USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1938 > Part 27
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2. The transfer of the Oak Street School pupils to the Cornish and Burton increased the size of several of the grades to numbers varying from 42 to 45. Such large numbers seriously effect the efficiency of these grades as no teacher can give proper individual attention to the needs of so many pupils. Should these large classes pre- vail next September, the condition should be remedied.
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3. The transfer of the Wellingsley School pupils to the Mount Pleasant School produced no unduly large classes as all affected by the change were less than forty. There is, however, a very serious question of the safety of the small children who must walk longer distances from the vicinity of Jabez Corner. Citizens will need to weigh the additional cost of operation of the school as against the safety of the children.
4. No program of correction of physical defects in the elementary grades through a program of appropriate physical exercises, can be carried out except by a properly trained physical director. The restoration of this work should be given very careful consideration in the imme- diate future.
5. A part of the loss in the field of instrumental music will be restored by using a competent instructor on a part time basis. Further restoration of the program in music should soon follow.
6. The guidance program in the Junior High School which had been so effectively initiated was discontinued. This work of pupil adjustment was very valuable.
7. The effect of the elimination of sewing in Grade VI will be felt in the Junior High School next September.
8. The admission of the underage pupils was discon- tinued for the school year beginning in September. This reduced the size of the first grade by about twenty-five pupils. For many of those admitted by the special test, the earlier admission is of real value.
9. For several years the cost of text books and supplies has been kept at a minimum. There is a real need for more modern text books and for additional supplementary material in the libraries. The laundering of gymnasium towels at town expense is the most sanitary method of handling this situation. It imposes no expense on any family. The reduction in the cost of athletic supplies, in- cluding balls, bats, nets, etc. for the entire physical educa-
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tion program is temporary. At no time has town money been spent for uniforms.
10. Discontinuing the summer school prevented about 100 pupils from receiving additional help for six weeks, tending to increase the retardation in the grades. It is hoped that this school will be reopened next summer.
Conclusion
Some of these changes will probably be permanent; some others will await more prosperous times; but some affecting materially and radically the welfare of the children must be carefuly studied and remedied as com- pletely and as rapidly as the town can allow.
Salary Schedule
The largest cost in any school budget is the amount paid in salaries. A reasonable salary schedule should meet three essential conditions brieffy stated as follows:
1. A salary schedule must be high enough in its ini- tial stages to encourage men and women of fine character and ability to prepare thoroughly for the responsibilities of a teacher. Teachers for elementary and junior high schools are now expected to complete four years at a state teachers college instead of two years as formerly. Teachers for high schools and some junior high schools have not only prepared in special fields for four years, but many have taken an additional year in professional prepara- tion. This latter frequently includes educational psychol- ogy, methods of teaching and supervised practice teach- ing. This preparation is very valuable and is the basis for the most efficient work. When professional preparation accompanies outstanding character and constructive lead- ership, the quality of the work in schools is materially raised. The initial salary schedule must be sufficient to attract such persons.
2. The maximum salary schedule must be high enough to retain the most efficient and to encourage further pro-
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fessional study. Stability of a teaching force well trained and progressive, assures the continuance of high stand- ards of work. A salary schedule much below the average may attract the well trained inexperienced but will not retain them in a system. The salary schedule in Plymouth has been slightly less than average as shown by the fol- lowing facts secured from a recent survey :
(1)-Of 43 of the larger towns in Massachusetts, 23 paid teachers in elementary schools more, 9 the same and 9 less.
(2)-In 36 Junior High Schools, 18 paid more, 3 the same and 15 less.
(3)-In 42 Senior High Schools, 19 paid more, 14 the same and 9 less.
(4)-In the principalships and superintendency the salary is less than the average of these 42 towns.
3. A fair salary schedule must be constantly main- tained. A fluctuation leads to uncertainty and uneasiness of mind, factors tending to drive the best qualified and most experienced into other school systems. Plymouth can- not afford to impair the morale of the teaching force or lose its outstanding teachers. The very efficiency of the system is at stake, for a school system depends primarily upon the teacher's faithful discharge of her every-day duties.
