USA > Massachusetts > Plymouth County > Rockland > Town annual report of the officers of the town of Rockland Massachusetts for the year ending 1934 > Part 10
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nature study material, to enjoy music and rhythm, games, story-telling, dramatics or excursions. Sandwiched in are the so-called routines of the day in connection with washing and the taking of water, milk and crackers, as well as dressing, removing their outer garments, the toilet and sleep routines.
Our nursery school tends to support the following points : (1) The nursery school improves diet and safeguards health. Daily health inspections reduce the spread of con- tagion. Physical examinations guard against illness. Pre- ventive methods protect the health of the child. (2) The nursery school provides good play facilities. Through the use of the play equipment the child gains control over large and small muscles and acquires skill. (3) The nursery school builds up good habits in the child, such simple needs as running, climbing, jumping, building, playing games, eating and toilet routines involve definite habits which are not so easily or safely built up in the average home. (4) The nursery school assists in preventing and eliminating behavior problems. Almost every parent has had un- happy experience with a child's fears, food refusals and tan- trums. By steering a middle ground between coddling and neglect the nursery school teacher reduces these problems to a minimum. She also helps mothers and fathers to get the same results at home. (5) The nursery school helps to socialize the child. Children learn to work and play with other children of the same age. Young children in groups learn a great deal from each other. (6) The nursery school has shown that children as young as three years of age take an active interest in working with paints and clay and in music, story telling and simple acting. The nursery school period is an ideal time to initiate exploration and ex- planation of the world of nature because at this time the child is invariably interested in live things. (7) The nursery school fits in well with the kindergarten or with the first grade. The children accustom themselves to being with other children and to working on group projects.
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They learn to live with other children. They acquire con- trol and facility in the use of speech and enter the first grade well equipped for their school work. (8) The nursery school teaches parents as well as children. The parents when they can use the nursery school for observa- tion learn more about their children. (9) The nursery school helps the parents to do better by the child when he is at home. Good school habits of play, eating, sleeping and self-dependence tend to transfer to the home. In the above ways the nursery school is an asset to the community.
FIRST GRADE ADMISSION PROBLEM
Since the town voted to request the School Committee to admit all children to the first grades providing they are five years of age a the date of opening, we have had consider- able retardation of pupils. This is due to the fact that unless a child is six years of age mentally it is very diffi- cult for him to learn to read, and reading is the basic sub- ject of our first grade program. Many children who are five years of age chronologically when they enter, will not be six years of age mentally by December first of that year, and so are unable to be promoted to the second grade. If promoted, in many cases, they find it necessary to repeat the second or third grade.
Since the above ruling went into effect it has been neces- sary to add two more teachers to our staff to care for the additional pupils and those who must repeat one or more grades. The state average age for admission to the first grades of our towns and cities in this Commonwealth is five years and eight months and with the experience which we have had, it seems imperative that we return to the for- mer ruling of the School Committee to admit only those to our first grades who are five years and six months at the time of entrance. I believe this matter should be given serious consideration for at present we have overcrowded first grades which will necessitate an additional teacher to
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our present staff if we continue this practice.
It is a decided handicap physically and mentally for children who are too young to overtax their facilities in an endeavor to learn to read. Failure in the first grade is sometimes a decided drawback to the normal progress of a child throughout the grades. If this practice of admitting children to our schools at the age of five years is to con- tinue, I earnestly recommend to the School Committee that these children be placed in kindergartens rather than first grades.
SPECIAL CLASS FOR RETARDED PUPILS
There is very great need of having special class teachers, one for the grades and one for the Junior-Senior High. The special class for the grades was discontinued in June, 1932, because of insufficient funds and because the enroll- ment dropped below 10. It will be necessary to reestablish this class, if after the report of the state examinations we find that there are ten or more pupils three years mentally retarded. These children who are now placed in the regular grades do not improve as they should, because teachers do not have time to give them the necessary individual atten- tion without neglecting the remainder of the class. This is not a wholesome situation. In our Junior-Senior High we have several pupils who are not securing the right type of training for their needs and because of that fact they become problem cases, often leaving school as soon as the law permits because of failure in their studies and constant discouragement. If we had a special class teacher these pupils would receive individual attention and would pro- ceed at their own rate of speed in those subjects adapted to their capabilities and interests. In other words, they would be successful in their school work and be better prepared when they go out to take their places in society. They have a right to be successful.
