USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1936 > Part 16
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The work in the second grade starts with a study of the town as it is today, emphasizing the geographical features in our own environment such as the harbor, islands, rivers, as well as places of historical interest public buildings and location of their own homes. This is followed by a study of Pilgrim Plymouth and there is a comparative study of living conditions then and now. Indian life logically follows the work on Pilgrims and the last part of the year is spent making a detailed study of the helpers in our town i. e. the fire department, police department and the postal department.
Third grade social studies is based upon a knowledge of the world as a whole, and then a detailed study of peoples living in contrasting climates emphasizing the theme of the year's work which is that people's lives are greatly effected by the place in which they live.
The work in grades four, five, and six offer an excellent opportunity to teach understanding, appreciation and re- spect of those who have contributed so much to civiliza- tion. This part of our course is in the process of revision at the present time. We are placing special emphasis up- on the method used in teaching social studies in the elementary school. We believe that children learn best when there is genuine interest and when the material presented is made as life-like as possible. We are making every effort to have children take excursions, make places, construct dramatize, make reports and the like in order that words will be meaningful and to take care of individual differences in the classroom.
Additional training in citizenship is carried on through organized class work where meetings are conducted by officers elected by the class. These meetings are con- ducted on parliamentary procedure and matters pertain- ing to rules of the school safety, proper conduct on street in public buildings and at and past the school are dis- cussed. Through this work we try to give the fundamen-
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tal principles of citizenship, character, training and lead- ership.
HEALTH
The teachers in the elementary schools, in cooperation with the home, make every effort to develop in the chil- dren the right attitudes toward personal and public health. With the help of the school doctor, nurse, physi- cal education directors, dentists, and dental hygienist defects of eyes, throat, nose, teeth, hearing and posture are corrected so far as possible. The normal weight for the age of each child is also given special attention. Un- derweight children are placed in rest classes conducted in each school.
MUSIC
The most important aim of instruction in music in our elementary schools is to develop a love for music and an appreciation of it. For instilling the proper attitude to it, that is, the desire for the best in music and pleasure in listening to the best, the Damroch programs given over the radio are invaluable. Through these programs a knowledge of various compositions and composers is acquired. Music proves a help and is helped by the other school subjects through the activity program. The in- strumental instruction carried on in each school working towards orchestral work gives the children an inspiration towards a valuable use of their leisure time.
ART
A child gets a keen sense of satisfaction in expressing himself through art. Art also helps towards the making of a good citizen by improving his taste and developing appreciation of beauty in his surroundings. The elemen- tary schools emphasize art as an important part of a child's training.
Respectfully submitted,
COBURN W. TRIPP WILLIAM I. WHITNEY ELOUISE E. ELLIS HELEN M. RIESE
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REPORT OF INDIVIDUAL SCHOOL
Our school is now chiefly concerned with children of low mentality and it becomes increasingly difficult to make our work purposeful.
This is especially true of our primary division. Since we know that most of the children in this class room can never learn even the rudiments of academic subjects, can never become self-supporting, we have changed our mode of teaching to give them the training which will be most beneficial.
Our first objective is to make these children happy, because these subacute children do not possess the weap- ons that normal children do to withstand unhappiness and disappoinment.
The individuality of each child must be understood and respected so that each child may be educated to the limit of his capacity in all types of learning, educated for achievement on his own level, to enable him to do what he can with his own meager endowment and to develop any latent talents or aptitudes.
This means that the special class teacher must select for each child interesting activities or units of work that provide for bodily activity, self-expression and self-con- trol. Unification of school work has always been the watchword of special class teachers. Whether this uni- fication be called a PROJECT, UNIT or a SOCIAL AC- TIVITY, it means that school work is organized about a central idea and carried out over a period of time long enough to hold the children's interest.
Horace Mann once said, "The voice of Nature, there- fore, forbids the infliction of annoyance, discomfort, pain upon a child engaged in study." From experience,
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we have found this to be true and we accordingly guard against school activities that cause too much confusion in the school room, unless all the children are active at the same time. Disturbance, caused by a few, creates havoc in the nervous systems of pupils trying to concen- trate on academic studies.
Children in our primary division are taught a love for work through play, but as they approach adolescence, they are guided to find the element of play in WORK.
To our way of thinking, WORK is the most essential element to life. The difference between satisfying work and drudgery depends upon the emotional reaction of the. individual. We teachers endeavor to guide children to have a love for work through constructive activities, in which, needs arise for the pupil to possess some skill in reading, writing and number. In this way, we interest the child in acquiring academic learning commensurate with his knowledge of industrial arts.
That our efforts have met with some degree of suc- cess was proved in the summer by the older children. All of our fifteen year old boys worked all summer, earn- ing a weekly wage according to their ability. Boys, not quite that age,proved their desire to be self-supporting by working at any odd jobs they could find. Two of the older girls obtained work as maids in reliable families.