Changes in Teacher Personnel
During the winter two teachers resigned. Miss Char- lotte C. Brown, who had given excellent service as Dean of Girls and Head of the History Department for several years, accepted a position as Dean of Girls at Grove City College in Pennsylvania. Miss Amy M. Rafter was promoted to the position as Head of the History Depart- ment and Mrs. Miriam A. Raymond to that of Dean of Girls. Mr. Mario J. Romano was transferred to the Senior
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High School and Mr. Carleton F. Rose elected to the Junior High School faculty. Mr. Rose, a graduate of the four year course at Bridgewater State Teachers Col- lege, had been very successful in his teaching at Pepperell.
Mr. Coburn W. Tripp, Principal of the Hedge and Mount Pleasant schools, resigned to accept a principalship in Belmont. Mr. Tripp had made a splendid reputation as an able, progressive leader in elementary education. Miss Susan M. Quinn was appointed as acting principal at the Hedge School for the remainder of the school year. When the Knapp and Hedge Schools were consolidated in Sep- tember, Mr. William I. Whitney, Principal of the Knapp School for many years, was transferred to the Hedge School. Mrs. Helen S. Manchester, who had been Assist- ant Principal at the Mount Pleasant School, was made acting principal until June and then Principal for the year beginning in September.
As a further result of the consolidation of the Hedge and Knapp schools, Miss Dorice A. Knowles resigned as teacher of the sub-primary group, due to its elimination. Miss Alice Lema was transferred to the Junior High School. As a result of the closing of the Oak Street School, Mrs. Mildred R. Randall who had given excellent service for fifteen years resigned, and Miss Esther M. Ward was transferred to the Mount Pleasant School as building as- sistant. The closing of the Wellingsley School brought about the transfer of Mrs. Helen G. McCarthy to the first grade at the Mount Pleasant School in place of Miss Ber- nice D. Ludden, who was fortunate to secure a fine posi- tion in Belmont.
Due to the reorganization in the special fields and Junior High School, four teaching positions were elimin- ated. Miss Lemira C. Smith, Miss Alice Heywood, Miss Eleanor C. McCormick and Miss Ruth L. Hanna were not re-engaged although their work had been very satisfact- ory. One of these teachers was replaced by a teacher from the grades. The reduction in instruction in instrumental and chorus or glee club necessitated by the reduced bud-
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get, did not permit the retention of Mr. Austin Cramer, who had done outstanding work in these fields.
Miss Virginia Dowling who had secured excellent re- sults in art in the Junior-Senior High School for the past nine years, resigned to accept a similar position in Mel- rose. She was succeeded by Mrs. Margaret E. Brown, a graduate of the Sack School of Design, who had unusually fine preparation and much experience in conducting art classes locally.
Mr. Wayne M. Shipman, Principal of the Senior High School for the past twelve years, resigned to accept a similar position in Belmont. His fine character and Chris- tian idealism won for him a high place in the affection of his pupils, their parents and citizens in general. His broad professional study and keen interest in education were real assets in maintaining high standards of accomplish- ment and made him an outstanding leader in secondary education. He was succeeded by Mr. Edgar J. Mongan, who had been assistant principal in charge of the ninth grade for several years and later had the same position in the combined Junior and Senior High Schools. Mr. Mongan was familiar with our local school system and with the faculty, and adjusted himself to his new respon- sibilities very quickly. With added professional study pertaining to the problems of secondary education he will undoubtedly become an able leader in this field of educa- tion.
Miss Louise B. Humphrey, who taught English in the Senior High School for several years with fine success, re- signed to be married. She was succeeded by Miss Dorris Moore who graduated from Colby College with an A. B. degree and from Boston University School of Education with a M. E. degree. Miss Moore had four years of very successful experience in Maine and Vermont.
