USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1938 > Part 42
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In July, Henry Knowlton, who had given excellent service as Physical Director for the past five years, re- signed to accept a similar position in Winchester. He was succeeded by John Walker, a graduate of the Physical Education Department of Boston University, who was not only an outstanding athlete, but was well prepared for all phases of physical educational work. He had had one year of experience in the Sockanosset School for Boys in Rhode Island.
In December Miss Bertha Mitchell resigned to be mar- ried after several years as a teacher at the Mount Pleasant School. Miss Anna Kelly, a graduate of Bridgewater State Teachers College, was appointed as a cadet teacher.
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Education in the World Crisis
Great battles have been fought and won for democracy. The American Revolution established the principle of a representative form of government, that is, that the people have a real voice in their own government; but it took several years to pass the fundamentals enumerated in the constitution-equality of opportunity, freedom of re- ligion and of race, freedom of speech, justice for all. This was accomplished as the result of open discussion and compromise, the spirit of give and take. Its leaders were men of education, broad-minded, with a vision of a dem- ocratic America. The next important step in the march of democracy in our country was taken through the Civil War to preserve this union of states and to free them from slavery; but the war, itself, did not bring freedom to the colored race. Freedom has come in part through legis- lation and in part through educational processes under such leaders as the dynamic Booker T. Washington. The march toward democracy was laid down as a basis for our entry into the World War, but democracy was not writ- ten permanently into the governments of the world be- cause the people in many countries had not been taught the fundamental principles of it. They had always looked to all-powerful leaders, a Kaiser, Czar, or Dictator. They were willing to lay down their prerogatives as free men in order to avoid the burdens that free men must bear. Education for democracy in most European countries neither accompanied nor followed the war. Chaos is the result. Democracy can grow strong, only where an edu- cational system for the masses is broadly and strongly established.
In our own country since the World War, education throughout our schools has put greater emphasis upon inculcating the democratic principles of our American way of life. As a result today America is the strongest democracy on the face of the earth. Not war victories but the great system of free public schools, with their emphasis upon developing character and latent abilities, by offering equality of opportunity for rich and poor, by
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encouraging freedom of discussion and freedom of re- ligious belief, has made America great. Huge armaments cannot kill an idea; but education can, by showing the fallacy of an idea and by scorching it to death by pitiless fires of truth.
In the schools today are the future great Americans of thirty or forty years from now. The flaming passion for democratic ways of life must be instilled into their minds and souls. By whom? By none other than the Plymouth teachers and thousands of others consecrated to this sacred task.
As we stand on the brink of another great world catas- trophy, facing the heavy costs of war, defeating the for- eign isms in war is not enough. We must see that the fundamental principles of democracy are understood and taught in all nations as well as in our own country. We must not only teach principles but apply them in school living. Here can be tried out successfully the methods of democracy-representative self-government, the election of upright responsible school officers, and the develop- ment of a consciousness of personal responsibility of every school citizen from the first grade up.
But the greatest factor in a democracy is a faith in God as understood by the individual and not interpreted by a dictator. Never was there greater need of teachers whose faith will burn so brightly that it will supplement the light of the churches in the great task of teaching our youth an abiding love for church and reverence for Christian principles. The lasting strength of the nations will depend, not upon arms, but upon the moral fiber of its manhood and womanhood. There are great forces of evil undermining this faith in God and sapping the moral strength of our youth. Every truly American citizen must fight these forces wherever located, and however deeply intrenched they may be. This country needs a baptism of fire, not of enemy shells, not of bigotry, or racial preju- dice, or creeds or ceremonies, but of a simple faith in the efficacy of Christian principles. We need to lead, not send, our youth to our churches and synagogues.
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Moreover to make American youth happy each must have an opportunity to earn an honest respectable living. He must be prepared for a life occupation, according to his interests and abilities. One of our major national weaknesses has been that nearly 4,000,000 of our Ameri- can youth between the ages of 18 and 24 have been unem- ployed. A very large per cent had not even been trained for any specific job. America can and must provide for the proper training of its youth. As the guns, airplanes, and battleships of yesterday are out-moded tomorrow, so is the educational program of yesterday unsuited for tomorrow. However brave the soldiers may be, they are powerless with old fashioned guns against the new. How- ever strong the character of youth may be, the lack of modern training, developing into unemployment for them, will bring discouragement and defeat to their democratic philosophy of life and may even undermine their faith in God. Youth must be trained for work and given oppor- tunities to work.
Schools must be strong institutions of democracy, es- tablished upon a common faith in God, and preparing its youth for living a useful life.
Schools need the sympathetic understanding and the whole-hearted cooperation of every liberty loving Ameri- can to make them the bulwark for the American way of life in the years which lie ahead.
