USA > Massachusetts > Plymouth County > Rockland > Town annual report of the officers of the town of Rockland Massachusetts for the year ending 1934 > Part 11
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In the second year we read Roman Stories during the first half year. Since they are much easier than Ceasar which is almost synonomous with second year Latin they serve as a welcome transition from the simple sentences of the first year to the more complex sentences of the Caesar. In this year stress is placed on the word list published by the College Entrance Board. For prose during this year we study the first part of "High School Course in Latin Com- position" by Baker and Inglis. This book has three parts one for each of the last three years of a high school course. Studied in its entirety it gives as complete a knowledge of the rules of grammar as any high school pupil needs.
In the third year we read "Cicero's Orations" which give a wonderful opportunity for acquiring beauty of diction. We stress the fact, however, that Cicero was Rome's great- est orator but not her most authentic historian.
In the fourth year we read Vergil's Aenied both from the standpoint of translation and scansion. For the proper understanding of this epic considerable mythology is taken
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up which shows the thought of the Romans during the gold- en age.
The time element is a big factor in the study of this language when we consider the demands of other duties. The amount of time necessary differs with previous pre- paration, attitude and the native ability of the pupil. Close application is most essential for the successful pursuit of the language. Herein is a preparation for adult life for no one can deny that this ability is a most desirable one.
In the report of the University of Berlin to the govern- ment we find the following :- after a long and vain search we must come back finally to the result of centuries of ex- perience that the surest instrument that can be used in the training of the minds of the youth is given to us in the lan- guages, literature and the works of art of classical antiquity.
Modern pedagogy recommends more sight reading and reading for comprehension. This will necessitate a new type of book especially in the third and fourth years.
Respectfully submitted, ROBERT C. HEALEY
REPORT OF THE SCIENCE DEPARTMENT JOSEPH W. COGAN
To the Superintendent of Schools :
The following is the report of the Science Department of Rockland High School. r
The course in chemistry has a cultural as well as prac-
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tical value. It has a cultural value in that it develops the reasoning power and improves the memory. It demands the precision of mathematics, and an exactness of words and endings comparable to the study of foreign language, And analogies of government and discipline may be drawn from the fact that no subject shows more clearly that the characteristics and behavior of the mass depend upon the re- lation and arrangement of its minute particles.
Chemistry is practical in that it shows relation to water purification, fuels, illuminants, agriculture, paints, dyes; textiles; food and paper industries; and war activities.
We cover the syllabus prepared by the American Chem- ical Society as well as the requirements of the College En- trance Board, but is not limited to those requirements, as each theory is discussed and then applied to the factual ma- terial at hand. .
The present course in physics tends to set practical prob- lems rather than artificial, thus causing the pupil to seek useful information from mechanics, artisans and engineers whom they contact outside of the classroom. One of the greatest difficulties in the teaching of physics is the com- mon inability of a student to apply general principles to the things he sees about him. For this reason much emphasis is placed upon application of these principles to the familiar things in the questions and problems as taken up in class. Class demonstrations and individual laboratory work also tend to make practical these principles and laws.
At the present time we have a total of 100 students in the biology course. This course involves a general knowledge of the development of plant and animal life. The vocabu- laries and diagrams are given considerable attention. There is no laboratory exercise in connection with this course, but as time and materials permit the instructor performs exper- iments to supplement the classroom work.
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The course in general science is designed to be a pur- poseful part of the life and thought of the pupils who study it. Those interests in science which are helpful and en- joyable are used, encouraged, and developed. The spirit of inquiry regarding the facts of life and experiences is used as a means of developing a working belief in guidance by truth. General science tries to give to pupils not only scientific attitudes toward common occurrences but the be- ginnings of acquaintance with the leading divisions of science knowledge as applied to our environment.
Respectfully submitted, JOSEPH W. COGAN
REPORT OF THE MATHEMATICS DEPARTMENT MALCOLM L. PRATT
To the Superintendent of Schools :
Several important changes by the high school adminis-
- tration have corrected most of the difficulties mentioned in last year's report.