The science classes in the Senior High School were larger than usual. An additional teacher was necessary to relieve this situation and to take classes formerly taught
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by the assistant principal who was promoted to the prin- cipalship. Mr. Carlo T. Guidoboni, who graduated from Tufts College with a B. S. degree and from Boston Uni- versity with a Master's Degree, was elected to this posi- tion.
In December Mr. J. Leo Ash, Principal of the Individual School for the past two years, resigned to accept a busi- ness position. Mr. Ash had shown a very sympathetic understanding of the special problems of the boys in this school. He will be succeeded by Mr. Loring R. C. Mugford, a graduate of Boston University holding the degree of Master of Education. For the past three years he has taught a special class of boys in Duxbury.
In December Miss E. Doris Carey, Head of the French Department, submitted her resignation effective in Janu- ary. Miss Carey had made an outstanding record not only in preparing pupils for college but also in her interest in the welfare of the school as a whole. She will be succeeded by Miss Jeannette C. Jacques who has taught French and English in the High School for four years and is especially well prepared for French. Miss Iris E. Albertini will be transferred from the Junior High School to take up Miss Jacques' work. Miss Albertini will be replaced by Mrs. Marjorie D. Viets, who graduated from Leland Stanford University with honors and who had two and a half years of teaching experience before her marriage. Her work as substitute on many occasions had demonstrated her worth to the system.
Renovation of Toilets at Cornish School
For several years the toilet conditions at the Cornish School have been growing worse due to the constant cor- roding of the iron bowls. There have never been sufficient light and ventilation. Hence, with considerable expendi- ture for new toilets in their present location would not make conditions as sanitary as required by new building regulations. It is, therefore, desirable to change the loca-
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tion in the basement so that adequate space, well-venti- lated and open to the sunlight, may be provided. The ad- ditional cost of re-location will be fully warranted by the improved sanitation.
W. P. A. Nutrition Project
At the beginning of the school year the W. P. A. Nutri- tion Project was continued under the direction of Miss Helen R. Burgess, a trained dietitian. This project pro- vided hot lunches for about one hundred forty-eight under- nourished pupils at the Cornish, Hedge and Mount Pleas- ant schools. Upon the death of Miss Burgess in February, the entire cost of supervision was taken over by the W. P. A. authorities, thus relieving the School Department of one half the cost of the supervisor's salary and other minor costs. The children who receive this benefit are recommended by the school nurse and based upon the physical condition of the children from under-privileged families.
Tuition Pupils
Last spring the Carver School Committee requested the privilege of sending pupils to the upper four grades at Plymouth. A three-year agreement was finally entered upon, under which Carver agreed to send all pupils from their eighth grade to our ninth grade and to give those pupils who had attended Middleboro High School the choice of continuing there or of entering Plymouth High School. As a result, twenty-nine pupils entered the Junior- Senior High School in September. Another year a larger number will be enrolled. Plympton sent nineteen pupils.
These tuition pupils are a definite financial asset as the increased cost due to their admission is comparatively small. The number of teachers is not affected. The only cost is for the supplies and text books used. The net income from this source for the past year was $3,119.19. For the
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year 1940 it will be about $5,000 and an increasing amount for 1941.
Thrift in the Schools
In January the Students Activity Society in the Senior High School organized a plan of weekly savings for high school pupils in cooperation with the Plymouth Five Cents Savings Bank and the Plymouth Savings Bank. Under this system each depositor has his own bank book in which bank deposits may be made weekly at the schools. These sums are collected by bank officials and carefully checked. In February the Junior High School adopted the plan and in October the elementary schools did likewise. On De- cember 30, the banks reported deposits as follows :
Senior High School 264 depositors with $1,689.77
Junior High School 372 depositors with 2,124.56
Elementary Grades
914 depositors with 1,723.28
Total
1,550 depositors with 5,537.61
The actual deposits were larger as the withdrawals amounted to about $1,600 due largely to the seniors who left in June and who undoubtedly used much of their sav- ings for graduation.
