USA > Massachusetts > Plymouth County > West Bridgewater > Town annual reports of the selectmen, overseers of the poor, town clerk, and school committee of West Bridgewater for the year ending 1940-1944 > Part 16
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Proposed Land Purchase
Your committee has inserted an article in the warrant asking for $2000 for the purchase of a plot of land opposite the Center School. This land has been used for years as a playground for the school children. The land is for sale and it would be unfortunate if it ceased to be available for school purposes. At the present time
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the older boys use it throughout the year to practice their various sports under the direction of Mr. Thomas. The Center School grounds are not satisfactory for baseball and football.
We feel, furthermore, that this land would be an ideal location if, in the future, a new school house is erected. Leaders in the field of school housing recom- mend that a school site have not less than ten acres. Such acreage allows for landscaping, parking space, and adequate playgrounds and athletic fields. For these reasons and because the price of $2000 seems reasonable we believe the Town should acquire this property at the present time.
Aid Raid Precautions
Your committee has made a study of proper proce- dure relative to schools during an air raid and have adopted the method used by other towns and cities and in England, of keeping pupils in the schools under proper supervision.
Arrangements have been made for teachers and stu- dents to be trained in First Aid and all buildings are being properly equipped to combat incendiary bombs and fires caused by them.
School Entering Age
The committee has adopted a new school entering age effective with the opening of school in September, 1942.
Any child who is five years of age on or before Janu- ary 1st may enter school the following September.
This policy is in keeping with the general trend throughout the state and country. An entering age of approximately six years has been proved most likely to lead to successful reading ability. While our new entering age admits younger than six years we feel that it is a step in the right direction. Boys and girls today
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are finishing high school courses much younger than advisable. This change will lengthen to some extent their stay in school.
Respectfully submitted,
LLOYD P. TYRER, Chairman CLARE PARKER SHERMAN PERKINS HARVEY SCRANTON ROGER F. TRACY HENRY F. WOODWARD
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
Gentlemen :
I take pleasure in submitting my first annual report as Superintendent of West Bridgewater Schools.
This year, as in years past, the job of the schools is four fold: to provide training throughout the twelve grades that may be of later vocational value; to provide cultural training so that our civilization may continue to progress towards the finer things of life; to provide a health program, both in theory and practice, so that our graduates will measure up throughout the years of their adult lives; to provide a social-civic training in order that our citizens may understand the values in our way if life and be in a position to preserve and strengthen it through the years.
Vocational Aims
The tendency in thinking of vocational preparation generally includes those obvious high school subjects in the commercial or industrial arts courses. It is per- haps proper to broaden this concept to include all grades and much of the subject matter of each. For instance, arithmetic, language, and science in the ele- mentary school must come into the vocational classifi- cation because these subjects are the base upon which are built the specific skills of later years. In the high school, English, foreign languages, science, and mathe- matics are prerequisite for college entrance. These subjects, then, become vocational in nature because they lead to the type of specific training offered in the colleges. Home economics, too, leads not only to jobs, but to that greatest of all vocations, home management. The girls of West Bridgewater are especially fortunate in having such a program available. The reports of the high school principal and the household arts supervisor discuss the program in much detail.
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The commercial work and manual training are, as mentioned above, obviously vocational in nature. As pointed out in Mr. Morton's report the time allotted to manual training is entirely inadequate to produce skilled workers. Without doubt a complete four year program of general industrial arts is needed to make the high school program more complete. Such a pro- gram would broaden the present wood working to in- clude, perhaps, sheet metal, electrical, plumbing, and elementary machine shop work. During the first two or three years the boys would have training in all of the fields offered, and would specialize in one during the remaining time. This program would in no sense be equivalent to that offered in a trade school. It would, however, make it possible for a boy to go to work im- mediately as a helper or would lessen the length of time required for further training at a trade school. The exploratory nature of such a program should not be lost sight of. By having experience in several of the skilled trades a boy can earlier and more easily discover his particular aptitudes and interests.
Health Program
The health program in any school system may be divided into three parts. The work of the school doc- tor and the school nurse is one. Their work includes the physical examinations, arrangement for correction of defects, organizing clinics either for the discovery or correction of defects or prevention of disease, and classes in First Aid. You are referred to the reports of the doctor and nurse for a more complete discussion of their work and recommendations.
Another part of the school health work is that of continuous and systematic instruction in the classroom. This should begin in the first grade with health readers and continue throughout the whole school life of the child.
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The third part in the health program is that ordi- narily thought of as the physical education program. No amount of theory can take the place of well planned physical activity. Exercises and games of the proper type not only develop strong bodies; they develop co- ordination of mind and body which is often so notice- ably lacking in boys and girls; and they improve poor posture which is the basis of many physical difficulties in adults. Not the least valuable part of this work is the discovery and correction of individual posture diffi- culties. Special exercises are recommended for daily practice at home by the individual pupil. Today when good health is being recognized more and more as a national problem, a physical education director is an invaluable part of the staff of every school system.
