USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1927 > Part 48
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The above proposition may be financed as follows: $8,700 for the land and $15,000 towards the new construction to come out of the current tax levy, the balance of $375,000 to be provided for by twenty year serial bonds.
The cost to the tax payer would then be as follows: Out of this year's tax
1. Cost of land-Frim and Pope lots $8,700.00
.. On construction program 15,000.00
Total $23,700.00
Increase in tax rate-$ .95
(Valuation of $25,000,000 assumed)
For the year 1931
23
1/20 of $375,000 bond issue 18,750.00
Interest at 41/4% 15,937.50
Total $34,687.50 Increase in tax rate-$1.39 Succeeding years
Small decreases in interest, due to decrease in bonds.
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CONCLUSION
The School Committee unanimously approve and recommend the Davis plan as the most economical in construction, and main- tenance and the better when the educational needs of Plymouth are considered.
Signed,
FREDERICK D. BARTLETT, Chairman, FANNIE T. ROWELL, Secretary, DR. E. HAROLD DONOVAN, ALBERT L. MELLOR, A. PERRY RICHARDS, HARRY W. BURNS,
Plymouth School Committee.
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SCHOOL CALENDAR 1930
Winter Term
Begins Thursday, Jan. 2-ends Friday, April 25
Recess Monday, Feb. 24-ends Friday, Feb. 28.
Spring Term
Begins Monday, May 5-ends Wednesday, June 25 Holiday :
Friday, May 30
Fall Term
Begins Wednesday, Sept. 3-ends Friday, Dec. 19 Holidays :
Monday, Oct. 13-Columbus Day on Sunday, Oct. 12 Tuesday, Nov. 11-Armistice Day
Thanksgiving Recess-Nov. 26-28 inclusive Teachers' Convention Visiting Day
NO SCHOOL SIGNAL 2-2 On Fire Alarm Code
7.05-No school for Junor and Senior High Schools. Does not apply to freshmen.
8.15-No morning session for the grades I to VI in- clusive.
11.15-One session for the grades I to VI inclusive, schools closing at 12.30.
11.45-No school for the freshmen.
12.15-No afternoon session for grades I to VI. This must not be confused by the freshmen with their no school signal.
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SCHOOL DIRECTORY
SCHOOL COMMITTEE
Term Expires
Frederick D. Bartlett, Chairman,
1931
Fannie T. Rowell, Secretary,
1930
Dr. E. Harold Donovan,
1930
Albert L. Mellor,
1932
A. Perry Richards, 1931
Harry W. Burns, 1932
The regular meetings of the School Committee are held on the first and third Tuesdays of each month.
Superintendent of Schools Anson B. Handy
Office hours of the Superintendent of Schools: 8.00 to 9.00 a. m., and 4.00 to 5.00 p. m. every school day, except as special duties may prevent. Special appointments may be made at other times.
Office Secretary Ruth F. Thomas
Office open from 8.00 to 12 m. and 1.00 to 5.00 p. m. every school day. Saturdays: 9-12 m. Every Monday, 7.00 to 7.30 p. m.
