USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1936 > Part 32
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old Greek maxim "Know thyself" still has considerable vigor, and children seem to recognize its value instinctive- ly.
"The pupil conferences in the Junior High School will begin after the Christmas recess. The chief problem pre- sented in the eighth grade involves choice of a curriculum upon entering the ninth grade. In all cases these children will be urged to talk over with their parents their choice of vocation and consequent choice of curriculum. A child's extravagant desires and ambitions can be handled more tactfully and effectively by his parents than by a teacher. A realistic approach with family background and resources well in mind is recommended to the pupil for these family conferences, and the pupil's demon- strated ability is stressed as the best basis for future planning. Each pupil is told that a decision now on voca- tion or curriculum is not irrevocable; but a serious, thoughtful decision now will probably make future changes unnecessary.
"The stimulation of pupil interest in vocations by bulletin board exhibits and by books, catalogs and pam- phlets has been reasonably successful. A greater supply and wider variety of this material is being collected.
"Assembly talks and class meetings have been used as introductory and supplementary to the conference. Guidance is a group function as well as an individual one.
"There have been a few cases in which behavior pro- blems predominated. Three of these in the Senior High School are still unsettled because the behavior pattern has been so long established that the habits are hard to break; however, with one of these the prospect seems fairly bright. In the Junior High School the most ser- ious behavior problem was found to have sociological roots and was solved with the cooperation of state agencies."
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Appreciation
To all the other town departments who have cooper- ated in any way, I wish to extend my sincere apprecia- tion. To many public spirited citizens and civic organi- zations goes the gratitude for their contributions for the welfare of the less fortunate children.
The successful operation of the system depends upon the faithfulness, idealism and professional spirit of the teachers, qualities found to a high degree among the Plymouth teachers. Parents, too, have taken an active interest as shown by the large number of visits to the school for conferences with principals and teachers. Sug- gestions and constructive criticism pertaining to the wel- fare of individual children or to the system as a whole are always welcomed by the superintendent.
Your own fine cooperation, advice and interest in the welfare of the children have been vital factors in the success of the system.
Yours respectfully,
ANSON B. HANDY,
Superintendent of Schools
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PLYMOUTH SENIOR HIGH SCHOOL
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To the Superintendent of Schools,
I present to you herewith my report for the year 1937.
The enrollment of Senior High School as of December 24 was as follows:
Boys
Girls
Total
Grade 10
112
74
186
Grade 11
67
97
164
Grade 12
68
56
124
Postgraduates
4
8
12
Total
251
235
486
The total enrollment a year ago was 497.
We still experience a thrill of joy and satisfaction whenever we contemplate the new building and its facili- ties for carrying on our work. Last year was more or less a period of adjustment. With a better knowledge of the working possibilities of the school plant and with important equipment installed, the educational program has functioned with greater smoothness than was pos- sible a year ago. There are still some difficulties in pro- viding meeting time and place for all the groups and or- ganizations without undue interference with the regular class room work, but we feel that whatever is education- ally sound should be made administratively possible.
A class of 61 boys and 72 girls was graduated in June. The theme of the graduation program was a fitting tri- bute to Horace Mann and his work as "Father of Pub- lic School Education." The principal speaker was Dr. Payson Smith.
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Thirty-eight of the graduates have continued their education, distributed as follows :
Postgraduates
13
Preparatory Schools
2
Business Schools 6
Technical Schools
2
Library School
1
Junior Colleges
2
Bridgewater State Teachers College
3
Boston University
1
California State Teachers College
1
Colby College
1
Dartmouth College
1
Fitchburg State Teachers College
1
Harvard University
1
Northeastern
2
Radcliffe 1
The success of our graduates in college continues to be a cause for justifiable pride in the quality of training offered by the school. A large number have earned scholastic, athletic, and other forms of distinction. One passed the College Entrance Examination board tests with high honors, while another was accepted at Radcliffe by certificate with high rating. One member of our pre- sent senior class is president of the state organization of student councils and another is president of the south- eastern division of the same organization.
