USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1936 > Part 31
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(2) By law boys and girls must stay in school until , sixteen years of age unless they secure regular employ- ment. Industry will no longer employ those under six- teen and naturally prefer those who are over this age. In 1927 there were 74 under sixteen years of age who left school to go to work, but in 1935 only 2, in 1936, 3 and in 1937 only 8. The figures for a ten year period are as follows :
Number of Certificates Other Than Home Permits Minors 14 to 16 years old
1927
74
1932
5
1928
66
1933
5
1929
58
1934
11
1930
49
1935
2
1932
21
1936
3
1937
8
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The eight certificates issued in 1937 were for farm work, delivering groceries, washing dishes in a cafe, helper on a truck and the like.
With this changed condition, it means that those who are not academically minded and who formerly left now remain in school.
(3) The high schools have formerly emphasized the academic training, largely due to college requirements and to the fact that most parents wished their children to be prepared for "white collared jobs." While it is necessary to maintain high scholastic standards, the fact remains that only about ten per cent go to college. For many, the general academic training is a valuable pre- paration for their work. Those in the commercial courses are receiving both an academic training and a practical training. However, many in this course are not fitted to be expert typists, stenographers or bookkeepers. There is a third group who either are not fitted for the work now offered or are not interested, but who would be greatly interested in and benefitted by training such as is offered in trade schools.
The Program of a Trade School :
The trade school would offer specific training in auto- mobile mechanics, machine shop, electricity, printing and carpentry. This work would be supplemented by the study of mathematics, science, and drafting as applied to the trades. There would also be work in practical English, civics, history and physical education. Such courses ought to develop not only qualities of citizenship and character, but should give boys a feeling of confi- dence that they are fitted for work in a specific field.
The Number of Pupils :
There is at present no means of knowing how many would take such work. Based, however, on the number
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of overage boys in the Junior and Senior High Schools and results in other towns, there should be at least 75 boys to begin, and more, as boys and parents realized the value of this training. To such a group would be added smaller numbers from the surrounding towns.
Initial Costs :
To establish such a school the town must provide the building and equipment. A portion of the old high school with small alterations is well adapted for this work with the exception of quarters for automobile mechanics. A small building, 40 by 60, would be required for this latter. Equipment for the entire school could be secured for about $40,000 as indicated by the following figures furnished by the State Department of Vocational Educa- tion :
Minimum
Maximum
Printing
$7,000
$12,000
Electrical
2,250
2,500
Sheet Metal
1,500
1,800
Machine
15,000
20,000
Automobile
3,000
3,500
Carpentry
2,000
7,000
Total
$30,750
$46,800
The total initial cost of establishing a trade school, including equipment, alterations and a small fireproof building, need not exceed $50,000. The payment of this sum could be distributed over a period of years.
Cost of Maintenance :
The cost per pupil in trade schools is higher than in the regular schools and many even be twice as high, but the state pays one-half of this cost, including salaries of teachers and janitor, heat, light, materials and mainten- ance. Tuition from pupils from surrounding towns would further reduce the actual cost to the town. Withdrawing
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75 boys from the high school should reduce the cost of this school. As a result the actual net cost of schools to the taxpayers should not differ materially from the pre- sent cost.
Use of Old High School Building
Owing to the economic conditions in town the question of maintaining a trade school will not be brought before the voters at present. Other than for school purposes any use of the old high school building should be with the distinct understanding that the School Committee has not relinquished its right to use the building for school purposes. The town should be given a definite opportunity to vote upon its use for a trade school.
School Enrollments
(a) Elementary Grades :
On the opposite page is a table showing the enrollments in the several grades for a twelve year period and the average for the three four year periods 1926-1929, 1930- 1933, and 1934-1937. In the six elementary grades there has been a decrease of approximately 300 pupils, dis- tributed quite evenly in the first five grades, with a lesser loss in the sixth grade. The loss in the last four year period as compared with the first group is approximately twenty per cent. The chief reason for the decrease is the decrease in birth rates during the past six or seven years. From present indications the elementary enrollment should become constant at about 1225-1275 pupils.
(b) Junior High School :
The Junior High School now consists of grades VII, VIII, and IX, instead of only grades VII and VIII. This total enrollment has increased about 100 pupils, due largely to the fact that pupils are now staying in school longer. During the first four year period there was a marked falling off between the sixth and seventh grades
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DECEMBER ENROLLMENTS
1926 - 1937
Total
Special
Elementary Grades
Per
Year
Enrollment
No.