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NEW ARITHMETICS
Two years ago we adopted the~"New Day" Arithmetics for our Junior High School. These replaced out of date books which had been in use several years. It was the understanding that books of the same series should be pur- chased for the elementary grades, when the books then in use should be too worn for further service. This year the replacement was made and noticeably improved results are already apparent. The problems in these books are ap- plicable to present conditions with emphasis upon oral work. The arithmetics contain many thought provoking questions which should give children more power to solve practical everyday problems.
HIGH SCHOOL LIBRARY
This year we have added to our high school library a few of the books that are essential for book reports which comprise a portion of our work in the English Courses. The town library has aided us greatly in supplying many of these books. Nevertheless in most cases there are only single copies of books which are essential, and several students to use each of them. The past two years we have been unable to supply any magazines or current literature that would add much to the enrichment of our classroom work. A teacher-librarian who could spend a portion of her time instructing pupils in the uses of books and in book selections, in addition to other classroom teaching, would be extremely beneficial to our school. Pupils who leave our high school to attend higher institutions of learning are unable to cope with library situations as they should be- cause of our inability to give them this training in the high school. A beginning has been made to place a few supple- mentary readers on library tables in the various rooms in the elementary buildings. Ability to select and read good literature in leisure moments is an asset to one's well being.
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RECONSTRUCTED COURSE OF STUDY
In this period of social and economic reconstruction it was entirely fitting that we re-evaluate our present Course of Study in the light of present day conditions. Commit- tees were appointed last May in English (including read- ing), History, Arithmetic and Geography for the elemen- tary schools. Each teacher was asked to serve on one com- mittee and, in as far as possible, she was permitted to make her choice. Meetings were held after the opening of schools this fall and at the present time reports have been made to the Superintendent of Schools in Arithmetic, His- tory and Geography. These are being given consideration at the present time and will become effective as soon as adopted.
TEACHERS' MEETINGS
To stimulate thought and to become informed of ac- complishments in school systems similar to our own, speakers from other towns have been invited to address us in our teachers' meetings. The value gained from knowl- edge of successful endeavor in related fields of education is obvious.
Superintendent Warren of the Bridgewater State Farm told us of the work of that institution, particularly of the methods used in developing the abilities of subnormals. In the January meeting an address on the topic: "What Is Good Teaching?" will be presented by Dr. Harry Brown, former Deputy Commissioner of Education in New Hamp- shire, now Superintendent of Schools in Needham, Massa- chusetts. In March Dr. Ralph M. Chambers of the Taun- ton State Hospital will address us. In May the Rockland teachers will review educational books that are helpful pro- fessionally.
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AMERICAN EDUCATION WEEK CELEBRATION
Continued interest in our schools is attested by the in- creasing numbers of fathers and mothers who attend our Parent-Teachers' Night which is held in our high school during American Education Week in November of each year. In an endeavor to have more parents visit the class- rooms while in session, we displayed the children's work in their respective schools instead of having all exhibits in the high school throughout the week, and invited the par- ents to visit their schools at least once during the week. The attendance was fine and the results justified the changed plan. On one evening during the week we had a parent-teacher visitation at the high school with a very large attendance. The exhibits were well planned and much favorable comment redounds credit to pupils as well as teachers. This is an annual event in our schools.
The accomplishments of the year were greatly facilitated by the helpful support of School Committee members, prin- cipals and teachers, for which I make grateful acknowledg- ment.
Respectfully submitted, R. STEWART ESTEN, Superintendent of Schools.
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REPORT OF JUNIOR-SENIOR HIGH PRINCIPAL
Mr. R. Stewart Esten, Superintendent of Schools, Rockland, Mass.
My Dear Mr. Esten :
The following is my fifth report as principal of the Rockland High School.
Approximately a year ago the principal and faculty of the Rockland High School began taking stock education- ally. The principal realized that it was time for formulat- ing policies adequate to the needs of American life in this critical period of social and economic reconstruction. In answer to our critics who would have us spend all of our time developing the three R's we have been working on a program that will insist on the development of the three C's-character, citizenship, and culture. We hope to be able to present at a very early date a modernized curriculum which will be designed to meet the needs of individuals who must have an understanding of the critical social, political, and economic problems of our time. To accomplish this purpose, the curriculum must be constructed in accordance with a forward-looking social philosophy and the school must be much more closely articulated with the community. We believe that the main function of education is to fit the individual to live.
