USA > Massachusetts > Plymouth County > Plymouth > Town annual report of the officers of the town of Plymouth, Massachusetts for the year ending 1944 > Part 29
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During the last school year 1678 pupils in grades one to nine and grade eleven were given the Massachusetts Vision Test with results shown in the table below.
MASSACHUSETTS VISION TEST RESULTS 1944-1945
No.
School
Grade
No. Tested
No. Passed
No. Failed
No. Obtaining Glasses after Failing
Wearing Glasses before Test
High
11, (10,12) *
126
102
24
17
48
Junior High 7, 8, 9
465
402
63
22
130
Hedge
1-6
320
262
58
17
42
Cornish
1-6
373
321
52
18
30
Cold Spring
1-4
61
53
8
2
3
Oak Street
1-4
60
49
11
4
4
Mt. Pleasant
1-6
193
159
34
10
23
Manomet
1-6
80
72
8
3
4
1678
1420
258
93
284
* In grades 10 and 12 only the pupils judged defective by the teacher were tested.
From the table above it is interesting to note that 36 per cent of those who failed the test obtained glasses as a result of the examination; whereas, 64 per cent did not. About 22 per cent of the school membership exclusive of grades 10 and 12 are now wearing glasses.
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With the help of the new Audiometer, from 30 to 40 children can be given hearing tests at one time. Two years ago 1588 Plymouth school children were tested by this method. There were found to be 48 children having a hearing loss of 9 to 12 sensation units. Last year all pupils new to the Plymouth system, as well as all pupils in grades 3 to 12 who had scarlet fever, were tested. Of 350 pupils concerned in these tests, 29 were found defec- tive. Parents of these children were advised that the hearing defects were sufficiently serious to warrant con- sultation with the family physician. Teachers are advised that pupils with defective hearing should be seated in the front center of their classrooms in order to be in an advantageous position for hearing both the teacher's instructions and the class discussion. One third-grade pupil is wearing a hearing aid.
POST-WAR CHALLENGE-GREATER
During the early months of the war many new duties of an urgent nature developed upon the schools. It was necessary to make safety preparations against possible air attack, to instruct our teachers in first aid, to in- troduce pre-induction courses in the High School and intensify our physical education work for the special benefit of older boys. Methods of encouraging pupils to buy war bonds and stamps at school were everywhere in use. Junior and Senior High School pupils regularly canvassed the homes of the community with notices of salvage collections. Many pupils gave much time to the numerous activities of the Junior Red Cross. Collections of children's clothing were made for war-stricken peoples. Milk weed floss for life preservers and certain types of coins yielding needed metals were gathered and turned over to the Government. The entire teaching staff was often occupied for several whole school days at a time in registration for rationing, and pupils were dismissed during these periods. The earnest desire for victory in the world's struggle for survival and the ambition to have a personal part in that victory furnished the urge
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for enthusiastic participation in all these war-time activ- ities, and seemed to provide a new and powerful moti- vation for doing successful school work, even though our usual plans and procedures for conducting schools were interrupted. Those were years requiring rapid adjust- ment of education to a war economy.
Now we are entering upon the period of readjustment. So far as fighting goes the war has now been won. The peace has not. Clearly, the schools have a more impor- tant role in winning the peace than in winning the war. On the schools rests the responsibility of conditioning generations of citizens for dealing effectively with far larger problems than have confronted us in America here- tofore. Though we cannot forecast the specific problems which our young people will be called upon to solve, we know that an elementary understanding of our social, economic, and political life in America, as well as an acquaintance with our world neighbors, is a fundamental requirement. The schools must assume responsibility for laying these foundations and for helping each young citizen to a realization of his individual responsibility in public affairs. The order is a large one.