Twelve of the older boys also have had the great privi- lege of receiving instruction in wood-working from pro- fessional instructors at the Junior High School. From this departmental teaching, they not only acquire knowledge in manual training but derive much enjoy -: ment from association with larger groups in the pleas- ant environment of our new school.
Large charts, displaying the children's school work, were prepared for Education Week. Later on, these charts were taken home so that the parents might have the pleasure of examining them at their leisure. ..
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We introduced the art of making pottery to some of the older boys, but found that this working in clay, even on a small scale, not only soiled their clothes but neces- sitated almost constant sweeping of the school room. Therefore, we selected those boys who showed some ap- titude for the work and sent them to the "WORKSHOP" on Summer Street for periods of instruction. Here, un- der instructors trained in this art, they acquired con- siderable knowledge in the making and handling of clay, besides some skill in the making of pottery on a Pot- ter's Wheel.
We feel greatly indebted to the many organizations for their interest in the school and for their generosity to us during the past year.
Respectfully submitted,
MARY L. JACKSON, Principal.
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SPECIAL DEPARTMENTS
A. Music
Dr. Howard C. Davis, Supervisor of music, reports :
The following is a report of the activities of the music department and marks the first complete calendar year under the present direction. Following a natural period of adjustment the work has moved forward with in- creased smoothness and understanding of the new aims and objectives.
Vocal instruction in the elementary schools continues under the supervision of Miss Eileen Dennehy. Revi- sion of certain elements in the course of study have been accomplished to furnish a firmer foundation for the work of higher grades. Emphasis has been laid upon improvement in singing tone and a more musical pres- entation of the children's songs. Only such technical study as contributes directly to the problem in hand has been taught, attention being focussed upon building a repertoire of songs for use in later life. Beginning with 1937 added attention will be given to the stimulation of rhythmic response through the use of rhythm orchestras in grades I and II. Glee Clubs have been maintained in the larger schools as heretofore. As a direct result of the excellent class instrumental instruction under Mr. Joseph Pioppi and Mr. Donald Haywood the bet- ter players in Mt. Pleasant, Cornish, Knapp, Hedge, and Manomet Schools have been combined in an elementary school orchestra with a membership of 35.
Possibly the greatest contributary factors in the in- creased efficiency of the music department have been the excellent facilities made available by the new high school building. For the first time it is possible to have formal choral work in the junior high school. Also, for the first time a regular meeting place for band, orches-
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tra, glee club, and class vocal instruction has been made possible. All music work is now accomplished during regular school hours and, in the case of high school pu- pils, credit is given for participation in the music groups. The psychology of these improved conditions has worked immeasurable benefit to the esprit de corps and the musi- cal excellence of the student's work. All regular music instruction in the junior and senior high schools con- tinues under the personal direction of the writer.
In the junior high school in addition to the usual class vocal instruction glee clubs have been admirably main- tained as in former years by Miss Beatrice Hunt. This year, at the request of the pupils, a ninth grade glee club was instituted under the leadership of the writer. As a result of the excellent beginning made last year in orchestral work in the elementary schools the junior high school admitted a fine group of young players which has greatly strengthened the junior high school orches- tra. In addition to twenty-five stringed instruments there is a well-balanced complement of wood-wind and brass to make up a membership of from thirty-five to forty. Special groups such as a double brass quartet and a string quintet have been maintained for pupils having interest in this type of work. Mention should be made of the operetta, ALL AT SEA, in rehearsal at the junior high school at the time this report was written. While not strictly an activity of the music department this ambitious undertaking has been under the direction, both musically and dramatically, of the teachers of that school.
In the high school increased interest is present both in boys' and girls' glee clubs. Music of appeal to pupils of high school age has added greatly to this interest and membership is now at a premium. Sixty-six students are participating. Owing to graduation and the fact that there was no entering class the number available for orchestra in high school is small. The playing of those who remain has been on a high level, however, and
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with accessions from the junior high school another year the membership will be greatly increased. Both for aesthetic and administrative reasons it seemed wise to combine the junior high school band with such play- ers as remained in the senior high school this year. This has resulted in a larger membership, a better instrumen- tal balance, and increased pupil interest. Owing to dif- ficulties incident to programming it was necessary to abandon the choral work in the senior high school this year. Both the principal and pupils share the disap- pointment of the writer and the hope that next year it may again find a place in the school's activities.
With the approval of the superintendent and the co- operation of the Music Council, composed of principals and teachers, the department has planned a two-day music festival on May 4th, for elementary schools; and May 6th, for high schools. Programs will be given on the afternoon and evening of each day and will include demonstrations of work from the rhythm orchestras in the first grade to the more advanced work of the high school.