%
I
II
III IV
V
VI
Total cent
1926
2531
32
1.2
280
275
282
251
311
279
1678
66.3
1927
2540
26
1
297
267
262
275
245
282
1628
64.3
1928
2549
28
1.1
301
284
261
241
264
230
1581
62.
1929
2541
29
1.1
284
267
262
253
243
252
1561
61.3
1930
2517
31
1.2
264
260
242
246
253
231
1496
59.4
1931
2549
27
1.1
229
247
260
236
243
236
1451
57.1
1932
2647
31
1.2
269
211
250
261
221
255
1467
55.4
1933
2475
30
1.2
246
244
211
243
259
228
1431
54.7
1934
2586*
28
1.1
233
237
218
226
232
260
1406
54.3
1935
2533*
30
1.2
236
213
213
227
192
246
1327
52.4
1936
2475*
30
1.2
245
219
209
201
223
196
1293
52.2
1937 Nov. 2367*
27
1.1
228
198
206
195
190
228
1245
52.6
Aver.
1926-29
2539
29
1.1
291
273
267
255
266
261
1613
63.5
Aver.
1930-33
2581
30
1.2
252
241
241
247
244
238
1461
56.6
Aver.
1934-37
2491
29
1.2
236
217
212
210
209
235
1318
52.9
Decrease
55
56
55
45
57
26
Estimate 1940
2225-2325
220-235
210-220
205-215
195-205
195-205
195-205
*Not including sub-primary.
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DECEMBER ENROLLMENTS 1926 - 1937
JUNIOR HIGH SCHOOL
SENIOR HIGH SCHOOL
Year
Total Enrollment
VII VIII
IX Total cent
X
XI
XII Total
%
1926
2531
215
196
148 559
22.1
129
72
61 262
10.3
1927
2540
250
214
127
591
23.4
112
99
74
285
11.2
1928
2549
259
214
187
660
25.9
113
86
81
280
11.
1929
2541
213
228
186
627
24.6
163
78
83
324
12.9
1930
2517
222
191
206
619
24.6
171
123
77
371
14.7
1931
2539
223
209
189
621
24.4
191
139
110
440
17.3
1932
2647
227
215
217
659
24.9
177
165
148
490
18.5
1933
2475
254
216
196
666
25.4
199
148
142
489
18.7
1934
2586*
236
243
189
668
26.
177
167
140
484
18.7
1935
2533*
246
215
219
680
26.8
174
155
167
496
19.6
1936
2475*
248
227
204
679
27.4
203
134
136
473
19.6
1937 Nov. 2367*
205
209
196
610
25.8
186
163
136
485
20.5
Aver.
1926-29
2539
234
213
162
609
24.0
129
84
75
288
11.3
Aver.
1930-33
2581
232
208
202
642
24.8
185
144
119
448
17.3
Aver.
1934-37
2491
234
223
202
659
26.4
185
155
145
485
19.6
Increase
10
40
56
71
70
Estimate 1940
2225-2325
575-600
425-450
*Not including sub-primary.
and in the succeeding grades. This is not true in the following years. The ninth grade shows the biggest in- crease and indicates that a very high percentage remain through these three Junior High School grades. The marked decrease in the elementary schools reached the Junior High School in September. This will affect the eighth grade next year and grade nine in September 1939. The ultimate enrollment should be 575-600.
Per
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(c) The Senior High School :
The Senior High School now consists of the upper three grades X, XI, and XII. These grades show a big increase from 262 in 1926 to 485 in 1937. Undoubtedly the enrollment will remain about 475-500 until 1940 when the smaller groups in the lower grades reach the tenth grade. The enrollment should then decrease slightly to 450 or possible 425.
(d) Decrease in Numbers of Teachers.
For the year ending June 30, 1930, there were 102 teachers, principals and supervisors for 2496 pupils in average membership. For the year ending June 30, 1937, there were 94 teachers for an average membership of 2472. This decrease of eight teachers was in the elemen- tary grades and due to the decreased enrollment. The recent decrease in the enrollment in the Junior High School reduced the size of many classes from 40-45 to 35-38, but did not affect the number of teachers.
Tuition Pupils
With the prospect of a continued decrease in the Junior High School which will affect the Senior High School, it will be possible to accommodate tuition pupils. Their attendance should be encouraged, providing they do not unduly increase the size of the present classes. At a fair tuition rate which would cover at least the per pupil cost there would be a definite financial gain to the town.
The New Heating Systems
The new heating system in the Junior-Senior High School has proved very economical. For the calendar year 1937, 240 tons of nut and slack coal were used as com- pared with 300 tons previously used in the two old build- ings. Minor adjustments of heat are being made to regu- late conditions in three classrooms and in the auditorium.
