USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1936 > Part 15
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Co-operation with Other Departments
The Welfare Department has sent many men during the year to assist in various ways. During the summer months assistance was given in renovating some of the furniture in the old high school for use in the new build- ing. Later men worked out their welfare assistance by helping the janitors in the new building. Two men volun- teered for a few days to do painting where needed. The Health Department through its plumbing inspector supervised the installation of the plumbing. The Street Department resurfaced Lincoln Street and rebuilt the curbing for the side walk in front of the new school. The Engineering and Water Department gave of their time. The Board of Selectmen approved the W. P. A. project for grading. The assistance given by these and by other departments has meant a real saving to the town and is fully appreciated by the School Department.
Horace Mann Centennial
During the year 1937, Massachusetts will observe the one hundredth anniversary of the appointment of Hor- ace Mann as the first Secretary of the State Board of Education. Appropriate exercises will be held in Plym- outh schools. Horace Mann is known as the Father of Public School Education. It was under his influence that the common schools of Massachusetts advanced tremen- dously. He was also responsible for the establishment of state normal schools to provide properly trained teachers. Some of his sayings are very pertinent at the present time.
"Education is our only political safety. Outside of this ark is deluge.
A patriot is known by the interest he takes in the education of the young.
The object of the common school system is to give to every child a free, straight, solid pathway by
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which he can walk directly up from the ignorance of an infant to the knowledge of the primary duties of man.
If ever there was a cause, if ever there could be a cause, worthy to be upheld by all of toil or sacrifice that the human heart can endure, it is the cause of education.
The common school is the greatest discovery ever made by man."
Conclusion
This year the completion of the new high school build- ing and the reorganization of the upper six grades into two three-year units, marks one of the high points in the educational history of the Town of Plymouth. It brings a challenge to the superintendent, the principals, the teach- ers, the members of the School Committee, the parents, the citizens. With the same fine spirit of cooperation among all these interested parties, a finer type of educa- tion better adapted to the life needs of the Plymouth boys and girls should be developed.
Respectfully submitted,
ANSON B. HANDY,
Superintendent of Schools.
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In Memoriam
LYDIA E. HOLMES
IN SERVICE IN PLYMOUTH SCHOOLS
JANUARY 1898 - FEBRUARY 1936
Her life was consecrated to service in the schools
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REPORT OF SENIOR HIGH SCHOOL
The enrollment of the Senior High School in December was as follows:
Grade 10 203
Grade 11 134
Grade 12
136
Postgraduates
24
Total
497
The decrease in the total membership over that of the last few years is due to the fact that grade IX, which has varied from 190 to 220 approximately, is now a part of the Junior High School.
No. of classes 20 or less 16
No. of classes 21-25
14
No. of classes 26-30 28
No. of classes 31-35 24
No. of classes 36-40
4
No. of classes over 40
1
Total
87
The decreases in the total number of classes and in the number of over-size classes is likewise due in large measure to the withdrawal of the Freshman class from the Senior division of the High School.
Naturally the most important change in our school set-up is the occupation of the new building. It is a source of great joy and satisfaction to be housed in an adequate workshop. Now at last we can proceed with the well-balanced type of education which we have so long desired for the boys and girls of Plymouth. Again
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I express in behalf of all of us concerned our gratitude to the townspeople who have made all this possible and we renew our pledge to make the very best use of the educational facilities now available.
To be more specific. We now have a school day of proper length and so arranged that more work can be done in school time under the direct supervision of the teachers. The afternoon session for Grade IX is no longer necessary. We have time and facilities for two regular classes in art which meet every day. The music classes now meet in school time. The cafeteria is well- equipped and makes possible the serving of adequate lunches. The gymnasium is a busy place, with every pupil taking physical training once a week, not to men- tion the large number of boys and girls engaged in intra- mural and inter-class basketball. The auditorium is in- deed a beautiful room and we have made good use of it. Assemblies are held quite frequently. Some programs have been arranged by pupils themselves, others have been presented by outside talent. All have had educa- tional value. Also the larger groups in music, i. e. chorus singing, meet regularly in this room. Social affairs can now be held in our own building rather than in Memorial Hall-an arrangement which has many advantages. All classes, with one or two exceptions, can be properly accomodated in well-lighted, cheerful rooms. Built-in lockers provide for the care and protection of pupils' property. Thus I could continue to describe in detail the many, many improvements in our school plant, but I will add only this, viz. there is now every incentive for pupils to put forth their very best efforts and take full advantage of the educational opportunities now afforded them.
In accordance with educational practice recognized by leading authorities as good, the ninth grade has been combined with the seventh and eighth to form the Junior High School. The tenth, eleventh, and twelfth remain as heretofore a unit forming the Senior High School. While the two schools continue under separate adminis- tration, we have found that arrangements for the use of the gynasium, auditorium, music and art rooms, and cafeteria have been very easily arranged by mutual
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goes on there will be closer correlation between the two schools which will work out advantageously for both and I have every confidence that the present very cordial relations between them will continue. Indeed, the pros- pect of an increasingly effective high school appears bright at the present time.