Conclusion
I wish to express my sincere appreciation to you, the members of the School Committee, and to the entire school department for their splendid cooperation in main- taining the high standards of the Plymouth schools. In the spirit of a true democracy I shall heartily welcome constructive suggestions from parents and citizens in order that the schools may better prepare the youth for tomorrow's great responsibilities.
Yours respectfully,
ANSON B. HANDY,
Superintendent of Schools
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REPORT OF SENIOR HIGH SCHOOL
The year 1940 has seen the rise in Europe of nations dedicated to policies which if successful will constitute the greatest threat which the democratic institutions of our country have ever had to face. Already the changes brought about in this country by this growing threat have altered our thinking and modified our way of life. More changes will be forced upon us if this threat con- tinues to grow, and change, once begun, has a tendency to grow at such a rate that it may get out of hand. There- fore, the schools, which in a democracy have the prime responsibility for preserving the fundamentals of govern- ment, must see to it that the nation's future citizens know that change in practices and functions and procedures when carried beyond a certain point become destruction. The principles of democracy must be well understood and loyally adhered to.
Now, democracy is a concept difficult to define with any degree of completeness. It is not merely a form of government, but a philosophy of government; and it is difficult for the youthful mind to understand because of its complexity and richness, yet the heart of democracy can be readily understood; it lies in the recognition that each citizen must in thought and act place the common good, the public welfare, above personal or private ad- vantage. It is as simple as that to state; the schools try to get the children to put it into practice. Underlying all the teaching that goes on in the classrooms, underly- ing all sports and kindred activities, is that basic princi- ple: the common good must be placed above personal advantage.
Since self-government can be efficient only when citi- zens are intelligent and honest, public education becomes necessary to a democracy-and the school's responsibility in time of stress increases. The supply of new citizens
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coming out of the schools must be equal or better in qual- ity to those already voting. The emphasis in training must be on integrity, diligence, intelligence. It seems a pity that so often the young citizen just out of high school has to face three or four years of unemployment with its consequent discouragement and disillusionment and casts his first vote cynical, embittered, and skeptical of the blessings of democracy.
But these are the problems the schools must meet to- day, and meet with some measure of success. That they have done so is attested by the present upsurge of national feeling, by the increasing interest in and devotion to democratic institutions and principles. They have justi- fied public confidence by their achievements and they merit continued and increasing public support.
Here in Plymouth our problem has been made more difficult by an increasing school enrollment which has placed added burdens on the teacher in the form of more and larger classes. The total enrollment for the school each year of the last four is:
September 1937 489
September 1938 529
September 1939 535
September 1940
561
There should be some modification of these figures for each year because of "transfers" and "drop-outs", but the comparative growth and rate of increase remains much the same. In this same period but one member was added to the faculty.
The graduating classes for these years were in num- bers as follows:
June 1938 125
June 1939
151
June 1940 134
June 19,41
152 (estimated)
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The size of the present ninth grade class in the Junior High School is such that no dimunition in membership in the High School can be expected next year unless a voca- tional school is organized here and present students trans- fer to it. That being so, organizing the school for next fall with a faculty of the present size will depend entirely upon the distribution of student choices in their courses for next year. Should there be a further increase in en- rollment a faculty increase is inevitable, and the alloca- tion of another room in the Junior High School end of the building for use by Senior High classes will be necessary. This past year room 30 has had to be turned over to the Senior High for a home room, and the cafeteria and room 10. (music room) used as extra study halls for four periods of the day. The school is functioning at capacity.
It is also functioning at a high peak of efficiency. For instance, last year's senior class lost in the course of the year but one of its members because of scholastic troubles. Of the 134 who were graduated, 19 have gone on to some higher school and present reports indicate that their work in these institutions reflects to the credit of our high school. Besides these nineteen, there are twelve others who plan to go away to school and are at present taking postgraduate courses here to help them towards that end.
Our high school library early last year was increased by the purchase of 150 volumes. While this has meant much to the school the library is still far below the mini- mum both in number of volumes and in variety set for high schools of our size. It is planned to purchase more books soon, and as time goes on the library will be built up to normal standards. A reorganization and cataloging project has just been completed which will make for more efficient service and accounting. This work was car- ried on under the direction of Miss Charlotte Haskins of the Plymouth Public Library and the school is deeply indebted to her and her colleagues for all that they have done.
Last May the High School band attended the music
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festival in Wellesley and took part in a competition against other bands in the "B" division (schools having an enrollment of from 500 to 1000). The band won a "First Division" rating from the judges and was highly complimented on its work. During the parade which took place in the afternoon our band, though much smaller than most of the bands in line, was enthusiasti- cally greeted all along the route of March. The simple uniform which we have now, though presentable, is not as effective as we would like. This spring we hope to raise enough money to buy new uniforms in time for the music festival which will be held here in May. At that time bands from all over the eastern part of the state will be here and as a matter of civic pride we want our band to look as well as the best of them.