Supervisor of Attendance
John Armstrong
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FINANCIAL REPORT
RECEIPTS
Appropriation March, $248,000.00
Income from Trust Fund,
20.34
$284,020.34
PAYMENTS
General Expenses,
$8,467.26
Teachers' Salaries,
163,606.35
Text Books & Supplies,
11,980.96
Transportation,
18,044.11
Janitor Service,
12,674.23
Fuel,
9,260.36
Repairs and Maintenance,
12,923.97
Equipment,
1,293.41
Medical Inspection,
7,361.13
Tuition,
1,106.39
Total,
$246,718.17
Unexpended Balance,
$1,302.17
REIMBURSEMENTS
From the State for-
Teachers' Salaries,
$18,678.75
Americanization,
586.25
State Wards,
514.95
Tuition,
255.00
Miscellaneous,
347.31
Total, $20,382.26
SCHOOL DEPARTMENT BUDGET FOR 1930 General Expenses-
Superintendent's Salary, $4,700.00
Secretary, 1,000.00
Supervisor of Attendance, 300.00
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Stationery, Postage & Printing,
500.00
Telephone, 150.00
Travelling Expense,-in state 250.00
outside state 150.00
Automobile Expense,
500.00
Freight and Express,
200.00
School Census,
250.00
All Other,
300.00
8,300,00
Teachers' Salaries-
Day,
$164,000.00
Evening and Americanization, 2,000.00
Summer,
400.00
166,400.00
Text Books and Supplies-
Text and Reference Books,
$5,500.00
Paper, Blank Books, Etc.,
4,000.00
Manual Training Supplies,
800.00
Domestic Science,
500.00
Athletic Supplies,
300.00
All Other,
400.00
11,500.00
Tuition and Transportation, out of town
2,400.00
State Vocational Education,
6.00
Transportation, Pupils and Teachers,
17,000.00
Janitors' Services-
Day,
$13,000.00
Evening,
200.00
Watchmen, July 4th,
100.00
13,300.00
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Fuel and Light-
Coal and Wood,
$11,000.00
Gas and Electricity,
1,500.00
12,500.00
Maintenance-
Salary of Building Supervisor, $2,600.00
General Repairs, 7,500.00
Flags and Flagstaffs,
150.00
Janitors' Supplies,
600.00
Telephones,
350.00
Ashes, etc., removed,
500.00
All Other (Labor and Material on grounds) 500.00
12,200.00
Furniture and Furnishings-
Typewriters,
600.00
Desks and Chairs,
General Equipment
800.00
All Other
1,400.00
Rent,
400.00
Diplomas and Graduation,
200.00
Medical Inspection-
Physicians,
2,400.00
Nurse and Assistant,
2,500.00
Dental Nurse,
1,500.00
Dental Clinic,
700.00
All Other,
700.00
7,800.00
Total,
$254,000.00
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REPORT OF SUPERINTENDENT OF SCHOOLS
To the School Committee:
I herewith submit to you my fourth annual report as Superintendent of the Plymouth Schools. This report is made possible through the splendid cooperation of the principals and supervisors, who have contributed much of the material.
CONDITION IN THE HIGH SCHOOLS
The most serious situation which confronts the school department is the lack of adequate facilities at the Junior and Senior High Schools. While there has been a small decrease in numbers at the Junior High School, it has not materially affected the size of several classes. At the Senior High School there has been an increase in the upper three classes which has brought about a con- gestion in some rooms while other rooms are used for purposes for which they are entirely unsuited. The fact that nearly 192 freshmen are losing twenty-five per cent of their school time and 332 in the upper classes over ten per cent should convince every one that first class work cannot be maintained. As Mr. Frank Morse, Supervisor of Secondary Education, states, "A good school will run on its momentum for a little while but I am quite sure from my experience and observation that it is practically impossible to maintain for any length of time, the proper standard of work when the school has as short a session as is now being employed in Plymouth. The short ses- sion is especially serious for those pupils who most need help. It may also be said that the afternoon group suffers worse than the forenoon group because, the afternoon, especially the late afternoon, is probably not so good for school work as the earlier hours of the day."
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For some parents the free morning for the freshmen is a convenience, for others a serious inconvenience. Three pupils board in town part of the year. Some do not reach home until after six o'clock at night. Some pupils will study at home and keep up a high standard, others will not. For a large number of pupils the short- ened hours are a serious handicap. It is impossible to help the pupils needing help and to maintain a high standard of work.
The recommendations of the School Committee stated elsewhere in a special report should be accepted at once. CHANGES IN SYSTEM
There has been a small decrease in the grade school enrollment, but an increase at the senior high school. By reorganizing the grades at the Knapp School one less teacher was needed, while at the Senior High School two were added, due to the increase of about forty pupils in the sophomore class.