We have reason to feel honored by the invitation which came to us last Spring to participate in a nation-wide study of secondary school standards. This study is be- ing sponsored by a committee of prominent school men with headquarters in Washington and involves two hun- dred schools in the United States. One hundred and ten members of the Junior Class were given tests in October, the same tests as are being given to the Juniors of all the other participating schools. On November 4 and 5 we were visited by three men - two high school principals and one college professor, -- who visited classes, talked with pupils and teachers, conferred regarding the many blanks which we had to fill out, in fact made a thorough study of the school. Although no "rating" or "classify- ing" is to be the result, we were, nevertheless, very much heartened and pleased by the many favorable comments and observations which these gentlemen made regarding our school.
A class of 89 girls and 59 boys was graduated in June 1936. Of those who have returned as post-graduates, six are planning definitely to enter college in September, 1937, and three intend to enter training schools for nurses. Two boys and five girls enrolled in colleges last September, while seven are now studying in business or secretarial schools.
The distribution is as follows :
Tufts 1
Massachusetts State 1
Mt. Holyoke 1
Bridgewater State Teachers College 2 Graceland 1
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Keene, N. H. Normal 1 Bryant College, Providence 2
Chandler Secretarial 3
Bryant and Stratton
1
Morse Business College
1
A year ago at this time I sent an inquiry blank to each member of the class of 1935 in an effort to learn what each one was doing.
Here is a summary of the replies:
Girls
Boys
Total
Enrolled in some sort of college
or school
18
12
30
Employed
16
20
36
Unemployed
20
14
34
Unaccounted for
7
15
22
It will be observed that approximately one fourth of the class were continuing their education, a rather large proportion. On the other hand, it is regrettable that so many were still unemployed. It was gratifying, however, to note that a very large majority declared that their work in high school had been of value to them.
Four of our teachers are taking courses at Boston University, two at Harvard, and one is taking a Uni- versity Extension course. This evidence of a desire to "improve in service" is commendable.
Our greatest needs at the present time, as I see them, are first, the creation of a library worthy of the name. It is a fact that we have very few books that are up-to- date and nowhere near enough to meet the requirements of a school of this size. There is a great deal of refer- ence work called for and source material should be read- ily available. Second, a portable motion picture projector equipped to reproduce sound, would be a most valuable teaching aid. It would be used largely in the class room and from time to time in the auditorium. Third, there is evidently a demand for advanced manual training work for senior high school boys. At present I see no
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way of incorporating courses in this field in our curricu- lum but I do think that the matter should be carefully considered. Fourth, curricula and courses should be studied and revised, if necessary, to meet changing con- ditions. I am not prepared at this time to say what changes, if any, should be made. But I share the feeling of most school men, that while our schools have done many things well, there is still something more and dif- ferent to be done if the many problems confronting our democratic society are to be solved. We must not allow ourselves to be hampered by tradition but try to keep pace with a rapidly changing situation.
Everything considered it would seem that we are hav- ing a successful school year. It was not easy to get set- tled in a new building, but because of the splendid co- operation of both teachers and pupils it was as easy as it could possibly have been. Some minor difficulties were not foreseen and some assignments could have been arranged more advantageously-conditions which can be corrected another year. In general, almost everything seems to be moving along smoothly and in the right direction.
WAYNE M. SHIPMAN,
Principal
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REPORT OF JUNIOR HIGH SCHOOL
I herewith submit my report for the last school year.
The reorganization of the local secondary school sys- tem and the remodelling and enlarging of the building have resulted in many changes in this school. By the adoption of the 3-3 plan the ninth grade is included. The enrollment in January was:
Grade 7 248
Grade 8 227
Grade 9 204
Total 679
They are arranged in 18 homerooms and divided into twenty classes. 21 full-time and 9 part-time teachers are employed. There are 27 rooms :
18 Classrooms
2 Art rooms Foods laboratory Sewing room
2 Woodwork shops
Music room
Small library Dining room
One classroom, an art room, the music room, assembly hall, gymnasium, and cafeteria are shared with the senior high school, a plan both economical and satis- factory.
The school day which was lengthened from five hours to six made it possible to schedule extra-curricular activities in school time and to provide study periods to eliminate much home work. Home assignments have been discontinued in the seventh and eighth grades and
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reduced to two or less in the ninth grade, provided the ninth grade students use school time to advantage. Those who forfeit a study period for a special activity are expected to do the assigned work at another time, usually at home.