In spite of several changes in teachers, the work goes on successfully, due to the fine qualifications, personal and professional, of our teaching staff-both new and former members of it.
Changes in the courses of study include the dropping of Business Organization as a half year course for sopho- mores and substituting a full course on Business-Econo- mic Problems for juniors. For seniors a half-course on general clerical practice seems to be meeting the needs
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of a number of pupils who desire this type of training without typewriting. Both band and orchestra are now rehearsing twice a week. A marked improvement in their playing is evident. While the boys' and girls' glee clubs meet once a week separately, they also combine once a week to form an a capella choir which gives every indica- tion of becoming an unusually fine singing organization.
There is still a very great need for manual training and other vocational work above grade IX. I hope the time is not far distant when we shall be able to offer this type of training to the many who would profit by it.
I have already noted that our graduation program centered around the Horace Mann Centennial. An ode read on that occasion, written by Mary Bodell, was sub- sequently read at the annual meeting of the National Education Association and published in the Journal of Education. Further recognition of Horace Mann's great work was brought out at two school assemblies, especially on November 9th. Doubtless the theme of this year's graduation program will be the Sesqui-centennial observ- ance of the adoption of the Constitution. We have already begun. Friday, September 17th was observed as Con- stitution Day in the school assembly and the study of the Constitution is being given more than ordinary emphasis in the American history classes. We are grateful to the Plymouth Civic Association for its splendid gift of the "Shrine of the Constitution," a pictorial description of the Constitution, its history, contents, and signers, mounted on a standard and displayed in the school library.
We are not having as much outside talent at our assemblies this year, but rather stressed pupil participa- tion. On November 10, a peace play, "Return," was pre- sented under the auspices of the International Correspon- dence Club, sponsored by Miss Carey. Similarly, a Christ- mas play, "The Cathedral Clock," was given by a group of pupils under Miss Locklin's direction. Lawrence Bon-
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giovanni, a senior in Boston University who has been do- ing practice teaching here, sponsored the presentation of three scenes from "Macbeth." All of the plays were well done. Mr. Walton gave us an interesting and informing talk on "Fire Prevention." Mr. Edward Murphy of Co- hasset addressed us on the "Paradoxes of Geography." I mention these to give you an idea of the type of assemb- ly we have.
The following clubs are functioning under teacher sponsorship. Their names indicate their purpose.
International Correspondence Camera
National Honor Society Radio
4-H Forestry
In connection with the Cooperative Study of Secondary School Standards 140 cards were sent to parents of the members of the graduating class of 1937 asking them for their judgement of the school as determined by their an- swers to certain questions. Only 40 cards were returned but almost without exception the replies to the various items were decidedly favorable.
In December, questionnaires were sent to the graduates themselves. A summary of their replies follows, exclu- sive on "continuing education," which has been tabulated elsewhere. It is regrettable that more did not take the trouble to answer as the information would be valuable.
Employed :
Total
Clerical - 8 Girls, 3 boys 11
Mechanical - 2 girls, 3 boys 5
Domestic - 6 girls, 1 boy 7 Odd Jobs - 4 boys 4
Unemployed - 10 girls, 9 boys 19
Married - 1 girl 1
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The following find that their high school education helped them in securing and holding their present posi- tion as follows :
1. No help 7
2. Little help 2
3. Fair amount of help 11
4. Considerable help 7
5. Great help 10
6. Indispensable 3
The following characterize their experience in high school as follows:
1. Most satisfactory experience I have ever had 13
2. Thoroughly satisfied with most things .. 28
3. Well satisfied, but wish a few things were different 10
4. Fairly well satisfied, but many things were disappointing 3
5. Not very well satisfied, although a few features were pretty good 1
6. Decidedly dissatisfied with most things 0
7. Most unsatisfactory experience I have ever had 0
We believe thoroughly that the school exists for the pupil and are striving to make the school experience of each one as beneficial as possible.