Up to the present time high schools throughout the coun- try have not been able to fit pupils for life because the col- leges to a very great degree have dictated what should be taught. However within the past year some colleges have taken a forward looking step by granting greater freedom in admission requirements. As one writer recently said, "College entrance curriculums are, and will for a time be forced to be, made up of requirements set up by the col-
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leges. Yet many of us feel that there is too great a pre- ponderance of dead weight placed upon languages and higher mathematics, and a dearth of opportunity given to the perusal of natural science and social science. If we are to educate young people to become alert, well-informed citi- zens, and if we want them to be interested in the pulsing problems of their day, we must include in their study ma- terials which, by their very nature, deal with the times in which the pupils live. No excuse can be given for the omission of economics, health, home planning, real prob- lems of government and the like, from the high school cur- riculum. More definite attention should be given to the so called special subjects of the curriculum-art, music, journalism, dramatics, debating, club work, and so on." After all is said and done the manner in which pupils are taught is as important as the courses they pursue.
Within the past year we have organized a student coun- cil. At the present time it is composed of twenty-one members, one member for each home room. The follow- ing account of the student council appeared in a recent issue of "The Parrot." "The Rockland High School Student Council has had a wonderful beginning. Each member is working hard to build up the society and with the wholehearted support of the rest of the students in the school we should be able to rank among the best Student Councils in the state. Up to date the council has organized a Student Activity dues system, a publicity agency, an as- sembly schedule for the year, and is now engaged in de- termining the possibility of having a student traffic squad."
There is a growing tendency to equip high schools with adequate libraries. No high school can function satisfac- torily without adequate aid of this kind. School libraries should be equipped with books, magazines, and pamphlets broad in scope and numerous in quantity. The principal expects procedures on the part of his teachers which call for the pupils to search constantly for additional materials
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such as those already mentioned. We have added several books to our library this past year but at present we are unable to get the full benefit from the library because of the need of a teacher-librarian.
Educating high school boys and girls that they may rightly choose their vocations in life must be the controlling principle of our school curriculum. There never was a time when boys and girls needed a guiding hand to look after their preparation for life more than at the present time. This problem which confronts me as a high school principal today is the proper guidance of our pupils in the selection of subject-matter that will best prepare them for their vocational choice. We must have vocational guidance under wise leadership. The real purpose of guidance is to sort out capacities and adaptabilities, to prolong preparation in school, and to steer school people away from vocations for which they have no natural aptitude and from essential- ly "blind-alley" occupations. Such guidance will make the education that a pupil receives in high school more effec- tive. We are living in an age of guidance. There is legal guidance, medical guidance, and so on. At present in our school the principal is attempting to advise and talk with pupils as regards their general attitudes and behavior in the situations in which they find themselves. We should have a trained teacher to take charge of this work.
Since the opening of school in September all college pre- paratory classes have been meeting six times a week instead of five, the extra period being given over to "directed study." Teachers are finding these "directed study per- iods" very much worth while from their point of view and also from their pupils'. We expect that the help that indi- vidual pupils receive in this way will reduce the number of failures and tend to increase the number of honor marks.
All college preparatory pupils whose marks fall below the certificate grade are required to stay after school for spec-
Guidance 1934
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ial help. These special help classes are scheduled so that any one teacher will have only one group at a time. These classes should be especially helpful to members of the freshman class.
At the present time we are revising the boys' athletic program in the school. Mr. Haggerty, who came to us in September, is taking charge of our athletic program for grades seven, eight and nine. We expect to have varsity sports for them in basketball and baseball and next fall give them some of the fundamentals of football. At the present time he has eight teams playing basketball in grades seven and eight. Mr. Early will coach football and the senior high basketball. Mr. Cogan will again coach the baseball team. At the present time plans are underway for a wrestling league. Eight of the high schools in this district are considering taking up wrestling.
We are confronted with the need of a special class teach- er in this building. Under our present set-up many of our pupils are not getting the right kind of training and drop out of school just as soon as they can. While in school many of them become problem cases simply because they have become discouraged because of constant failures.
In closing I wish to thank the members of the school committee and the Superintendent of Schools for their en- couragement and help, and the High School staff for their cooperation and assistance.
Respectfully submitted,
JOHN A. W. PEARCE, Principal
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REPORT OF THE ENGLISH DEPARTMENT MISS VICTORIA O. HOWARTH
To the Superintendent of Schools :
Lest confusion arise in some readers' minds as to the scope of the study of English, let me make plain at the be- ginning of this report that learning English involves both the study of language and the study of literature. These two studies are quite distinct and a pupil may be profici- ent in one branch and at the same time have a very limited understanding of the other. In making a report, there- fore, of the work and aims of the English department, I must account for both these phases of the work.