In December the number of pupils at Russell Mills School decreased to eight so that it was deemed wise to close the school at the end of the term and to transport the children to Cliff Street, making a total of only twenty- one in that school. With the exception of one family, all moved to other schools in town.
During the fall, an assistant was assigned to help the supervisor of music, whose work covers all the grades and the Junior and Senior High Schools. At least the past three music supervisors have found the program too much to be handled efficiently by one person. The assis- tant gives one day a week to a few schools. This plan provides the relief necessary at a minimum cost.
The Fresh Air School was discontinued at the Cornish School and a Rest and Nutrition Class formed. The Fresh Air School took pupils from the different parts of the town, gave them regular instruction by themselves and devoted time to proper rest and food. The number
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in this group had decreased rapidly, due partly to pa- rents who did not care to send their children so far, but more to the fact that health instruction in the grades had greatly reduced the number of children who needed such treatment. The Rest and Nutrition Class takes pupils, seriously under weight, out of their regular class for a very short time each day, and gives them rest and proper nutrition. At noon the hour and a half is spent in rest. A proper lunch is prepared at a nominal cost. The results have been very gratifying. A full discussion will be found in the report of the school health depart- ment.
CHANGES IN SCHOOL ENROLLMENT
On the opposite page is the table showing changes in the various schools since September, 1928.
The Junior High School has decreased somewhat, due to a smaller number than usual in last year's sixth grade which had about twenty pupils less than this year. From present numbers it would seem safe to state that the Junior High School will vary little from the present.
The High School has increased, especially in the sopho- more class as will be noted below.
Freshmen
Sophomores
Juniors 86
Seniors
Total
December 1928
187
113
81
467
December 1929
186
163
78
83
510
For the past two years approximately 190 pupils have entered grade IX (the freshmen). The September 1928 grade IX are now sophomores, numbering 163. It is fair to assume that these should make a junior class of at least 125, or an increase of about 40 over the present junior class. This should make next year's senior high school enrollment at least 550, distributed as follows: 190 in the freshman group and 360 in the upper three grades.
The elementary grades show a decrease of 45 pupils since September 1928. The decrease is noticeable in the
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Hedge, Knapp and Russell Mills while the Cornish, Mt. Pleasant and Manomet show increases. These decreases do not denote families leaving town, for in many cases the families moved to the Cornish, Mt. Pleasant or Manomet districts. When these 45 pupils are divided among the six grades, the total effect on the seventh grade and succeeding grades will be small.
Other than the increase in the Senior High School no important changes are anticipated.
Plymouth Twenty
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TABLE SHOWING CHANGES IN SCHOOL ENROLLMENT
High Schools
Sept. 1928
Dec. 1928 467
Sept. 1929
Dec. 1929
Remarks
Senior High
490
520
510
Increased 43 over Dec. 1928
Junior High
481
473
447
441
Decreased 32 over Dec. 1928
Total
971
940
967
951
Total Increase 11 over Dec. 1928
Grades - Elementary
Hedge
440
443
431
435
Dec. decrease
8
Knapp
254
256
232
220
Dec. decrease
*36
Cornish-Burton
354
350
372
371
Dec. increase
21
Mt. Pleasant
236
239
235
247
Dec. increase
8
Cold Springs
43
45
44
45
Oak Street
68
64
63
67
Dec. increase
3
Lincoln Street
39
37
38
32
Dec. decrease
5
Manomet
57
49
65
57
Dec. increase
8
Wellingsley
23
20
26
27
Dec. increase
7
Cliff Street
15
14
14
12
Dec. decrease
2
Russell Mills
19
20
15
8
12
Cedarville
24
19
28
22
Dec. increase
3
Alden Street
24
25
18
18
Dec. decrease
7
South Street
29
28
29
29
Dec. increase
1
Total Elementary Grades 1,635
1,609
1,610
1,590
Dec. Total decrease
19
Total All Grades
2,606
2,549
2,577
2,541
Dec. decrease (Most moved to town or Manomet)
Total decrease over Dec. 1928
8
*Due in part to re-distribution of upper grade pupils in this district, a few being transferred to the Hedge School.
