USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1941 > Part 42
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An opportunity has now arisen to enlarge the play- ground area at the Hedge School through the purchase of the lot which immediately adjoins the Hedge School grounds on the north. The Hedge School is our best ele- mentary school plant. The building is adequate, well constructed, and attractive. The present playgrounds, however, are so limited that the benefits to be derived from a well developed program of organized play cannot be realized. The addition of the aforesaid adjoining lot would double the playground area. This lot would require some grading and fencing improvements that could not well be undertaken until after the war. The land can now be bought at a reasonable figure and it would seem alto- gether wise not to let this opportunity pass.
These repairs and improvements in our buildings and grounds are being made from year to year in the belief that the school plant as a whole should not only be kept in good condition but should show continuous improve- ment in its adaptibility to meet our educational needs.
E. HAROLD DONOVAN, Chairman, FANNIE T. ROWELL, Secretary, DAVID A. CAPPANNARI, WILLIAM E. CURTIN, M. D., J. FRANKLAND MILLER.
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REPORT OF SUPERINTENDENT OF SCHOOLS
To the School Committee:
May I submit the following concise statement of cer- tain changes made, of certain measures adopted, and of certain results secured in the Plymouth schools in 1943. As was true of the year 1942 the past year has been one of continued adjustment to the changing conditions and needs that appear in a period of war. Meeting emergen- cies as they arise, improving our numerous ways and means of contributing to the war effort, and earnestly endeavoring to guide and stimulate our boys and girls as they engage in the process of acquiring the knowledge, skills, attitudes, ideals, and purposes that make for happy and useful living are objectives that have guided the efforts of the school department.
CHANGES IN PERSONNEL
The loss of staff members continues to cause anxiety. During the past two years thirty teachers comprising over one-third of the entire staff have left their positions in the Plymouth schools, either permanently or tempo- rarily. Fortunately the rate of loss in 1943 was notice- ably less than in 1942. In the latter year twenty vacated their positions whereas in 1943 ten vacancies arose, two of which were of a temporary nature. Two members were granted leave of absence: Beatrice A. Hunt, Music Supervisor, in order to study at Teachers College, Colum- bia University; and Phyllis Johnson, Junior High School, social studies, in order to join the Women's Auxiliary Corps of the United States Army. Of the eight who re- signed, four were married, namely, Barbara Perrier Ayles, Hedge School-Grade 5, Elinor Brown Erickson, Senior High School-English, Alice Turner Francis, Senior High School-social studies, and Eleanor Testoni White, Cor- nish School-Grade 5. The following resigned to teach elsewhere: Dorris Moore, Senior High School-English, Carleton F. Rose, Junior High School-science, and Max-
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ine Swett, Mount Pleasant School-Grade 4. Miss Chris- tine Haeussler, who was appointed interim supervisor of music, resigned early in the fall because of ill health.
Owing to the fact that the ninth grade for the year 1943-1944 was considerably smaller than the same grade for the preceding year, two teaching positions were dis- continued for that year, thus leaving eight vacancies to be filled on a permanent or temporary basis.
In the light of the widespread scarcity of available and well-qualified teachers the school department of Ply- mouth was fortunate to be able to secure capable replace- ments within our own boundaries. These include: Miss Sarah S. Bent, formerly a teacher in Ridgewood, New Jersey, Mrs. Madeline S. Corey, formerly a teacher in Norton, Miss Helen H. Linnell, formerly principal of the Mount Pleasant School, Mrs. Mary G. Perkins, formerly a teacher at the Hedge School, Mrs. Irene Rowley, former- ly a teacher in Taunton High School, Mrs. Alice F. Urann, formerly a teacher in Stoneham. Mrs. Louise Humphrey Bearse was formerly an instructor in Plymouth High School. Miss Marian LaFountain, formerly supervisor of music in Adams, New York was secured to fill out the year as interim music supervisor. Miss Carolyn Parren of Franklin, Mass., was appointed to the restored posi- tion of Supervisor of Physical Education in the Elemen- tary Schools.