Results in Standard Tests
For several years standard achievement tests have been given in the elementary grades and in the Junior High School. As reported on previous occasions the re- sults indicated work at or above June standards although the tests were given in May. Last May Plymouth schools together with those of several other towns or cities scattered throughout the United States, were chosen by the World Book Company, one of the outstanding publish- ers of school tests, for a special trial experimentation of a revised standard test.
These tests in arithmetic, reading, word meaning and spelling were corrected, the results tabulated, and com-
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parisons made by the authorities sponsoring them. It is, therefore, from this unbiased source that the following two analyses of the results come.
"On the whole, it would appear that arithmetic is being taught in Plymouth rather more effectively than is true in the entire group of cities included in this experimentation since Plymouth seems to be above the norm at every grade level."
"I have examined the results somewhat more closely with a view to comparing them with the norms which were derived from our total experimental population. The results of these tests indicate that the Plymouth pupils are, in general, decidedly above average in all the subjects tested and at most grade levels."
The general excellence of the schools is frequently at- tested to by the records of our Junior High School pupils going to other institutions and of our Senior High School students at the best of the colleges.
Today's Need in Education
The greatest need that confronts the schools of Plym- outh is an adequate educational program which will meet the varied interests and abilities of all the youth. Pupils under sixteen are now rarely permitted to leave school as formerly, while industry seldom considers anyone under eighteen. There is today a dirth of skilled mechanics in many trades, due largely to the lack of the old apprentice- ship. The largest percent of unemployment lies between the ages of eighteen and twenty-four. It is, therefore, only natural that the largest number of criminals should be in the age group nineteen to twenty-one. Had broad pro- grams of diversified vocational training been in operation, many now loitering upon the streets would be at work in positions for which they had training. Every individual has within him a specific interest and ability, which, if properly developed will fit him for a useful place in
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society ; undeveloped he becomes a menace to society. It is the responsibility of the school to develop this program which will bring out the latent abilities. It would definitely reduce both crime and unemployment.
Moreover, society must be interested in how its citizens use their leisure hours, which are increasing as the hours of labor are shortened. Music, both instrumental and vocal, plays an important part in the lives of many, either in appreciation of concerts or in participation in musical activities. A strong program of intra-mural games de- velops interests and skills which are valuable not only in themselves but contribute through life to a worthy use of leisure time. Art work develops both appreciation of the beautiful and interests which carry through life. The en- couragement of these phases of education will counteract many of the evils of the present day which tend to under- mine society.
A well-rounded program must also consider the full development of the physical, moral and spiritual natures of all. The development of a sound body involves the cor- rection of physical defects and the inculcation of right habits of living. The moral and spiritual character must be developed in part through instruction and in part by the daily inspiration of teachers consecrated to their work.
It is not enough to fit youth for vocations, to provide a program for leisure hours and to develop their physical, moral and spiritual natures. Each individual must realize that he is a member of society with duties or responsibil- ities as well as rights in our American democracy. Pupils must be given opportunities to assume duties as citizens in the schools similar to those to be met later in life so that they will understand fully what American democracy really means and its advantages over all other forms of government.
This entire program must be carried on not only until each individual has secured a place in the world of work,
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but until he has been properly adjusted into this world so that he may become in reality a self-supporting, intelli- gent, cooperative citizen, conscious of the need of a healthy body and mind and imbued with the highest ideals of service to mankind. Youth must be given this opportun- ity.
In these critical times education must be strengthened not weakened. Classes must be smaller not larger to give more time for the teacher to understand each individual as a separate human being with his own peculiar abilities and interests and possible handicaps to be overcome. The program of educational offerings must be broader not narrower to give equality of educational opportunity for all youth. The teacher of the finest character, training and scholarship must not only be secured but encouraged in every possible way by parents and citizens to give unstint- ingly of her strength of body and mind to the great task of educating our youth.