With a view to accomplishing this major objective, our teachers are stressing the social studies from grade one to grade twelve. Each grade makes its contribution to the pupil's social development. In the three primary years he gets an elementary understanding of home, school, and community relations. In the middle grades his community enlarges to his country and the world. In the junior high grades he gets an overview of life in America through his study of geography, and of how life in America came to be as it is through his study of his- tory. He also gets a view of America's place in the world of commerce and industry. Added to this is an elemen- tary understanding of the American way of life and how we provide for self-government in town, city, and nation. In the Senior High years, our pupils get a more mature understanding of European, South American, and
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Oriental civilizations as well as a more comprehensive view of our world as one world through their study of global geography. This continuous series of courses in the social studies is capped by a full year's consideration of the most outstanding problems of democracy and of possible methods of solving them. All pupils from grade 2 through Senior High School give some time each school week to a discussion of current events.
This guided study of social relations, as outlined above, is directed toward the ultimate aim of helping our pupils develop into citizens who are not only capable of living together happily and usefully and strongly desire so to do, but into citizens who will become increasingly suc- cessful in orienting themselves in the fast growing com- munity of world interests and relationships.
To share with you and our teaching staff in helping the boys and girls of Plymouth to acquire the under- standings, attitudes, and ideals necessary for good citizen- ship in the critical days ahead is both a large responsi- bility and a source of much satisfaction.
Respectfully yours, BURR F. JONES
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REPORT OF SENIOR HIGH SCHOOL
The planning that goes into the administration of a high school in these times must take into account so many factors of such a variable nature that it is often difficult to foresee the end results in terms of subject-matter offerings, teacher requirements, plant or equipment changes.
Yet, from the time the war began and the military services requested the institution of the pre-induction training courses, every step in the evolution of our pro- gram of studies has been taken with the end of the war kept clearly in mind, and the peace-time needs of our boys and girls paramount.
Now the war is over, though peace is not yet attained but has still to be struggled for, a measure of normalcy returns to our work. Yet since the war has in many ways changed the world, and, perforce, our relations to it, certain adjustments must be made; some indeed already have been made or set in train.
For instance: The pre-induction training courses, though designed primarily to meet war needs, have a sound core of knowledge which is of general educational value. We have progressively modified these courses as circumstances allowed, thinking always to enhance their value as instruments of general education adapted to the needs of those pupils whose talents do not admit of ready development in the traditional subject-matter fields. A high degree of pupil interest has been created with an attendant rise in scholastic achievement. The acquisition of new equipment and a change in the allocation of class- room space, if it can be done without prejudice to other course, of value, will probably yield further good results.
The return of our former instructors from the Navy will occasion certain changes in the content of some of these courses, but these will be minor, and the change- over to our old staff should cause no disruption of the work.
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In the social sciences still other changes of a more sweeping nature have already been begun and may take as long as two years to effect completely. The global war has brought home to us as never before the sheer neces- sity for providing all our pupils with a wider knowledge about the peoples of the world, the lands they live in, their national aspirations, economic needs, and their con- tributions to world culture, business, and science. Too, we must emphasize more strongly than ever the duty of every responsible citizen to take his part in the form- ing of public opinion, and, through it, national policy. To these ends we have established a new course in Global Geography and a revised and strengthened course in Problems of Democracy. Further development of this course in Problems of Democracy may ultimately see it presented as compulsory for all seniors. Until it is tried out in its new form, however, such a decision must wait.
To accommodate these necessary changes, and also be- cause of the reasons given at the beginning of the above paragraph, it becomes necessary to modify still further our usual history offerings. In keeping with the best thought in this field, as evidenced by the writings of the eminent Dr. John Mahoney and other students of history and civic science, an all-embracing course in world his- tory is essential in these days. Then, since state law re- quires that all students be given a course in U. S. History it appears advisable to give this in the Junior rather than the Senior year in order that Problems of Demo- cracy (the practical application of our knowledge of government to the problems of our day), shall be given just before the pupil leaves us to go out into the world.