First, the introduction of General Mathematics into the high school program of studies has enabled us to care for those general pupils who did not want Algebra, and to whom Commercial Arithmetic would furnish no practical value. Secondly, the entrance of the directed study period into the college preparatory division has enabled individ- uals in these classes to get more individual attention, and consequently we find more pupils reaching a certified grade of B. Lastly, the afternoon back each week for college preparatory courses has been of real aid to the average pu- pil and especially to the slow pupil.
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From these changes we find that now pupils not up to "B" grade are having 7 periods a week where formerly they had 5. This increase of 40% in time spent with the teacher has been of much worth in our department. Not only do we find that the pupils benefit by more individual attention, but we find that the teacher is also aided. It ap- pears very likely that these changes shall mean that the teacher may devote more time at the end of the year in pre- paring his or her pupils for their immediate college needs.
Modern plane geometry is potentially as fine a course as any for training the pupil to think logically, accurately and with precision. I believe that to secure maximum results the classes should not be larger than 20 or 24. In the past two or three years the geometry classes have been too large. ranging from 32 to 36 pupils. .
In conclusion, the department believes that the above- mentioned changes have been the means of satisfying the department that the courses offered are as they wish them to be.
Respectfully submitted, MALCOLM L. PRATT
REPORT OF THE COMMERCIAL DEPARTMENT MISS MARGUERITE J. CROAK
To the Superintendent of Schools :
Modern commercial education must keep in step with the business world, and in order to prepare students for the busines world it is necessary to have, in addition to a mastery of the subjects themselves, certain fundamental at- titudes. Through the various class activities the atti-
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tudes of trustworthiness, initiative, courtesy and tact, promptness and orderliness are stressed.
Stenography-
In the first year of shorthand the prinicples of the Gregg system are taught. In order to prepare the students for dictation, short sentences are given from the first day. From this beginning the average student will build up his dicta- tion speed, until in June he will be taking dictation of me- dium difficulty at 60 words per minute. We hold as a goal toward which to work the Gregg 60-word certificate. The second year comprises a general review of the princi- ples of the system, in addition to the regular dictation. We begin with the 60-word dictation and work up to 100 words a minute by June, on difficult transcript material. We have as our goal this year the Gregg 100-word certifi- cate. The speed with which modern business progresses makes it necessary for stenographers to have speed as well as accuracy. For that reason, and because there are many students capable of doing considerably more than the re- quired 100 words, I am trying to provide the opportunity for those people to raise their speed to at least 110 words per minute by the end of their second year of shorthand.
Typewriting-
The aim in typewriting is to enable the students to turn out accurate and speedy work. The first year consists of acquiring a mastery of the keyboard; a knowledge of the various kinds of machines and the parts of each; ability to care for the machines. We begin with word drills and pro- gress to sentences and paragraphs, until at the end of the year they should be typing on straight copy work for fif- teen minutes with an average speed of 30 words per minute. Simple letters are also taught this year. During the second year we continue with the drill work for finger strengthen- ing and the 15-minute speed tests. The speed increases to
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from 40-45 words per minute. Letter forms, tabulating, centering, etc., are taught this year. The third year con- sists very largely of transcription work. This gives prac- tice in letter forms and special forms. The average speed at the end of the third year is from 50-55 words per minute and the transcribing speed 20 words per minute.
Office Practice- -
This course consists of class discussions of those sub- jects and machines of which a person going into business must have a knowledge. Projects based on real office sit- uations are worked out. Dittoing, typing and mimeograph- ing are done for other teachers. Each member of the class spends a certain number of his study periods in the high school office.
Junior Business Training-
This course fosters an understanding of business by ap- plying the principles of business to the home, the school, etc. It forms a foundation for bookkeeping. For those who will not go on with commercial work, it gives much practical information which can be applied in any situa- tion.
Bookkeeping-
This course aims for a complete understanding of debit and credit, the purpose of statements, the meaning of oth- er terms such as assets, liabilities, profit and loss, trial bal- ance work sheet, and closing entries. After completing the advanced course in accounting, a pupil is prepared to re- organize any old, out-of-date system, start a new bookkeep- ing system in a new business, take over an old business and make necessary changes, and audit simple bookkeeping work. Bookkeeping sets are used throughout the course
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so that the pupil gets a practical knowledge of what he is doing.