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CHANGES IN TEACHERS
During the year there have been more changes in teachers than usual, nineteen leaving for the following reasons: (1) seven went to larger systems, (2) four be- cause of personal illness or illness in the home; (3) three for further study; (4) two were married; (5) one went to her home town; (6) one to a foreign field, and (7) one for other reasons.
COMMITTEES FOR REVISION OF OUTLINES IN ALL SUBJECTS
One of the outstanding accomplishments is the be- ginning of a simple outline of all studies in all the grades. Every teacher, principal and supervisor is serving on some committee connected with this project. The out- line will be criticised by all teaching that subject so that the final result should be very valuable to the system. In the Junior and Senior High Schools joint committees have more closely correlated the work of the two schools. The splendid cooperation of every teacher is to be highly commended.
THE THREE R'S AND OTHER SUBJECTS
At the present time so much discussion is heard in regard to the three R's, reading, 'riting, 'rithmetic, that it may be well to devote some of the report to this ques- tion from the stand point of time allotment and content.
On the opposite page is a table showing the time al- loted to various school subjects in three different years, 1881, 1892 and the present, the two former being based upon the weekly programs printed in the school reports for those years.
A. . Time Allotments in Elementary Grades.
The question of time spent on the so-called three R's at present in comparison with the past is a difficult one to analyze. In 1892 there were primary, intermediate and grammar schools instead of grades as at present. The
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primary school would correspond to the present first four grades, the intermediate to grades five, six and seven, and the grammar to grades eight and the old grade nine, now omitted. Thus the teacher frequently had to divide her time in a primary school among two to four grades, with very little correlation of work between grades. With few exceptions the present day teacher has a single grade or section of a grade.
In 1881 there were four elementary schools, three of which were mentioned in the school report of that year, the second grade, the third grade, and the grammar school, while the fourth, the primary school, was not discussed. Each probably had the equivalent of two grades. The school day was six hours instead of five, thus totalling 300 minutes more per week.
Reading, the backbone of the whole educational system, in the primary grades has approximately twice the time allotment today in comparison with what it had formerly, as is shown by the figures on the opposite page. It has a little less time allotment than formerly in grades five and six.
Arithmetic has less time than formerly which has been due to factors which will be explained in a later para- graph.
COMPARISON OF TIME ALLOTMENTS IN ELEMENTARY GRADES Minutes per week
Geog. Hist.
Grades
Rdg.
Arith.
Writ. Lang.
Spell.
Civics
Music Draw. Hyg.
Open. Exer.
Phys.
Train. Recess
** Unas- signed
1929
1 550
75
75
50
50
75
60
50
75
50
200
40
Hours 9-11.45 1.30-3.45
2
520
150
75
120
75
75
60
50
75
50
200
50
Total
4
250
210
75
200
75
150
75
60
50
75
50
170
60
1500 min. in grades 4-6
5
175
210
75
200
75
225
75
60
50
75
50
170
60
1350 min. in grades 1-3
6
125
210
75
200
75
250
75
60
50
75
50
170
50
*1892
Primary School
225
420
75
125
250
60
100
75
25
25
75
Nature study 45
Hours 9-12 2-4
Total 1500 min.
Inter- mediate School
225
300
60
200
100
225
100
60
Physio. 30
25
25
75
Nature study 75
*1881
Grade
Hours
School
275
300
150
225
150
300
60
90
250
9-12 2-5
Third
Total 1800 min.
Grade
School
240
200
180
170
240
180
40
120
50
200
study 180
*See Plymouth School Report of this year.
** The unassigned time is devoted to any study in which a group needs special help. It is usually given to extra reading or arithmetic.
-- 41-
75
150
75
45
75
60
50
75
50
200
45
3
400
200
Second
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Writing has the same time allotment as in 1892 but a little less than that of the 1881 schedule.