At the Cornish and Burton Schools the revised heating
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system with one central boiler has proved very efficient. Adequate heat and ventilation are provided at much less cost than formerly. The unsatisfactory conditions de- scribed in last year's report are completely removed.
At the Oak Street and Hedge Schools heat regulators know as the "Firemasters" were installed in September for trial. These also have proved very efficient by reduc- ing heating costs and at the same time giving heat through the night so that the temperature of these school buildings does not fall as low as formerly, thus resulting in higher temperatures early in the morning. These were placed in these schools on trial for six months. The fall term demonstrated their worth.
Return of Salary Reductions
At the annual town meeting held in March it was voted to restore to all town employees the ten per cent salary reduction which had been in effect since April 1, 1932. This return was very much appreciated by the em- ployees of the School Department and has helped to en- gender a finer spirit among the teachers and janitors.
Need of Athletic Field
Since the erection of the new Senior High School on Lincoln Street was first considered, it was deemed advis- able to purchase the so-called Pope property, consisting of 1.1 acres and lying at the rear of the present play- ground. The purchase and development of this for minor sports is very desirable. The girls play hockey on a por- tion of Stephens Field which has to be roped off during games because a road runs through it. The grounds are far from ideal and are unsafe because of passing cars. At present there is no suitable track. Both these condi- tions would be remedied by the development of the Pope property. The regrading of the field would make an ex- cellent W.P.A. project. The further regrading of the right-away to Bradford Street and the development of a parking area in the rear of the Junior High School should be combined into this project.
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The Underage Pupils
Since 1924 pupils have entered the first grade if they were underage, that is, less than 5 years 8 months old on September 1, and passed a psychological test showing that they had a mental age of at least 5 years and 8 months. The school records of achievement of these un- derage pupils is available from 1925. The factor that these tests do not measure is the physical maturity of the child. Unless this development accompanies the mental, the child is not ready for school work.
A study of pupils who have entered since 1926 reveals the fact that in the first grade about 8 per cent will fail, 25 per cent will have a C and 67 per cent will have a B or A average. In the succeeding elementary grades 22 per cent will have C, 75 per cent will have an A or B, and a very small number 3 per cent, will fail. A study of the comparison of marks in the elementary school of those who enter regularly with those of the underage shows that the underage have a much smaller percentage of failures and a higher percentage of A's and B's.
In the Junior High School the same relative standing was found as shown by these figures:
COMPARISON OF MARKS GRADES VII-IX,
JUNE, 1937 REGULAR VS. UNDERAGE
Grade
Subject:
English
Social Studies
Mathematics
A-B
Per Cent C
D
A-B
Per Cent C
D
A-B
Per Cent C
D
VII
Underage Not Under.
65.6 40.4
34.4
0.
75.
25. 47.
0.
50. 33.
54.1
13.1
VIII
Underage Not Under.
62.5
34.4
3.
56.2
43.8
0.
37.4
53.1
9.4
47.9
46.1
6.
47.9
49.9
3.
38.1
53.3
8.5
IX Underage Not Under.
56.3
43.7
0.
75.
25.
0.
66.7
33.3
0.
36.2
61.4
2.3
47.9
50.3
1.8
40.6
49.4
10.
50.
0.
43.6
16.
49.2
3.9
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In the Senior High School the underage were again superior to the others as shown by these figures:
PER CENT A OR B
English Social Studies
All Studies
Grade
Not Under. Under.
Not Under. Under.
Under.
Not Under.
X
43.5
36.8
53.3
37.2
48.
40.
XI
68.2
43.7
42.9
34.5
54.7
45.6
In the graduating class last June 52.9 per cent of those who entered by the underage test averaged 80% or better in their high school work, while only 27.6 per cent of the regular pupils maintained this average.
Out of 243 pupils admitted there have been 42 fail- ures, 26 of whom had a mental age of 5 years 8 months or less. Thus more than half the failures were caused by those whose mental age was 5 years 8 months or less. By raising the requirement for admission to 5 years, 10 months, these failures would have been eliminated.
The following question was asked of the teachers in the Junior and Senior High School: "How many pupils do you find in your classes who are immature or whom you wish might have come to you a year later," This number was checked against those who were underage. The results are tabulated as follows:
NUMBER PUPIL CONTACTS WHERE IMMATURITY SEEMS A FACTOR TO TEACHERS IN JUNIOR- SENIOR HIGH SCHOOL
Junior High
Senior High
Number Teachers
23
17
Number Pupil Contacts
3502
2121
Number Immature
116
120
Per cent Immature
3.3
5.7
Number Underage
33
25
Per cent Underage
1.