I should like to add a final paragraph about the faculty. As individuals and as a group I have found them to be loyal to the town for which they work, devoted to their duty towards the children, helpful and cooperative to- wards the administration, keen and intelligent, and trained to be efficient. They have the same wholesome attitude towards their work as has any self-respecting worker towards his "bread and butter", and they impart that attitude to the children. The town can have con- fidence in them.
Respectfully submitted,
EDGAR J. MONGAN, Principal
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REPORT OF JUNIOR HIGH SCHOOL
The Junior High School has an enrollment this year of 581 pupils. Of these, 22 boys and 8 girls in Grade 9 are non-resident pupils; 21 from Carver, 9 from Plympton. The present ninth grade is unusually large and is divided into seven classes instead of the customary six.
Last year there were 33 girls in the state-aided voca- tional arts classes. Of these, 12 continued the work in the Senior High School.
So many senior high school boys have expressed a de- sire for further work in the shop that it has become a problem to this administrator. The shops are continu- ously in use and the teachers fully occupied. To be of value to those applying, the work should be more ad- vanced than that already covered in this school. To place older students doing advanced work in with groups of younger boys doing elementary work is not only unwise but pedagogically unsound. These shops are not adequate to care for the two schools. Establishment of a vocational school should help to solve the problem, however.
There is, today, much discussion of and reference to democracy in the schools. It might be of interest to cite a few instances wherein democratic principles are part of life in this particular school.
In every homeroom each child is trained in the rudi- ments of parliamentary law. Class officers are elected by ballot, school problems freely discussed, and action taken upon them. Pupils are trained to respect the rights of the minority, and to work together for the common good whether on the winning or the losing side.
The ninth grade, or upper class, not only benefits from the smaller class meetings, but meets as a unit and puts the training of the earlier years into operation in a broader way. It also sponsors school activities and, by committee
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work and student cooperation, carries them to successful conclusions.
The Safety Patrol is an organization built upon demo- cratic principles. Members are admitted upon applica- tion after passing a "civil service" examination. The suc- cessful candidates serve the school in every way possible. Their principal duties are the supervision of passing to see that order prevails, that the interests of safety are observed at all times, and to direct calmly and intelli- gently in emergencies. There is a constant rotation of officers; the retirement of old and admission of new mem- bers so that the greatest possible number may share the benefits of such training in leadership.
Intra-mural games are democratic. Each child may participate if he chooses. In home economics, art, and woodworking classes the student has a voice in deter- mining what he shall make. In the social studies classes democracy, as such, is studied and world problems dis- cussed openly.
In all classes and in all homerooms responsibilities are shared. Civic responsibilities are developed in co-opera- ting for drives for Red Cross, sale of Christmas Seals,, Jordan Hospital, Children's Crusade for Children, and so on. The band, orchestra, drum major corps, and glee clubs participate in community programs.
Owing to world conditions and the realization that we may have taken too much for granted the rights and liberties enjoyed by the residents of these United States, special emphasis is being placed on patriotism which is also the theme of this year's school paper, The Junior Journal.
Respectfully submitted,
MARY M. DOLAN,
Principal
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REPORT OF ELEMENTARY SCHOOLS
One of the most significant and certainly most difficult problems facing educators today is that of planning a program of public school instruction that aims directly at the perpetuation of democracy. For years we have been interested in the task of making better citizens but only recently have we sensed all that education for citi- zenship in a democracy really means and includes.
Our forefathers who established this nation upon foun- dations of equality, freedom, and justice, saw in the com- mon school the surest way to safe guard government. People learn and grow by assuming responsibility for their own welfare. It is upon this principle that the modern elementary school program is based. In the school of yesterday the child memorized facts and was promoted or failed according to his ability to remember those facts. Today the child is learning the same facts not through memorization but in relation to his living situation.
The philosophy upon which the best teaching in our elementary schools of today is based can be expressed by the saying we learn to do by doing and we learn most effectively when there is a felt need in the mind of the pupil for the specific learning which is to take place.
"To hold that the majority of people should be trained only to take orders and to conform is to deny the basic assumption of democracy which is respect for the person- ality and the most complete development of each indi- vidual. The only kind of education consistent with this ideal is one which respects each child for what he is and what he may become."
The teachers in today's elementary schools do not teach school subjects alone, they must teach children how to live together effectively, happily and tolerantly.
In order to develop these ideals of democratic living, children must be given an opportunity to share in the
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responsibilities of their school, to cultivate their own re- sources and to make and carry out their own plans.