Very truly yours,
WAYNE M. SHIPMAN, Principal
1
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PLYMOUTH JUNIOR HIGH SCHOOL
The Plymouth Junior High School has a total enroll- ment of 614 this year, about 80 less than during the last school year when the school, even though new, was over- crowded. Now classes are of normal size, about 35 in each, excepting in certain subjects-algebra, Latin, art, shop, foods, and clothing. These classes are half-size.
Home Work
The policy of assigning no home work to grades 7 and 8 still prevails. There are enough study periods for the ninth grade pupils so that those who work diligently will complete at least two of their home lessons in school. Many pupils find it possible to finish three assignments during the school day. The preparatory and commercial curriculums require four daily assignments; the voca- tional curriculum, three. Pupils should have but one or two lessons to do outside of school, and, if proper study habits are acquired, each lesson should be done in forty- five minutes or less. Students are requested to limit the time spent on a lesson to one hour and to report if ac- complishment within this time was impossible so that the teacher may be aware of pupil difficulties and be guided accordingly. Of course, members of any grade who voluntarily lose a study period or regular class because of membership in an extra-curricular activity group must do the work lost outside of school in order to keep abreast of the class.
Pupils who are absent get assignments from some other class member by definite arrangement made under teacher supervision. This system is well organized and is one means of promoting self-reliance. Pupils in the Junior High School are trained from the very first to depend upon themselves and are provided with some-
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thing to do if they have spare time. They do not wait for the teacher to notice and find an occupation for them. They are taught how to keep busy. It takes time and patience for the adjustment of many seventh grade pupils to the new type school, but, when once adjusted, they do progress surprisingly well.
Faculty
This year brought an unusual number of changes in the faculty personnel. Three women teachers married, one was transferred to the Senior High School, and one of the men resigned to accept a much more lucrative position in another state. These vacancies have been filled satisfactorily and the work has gone forward with- out interruption. One student from the State Teachers' College at Bridgewater has completed a twelve weeks' course of intensive training.
Vocational Arts
The state-aided vocational arts class which was intro- duced in the ninth grade last year continued its work in the Senior High School. In the Junior High School this year there are two classes instead of one-one of them an A group which gives evidence that the value of this work is being realized. The same committee of housewives continues to serve as sponsors. They are Mrs. W. J. Sharkey, Chairman, Mrs. William H. Beever, and Mrs. Louis Giovanetti.
Assemblies
Observance of the Horace Mann centennial was made at various times throughout the year. The life of this famous educator was studied in the social studies classes. A special assembly was held last spring. The year's observance closed in the fall with special home room pro- grams to mark the anniversary of his birth.
The observance of the Sesquicentennial of the Consti-
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tution has begun. Various posters adorn the bulletin boards and a special exercise will be included in the Flag Day program which will be held again on the Training Green on June 14.
It is the policy of the school to include as many differ- ent pupils in the bi-weekly assemblies as possible. At the close of the half year about two hundred pupils have participated.
Physical Education
The report of the physical education program for boys is included in that of the coach. This year the girls are directed entirely by Miss Welsh. The seventh and eighth grade girls enjoy two physical training periods each week. The ninth grade girls have but one period but those who are interested report for basketball in the afternoon.
Apparatus work for girls has been discontinued to eliminate any danger therefrom. As soon as an electric victrola with sufficient volume can be installed in the gymnasium, simple social dancing and ballroom conduct will be included in the course. It is encouraging to note the increased number of girls who take advantage of the showers.
It is with regret that the discontinuance of the drum major corps, an organization which did so much for the posture of the members and the school spirit of all, is reported.
School Paper
Last year no school paper was issued because of poor office equipment. This year's issue is now in preparation ; its printing being made possible by the purchase of a new typewriter and mimeograph.