The names, training, experience, and assignments of all newly employed members of the staff are to be found in the statistical section of this report.
SCHOOLS AND THE WAR
1. Pre-induction Training
As outlined in the following report of the Principal of the High School, six pre-induction courses are being con- tinued for older boys in the Senior High School in order that they may have the background of elementary knowl- edge and the contacts needed for technical training in the armed forces. In addition to these courses guidance conferences on the opportunities and requirements of
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the various types of service in the armed forces are con- ducted for both boys and girls by Principal Mongan, Mrs. Raymond, and Mr. Steeves.
2. Registration for Rationing
The schools conducted two registrations for rationing during the year 1943, the principals serving as site ad- ministrators and the teachers as registrars. The pupils of the Junior-Senior High School distributed the neces- sary information and application blanks among the homes throughout the town. A summary of the results of these registrations is given below :
War Book Three War Book Four
School Site
Feb. 22-26
Oct. 27-29
High School
7,614
7,508
Hedge School
4,011
3,929
Manomet School
692
758
Totals
12,317 12,195
3. War Savings-Bonds and Stamps
Pupils and teachers have continued their support of the war effort through the purchase of war bonds and stamps. Pupil purchases in 1943 amounted to $15,515.31. Teach- ers and other members of the school staff made purchases of $7,973.63 through payroll deductions and $1,568.75 additional during the third war loan drive. The total re- corded investments by pupils and staff members in 1943 amounted to $25,057.69. Members of the Junior and Senior High Schools rendered valuable assistance in dis- tributing throughout the town the literature relating to the various war bond campaigns and the salvage collec- tions.
4. Coins Turned into Circulation
On account of the shortage of metals, the United States Treasury appealed to school pupils for assistance in turning into circulation metal coins now being hoarded. The request applied particularly to pennies and nickels. Plymouth pupils were active in the drive and were instru-
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mental in turning into circulation coins amounting to $2,697.76. The Hedge School pupils are to be credited with more than one-half of the total amount.
5. Contributions
Teachers and other school employees contributed $207.50 to the general war fund drive and $285.79 to the Red Cross. All pupils are members of the Junior Red Cross and contributed $280.48 to that purpose, bringing the total amount of the Junior Red Cross funds to $530.22. A donation of $100 from this fund was made to the Ply- mouth Chapter for the filling of 100 kit bags to be sent to the armed forces. A group of about twenty-five senior high school girls working under the general supervision of Mrs. Harrison Chamberlain .completed approximately 60,000 surgical dressings. Junior Red Cross members from the Hedge School made many gay Christmas tray decorations as well as candy-and-nut baskets which were sent to the station hospital at Camp Edwards. The pupils of all schools contributed approximately one ton of used clothing to "Save the Children Federation."
6. Building Facilities Made Available
It has been the policy of the school department to allow the use of school facilities without cost by service- men's groups and organizations engaged in the war effort.
The high school gymnasium has been made available to the men at the South Street camp, to the naval airmen formerly stationed here, to the soldiers at Rocky Point, to the local auxiliary police, and to the Coast Guard Reserves.
The facilities of the domestic science department of the High School have been used by the Foods Production Committee for canning garden produce during two weeks in the summer, also by the county extension bureau for demonstrations on food preservation and by the canteen classes of the Women's Civilian Defense.
The Plymouth High School has served also as a regional center for the holding of examinations of candidates for
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the various officers' training courses given in the colleges.
The auditorium at the Hedge School has been open to the use of the Women's Defense Corps.
7. Emergency Assistance in Harvesting Cranberries
In the face of the anticipated shortage of labor and in view of the governor's request that the services of high school students be offered whenever necessary for saving the crops. the Plymouth School officials held a conference with representatives of the cranberry growers to work out a plan which would enable students to give emergency help and at the same time keep in touch with their school work.
Only pupils in good standing were allowed to take part in the harvesting. It was arranged that the pupils should attend school for the first period in the morning and should leave for harvesting immediately after on days when cranberries could be gathered.
Although a supply of labor arrived from the South to help the larger growers, a considerable number of junior and senior high school boys assisted the smaller growers.