In Plymouth Elementary Schools we attempt to meet these requirements by adapting a procedure of teaching which offers opportunities for pupil planning, leadership, cooperation, initiative, and judgment. The work in social studies lends itself best and the development of these qualities and for this reason is of major importance. Much of the class work is carried on through committees which are formed according to pupil interest and ability and definite undertakings assigned to each. These groups search out information, illustrate, construct objects which will make meanings more clear, and present the results of their findings to the entire group. Each individual in the class however is held responsible for certain factual information.
Additional training in citizenship is carried on through organized club work, where meetings are conducted by officers elected by class. These meetings are conducted in parliamentary procedure and matters pertaining to safety and proper conduct are discussed. Our purpose is to make a sincere attempt to practice the democratic way of living, so that the principles on which our country is founded may be perpetuated when these children are ready for adult life.
What is a finer way than this to make the school a grow- ing, living institution in which all have a voice in the management? The children are not taking over the man- agement of the school, but are surely and gradually learn- ing to have a voice in managing themselves with the help of all other groups concerned. Isn't this real education and fundamental democracy?
Respectfully submitted,
WILLIAM I. WHITNEY HELEN M. RIESE HELEN S. MANCHESTER ELOUISE E. ELLIS
Principals
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REPORT OF INDIVIDUAL SCHOOL
This school has endeavored during the past year to ac- cept the challenge presented to it. The considering of each pupil as an individual case and the satisfying of the needs of that pupil has been our aim. In order to bring this about, close cooperation between teachers and pupils and between teachers and parents has been promoted.
Various forms of motivation have been used which tend to stimulate the interest of the child and which show him the value and the utility of the subject matter studied. As individuals are largely the children of habit, right habits have been fostered. Skills which are necessary in the normal pursuit of endeavor have been developed. In all these developments of habits and skills much guidance is needed and the teachers have tried to do this in all their work.
The school hopes to make self-supporting persons of each and every pupil. This increases their value to the community and develops their self-respect. To do this, responsibility is encouraged. Pupils are assigned certain duties which tend to develop orderliness and industry. Although the extent of these duties depends largely on the ability of the individual pupil, all are employed in various phases. As a result, each one learns that he is capable of doing certain things well.
Vocational guidance is brought about through the study of various forms of employment that are open to indi- viduals of this type. The advantages and disadvantages of different forms of employment are discussed. Certain of the pupils are employed in supervised part-time jobs.
Correct habits of health are taught as it is realized that a healthy body tends to develop a healthy mind. The proper type of lunch that will bring about a well balanced diet is advised. Milk is provided for each and every pupil.
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As the majority of the subjects taught in school depend on the ability of the child to read, reading is emphasized. The reading difficulties of each child have been carefully analyzed and reading material which has an interest level several grades above the vocabulary level has been in- troduced.
The social studies have been invigorated by a study of Current Events. They have been motivated by the use of maps, newspapers, and the radio. The end in view here has been the teaching of democracy as opposed to the "isms" of many other nations. The principles of democ- racy provide an excellent foundation for the future voter to build upon.
During the coming year it is planned to use certain educational moving picture films and radio programs as aids in the teaching of certain subjects.
As many of the children will take up industrial or mechanical pursuits on leaving school, the manual and domestic arts have been stressed. The majority of the older boys have the benefit of two periods a week of wood working in the Junior High School. The girls have had instruction in sewing, elementary household duties, and the making of curtains and tablecloths. Handicrafts have been stressed and Christmas decorations of wood and paper, lawn ornaments, and many other useful arti- cles have been made. This fall block printing was per- formed and the children made their own Christmas cards and envelopes.
Respectfully submitted,
LORING R. C. MUGFORD,
Principal
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REPORTS OF SPECIAL DEPARTMENTS
Music
The music department in its work for the year has tried to fulfill its two aims, namely: first, the steady develop- ment among all pupils of an individual appreciation and ability in music in both vocal and instrumental fields, and second, a practical utilization of this knowledge and ability in service to the community.
To stimulate interest and participation in choral and instrumental groups, there must be activity. Four grade school glee clubs provide opportunity, for those who wish it, to sing in picked groups. Each of these groups, com- bined with an instrumental group, gives a spring concert to culminate its year's work, besides furnishing music for various school enterprises.
Junior High School glee clubs combined with the or- chestra last May to present a spring concert. The glee clubs offered this past November the operetta "The Pirates of Penzance", the proceeds of which were used for the benefit of the school as a whole. The annual cornplant- ing, a puppet-show for the entertainment of County Health Association members, a carol broadcast at Christ- mas time-all these and more called for music services which the various groups gladly rendered.
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