Cooperation
In the school report for the year 1857 is the following quotation, "The school is a tri-concern ; a concern in which there are three parties; the teacher, the pupils and the parents, each having their own just rights as well as ob- ligations. The true philosophy of high school excellence is to have all these rights and duties so acknowledged, har- monized and performed, each and all concurring, the one with the other, as that the three parties shall be in all practical efforts and influences, a perfect unity."
Schools today need more than ever the whole-hearted cooperation not only of these three groups, but I would add a fourth group, the citizens who have no children in school. This latter group must realize that the mainte- nance of a high degree of efficiency in the schools is a real bulwark for democracy. Money wisely spent will produce results which not only benefit the individual pupil but society itself. Economies which affect the educational op-
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portunities or which undermine the morale of any system are unwise.
Again I quote from the above report: "The law of re- trenchment may under certain financial exigencies seem imperative in its demands, but we trust, that in its appli- cation to the schools, there will be exercised much circum- spection."
Constructive suggestions for the improvement of the schools from parents and citizens will be welcomed at all times.
Yours respectfully, ANSON B. HANDY, Superintendent of Schools.
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SENIOR HIGH SCHOOL Edgar J. Mongan, Principal
With a change in administration in the high school it seems well to restate the basic philosophy of secondary education. Not that any great change has taken place in this, nor for that matter has any important modification been noted. However, a repetition of these ideas and ideals at this time may serve to throw a stronger light on the service the school renders to the community and the ser- vices which it may yet render.
Education, despite advances in methods, materials, re- sources, remains fundamentally what it has always been : a cooperative effort on the part of pupil and teacher to develop intelligence and character; to build a well- rounded, self-possessed personality; to make a useful citizen, at home in the world in which he lives. The great traditional tools of education have been the languages, history, mathematics and the natural sciences. These the pupil has been taught with a view to giving him such pro- ficiency in the use of the tools that he might turn them to work on himself and by their aid shape his own character. At this point real education begins, and here real teachers center their greatest attention, giving the pupil more in- formation within the subject field, demonstrating use of subject material as it applies to real life situations, urging and encouraging the pupil to make use of his knowledge and skill. But not all pupils can use these tools with the same degree of skill any more than all men can with equal facility use the delicate tools of a surgeon. Long ago this was recognized by educators and long ago they introduced new tools, new subjects, to meet this need. But all this took place when our school population was much more homogeneous in character than it is at present.
Then not long after the World War, came a great influx of pupils and our high schools grew and grew not merely
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in size but in complexity. Segments of our population which never before came to high school began to appear in large numbers and the educational problem they created, being different in character from those heretofore dealt with, demanded different tools. To give point to the above statements let me note that in 1922 our four-year high- school had 357 pupils. Today the same four grades enroll 729 children.
But the subject offering remains much the same ; and as a consequence, many of our boys and girls find themselves in the position of one trying to master the use of a sur- geon's scalpel when all their aptitudes point to the car- penter's saw or the seamstress's needle as the appropriate tools. (This is speaking figuratively, of course.) De- prived of these tools, and meeting continued frustration and defeat, children lose interest in education and aban- don all but the most perfunctory efforts to develop them- selves. It is difficult to blame them ; one cannot use a den- tist's drill on a block of granite and do anything but ruin the tool.
Lest what has been said above be misunderstood let me state it another way. The subject matter fields, whether history, mathematics, or what-not, offer raw material for thinking. Some pupils have mental machines not capable of dealing effectively with this kind of raw material; but, give them raw thought material in the guise of sheet-metal work, or the functioning of an automobile, or hairdressing, or home-management, and they call on all their resources and think. The result may not startle the world by its brilliance, but it will be the result of thought and not of parrotting. Learning will become a creative and not an im- itative process.
It is a common-place thing in our town to point to men who without benefit of formal schooling have become leaders in the community. They are recognized as able men; intelligent, with a broad fund of knowledge, and what is generally termed a practical grasp of affairs. They are not spoken of as educated men, and yet they are edu-
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