B. Drawing
Miss Virginia Dowling, Instructor in Drawing in the Junior-Senior High School, reports :
With the completion of the new Junior-Senior High School building this last September the opportunity has opened for us to give added advantages in the art cours- es this year that we have never been able to offer before.
High School art classes now meet five times a week with a separate class for beginners and one for advanced pupils. This enables them to study with greater thor- oughness subjects to be covered as well as to complete more work.
The special work in metal and jewelry craft, began last year, has been continued with gratifying results.
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Bracelets, rings, and pins in silver, and bowls, candle- sticks, and boxes in pewter or copper have been designed and made by the students. A similar course, for the half year, has been introduced for the ninth graders also.
Aside from the Crafts course, the ninth grade pupils are also eligible for the Marionette Club. In December "The Wishing Fairy" was presented at the Plymouth Public Library in place of a story hour. Judging by the enthusiastic audience the play was a great success.
Art in the seventh and eighth grades is carried on as it has been done other years. Problems covering the necessary subjects are given to get the needs of the va- rious groups.
So I feel that the department is a growing one and it is truly gratifying to me to see such growth in both numbers in classes and quality of work completed.
Miss Hazel Bates, Elementary Supervisor of Drawing reports :
The art department wishes to report progress as its achievement of the past year. Not any startling burst of achievement but just steady, normal growth. Our keynote has been correlation. The teachers ask for more time to accomplish this correlated work. They report that in the schools which they have visited, the art depart- ments have increased their time allotment. This de- partment would welcome an addition to its time sched- ule. There is an ever growing need for illustrative work, advertising posters and design work. To meet this need, time to develop techniques is necessary.
I would like to take this opportunity to express my ap- preciation of the time and energy spent by the teachers in their work. Without their efforts there could be no growth.
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C. Physical Education
Mr. Henry T. Knowlton, Supervisor of Boys Physical Education Department for Junior and Senior High Schools, reports :
Junior High School
The Physical Education work in the Junior High School has been greatly facilitated by the new gymna- sium and showerbaths.
The program includes instruction in calisthenics, pos- ture, games, first aid, tumbling, apparatus exercises, as well as drills in the various sports, i. e .: football, basket- ball, baseball, track, wrestling, boxing, tennis, and hockey.
We have been able to do a great deal more with pos- ture and corrective work this year because of our great- er facilities in the new building. The corrective work is done through individual meetings and consultations.
There are nineteen Junior High School classes per week. The boys of the seventh and eighth grades have two forty minute periods per week, and the boys of the ninth grade have one forty minute period per week.
After each gymnasium period the boys are required to have a shower. Towels are supplied to the boys at a nominal fee or a boy may bring a towel from home. As it is impossible to keep wet or damp towels in the basket lockers provided, a boy must take his towel home after each gymnasium period.
From September through November several touch football leagues were run off. Because the Junior High School playground was not available the games had to be played on the various fields and playgrounds about town.
Regulation Junior High School football games were
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played on the Stephens Field playground Saturday mornings.
Basketball has been very well attended as the winter intra-mural sport. There are 250 Junior High School boys competing in three leagues at present.
Senior High School
This is the first year that there has been compulsory Physical Education in the High School. Because of this fact the program must of necessity parallel the program of the Junior High School in general content. However, more individual work on apparatus and in games has been attempted.
During the past fall the football squad numbered fifty- eight boys. An eight game varsity schedule, and a seven game second team schedule kept the interest at a high pitch throughout the season.
A ten team intra-mural basketball league and the var- sity squad takes care of some 135 boys during the win- ter, season.
Interclass and intra-mural baseball, as well as varsity track and varsity baseball, make up the balance of the athletic program.
Mrs. Beatrice E. Garvin, Supervisor of Elementary Grades and Girls' Activities in the Junior-Senior High School, reports :
Since this year has marked the introduction of a pro- gram of Physical Education for Senior High school girls, the department has a new incentive-to set up higher objectives that will mean the leadership of all girls thru- out their school-life into an efficient activity and play life. Very definitely, the girls are encouraged to feel that they are helping to test the possibilities of organized game skills, rhythmics and dancing, self-testing activi- ties and stunts, apparatus, relays and group games in
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order to help the instructor in the establishment of a program which will best meet the needs of all individuals in the time available. The progress of the class groups and the individuals is to be definitely recorded, in ac- cordance with the present trend of testing and measur- ing achievement in Physical Education. All Senior High and nınth grade girls have one period in the gym- nasium or on the playground each week, those in the seventh and eighth grades two periods. Until routine procedure is established-the habitual use of showers after exercise, the willingness to try new skills, the re- sponse to squad organization, the minimum number of requests for excuse from the period-a major objective at this time must necessarily be the guidance method toward desired results.