Respectfully submitted, MARGUERITE J. CROAK
REPORT OF INDUSTRIAL ARTS DEPARTMENT
JOHN B. HAGGERTY
To the Superintendent of Schools :
I herewith submit my first report as Industrial Arts In- structor in the Junior and Senior High School. A com- plete reorganization of the shop has been affected since the beginning of the Fall term and so the work which has been done, for the most part, has been in the interests of the department itself.
The shop has been changed from a unit woodworking shop into a General Shop. This set-up is considered to be the most efficient for student purposes in a system which cannot afford a series of unit shops in order to satisfy the exploratory drives of the adolescent pupil. In order to affect this change it was not necessary to make any dras- tic changes in the equipment save that of rearrangement in the shop.
The students themselves, made over two tables to be used as the drawing department. Old printing braces fur- nished the supports for the inclined boards upon which the students now draw. Thus, in this respect, the change, which greatly widened the scope of the course of study, did not impose any great financial cost on the departmental budget. The same can be said for all the other changes which are
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mentioned below. In every case, old equipment was made over to fit the purpose.
A tool crib was erected, wherein all the tools are neatly arranged and kept. Each boy has to take his turn in here and in this way he learns a wealth of valuable related in- formation concerning tools. Each boy has four tool checks and is held strictly responsible for them throughout the school year. This device is invaluable for inculcating ha- bits of neat orderly procedure in the shop.
The shop is organized into three major departments; Woodwork, Drawing and Home Mechanics. The classes are divided into two major sections and are required to spend the following amounts of time in each of these divis- ions : 10 weeks in Drawing, 10 weeks in Home Mechanics and the rest of the school year in Woodwork.
In Woodwork a student is required to make a project which has been selected because of the fundamental opera- tions which it contains. The pupil's progress is very care- fully checked on this piece of work and upon the comple- tion he is allowed to make a project of his own choice ac- cording to the ability displayed upon the required project given at the beginning of the course.
A pupil is required to complete three plates of three-view drawings during the course and he is also required to bring some article of furniture to school for repair and refinish- ing. These two special projects complete the yearly re- quirements for the course.
Several other material improvements have been made in the shop and a few more are to be completed. The most important of these are a lumber-rack and a set of display shelves. The rack will prevent a great deal of waste through warping of boards, while the shelves will at all times be a motivation center for classes to come.
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A few of the projects which have been made in the shop this Fall are listed below. Besides, the department has also turned out several group projects like the "Little Red" and various school projects such as bits of stage scenery and bulletin boards :
Taborets Wall Case
Footstools
Smoking Stands Lawn Chairs
Serving Trays Bell Boy Novelties
The great part of the printing which has been done in the shop this Fall was completed by a special group of High School students. These boys have been untiring in their efforts to turn out the required projects. Some of these are listed below :
Play Tickets Programs Dentention Slips Game Tickets Report Cards Program Cards Student Activity Tickets Book Cards
In closing this report, I wish to thank the members of the School Committee for their very noticeable interest in the progress of the Industrial Arts Department. The Su- perintendent of Schools and the Principal of the High School have both done everything in their power to further the interests of the department, and the improvements af-
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fected have been made entirely possible only through their wholehearted co-operation.
Respectfully submitted,
JOHN B. HAGGERTY
REPORT OF PHYSICAL EDUCATION DEPARTMENT
BOYS' DIVISION - WILLIAM P. EARLEY
To the Superintendent of Schools :
May I submit my report as Director of Physical Educa- tion for boys of the Rockland High School for the year 1934.
The physical education department of this institution has during the past year attempted to continue the same kind of work inaugurated in this department in 1931, namely, the part time place of every boy in some kind of physical endeavor.
Let me correct any misconception of what this depart- ment is attempting to accomplish in its physical education program. As a part of the school curricula it naturally must meet up with standards set fourth by the school de- partment, namely, education through the physical and not alone of the physical.