It is probably well to comment here on the conditions our graduates will find confronting them in their efforts to continue formal education beyond high school. For the past two years the women's colleges have had so many applicants for admission that qualifications to enter have been raised to a degree never before attained. The subject-matter requirements have not been materially
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changed-except for the lessening of restrictions, in some instances-but the level of scholastic achievement, as evidenced by the scores on Scholastic Aptitude Tests which are now rather generally demanded of all candi- dates for admission, has by reason of the competition of other applicants gone up and up until the more highly regarded girls' schools are, in effect, taking only "the cream of the crop." This means that many girls who are very worthy but have less than superior mental attain- ments must content themselves with their second, or even third, choices of a college.
The boys, because of the return of veterans to scho- lastic ranks, and because of the policy of most of the colleges to give preference to an application from a vet- eran, will often find it impossible to get into the school of their choice because enrollments have been filled. This means that they should apply for admission to several institutions to insure as far as possible admission to one.
In expanding our guidance program we felt it wise this past year to introduce a course in "Beginning Psychol- ogy." The practical values of a course of this kind are becoming more generally recognized and are of par- ticular value in helping a pupil to analyze himself objec- tively and come to a reasonable evaluation of his own mental traits and personality traits. With the objective data supplied by the Boston University tests to serve as the basis for discussion and evaluation, a guidance con- ference becomes of increasing practical interest to the pupil when he has had this course in Beginning Psy- chology.
A final paragraph in appreciation of all that our sub- stitute teachers have done for us and our children these last few years: No one not closely connected with the management of our schools can assess their contribution at its full, true value. They have worked hard and faithfully. They have been loyal, patient and understand- ing. They have shouldered responsibilities not properly assignable to them because there was no one else to
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take those responsibilities; and they have discharged the responsibilities with credit to themselves and with profit to the pupils. The town owes these men and women a debt of gratitude. The school-pupils, faculty, and ad- ministration-is proud of having had the privilege of working with them.
EDGAR J. MONGAN, Principal.
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REPORT OF JUNIOR HIGH SCHOOL
In June 160 pupils were graduated, and in September the school opened with 559 enrollees. On January 2, 1946 the enrollment was:
Boys
Girls
Total
Grade 9
94
79
173
Grade 8
84
109
193
Grade 7
100
71
171
J.P.A.
20
7
27
Total
298
266
564
Of these, thirteen are from Carver and twenty-one from Plympton.
The Junior Practical Arts. Division for slow learners has grown in numbers this year because of the transfer of more over-age pupils from the elementary schools and the entrance of others who moved to Plymouth after school opened in September. It will be necessay again to divide it into two groups for academic work as was done two years ago. This, together with the broadening of the remedial reading and guidance programs will re- quire another teacher.
This year for the first time, the school has had on its staff a teacher specially trained in reading. As time goes on her work should result in a reduction in the number of failures among those children assigned to her for special help.
The expansion of the guidance program is progressing satisfactorily. There are now a part-time counsellor for the boys and one for the girls. They are in charge of group guidance, confer with pupils privately, consult with teachers in the interest of pupils who have problems, arrange for conferences with parents when advisable, and correlate their work with that done in the senior high school. A third teacher is in charge of the homeroom
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guidance program. The co-operation of the homeroom teachers has contributed much to the success of this essential work. Development of the testing program is being considered. Conference rooms for guidance pur- poses are being installed on the first floor, making good use of the hitherto waste corridor space and allowing classrooms where individual conferences have heretofore been held to be used more profitably.
A major objective this year in the field of music is the reorganization of the School Band. During the war it was impossible to replace worn instruments with either rebuilt or new ones. A fund is being accumulated to repair those we have and to make purchases when instru- ments appear on the market again. Our director, who has been serving in the United States Army Band at the West Point Military Academy, is about to return to his position and progress should be made under his leader- ship. Two rehearsals a week will be scheduled and work with the various sections in both band and orchestra will be resumed. A spring concert with a Drum Major Corps performance is planned. The instrumental groups should soon be ready for further participation in civic programs.
Two student teachers from the State Teachers' College at Bridgewater trained in this school during the last year.