In the so-called 3 R's, the combined time devoted is as follows :
Primary
1929 Grade 1-740 minutes per week-including "unassigned" which is devoted to the 3 R's.
Grade 2-795 minutes per week including "un- assigned" which is devoted to the 3 R's.
Grade 3-720 minutes per week-including "un- assigned" which is devoted to the 3 R's.
Grade 4-595 minutes per week-including "un- assigned" which is devoted to the 3 R's.
The loss in reading is made up by reading in geog- raphy and history, 150 minutes being devoted in com- parison with 60 in 1892.
1892 Primary School-720. Divided among two or more grades.
1881 Second grade School-725. Divided among two or more grades.
Intermediate
1929 Grade 5-520 minutes, including "unassigned." Grade 6-460 minutes, including "unassigned."
1892 Intermediate-585, divided among two or more grades.
1881 3rd Grade School-620, divided among two or more grades.
As far as the time devoted to these three studies there has been no material change since 1892.
Spelling has somewhat less time than in 1892 in the lower grades. However, in the study of phonics which is stressed in the lower grades children are learning to spell many words. Moreover the time was formerly di- vided between two or more grades.
Language, geography, music and drawing do not vary materially today from the allotments in the 1892 schedule.
Nature study, which occurs in the 1892 program, is a part of opening exercises at present. Hygiene appears
== 43 ==
on the present program, showing the emphasis placed upon a sound body as the basis of all work.
The modern recess consists of twenty minutes in the morning and twenty in the afternoon, which includes time going to the basement in orderly form under super- vision. The programs of 1892 indicate no recess in the afternoon. Undoubtedly some time was given to this. Some of the present recess period is also devoted to phy- sical training, in the form of competitive games.
The time devoted in school to physical training has been slightly increased.
In grade VI, sixty minutes a week are devoted to hand training, consisting of sewing for girls and manual arts for boys. This does not appear on the other programs. B. Time Allotments at the Junior High School.
The figures on the opposite page show that since 1892 there has been no great change in the time allotments in the four fundamental studies, reading, arithmetic, pen- manship and language. Reading has a little less time and arithmetic a little more. The chief change has been in allowing some flexibility, for example, general lan- guage is for the more rapid groups who do the required work in other studies more quickly than the other groups.
In grade eight more choice is allowed than in grade seven in order to meet the varying needs of all groups. Some pupils who need it have special class work in arith- metic or language. Some slow groups need training in hand work as well as the simple essentials of the funda- mentals. The time allotments of different groups are varied. Formerly all pupils had the same time allotted and the same subject irrespective of their needs.
Nature study and physics become elementary science, physiology becomes hygiene, showing the changed em- phasis from the study of the structure of the body to the care of the body.
Manual Arts for boys introduced in 1900, sewing for girls in 1897 and cooking in 1914, show the attempt to train the hand as well as the mind.
COMPARISON OF TIME ALLOTMENT IN THE OLD GRAMMAR SCHOOLS AND GRADE 7 AND 8 OF THE JUNIOR HIGH
1881 Grammar School
1892
Grammar
1929
1929 Grade 8
Opening Exercises
80
150
135-160
90-160
Arithmetic
300
180
180-210
160-200
Writing .
60
40
High standard on all written work.
Language
Composition
180
60
60-75
120-150
Grammar
120
165
160
160-180
Total of these four subjects, not includ- ing Open. Exercises
740
595
535-605
530-690
Geography
80
160
History
80
150
160-200
180
Civics
80
80
60-80
60
Bookkeeping
. .
..
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.
45
45
Elementary Science
. .
50
45
45
Drawing
40
90
45
45-90
Music
120
80
45-90
45-90
Gymnastics
25
75
75
Physical Education
45
45
Manual Arts or. Household Arts
90-135
135
Study
460
45
45-90
Recess
200
75
100
100
Total
1,800
1,500
*1,500
*1,500
·
.
.
.
-
·
-
Spelling
110
. .
Junior Business Training or General Language .
. .
. .
135
Nature Study
60 :
Temp. Phys.