The assembly hall has fulfilled a long-felt need and its varied uses greatly enrich pupils' experiences. It is used regularly for chorus work, dramatics, and assemblies. Most assemblies are pupil-conducted and in many of them pupils participate. Programs often consist of worthwhile adult talent and educational moving pictures.
The assembly hall will be used for the preparation of the Gilbert and Sullivan operetta "All at Sea" under the direction of Miss Hunt. The long journeys to Memorial Hall with the accompanying fatigue and loss of time will no longer be necessary.
. The constant use of the gymnasium has given evidence of its great need. In addition to regular class work there is an afternoon schedule of intra-mural games. At recess the gymnasium is sometimes available for social dancing. An innovation which has proved popular and helpful is the introduction of afternoon dancing parties, where again the gymnasium has served the pupils.
The spacious cafeteria is satisfactorily equipped, effi- ciently managed, and well patronized. The large enroll- ment makes it necessary to serve lunches to the junior high school students in two shifts. Every child is seated while eating and there is no need to hurry. The lunches are varied, well prepared, and inexpensive. The main dish, in itself a hearty lunch, costs but five cents. Free milk is generously supplied to under-nourished children by the Nook Farm Dairy.
This year a state-aided vocational arts class was in- troduced in Grade 9. It was necessary for teachers to meet certain educational requirements and the course contents be approved, due to the strict supervision of the State Department of Education. A committee of
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local housewives working in conjunction with this de- partment includes: Mrs. William J. Sharkey, chairman, Mrs. Louis Giovanetti, and Mrs. William H. Beever. Half the expenses of the course, including teachers' salaries, is borne by the state.
One student from the State Teachers' College at Bridgewater has done practice teaching at the school this year.
The physical plant is now most adequate, but, after all, it is the teaching staff of the school which governs its standards. Undoubtedly the Plymouth Junior High School has a corps of excellent teachers.
Respectfully submitted,
MARY M. DOLAN, Principal.
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REPORT OF ELEMENTARY SCHOOL PRINCIPALS
In our yearly report of last year we endeavored to show some of the changes that had taken place in elemen- tary school methods and procedures in a general way. This year we are going to apply those to what is being done in the subjects of our curriculum.
READING
If you should hear a person say to a group of very small children, "I want you all to stand up and walk," you would certainly think that person was most unreason- able to expect such a thing since all of them are not ready to walk.
It is equally as unreasonable to expect a child to read before he is ready. Because a child has reached the school age and begun his school career, it does not of necessity mean he is ready to attack the problem of learn- ing to read. Several things have to be considered before the child is ready for this big task. In other words there has to be a readiness for reading before he can read, regardless of how old he is.
He should have a background of experience built from stories told or read to him. He should be allowed to de- velop these experiences through quantities of picture study. He must be given every possible opportunity to gain new experiences either through intelligent conver- sation or through contact with new situations. He should have as his collection of toys those which will not only cause his pleasure to play with but those which will pro- vide many and varied opportunities for intelligent think- ing in their construction. He should be given every op- portuity to develop his imagination. He should so far as possible be free from physical defects.
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If these things are taken into consideration before the child is sent to school, he has a workable background upon which to build new experiences and show evidence of development from the beginning. When they are not evident the teachers in the classrooms make special efforts to meet these demands.
As the child develops and goes into higher grades, it is the intention of the teacher to see that he becomes an independent worker. We are trying to do this for him by presenting graded material from which he may choose, taking special care that it is of a level suited to his needs. We are not so interested in having a child know a par- ticular thing about a country as we are in teaching him where he may be able to get the facts in reading it.
PENMANSHIP
Satisfaction in accomplishment is at its greatest height only when that accomplishment reaches a degree of perfection. This is especially true in handwriting. Therefore the time spent upon this subject in our public schools is of great importance.
Beginning in the first grade we try to develop within the child freedom and ease in using a pencil. Muscles have to be brought into use, controlled by thought, but developed through sufficient exercise and drill to make handwriting a useful tool through life.
We are not interested in making all children write exactly alike, but rather that all may write legibly, smoothly and with enough freedom to make it a natural part of their daily work.
To get this subject to that degree of perfection, we need to consider the physical well being of the child be- fore we can start in on the mental side of it. The body must be in a well balanced position thus placing the re- sponsibility of the whole body on doing its part. The muscles should be relaxed and only those used which are
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necessary. The seating arrangement should be such that fits the child. The pen or pencil should be of a size that allows the children an easy grip-not too large and not too small.
When these are taken into consideration it becomes the duty of both the teacher and the parent to build up the proper attitude toward the values in the best a child can do in handwriing. He has to realize that it is not enought to do careful, thoughtful work in a drill lesson, but it is even more important to use the results of the drill in the rest of his work during the day.
Because all children do not acquire skills with the same rate of speed, we feel that any time spent at home on letter formation, proper size and freedom of movement is a good investment for later life.