1.2
Number Not Underage
83
95
Per cent Not Underage
2.3
4.5
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Conclusion: Where only one per cent of the teacher contacts is due to the immaturity of the child, the situa- tion is surely not serious.
It is very evident that the requirement for admission should be raised to a mental age of 5 years 10 months. Further attention should be givien to the physical readi- ness of pupils admitted to discover that they are really prepared to do school work.
Changes in Teachers
Once again the schools lost through resignation one of its most valuable leaders, Mrs. Mary L. Jackson, Princi- pal of the Individual School. An expression of apprecia- tion adopted by the School Committee and printed else- where is a fitting testimonial of her outstanding ability. Her position required unusual insight into the psycho- logical problems involved and their solution. Mrs. Jack- son retired with the respect and admiration of all those in the state who have known of her contribution to spec- ial class education. She was succeeded for two months by Miss Clara E. Morson who was especially well pre- pared for the work, but resigned because of the severe nervous strain. In November, Mr. J. Leo Ash was ap- pointed as principal. Mr. Ash is a graduate of Bridge- water State Teachers College with the degree B. S. in E. and has had valuable experience as a teacher of a special class and as a principal of a grammar school. His report, which is found later, indicates that he is trying to carry out the ideals already well established in the school.
At the Senior High School Miss Charlotte C. Brown, Head of the History Department, was granted a year's leave of absence for professional study. Miss Amy M. Rafter, another history teacher, succeeded her and Miss Helen M. Johnson of the Junior High School took over Miss Rafter's work.
At the Junior High School Miss Alice Heywood was
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assigned Miss Johnson's social studies. She is a grad- uate of Bridgewater State Teachers' College and Boston University and has had nine years of experience at the High School in Plainville.
At the Junior High School Miss Rita E. Oosterdiep, Miss Julia Andrews and Miss Nancy Mellor resigned to be married. Miss Lemira Smith, who graduated in 1935 from Bridgewater State Teachers College with honors in mathematics was assigned this subject. The English work was assigned to Miss Iris Albertini and Miss Eleanor McCormick. Miss Albertini, a local young lady, graduated from Radcliffe College with high honors and had taken special professional training. Miss Eleanor McCormick graduated from Wellesley College with high honors and with professional training.
The first of November Mr. A. Clark Ingraham, who taught English and coached baseball and basketball, re- signed to go to Kearny, N. J., where the maximum salary for men teachers is very much higher than Plymouth's. He was succeeded by Mr. Gilbert C. Garland, Principal of the Kezar Falls High School in Maine. He graduated from Springfield College where he specialized in English and basketball.
In December Miss Kathleen F. McNerny, who had taught household arts in the Senior High School, re- signed because of her approaching marriage. Her posi- tion was given to Miss Viola Boucher, who graduated from Framingham State Teachers College with a degree of B. S. in E. She specialized in the vocational aspects of household arts and had apprentice teaching for a year at Northampton.
Per Pupil Costs
The school expenditures in Plymouth have been re- duced to a greater extent than those of the state as a whole, as shown by the following summary of per pupil costs.
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1931
1933
1934
1935
1936
1937
State
$100.76
$90.40
$88.21
$90.23
$95.96
$99.00
Plymouth
100.81
83.96
77.83
84.27
86.44
88.81
From 1931 to 1937 the decrease in the state per pupil cost varied from $12.55 in 1934 to $1.76 in 1937, in Plymouth from $22.98 in 1934 to $12.00 in 1937. This is conclusive evidence that Plymouth has reduced salaries and maintained other economies to a greater extent and for a longer time than the state as a whole.
Plymouth is the largest town territorially in the state. It is therefore natural to expect a heavy transportation cost. The comparative per pupil cost of transportation with that of the state is as follows :
1931
1933
1934
1935
1936
1937
State
$2.72
$2.52
$2.46
$2.51
$2.56
$2.66
Plymouth
7.60
5.15
6.84
6.04
6.15
5.37
If these amounts be deducted from the costs above, the comparative costs of the other items would be as follows :
1931
1933
1934
1935
1936
1937
State
$98.04
$87.88
$85.75
$87.72
$93.40
$96.34
Plymouth
93.21
78.81
70.99
78.23
80.29
83.44
By excluding transportation and beginning with 1933, it may be seen that Plymouth has maintained its schools at a per pupil cost from $9 to $15 less than the state average.