Cafeteria
Because of Miss Helen C. Doherty's good management, the cafeteria survives advances in food costs without de-
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creasing the sizes of servings or increasing costs to pupils. Very few pupils purchase soups but the hot dishes are popular. The price of the main dish is but five cents as compared with prices ranging from ten to twenty cents in many other cafeterias. Sandwiches and frankforts are sold for the low price of five cents so that those who have but ten cents to spend may include milk in their lunches. All eggs used come from a nearby dealer and are absolutely fresh. Care is given in the selection of all food. This year free milk for undernourished children is generously supplied by the A. R. Parker Company.
The Cantata
The most important musical event of the year was the cantata, "A Christmas Candle," directed by Miss Hunt and coached by Mrs. Sharkey. It was intended to pre- sent this little performance on one evening to those who like Christmas music but, since the house was oversold in two days, it was necessary to give it twice in order not to disappoint the large number of people who wished to attend. The week before its presentation, plans were made for the cast and chorus to broadcast it from the Boston studio of the Colonial Network. This was a gi- gantic undertaking because it meant revising the entire script and giving the cast an entirely different training. The broadcast came over WAAB and affiliated stations on Friday, Dec. 17, from 3 to 3:30. The co-operation of radio dealers and merchants who made it possible for the program to be heard throughout the town is much appre- ciated, and the commendation so freely expressed by those who enjoyed it, gave much encouragement to the entire school. The children themselves who worked so hard and behaved so well, and the harmonious relations among teachers made the project a happy one. The invitation for the school to return again to the studio because of the quality of the performance and the excellent behavior
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of the unusually large group participating, was indeed a tribute. It was worth all that it cost in time, energy, and money, and was an experience that the participants will long remember.
MARY M. DOLAN, Principal
1
.
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ELEMENTARY SCHOOLS
The following is a report of the elementary principals on the work of the past year in the elementary schools of Plymouth.
Penmanship
Education has never remained static for any consider- able period of time. In recent years there have been marked and rapid changes. These are as apparent in penmanship as in any other subjects of our school cur- riculum.
The aim in handwriting instruction for all grades is to equip students so that their needs in written work can be met satisfactorily. The amount of writing necessary for school purposes is far greater than that demanded in ordinary occupations out of school. If, therefore, the goal of good writing is reached in school, students will be adequately equipped for practically all occupations. To write legibly, fluently and easily is the desired goal.
Legibility in writing must be established together with a usuable speed. Overemphasis on speed, arm movement, or form is not the best method. Moderate speed with a careful study of good form, and ease of writing is the best procedure.
Much of the striving for arm movement is rapidly be- coming a thing of the past. Studies have been made which prove that a combine action of fingers, hand, and arm produce more acceptable results and greater ease in penmanship.
Methods of procedure are presented that are designed to train students to think and to judge. These methods take the place of the old type of teaching by prescription or dictation. Plans for self-criticism, for individual res-
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ponsibility in selecting and attacking problems, further- ing individual diagnosis, and giving pupils the satisfac- tion of achievement through the recognition of growth make contributions toward desirable qualities. Pupils will work with far more earnestness and enthusiasm if they have a large part in determining their particular needs.
Spelling
In spelling as in other subjects of the present day cur- riculum a new psychology of learning is being applied which has given new life to its teaching. Through many recent investigations it has been proven that the ability to spell is based largely on the right habit of observing words during reading. In the early grades study of a more or less informal type predominates. In the upper grades the method of test-study is used effectively be- cause the children have had a greater reading experience and training in noticing the spelling of words.
The words may be introduced in a "unit of word" activity in which the pupils are engaging. The textbooks provided are especially helpful for this type of work in that a five to eight line paragraph introduces each new topic. These integrate spelling with the pupil's own in- terest.
The test-study technique is as follows: On Monday, a discussion of the words as introduced in the unit. On Tuesday, a test of these words. On Wednesday, and Thursday, a study of the words misspelled. On Friday, the final test is given.