.
..
.
·
. .
. .
. .
·
*Total for any one pupil, depending upon his choice in the above studies.
School
Grade 7
25
15
15
Reading or Literature
Hygiene
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C. Content of Studies in Elementary Grades.
The content in the various studies has changed in many ways. It is impossible to go into detail with regard to this. The principals of the elementary schools have submitted the following descriptions of the work in the various studies as now carried on in order to give an idea of the present work and some suggestion of the changes.
1. Reading.
The school report of 1879 states:
"In the matter of reading a great change has been made. It has always seemed a great misapplication of time to devote the nine years that scholars spend in passing through the grades below the High School to reading a very small number of books not exceeding seven :- books which contain very little substantial information, but are mostly devoted to well selected and pleasing stories"- "All these books have been discarded, and in their place three magazines, quite well suited to the different grades are in use."
Since 1892 the emphasis in reading has changed from practically all oral reading to about half oral and a half silent, the latter for the purpose of getting the meaning.
What the present schools are accomplishing is thus de- scribed :
Reading is the most important subject taught today. The schools of Plymouth are realizing this fact and the many ways of making reading interesting are being stressed by the teachers.
Beginning with grade one the primers and first books are made so attractive with pictures and interesting stories that the children are eager to read. Besides oral reading much work is done in silent reading. From the very beginning simple exercises are given in seat work form. This trains the child to improve every spare min- ute and he begins to check his own ability. The work-
-46-
type readers that are used in each grade have a check-up on speed and comprehension. Tendencies toward lip reading are stopped and the child is trained to use prop- er eye movements and get the thought.
The correct handling of books is taught; the title, au- thor and publisher are discussed; the table of contents is studied for selection of stories; the index is examined so the child will know its importance.
Each room has a book shelf or a browsing table which contains books for pleasure reading. The books from the Public Library are placed here and the teachers check on each book read. Certificates are given by Massachu- setts Department of Education, Division of Public Li- braries for each five library books read. In the upper grades during the library period, book reviews are given and poems and clippings of general interest are read. My Weekly Reader, The News Outline and Current Events are all weekly papers for which the children subscribe. In this way the coming generation is taught how to use the newspapers and magazines in selecting the topics of importance.
Supplementary books for history and geography are - used and the children are taught to find information on topics instead of studying one book. Then they are able to talk on more than one phase of a situation.
When boys and girls have learned to read and really enjoy it, they have the key that unlocks all knowledge and their leisure time can be made a profitable pleasure. 2. Arithmetic.
Arithmetic has less time devoted to it than formerly. Time has apparently been taken from this subject to devote to reading, which was undoubtedly wise, especially in the lower grades. Less time is necessary today because the emphasis is placed on accuracy in the fundamental operations and upon problems dealing with life situa- tions. There is no call for adding long complicated
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columns of several figures, difficult common fractions and long decimals, while many tables of measures are now ob- solete.
While no comparative results of tests are available, yet the present day accomplishments seem to indicate high standards. In a test given in the four fundamentals a year ago, the average per cents for all pupils in the whole town in grades 5 and 6 were as follows :
Addition
Division
Grade 5
96.4
Subtraction 92.
Multiplication 83.3
84.4
Grade 6
97.
95.4
89.6
94.1
The per cent. of pupils having perfect scores were as
follows :-
Grade 5
71.7
51.9
39.
39.2
Grade 6
82.9
63.3
57.2
66.9
The following is a brief outline of arithmetic as now taught :
The work in Arithmetic begins with the counting to fifty or one hundred according to the ability of the group, by 1's, 5's, 10's. Addition facts from one to ten and quick recognition of groups of objects follow.
As the child advances the aim is for accuracy and to teach the subject through facts pertaining to life situa- tions pupils may meet. Facts through twenty are soon taught and column addition is begun. The clock, calen- dar, days, weeks, months, years, some distance measure- ments and United States money are soon introduced. All are kept within the interest and understanding of the pupils.
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