Five teachers have attended summer school and week- day classes at Boston University during the year 1945.
MARY M. DOLAN,
Principal.
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REPORT OF ELEMENTARY SCHOOLS
The elementary school staff has the responsibility of carrying on a continuous survey of the program and methods in the first six grades of our school system. The purpose of this survey is to decide what changes should be made, and to recommend that they be adopted, so that we can provide for the best possible educational growth of each pupil. At the present time, a committee of teachers is studying the social science program and has recom- mended that changes be made. Another group is study- ing the phonetic program in reading to see wherein we can systematize and reinforce what is now being done.
A summary of the service activities in which the pupils and teachers have participated this past year are as follows:
1. Contributions to the Junior Red Cross
2. Contributions of clothing for needy children of America and overseas
3. Purchasing of Bonds and Stamps
4. Purchasing of Christmas Seals
5. Collection of canned goods for the Salvation Army
The Cornish School Lunch Project, which functions primarily for bus pupils, pupils who have long distances to walk, and pupils whose parents are working, is now operating at capacity. Last year the average number of pupils fed per day was 147. This year, due mostly to an increase in the number of bus children, 163 pupils per day have a hot lunch.
The war years taught us the necessity for stressing that individuals and nations must live together in harmony. The elementary school is doing more and more to in- tensify this teaching so that it will be shouldering its share of the responsibility of building a body of citizens prepared to keep the peace.
Respectfully submitted, ELOUISE E. CASHIN, HELEN S. MANCHESTER, FRANKLYN O. WHITE,
Principals.
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REPORTS OF SPECIAL DEPARTMENTS
Music-Eleanor Anifantis, Supervisor
Music, the international language, is one of the chan- nels through which the schools hope to facilitate post- war rehabilitation. Isolationism is gone; brotherhood and harmony, patriotism, and tolerance must be developed. A fine way to develop international understanding is by studying and singing the folk songs of other countries- songs which express the true emotions of their people.
Music plays an important role not only in fostering internationalism, but in enriching the life of the com- munity. In other words, it should go beyond the singing class and function in the lives of boys and girls outside of school. A good illustration of this is when the school provides good singers for the local church choirs. It is very gratifying to know that many of the boys and girls in the Plymouth schools are serving in this capacity. Another example of this is the participation of choral groups in community activities. On December 5, the Senior High Girls' Octet entertained the Women's Club with a musical program. On December 19 and 21, the Senior High Girls' Glee Club and a mixed group includ- ing both boys and girls added much to the Christmas spirit by broadcasting from the Methodist Church a series of half-hour programs of carols for the benefit of holiday shoppers. At a Christmas sale held in Miss Bates art room and open to the public, a section from the Junior High Girls' Glee Club entertained with a program of Christmas music.
The urge to sing in small children is almost as instinc- tive as the urge to talk. That is why in the first grade, the music consists mainly of rote songs and rhythm work. Note reading is developed in the second and third grades. In the fourth grade, two-part music is introduced with the singing of rounds. Two-part music is further devel- oped in the fifth grade and preparation is made for three- part music in the sixth grade.
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This year, I am happy to report that in addition to glee clubs which are again active at the Manomet and Cornish schools, a new glee club has been formed at the Hedge School. Plans are being made for an operetta in the spring to raise money for the purchase of instruments.
The activities of the Junior and Senior High Girls' Glee Clubs are also continuing. So far, these groups have sung at various school assemblies, including those of Columbus Day, Thanksgiving, and Christmas. We are hoping this year, if time can be found, to organize a boys' glee club.
Now that the war is over, it is to be hoped, that over- emphasis on technical subjects will lessen and that the fine arts will again come into their own. Music has always been an important factor in the cultural and spiritual life of our people. It is a known fact that one of the causes of this war was the failure of spiritual de- velopment to keep pace with scientific progress. Music is no longer a "fad" or "frill," and a better knowledge of this universal language is needed if we are going to win the peace. We sincerely hope that in Plymouth music can soon find a place in the High School curriculum as it already has in the elementary and Junior High School.