SCHOOL HEALTH PROGRAM
Several measures have been taken during the past year to improve our school health program, the most important step being the restoration of the position of physical edu- cation supervisor in the elementary grades. Miss Carolyn E. Parren of Franklin was appointed to this responsible position. Miss Parren was trained at the Posse-Nisson School of Physical Education and Boston University. She came to Plymouth after several years of experience a: Franklin. Massachusetts and Peterboro, N. H. Miss Par- ren has instituted a well-rounded program which includes formal training, organized games, and attention to pos- ture development.
Our dental service also has been given special consid-
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eration and a mid-year check-up on needed remedial work has been added to the fall examination.
The new Massachusetts Vision Test is being introduced this year. The equipment recently purchased has been developed by the State Department of Public Health after several years of research and experimentation in various public schools of Massachusetts. The chief ad- vantage of the new test as compared with the Snellen Test so long in use lies in the fact that the new test screens out cases of far-sightedness and muscle imbal- ance as well as cases of near-sightedness. The Snellen Test was of use mainly in testing visual acuity. Another advantage of the new test lies in the fact that lighting conditions under which the test is conducted are prop- erly standardized.
Another advance step in the health program has been taken through the purchase of an audiometer. Formerly we were dependent upon renting an instrument of this type from the Plymouth County Health Association. The new testing device now in our possession enables us to give a standardized test of hearing to groups of thirty or more children and to do so at times that are most con- venient for the nurse and teachers. About three-fourths of the money required for the purchase of this instrument came from private funds received and raised for health purposes.
The improvements in testing sight and hearing of pupils will result in better health only as parents cooper- ate by acting upon the advice of the school physician and nurse, which henceforth will be given in the light of con- ditions found by the improved methods of testing.
STANDARDIZED TESTS IN GRADES ONE TO EIGHT
The revised Stanford Achievement Tests were given in the spring to pupils in grades two to eight and the Metropolitan Achievement Test to pupils in grade one.
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These tests are standardized in the sense that the stand- ards of achievement represent the actual results attained by large numbers of children in different communities and of varying grades and ages. The numbers of chil- dren used in the process of standardizing are such that the standards established may be considered representa- tive of the achievement of children of the various grades and ages in typical public school systems in this country.
It should be held in mind that the standards used in these tests were established prior to the present war period and, therefore, do not reflect the adverse effects of greater change in teaching personnel and the loss of school time due to rationing that have occurred in our schools during the past two years. Notwithstanding this circumstance, it is gratifying to be able to report that the tests in Plymouth showed five of the eight grades to be slightly above standard in the combined results in all subjects. One grade was at exact test-standard and two grades were slightly below standard, i. e. by less than two months. The total results were, therefore, very sat- isfactory. The ratings on the individual subject tests were most helpful in showing teachers and the superin- tendent at what points more emphasis is needed.
PLYMOUTH SCHOOL COSTS NOT HIGH RELATIVELY
A study of school costs in the 25 Massachusetts towns nearest the size of Plymouth and having the same type of school organization, namely, elementary schools of six grades, junior high schools of three grades, and senior high schools of three grades, reveals that our school costs are lower than the average of these towns and lower also than the state average. Our school tax rate is likewise lower than the average, whereas our valuation per pupil is slightly above the average for the 25 towns and for the state. A condensed table giving a statistical summary of this study follows.
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COMPARATIVE SCHOOL COSTS
(From latest Statistical Report, State Department of Education, 1942)
25 Towns* Plymouth
State (average)
Population
(average) 14,555
13,100
Valuation per Pupil
$9,606.00
$10,160.00
$9,950.00
Municipal Tax Rate
$32.37
$32.40
School Tax Rate
$11.18
$8.99
$10.15
Expenditure per Pupil
$106.87
$99.38
$112.48
* 25 Massachusetts towns having the 6-3-3 school organi- zations, i. e., six elementary grades, three junior high grades, and three senior high grades. These include Plymouth, the twelve larger towns nearest Plymouth's population, and the twelve smaller towns nearest Ply- mouth's population.
