to attend regular evening classes similar to those of the day sessions until they have completed work of the sixth grade. At that time they are excused from further attendance if they so desire.
The work of the various classes is excellent. Those who attend are appreciative of the opportunities provid- ed for them and the fact that they will come to classes three evenings a week, after a day's work, shows that they believe they are getting something worth while.
Plymouth is fortunate in having a splendid corps of teachers for all these classes. Nearly all have state cer- tificates representing special preparation and training along this line. They are deeply interested and appre- ciative of the difficulties of a foreign speaking people.
KNAPP SCHOOL LIBRARY CLUB (See picture, page 38)
To promote the reading of good books our sixth grades formed a Library Club. A meeting was held, officers elected, and librarians chosen. The members pay dues and this money is used for the purchase of new books.
The club now owns one hundred seventy-five books, a desk, and several sections of bookcases which they have purchased with money raised by themselves.
A complete card record is kept for each book and pupil. When purchasing new books the pupils corres- pond with different book stores and order the same. This correlates with the language work, giving practical use for the business letters.
·
-46-
How well this work promotes reading is shown by the fact that all but five pupils in the two sixth grades at the present time have the State Honor Certificate. This means that twenty books have been read from the list furnished by the state, five of which are non-fiction.
HAND TRAINING (See picture, page 38)
The aims of the hand training work in the sixth grade are as follows:
1. To give skill in handling materials
2. To train in accuracy and neatness
3. To train in business methods and thrift
It is brought into close relationship with other school subjects. The pupils write letters ordering materials and, after working out the cost make payment for the projects made. This trains in business methods and also makes them very careful regarding waste.
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.