The former idea is emphasized more than the latter, that is, our main purpose is to educate a boy by means of physi- cal exercise rather than educate a boy for physical exercise.
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It is to this end we have striven and as a consequence we have incorporated into this department a well-rounded program of physical exercise for junior high boys as well as senior high boys. The programs are similar in both divisions with slight variations.
Boys who take gym work twice or once a week have these types of competitive play at their disposal :- touch football, light calesthenics, military tactics, indoor baseball, volley ball, soccer football, relay races of all types, basketball, mo- dified distance runs and numerous other activities of like nature. Wrestling and tumbling are to be inaugurated in 1935 due to a purchase of tumbling mats for use in the gym. This program is well rounded and appeals to all types of boys.
As extra-curricula activities we have varsity football, varsity baseball, varsity basketball, second team basket- ball, junior high leagues, and a junior high varsity basket- ball team.
Our varsity teams play interscholastic games with other schools being defeated frequently, yes, but never being hopelessly outclassed.
There is no question in my mind that our American system of varsity athletics in schools lays too much stress on the winning of an athletic contest. That is due to a commercialized instinct in the conduct of sports for boys. If we could only leave the games for the boys to play and enjoy as an incidental part of their education rather than creating in the minds of the boys false ideas as to the nec- essity of winning athletic contests, education through the physical would go hand in hand with education through the mental.
This department is endeavoring with might and main to teach the boys of Rockland through the physical means the
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correct principles and knowledge of the games, coordination of mind with body, fair play, sportsmanship, and above all the correct duty to home and community. If physical edu- cation does not have these points as foundation points in a boys life it is not physical education.
This department is open for inspection at all times and the citizens of Rockland are welcome to visit it and obtain at first hand, knowledge as to how the boys of Rockland are educating themselves through physical exercise in the school curricula of the town.
I wish to extend my thanks to the school department and the citizens of Rockland for their fine co-operation during the past year.
Respectfully submitted, WILLIAM P. EARLEY
REPORT OF PHYSICAL EDUCATION DEPARTMENT
GIRLS' DIVISION - J. JOSEPHINE FITZGIBBONS
To the Superintendent of Schools :
"Education is the process by which the individual comes into continually increasing possession of himself and his powers, through continually increased participation in race achievement." -William H. Kilpatrick
The objectives of physical education have been expressed in many ways but they may be thought of in these two groups :
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1. Developmental objectives.
2. Objectives in adjustment.
Every individual throughout life is undergoing changes in four fundamental phases of his being. The wise guid- ance of these changes constitutes the developmental group of objectives of physical education.
1. The Development of Organized Power
2. Neuro-Muscular Development
3. Intellectual Development
4. Emotional Development
Successful living in any social order depends not only upon the development of individuals, but upon adequate ad- justment of individuals in society. This adjustment is two- fold: (1) the adjustment of social standards to meet the needs of the times, and (2) the adjustment of individuals to these standards.
The following is my report as Director of Physical Edu- cation from January 3, 1934 to December 21, 1934.
In the Rockland schools a properly graded course taking into account the age, ability and tastes of the child is used to provide suitable training for everybody. The minimum time allotment recommended in this course of study is one hour daily. This is distributed as follows:
School session 9-12: 1:30-3:30
a) 15 minute recess period twice daily
b) 20 minutes for physical education instructor once daily
c) 5 minute relaxation period twice daily
Beginning in the primary grades we find story plays, ryhmic plays. Games, interpreting catchy music by run-
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ning, skipping, marching and hopping and a few folk danc- es. In the fourth grade we add formal drill and the first lessons in form so essential to sport as well as to gymnastic perfection are given here. Each lesson being one in pro- gression from the former through the fifth, sixth and for the girls, through the Junior and Senior High school. The grade schools are visited once every two weeks. I then teach the new lesson, which is necessary to teach and dem- onstrate at the same time that the class may get a clear mental picture of what is desired. Five days are spent on one lesson alternating with ryhthmic work and games, mak- ing each lesson cover two weeks work. This year each child beginning in the first grade is marked once a month in posture, and records kept of his progression. In June, 1934, forty-four posture awards were made in the grade schools.