1. Watertown 9. Wellesley 17. Andover
2. Belmont 10. Natick
18. Reading
3. Framingham
11. Lexington
19. Marblehead
4. Milton 12. Webster 20. Stoneham
5. West Springfield 13. PLYMOUTH 21. Swampscott
6. Winthrop 14. Adams
22. Northbridge
7. Greenfield 15. Needham
23. Bridgewater
8. Norwood 16. Athol
24. Barnstable
25. Ludlow
CIVIC RESPONSIBILITIES-BASIC
Though new courses have been introduced in the High School for the purpose of conditioning boys for the requirements of the war situation it is generally recog- nized that this new emphasis is not indicative of a changed viewpoint with reference to the fundamental purpose of education. Now that war-time adjustments have been made and ultimate victory assured for the united nations, our teachers are again giving special consideration to the preeminence of the citizenship motive
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in education. Curriculum committees in the social studies on the various grade levels have been formed and are at work analyzing our present offerings and determining how better to condition our boys and girls, young men and women, for living happily, understandingly, and con- structively. These objectives in public education seem never to have been so difficult as now because of the kaleidoscopic changes that are taking place and will take place in our social and economic environment both on the home front and in the numerous other countries with whom we in the United States are bound to establish close ties. Herein lies the great challenge which faces our schools today.
It is indeed a source of personal satisfaction to work with interested school officials, principals, supervisors, and teachers in the attempt to focus our attention upon the all-important goal of worthy citizenship in an Amer- . ica with constantly expanding interests and in the at- tempt to coordinate our efforts toward the attainment of this basic objective of public education.
Respectfully yours,
BURR F. JONES, Superintendent of Schools.
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REPORT OF SENIOR HIGH SCHOOL
To translate knowledge into action is to test education; to develop the ability to translate knowledge into action is one of the aims of education; to devise new ways of organizing and presenting knowledge so that it may the more rapidly be assimilated and translated into action is the constant problem of education.
Since the essence of war is action, education is being tested today as never before. It is necessary to evaluate this testing and what it seems to indicate as to the virtues and defects of our modern educational system, its pro- cesses and its product, if education and its outcomes are to be improved by present experiences. But a thorough evaluation must await the day when a complete study of this war period can be made, when a dispassionate analysis of the factors at present influencing training techniques and the development of teaching tools can be carried out, when, with the perspective of time, the rela- tive proportions and the true dimensions of our present problems become clear. We are at present so close to our problem that, like a man who shelters behind a wall and finds the wall assaulted by forces from without and in danger of collapsing and engulfing him and his hopes, we can only, within the limited field of our action, spring to support whatever section of the wall seems to be giv- ing away ; to stop up whatever breach may have been made; to prepare whatever materials may be at hand, in whatever way fear, imagination, prudence, or experience dictates, for whatever emergency may assail us. We have to meet our problem piece-meal while attempting to com- prehend it in its entirety. Only when the danger passes can we stand back from this wall to see how long it is, how high it is, the materials of which it is made, the places at which it gave way, the nature of its weaknesses, the efficacy of the repairs, new methods of construction, the men who defended it, their leaders, their ideals-the
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whole problem in all its complexity and confusion. Only when peace comes can this be done.
But in the meantime those who hold the wall must pass judgment on their own efforts if they are to improve and make firm the defense while the assault is in progress. Of necessity these judgments must be based on empirical procedures for the most part and dictated by almost com- pletely pragmatic considerations.
How well we have trained our pupils to translate knowl- edge into action can be judged by the showing made in the V-12, A-12 examinations given last April to forty- three boys, members or former members of our school. These examinations designed by the College Entrance Examination Board were given to determine the fitness of our boys for college training under the auspices of the Army or Navy. In a bulletin issued about a week after the examinations were given the Naval Aviation Cadet Selection Board had this to say :
"As you know, the V-12 (A-12) examination was highly competitive and designed to eliminate in the vicinity of eighty per cent of the high school young- ters taking the test."