In the earlier grades, much more attention is given to language than to literature; but in proportion as ability in- creases, time is devoted more constantly to literature. In last year's report we indicated a desire to increase effici- ency in the study of literature among pupils of the general course by the introduction of some newer and more appro- priate writings into our curriculum. This aim has been partially realized so that we are able to offer students in the Rockland High school a greater variety in reading than was the case in previous years. These books include plays, poetry, fiction and biography, and have been distributed as fairly as possible among the different classes. They are books which will afford enjoyment as well as instruction to the pupils and thus meet one of the great aims in the study of literature.
In this study our objective is not primarily to give infor- mation, but rather to arouse an appreciation of good books, to build up character, and to offer vicarious experiences to all pupils who will accept them. The full realization of
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this aim is far ahead of us, but we are moving steadily to- ward it.
The study of language is more practical than the study of literature and achievements in it can be more easily measur- ed. Nothing is a greater asset to a person in business or social life than a good command of language, and for this reason both oral and written English are given a promin- ent place in our course of study. Connected with these are grammar, spelling, vocabulary building, etc. All of which are important in the expression of ideas, particularly in writing.
Since it is impossible to overemphasize the value of learning how to write, this phase of the work is given first place in all classes. In the last two years assignments are less frequent and longer, while in all other years the op- portunity to practice writing comes very often and the themes are shorter. This training is of great value to all pupils-whether college preparatory, commercial or general. al.
Second only to facility in written expression is clearness in oral English. Pupils can hardly be expected to speak easily and correctly if they are not given ample opportunity to practice speaking under conditions calculated to encour- age correctness of speech. Indeed, this exercise is made even, more necessary by the abundance of incorrect speaking out- side of school. Here again, the younger pupils are assign- ed short oral themes with frequency and regularity; and as the pupils become more experienced, the themes become much longer and more infrequent.
Proper speaking and proper reading are both largely matters of habit; therefore the work begun in school must be continued outside of school if it is to amount to anything. As pupils are in school less than one half of their waking hours, much of the good is lost if they are not encouraged
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at home to spend some time in worthwhile reading and to use good English. We urge their parents and friends to co-operate with us in these respects. On our part, we en- gage to do our utmost to foster good speech and higher lit- erary ideals.
Respectfully submitted, VICTORIA O. HOWARTH
REPORT OF THE FRENCH DEPARTMENT MARY P. THOMPSON
To the Superintendent of Schools :
In offering a three year course in French at Rockland High school, we have a four-fold aim; the reading, writing, speaking, and understanding of the spoken language. Na- turally we cannot expect to develop any degree of expert- ness in any one of these fields, but we can and do lay a foundation on which the pupil may build if he so desires.
For the American student of French the important thing is the acquisition of an easy reading knowledge together with the culture which even an elementary acquaintance with the life, customs, institutions, and ideals of another nation entails.
In all three years of French we use a modified direct method to obtain these results. This means that the read- ing lesson is the center of the rest of the lesson, all gram- mar points are based upon it, and we do many modern drill exercises orally which also have the reading lesson as their basis. We attempt to develop a certain degree of conver- sational ability by almost daily drill based on the pupil's
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reading and every day experiences. In second and third year French we add to this drill rather extensive reading of some of the best French classics without translation in so far as possible.
Since we have changed the text used in all three years of French, I feel that much more progress has been made toward achieving the aims I have mentioned above, so that our modern language course has not only efficiently pre- pared these pupils who are going to enter college, but pro- vided even those who will never continue their study of French with a more accurate knowledge of their own lan- guage, an introduction to the art and literature of France, and, above all, with a broader, more international point of view in regard to a foreign people having much in common with us.
Respectfully submitted, MARY P. THOMPSON
REPORT OF LATIN DEPARTMENT ROBERT C. HEALEY
To the Superintendent of Schools :
For true education there is no hope without hard and unremitting effort. The way to scholarship is steep and rugged. Any promise of culture that is not based on hard work is a delusion. There is no education worthy of the name which does not demand patient, ceaseless effort join- ed with a persistent concentration of all the mental powers upon the task at hand.
In the study of Latin we must use all these abilities. Vo-
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cabularies and rules must be learned. Comparisons must be made. Concentration must be applied to make the per- fect transition from one language to another. "The work- ing out of a translation from a foreign tongue is further a training of the imagination when one has to unite into a whole the different parts of a sentence. Yet the imagin- ation is kept within wholesome bounds of truthfulness by comparing the results with the original."
In the first year we try to get the pupil to see that the rules of grammar studied in English may be applied in La- tin. Often have we heard pupils say that they understood English grammar better after a study of Latin. Herein is a great value. It is the application of what was previous- ly only a theory. Extensive drill is given in vocabulary since a work cannot be used until it is known perfectly.
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