This year I have started the National Physical Achieve- ment Test for the pupils ranging in age from 8 - 13 years. They do not purport to be motor ability or capacity tests. They are simply standards of efficiency in physical educa- tion, skills which will not only help in planning broader pro- grams, but will act as incentives to better individual ac- complishments.
The Junior High School is visited once a week. The work here includes Swedish and German gymnastics, march- ing tactics, tumbling and games, and here the fundamentals of girls basketball are taught.
A special effort is being made to carry out the policy of athletics for all pupils. In following this aim, I have stressed inter-class games in all sports. By having these class teams a great number of pupils are able to participate in the game, and it teaches them the meaning of cooper- ation, good sportsmanship, and self-control. It also teaches the spirit of playing for pleasure rather than for the sake of the winning the game.
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SIXTY-FIRST ANNUAL REPORT
The High School has gymnasium twice a week. These periods are devoted to Swedish, Danish, and German gym- nastics, military tactics, Indian clubs, dumb-bells and wands. Class teams are being organized as well as a varsity team.
I have also this year introduced class leaders so that the children shall learn keen leadership and intelligent fellow- ship.
In the spring the Junior and Senior High School pupils are endeavoring to give an exhibition in the form of a com- petition meet.
In closing I wish to thank the members of the School Committee the Superintendent, the Principal of the High School, the grade teachers and all who have assisted me in carrying on the work of my department.
Respectfully submitted, J. JOSEPHINE FITZGIBBONS
FINANCIAL REPORT OF CAFETERIA
MISS MARY E. HACKETT January 1, 1934 - December 31, 1934
RECEIPTS :
Balance Dec. 31, 1933 $ 6 37
For Food Sold 4 871 41
Total Receipts
$ 4 877 78
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TOWN OF ROCKLAND
EXPENDITURES :
Meats and Provisions :
Harold Gelinas
387 16
Hickey Bros. 546 80
Brockton Public Market
6 48
Warshaw's Market
6 90
Barnes & Souza
11 04
Sullivan, Conlin & Hopkins
9 10
Wholesale Groceries :
George D. Emerson
210 50
E. V. Fitts
256 94
H. J. Heinz
16 68
M. F. Ellis
51 18
Wilmot Simondson
10 00
Wales Company
10 50
Standard Brands Inc.
4 50
Milk and Cream :
A. C. Stoddard
361 23
Bread & Rolls :
Continental Baking Co.
212 07
Hathaway Baking Co.
24 44
Berwick Cake Co.
135 46
Crackers & Cookies :
National Biscuit Co.
15 22
Loose Wiles Biscuit Co.
158 34
Health Food Products Co.
27 24
Ice Cream :
Plymouth Rock Ice Cream Co. 970 85
Candy, Straws, Paper Napkins and Wax Paper : A. S. Peterson 435 93
A. C. Patterson 31 10
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SIXTY-FIRST ANNUAL REPORT
Operating Expenses :
Paid Help
741 00
Old Colony Gas Co. 68 33
Electric Light & Power Co.
75 36
Electric Light cord
1 00
Globe Ticket Co.
26 10
Jordan Marsh Co.
23 73
D. J. Burke
6 82
Arthur Casey
14 00
Cash Purchases
4 00
Service charge and tax on checks
9 31
Total Expenditures
$ 4 869 31
Balance
8 47
$ 4 877 78
REPORT OF
SCHOOL NURSE AND SCHOOL PHYSICIANS
JOSEPH H. DUNN, M. D. JOSEPH FRAME, M. D.
LOUISE A. CONSIDINE, R. N.
To the Superintendent of Schools :
We wish to submit the following report as School Phy- sicians and School Nurse for the year 1934
We have examined all pupils in the elementary grades during the month of October. The High School pupils both boys and girls were examined carefully before being allowed to participate in the competitive sports. We car- ried out our usual Diphtheria Prevention program in June
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when 62 children were immunized against this disease. This number was but 40% of the first grade enrollment and we feel that more parents should avail themselves of this opportunity to protect their children from Diphtheria.
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