Accordingly this high school should have qualified or expected to qualify eight of the boys who took the test. Instead, we qualified twenty-one of our boys by June, and information has since come in that other boys who took the test have since been notified of their success. The record looks brighter when it is remembered that the competition did not cover the whole country (in which case New England boys because of the educational advan- tages of this section would be expected to excel) but was limited to the 1st Corps Area (substantially the New England States) where the competition would naturally be more severe.
Moreover, five members of the Senior class, boys sev- enteen years of age, met the severe physical and mental
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standards required for admission to Naval Aviation as officer candidates. Other boys qualified for the Army Air Force as Flying Cadets and wore the wings of those awaiting call to active duty when they became eighteen.
In further support of the successful record of our stu- dents in the war effort it may be said that scarcely a day goes by that some soldier or sailor does not come in and tell us of his advancement or his excellent record, or write in to pass the same kind of news along. The files of our local paper confirm this.
In sum, judged by the performance of our former pupils, we seem to have been reasonably successful in developing in them the power to translate thought into action effectively.
As for meeting our constant problem; there, too, we seem to measure up reasonably well. Again using the war pressures as our guide and standard, and judging by comparison with other schools and by the work-efficiency of our product, we find satisfaction in our achievement and promise in our future.
The army and navy, faced by the necessity of getting men into combat as quickly as possible, turned to the schools and asked if part of the training job could be handled by them. The result is the "Pre-Induction" courses, courses designed to enable a man to fit certain basic military needs almost as soon as he puts on a uni- form, and to serve as a foundation for "technician" train- ing. The first of these courses, "Fundamentals of Aero- nautics," was introduced in September, 1942, to be fol- lowed in February, 1943, by courses in Fundamentals of Radio, Fundamentals of Machines, and Fundamentals of Automotive Mechanics. In September, 1943, a course in Basic Mathematics was added, and all the courses inte- grated so that a progression could be maintained-some- thing not possible at their inception. The important thing, however, about all this is that in February-June, 1943, 70% of all boys were taking courses directly recom-
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mended by the military authorities, and by September, 1943, all boys were taking such courses, or courses intro- ductory to them. The school had adapted itself to war needs and was endeavoring to present knowledge in the form which could most easily be translated into action- into immediate military efficiency. Already reports from boys who had one or more of these courses and are now in the service have been received, and testify to their worth. Statistics are not available, but Plymouth seems to have provided the army and navy with a fair share of non-com- missioned officers. It will be interesting to learn just to what extent the "Pre-Induction" courses may be respon- sible for this.
The school has also kept abreast of the guidance prob- lem created by the war, but this has not always been easy. An outsider listening to teachers and pupils discussing V-1, V-7, A-12, A.S.T.P., V-12, A.A.F., Armed Forces In- stitute, would be bewildered; to add the greater complex- ity of the regulations governing age, physical and mental requirements, educational record, would leave him des- perate; the further refinements due to changes in these regulations caused by shifting service needs might even induce coma. But despite all this the boys were kept reasonably well-informed as to the opportunities existing for them in the service, what they must do in preparation to qualify, and the likelihood or unlikelihood of their being successful. Group conferences and individual con- ferences were held, and every boy who left school to enter the service while school was in session had at least one personal interview before leaving. Even during the sum- mer many boys who were drafted had a final interview during the vacation period.
The experience gained from what has been outlined above is now reduced to compact form in a bulletin and will soon be in the hands of every boy of seventeen years or older. Supplies of pamphlets are kept on hand, to give him authoritative information directly from the Army, Navy, Coast Guard, Marine Corps. Representatives of
ยท
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these services visit the schools as they are available, and the boys are free at any time to ask questions or seek conferences about any of their problems.
The girls, too, receive their full share of attention in this program. Pamphlets on the Army, and Navy, Nurs- ing Corps, on the Nursing Cadets, on the Wacs, Waves, Spars, and Marines, are made available as received. ' Con- ferences are arranged and problems discussed. And the traditional academic activities receive the close attention they must still be accorded. Many girls are now taking over the kind of job heretofore considered open only to . men-and that guidance problem is being met. The girls are not neglected.
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