ARITHMETIC
There have been decided changes in teaching arith- metic during the past few years. What was considered vastly important at one time are now cast aside to be replaced by simpler, more practical work. We are more concerned with the material the pupil will use in his every day life beyond the school room.
The real reason for these changes is due to a better understanding of the learning powers of the children. It is as important to consider "readiness" in arithmetic as it is for reading.
With this in mind the four fundamental processes are presented to meet the needs of the pupil at his own level. No longer do we try to see how hard an example a child can do, but rather what will he need to know to meet his present day situations.
Today teaching arithmetic is almost an individual procedure in the classrooms, since drill for some children is needed more than it is for others.
We are of the opinion, however, that if the number combinations were introduced informally to the first grade -that is, presented through actual experiences in the
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classroom; through as many and varied devices as possi- ble in their natural situations with no emphasis being placed upon formal organization until the second grade, much progress would be made. This would mean that all material in this subject would be moved ahead one year.
LANGUAGE
In order to secure for the pupils a living interest and a sense of purpose in their language work they must be guided in their acquiring of experience. They must act in response to certain situations which require good com- positions including the mechanical details of spelling and punctuation.
These situations should be those which arise naturally in a school which represents, in its own spirit, a genuine community life. Such activities as a school paper, story telling, clubs, letter writing, keeping a diary, writing reports, writing plays, poems, composing short talks and giving same, dramatizing stories for assemblies, debat- ing, committee work, planning activities, graph records, health and safety work, booklets, and many other ac- tivities which call for oral and written composition in response to a social need rather than a mere compliance with the demands of the teacher.
Ways are being worked out for allowing a pupil to progress to a greater degree according to his individual capacity. Remedial work is given as necessary and the individual pupil encouraged toward development of self appraisal.
Definite instruction is carefully planned so that each grade enlarges and improves the work of the preceding grades in the following essentials :
1. Correct speech. No common errors.
2. Ability for oral composition.
3. Distinct speech. (Voice pronunciation, enuncia- tion).
4. Sentence sense.
5. Ability for written composition.
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6. Spelling of words commonly used.
7. Paragraphing.
8. Vocabulary building.
9. Capitalization, punctuation.
10. Simple elements of composition ..
11. Beginnings of Grammar. Kinds of sentences. Subject and Predicate. Parts of speech.
Our language books in use at the present time were excellent when adopted a number of years ago but due to improved technique and greater use of unit activity program it would seem wise to consider a more recently edited text.
SPELLING
The Newlon-Hanna Speller, adopted last year, is giving excellent results. This system of spelling has organized the outcome of an extensive research into thirty-six weekly units for each grade above the first. Each unit is presented on one page. The word lists are meaningful, in accord with the pupil's needs, interests, and ability.
The lessons provide a practical scheme for encouraging each pupil to learn to spell words for which he finds par- ticular need. They make possible the presentation of spelling words to pupils at the time when they need to write the words and are interested in them. Throughout it makes use of modern knowledge of study methods, of special spelling problems and review.
Standardized tests are given at times. These provide data in regard to pupils' spelling abilities in comparison with pupils of the same grades in other cities and towns. Just recently the so-called "One Hundred Demons" were given to the pupils of Grades 4, 5, 6. No preparation had been used for this list of words yet the results were very good.
SOCIAL STUDIES
Social studies is a name given to the subjects in our school work which used to be listed as geography, history and civics. The above name itself implies the change
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which has taken place in our objectives for teaching these studies. They are social subjects and through them we hope to teach social development, growth in character and attitudes desirable for citizenship in a democracy.
In years past the standard for satisfactory achieve- ment in these subjects was that a certain number of pages be read or recited and that a large number of iso- lated facts and dates be memorized. Today a teacher's task is a very much larger one. Children must be taught to make generalizations from facts, to think in terms of information, to make wise decisions and to have the ability to find information when it is needed.
We have therefore for present day objectives in teach- ing social studies :
1. To help children understand the relationships exist- ing between man and his environment.
2. To develop an appreciation of the different contri- butions which have been made by races and na- tions.
3. To develop a better understanding of present day social, industrial and political problems.
4. To provide an opportunity for the development of judgments, habits, attitudes, and ideals which will help each individual guide his own actions in such a way that he will be helpful to society.
5. To help each member of society realize and accept his own responsibilities for a better social order. 6. To create and develop an attitude of friendliness and understanding of other countries.
It should not be concluded that these objectives limit or require a smaller number of facts to be learned than in former teaching. They will if carried out correctly increase the factual knowledge acquired and it will be information which is retained because it is learned through situations which are vital to each child.
In order to meet a need in our schools we have revised our social study program. We have found that this work should be begun in the first grade. These children make
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a study of the home and farm, the store and animal life. These topics were chosen since they are vital to and with in the understanding of children at this age level.
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