The success of the program may very fairly be judged by the interest of the pupils in intra-mural sports, so that possible interests are being noted and considera- tion given to means by which these can be carried over from the instructional period into the afternoon sports program. The High School activities continue to im- prove in content and numbers participating. Some twenty-five girls were playing in every inter-school hockey competition and as many more in intra-mural games. In basketball there are an encouraging number of Seniors and Juniors who have never played the game before, who report with great enthusiasm-not with any interest in the limited inter-school schedule, but only to play "just for fun." It will be the policy of the depart- ment to reach more girls as they become interested thru skill contests, and to work toward more class and group games. Both gymnasiums are in use by the girls three afternoons a week. The spring activities of baseball, track and tennis are interesting as large a number of girls as any of the other sports, which was not true sev- eral years ago.
Because of the reduction in supervision time in the
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elementary grades, the program for the year was out- lined and presented in the fall. This allows the teach- ers to select the activities they are familiar with for in- structional periods and gives the supervisor opportuni- ty to develop the skills and higher organized games which can best lead toward the Junior and Senior High programs. The instructional period continues to be one in which the teacher takes the initiative and actually teaches the graded material which is to be practiced in the other play periods; the supervised play periods those in which an opportunity to extend the educational in- fluences of the school into the play-life of the child is offered.
Although not definitely a part of the school program, the summer period gave the department an opportunity to extend its influence thru a swimming program. Un- der the cooperation of the local Red Cross chapter chil- dren from seven of the elementary schools achieved some fine results in learning to swim and in improving their knowledge of strokes and elementary dives; and a group of seventeen from the Senior and Junior High schools took the standard Life-Saving tests.
D. Summer School
Mrs. Miriam A. Raymond, Principal of Summer School reports :
During the summer of 1936, one hundred and three pupils were enrolled for group and individual instruction in arithmetic, oral and silent reading, oral and written language, and spelling with the following teachers and this distribution :
Miss Helen M. Perrier-Grades IV, V.
Mr. Coburn W. Tripp-Mathematics, Grades VI, VII, VIII.
Mrs. Miriam A. Raymond-Reading, Spelling, Lan- guage-Grades VI, VII, VIII.
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Boys
Girls
Total
Grade IV
5
13
18
Grade V
12
7
19
Grade VI
12
8
20
Grade VII
19
14
33
Grade VIII
9
4
13
57
46
103
The teachers gave drill in fundamentals and as much attention as possible to individual weaknesses which had been reported by the regular teacher.
Attendance was in some cases required for promotion ; in other cases it was voluntary. The attendance record, attitude, and accomplishment were of a satisfactory order.
E. Report of Director of Americanization Classes
One of the greatest difficulties which aliens in the United States are confronted with is the lack of the English language. This is a handicap which must be overcome if the alien is to take his place and become an active member of this Democracy of ours.
It is not an easy task for the alien who may have had few educational advantages in his native land to acquire the ability to speak, read, and write a new language. This is especially true of the person in humble circum- stances, the greater part of whose time and effort must be expended in seeking a living for himself and his family. It is very important however that the language be learned and it is greatly to the credit of the foreign born that many of them eagerly fill the English and Citizenship Classes of the public schools and other agencies.
The classes here are divided into groups according to their understanding of and ability to speak, read and write our language. There are in our Classes the per-
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son who is illiterate in his own language, those who have had a grammar school education, and some who have been more advanced in their own language and country.
Many definitions of the term "naturalization" have been formulated. A fairly descriptive one which has the approval of the Supreme Court is this: "Naturaliza- tion is the act of adopting a foreigner and clothing him with the privileges of a native citizen." This conception of the new status of the former alien is quite in harmony in the idea of family relationship through adoption.
Adoption is the formal act of taking a stranger and treating him as one's own and the naturalization process contemplates the taking of the former stranger into our national family, treating him as our own, and giving him the rights of a native citizen.
The naturalized citizen, then, stands on equal footing under the Constitution with the native citizen in all respects, save that of eligibility to the Presidency and the Vice Presidency. Having thus been placed by law upon the plane of a citizen by birth, he should be recog- nized and treated as a native.
The new members of the group, when they acquire the privileges of citizenship, must assume and must be pre- pared to assume the duties and obligations of that status. That is he must be a citizen in fact as well as in name.
United States citizenship ought not to be conferred lightly. It is a high privilege which should not be grant- ed upon a doubtful showing. On the other hand, where the applicant is worthy no unnecessary obstacles in at- taining a laudable desire for citizenship should be placed in his path. The laws were enacted to provide for naturalization, not to prohibit it.
In the field of naturalization aid as in other types of social endeavor a definite analysis of the meaning of the word "cooperation" is perhaps essential. Here all
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