With many children there is difficulty in distinguish- ing and blending sounds. Others make mistakes because they transpose the sequence of the letters within a word. These difficulties can often times be overcome by using the kinaesthetic method in remedial work. A card of about four inches by eighteen inches is given to the pupil with the word written plainly in large letters. He traces
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over the word with the index finger after pronouncing the word and spelling it letter by letter as he traces it. He continues this process as many times as needed by him to make the mental picture necessary to retain the correct spelling. When he feels he knows the word, he writes it on paper and then compares it with the one on the card. If then he finds he has made a mistake he goes back to the beginning of the process and continues as before un- til he is sure of the spelling.
After mastery of the words has been established, he goes on to new words and after a period of several days he is given those words again as a check-test to establish a little more securely their spelling. If he continues to write them correctly after two or three check-tests, it is considered that the spelling has been mastered.
Reading
The changes which have taken place in present day living have greatly increased the need for accurate, fluent reading. Also it is an accepted fact that reading must provide more largely in the future than in the past for promoting clear understanding, developing habits of good thinking, stimulating broader interests and cultivating tastes to safeguard leisure.
Poor reading ability is not only a serious handicap to all school progress but a definite barrier to success in adult life. It is considered unquestionably the most im- portant elementary school subject.
Efficient school systems are making great effort to in- crease each individual child's rate and comprehension in reading. Much emphasis is being placed upon determin- ing the causes of difficulties in learning to read with a form of teaching which will overcome the difficulties when possible. It has been discovered that many times the reading disability is due to poor vision or hearing and these, of course need the attention of a specialist in that field.
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There are a few major points to be considered in teach- ing reading. First of all, we try to present material which children will want to read. This plays a very im- portant part in developing an interest in reading. Then we must enable the child to master the mechanics of oral and silent reading. There is a danger that over-emphasis or poor teaching of this point may cause failure of the major objective-the love for reading. It is necessary to be extremely careful that the material is within the child's ability to read and that the subject matter chosen will appeal to his interests. Another objective is to acquaint pupils with sources and values of different kinds of read- ing material and to develop ability to use them intelli- gently. A skillful teacher makes use of the public library, has reading material of an understanding level in the library corner as well as a wide range of carefully selected reference material.
The fourth objective is the one upon which we are placing much emphasis-the analysis of children's dif- ficulties in reading and furnishing the correct remedial treatment in order to overcome them.
First Grade Reading
It must be kept in mind that children enter school at varying levels of reading readiness. Some have already acquired the necessary mental and physical maturity and come with a great desire to learn to read. Others, be- cause of the lack of maturity, physical defects or insuf- ficient background of experience, need a pre-reading per- iod of preparation. This readiness for reading is de- veloped in our classrooms through activities such as con- struction of play house, or farm, modeling with clay, sewing, drawing, painting, dramatizations, taking trips and looking at pictures. These experiences encourage free expression and help to build a meaningful vocabu- lary.
To attempt to force, a child to read before he is ready
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sometimes has a serious physical effect as well as de- veloping a strong distaste for reading.
It was formally assumed that the chronological age of six years alone sufficient to assure a reasonable de- gree of success in learning to read. A child who failed, was either lazy or stupid. Later findings established the factor of mental age and the mental age of six years and six months was found to be the stage at which the child was intellectually ready. Even this is not the whole answer to the problem. Physical defects of eye and ear, social mal-adjustments, malnutrition, meagre back- ground of experience and vocabulary, non-English speak- ing parents. These and many other factors influence the degree of readiness to read.
When progress is retarded it is necessary to find the cause and a remedy for this disability.
Since all children are born with potentialities for read- ing, it is necessary to diagnose the difficulty and provide a remedy for it. Until recently, too little thought has been given to this subject to see that this idea is carried out.
It must be understood that because a child has a read- ing disability, he is by no means a mentally retarded child. The trouble is probably due to the fact he was not able to grasp his work through the limited resources of the classroom teacher in the time given him and the procedure taken. He needs, and we are trying to give him enough extra individual help so he may go on with his class in their regular work with less handicap than previously. With this in mind, our work is planned ac- cordingly.
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