School Budgets
In terms of recommendations by the School Commit- tee and total appropriations made, the record is as fol- lows :
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No. Pupils Dec. )
Recommended by
Approved by Town
Expenditures
1930
2517
$254,000.00
$250,000.00
$249,806.62
Trust Fund
20.34
1931
2539
259,000.00
253,500.00
253,497.11
Trust Fund
21.28
1932
2647
237.750.00
237,750.00
233,560.60
Trust Fund
19.41
1933
2475
212,950.00
212,950.00
212,963.53
Trust Fund
15.67
1934
2628
218,550.00
218,550.00
218,637.87
Trust Fund
12.87
Out of state
travel
75.00
1935
2567
226,000.00
222,000.00
222,006.77
Trust Fund
12.88
1936
2536
220,875.00
218,425.00
218,437.87
Trust Fund
12.87
1937
2416
231,962.00
228,807.00
228,813.72
Trust Fund
11.03
1938
2413
School Committee
242,600.00
When it became apparent in 1932 that drastic econ- omies were necessary, plans were made in June to re- organize the assignment of pupils to schools. Lincoln Street School pupils were sent to the Mt. Pleasant and Cornish schools, Alden Street to Cold Spring and Cor- nish, Cliff Street to the Cornish, saving three teachers, janitor and heating costs. In June three-year contracts for transportation reduced these costs $10 a day. Other reductions were made in costs of coal and maintenance. These savings were reflected in the unexpended balance of $4208.81.
The increase for 1938 over that of 1937 is due to three factors: (1) the return of salaries for the full school year, (2) the general increased cost of all supplies, (3) several isolated families have requested transportation which fact has added $1000 a year to the budget. New three year contracts may further increase this cost. The fact, however, should be kept in mind that the proposed budget is nearly $17,000 less than the one recommended in 1931. While the decrease is largely due to the elimina-
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tion of eight teachers in the system, reductions in other items have also been made.
Expansion of Guidance in the Junior-Senior
High School
In order that the pupils in the Junior and Senior High Schools might better understand how best to develop their own interests and abilities through the offerings of the school and the community, it was decided to assign the work of individual guidance to Mr. Edgar J. Mongan, the assistant principal in the two schools. His report explains the need, the plan, and some phases already accomplished and is as follows :
"The pressure of the unemployment problem has brought a growing emphasis on the need for more guid- ance in education. The increasingly large number of em- ployables, swelled each year by high school and college graduates, has made the competition for jobs so severe that the boy or girl with a "general education" is at a dis- count in the labor market. He cannot sell his services with 'advantage to himself for his qualifications are too general to fit him for a particular job. Fortunately not all pupils suffer from this handicap to the same degree, but too much of it persists nevertheless.
"Guidance is designed to overcome this difficulty. It gives the pupil greater knowledge of the vocational fields and of himself so that he may better choose the kind of education best suited to equip him for the vocation which he feels naturally drawn to. It provides the pupil with the services of a guide-some to inform and advise him concerning trades, professions and their educational re- quirements-but it leaves decisions to the pupil and his parents. From the educator's point of view it is an effort to provide each pupil with that sort of education which fits him personally, which fits most comfortably, and can be used most effectively. Its effect should be the opposite of standardized, mass-production results in education.
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"The rudiments of such a program have long existed in both Junior and Senior High schools and have within their limits produced good results. That the program should be extended is evident from even the most cursory study of present day economic conditions and of present day whereabouts of former students. The direction of this extension and the degree is not so easily discovered, however. A survey of existing facilities and check on their effectiveness must come first-and that is now in progress.
"We have at present a home-room program function- ing in the Junior High School and the "short assembly" program in the Senior High School.
"It is unwise while an investigation of the foregoing set-up is still in process to attempt to prophesy outcomes. However, since certain factors have been constant from the beginning of the survey up to the present it seems safe to consider them as indications of what may be needed. The two most prominent of these indicate (1) more vocational information in the form of books, mono- graphs, etc. for use in home-room periods, in the library, in social science classes; (2) more courses of a frankly occupational nature.
"Up to the present in the Senior High School there has been somewhat over 200 scheduled conferences with pupils. Of this number 40 have sought a second and in a few cases still more conferences on their own initiative in order to get help on educational or vocational pro- blems. Information and advice concerning opportunities for education beyond high school; adjustment of subject difficulties involving course changes, study habits, teacher-pupil relationships; a few cases involving fric- tion in the home-all these have entered into or arisen from these conferences. But more important still each pupil interviewed has been given a chance to view objec- tively his own capabilities as well as his limitations. The
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