Instrumental Music-Mrs. Bernice E. Kelly, Supervisor
The instrumental music program has shown steady progress in the number of pupils interested. This is particulary true in the elementary grades-a fact that promises well for future orchestras and bands on the upper grade levels.
Piano classes were started in October at the Mt. Pleas- ant, Hedge, Cornish, and Manomet Schools. These pupils are learning the fundamentals of music, and at the same time are watching and enjoying the progress made by each individual at the piano keyboard. Every child in
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these several groups receives individual attention and is showing gratifying results.
Orchestras also are being developed in the several elementary schools. Some of the pupils who are mem- bers of these organizations have had lessons on their, instruments only since September. At present, there are eight members in the Mt. Pleasant orchestra, fifteen members in the Hedge, six members in the Cornish, and eight members in the Manomet. In the spring a joint concert is anticipated.
The Junior High Orchestra has thirty members meet- ing every Wednesday, and the Junior Band has twenty- three members meeting Thursdays.
The Senior High Band is composed of eighteen mem- bers meeting Thursdays.
Due to the fact that a majority of the music students, in High School are employed afternoons, it has been found impossible to organize an orchestra. Only eight students out of the possible twenty are able to remain for after-school rehearsals.
The following recommendations are suggested for con- sideration:
1. Incorporating band and orchestra into the regu- lar school programs in Junior - Senior High Schools with definite classes and credits estab- lished for these classes. Recognition of these activities as part of the school curriculum would encourage musically inclined students. If this is not advisable, school time should be allocated if possible on a rotating basis.
2. If Senior and Junior High band and orchestra rehearsals must be held after school, it seems most desirable to free pupils from claims on their time by other departments during re- hearsal periods.
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Art
A. Junior and Senior High-Mrs. Margaret E. Brown, Supervisor.
The Art Department of both Senior and Junior Schools completed the usual courses in lettering, design, color, life drawing, and outdoor sketching. In addition much finished work was produced for the school and com- munity. Numerous requests for such assistance come to the art classes and we pride ourselves on being able to turn out work which can be used both for advertising and decorative purposes.
Scenery and posters for "Garden Gayeties," the prin- cipal High School entertainment in the year, were de- signed and painted by the art students. A Motion Picture Poster Contest sponsored by the Plymouth Woman's Club and exhibited at the High School, Old Colony Theater, and Woman's Club created much interest.
Large murals of the historic "Planting of the United States Flag on Iwo Jima," one of our own Court House and Roll of Honor, and two portraits of Lincoln, illus- trated the High School graduation theme. Six members of the class of 1945 chose art schools in their fields of higher education, one entering the Rhode Island School of Design, two the Vesper George School of Art, and three the Massachusetts School of Art. Two of these pupils received the Avery Award for special talent.
Outdoor classes in the early fall resulted in interesting sketches of typical New England houses with graceful spreading elms such as are found on our own Plymouth Green. A special exhibition of these was presented at the Plymouth Woman's Club during Art Week.
Our final community project for the year was shared * by both senior and junior high pupils. Two hundred Christmas transparencies were made for the windows of the General Hospital at Camp Edwards. Also three murals telling the Christmas story were contributed. The Plymouth Junior Red Cross was our sponsor.
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The Junior High pupils submitted posters for the Massachusetts Society for Prevention of Cruelty to Ani- mals Contest in the spring and received several awards. Ninth grade classes decorated articles in the Christmas sale and seventh grade students made decorations for the Christmas dance. These accomplishments were typi- cal of many pieces of finished art work completed by pupils of the Junior High School during 1945.
B. Elementary and Junior High - Miss Hazel Bates, Supervisor.
Some of the most interesting units of work accom- plished by the elementary school children during the past year have been:
1. Large bulletin board illustrations depicting the different activities of the various seasons and holidays.
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