It may well be recognized that if all four of these aims are attained in a school system, our people will have vocational competence, have an appreciation of and participation in the finer things of life, have strong healthy bodies, and will be able to take their places in our democracy as understanding, cooperative, respon- sible citizens.
Text Books
Text books are the tools of the teacher. A con- tinuous program of addition to and replacement of our text books is a necessity. The program of strengthen- ing our primary reading, which had been previously begun, has been continued. At the present time all of the primary grades are supplied with new basic read- ing materials. The present reading system is edited by Dr. William Gray, a man with a national reputation in the teaching of reading. It is based on sound prin- ciples, as attested by the success of earlier editions, and incorporates the best of the newer ideas in this field. Too much emphasis cannot be put upon the importance of primary reading. Reading is the base upon which all school work rests. This year the introduction to reading in the first grade was made at a slower rate
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and included more pre-reading and reading readiness activities. The results, as indicated by the teachers, show a greater vocabulary mastery on the part of more pupils. This obviously leads to more complete and satisfactory reading ability, accompanied by a greater interest and desire for reading. It is important to note that to a marked degree it is the younger children who have the most difficulty in the first grade. This is true in all school systems and is responsible for the general raising of the entering age. Experiment, as well as actual experience, shows that a minimum entering age of six years is the most satisfactory.
The next step will be to supply the primary grades with a variety of supplementary readers. That is, readers which supplement the basic reading system. Variety of material adds incentive to reading, as the finishing of one book and the beginning of another stimulates the pupils. The information gained in the breadth of reading has much value as well. In addition to regular story books, the program will include social study readers which help pupils in their adjustment to society at their own age level, safety readers by means of which the pupils have a constant guide to safe procedures, and health stories which lay the foundation for the complete health program.
Visual Education
There is nothing new in the use of visual aids in education. Broadly speaking any knowledge received through the use of pictures or concrete objects as con- trasted with the printed word can be classed as visual education. The development of the motion picture for classroom use has, however, provided the school with a new and important aid in teaching. For a number of years the high school has used motion pictures. This year the program has been expanded to include the whole school system. We have taken a membership in the New England Educational Film Association which makes available films of all kinds at reduced rentals.
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Mr. Arthur Frellick is in charge of developing the use of motion pictures, and the high school, through the Operators Club, has made available its machine. For the rest of this year the procedure will be experimental in nature. It is expected that by Fall the teachers will have become well acquainted with the possibilities of this service and will plan a series of films to correlate with the subject matter of the classroom.
The School and the War
This country was founded on the principle that education was essential to the way of life believed in by our founders. This principle has stood the test of time. Thinking in terms of the four broad aims discussed at the beginning of this report, the job of the school today is to evaluate itself as never before, and to progress toward the more complete fulfillment of these aims. The world situation today has made us realize fully that our democratic principles must be studied and restudied so that every one will have a full understand- ing and appreciation of their true meaning and values. We must look ahead to the future beyond the war so that when peace comes we shall have aggressive, healthy, civic minded, vocationally trained citizens.
During this emergency period the school must be an agency for building morale; it must inculcate a sense of the need for sacrifice and a need for the best efforts of every individual, old and young. That our teachers recognize this is shown by the fine record of our pupils in purchasing Defense Savings Stamps, in their efforts in cooperation with the Red Cross knitting and sewing projects, in their response to the First Aid classes being conducted for them, and particularly, perhaps, in the seriousness and efficiency with which they are respond- ing to the arrangements for air raid protection.
Air Raid Precautions
The School Committee, after much study of all factors involved, decided that the best policy would be to keep the pupils at school in case of an air raid alarm.
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This decision is in conformity with the official recom- mnendations of the national and state Committees for Civilian Defense. Experience in England shows that notwithstanding the almost continuous raids, no school has ever been hit by a bomb when the children were in it. This information comes from Captain Helen Mac- Gregor Paul in conference with officials of the State Department of Education.
Air raid precautions in our schools have been de- veloped through meetings of the principals and the superintendent. Each building was studied to find the place in it that most nearly meets the recommendations for shelters. Weekly drills are being held so that the children will become used to going quietly and in an orderly manner to the assigned place. It is amazing how seriously the pupils take these drills and how eager they are that everything shall be done just right.
We are continuously adding to the effectiveness of the precautions as new information comes in. Every effort is being made, and will continue to be made, to ensure the safety of our children in a time of emergency
Respectfully submitted,
CHARLES G. TAYLOR, Superintendent.
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REPORT OF THE HIGH SCHOOL PRINCIPAL
Mr. Charles G. Taylor Superintendent of Schools West Bridgewater, Massachusetts
Dear Sir:
I herewith submit my annual report as Principal of Howard High School.
The repercussion of war conflicts in Europe and Africa, the development of the Lend-Lease program, the repeal of the Neutrality Act, the dastardly sneak at- tack on Pearl Harbor, and finally the entrance of United States into the world conflict, have placed the problem of defense and preservation of our democracy foremost in the minds of all loyal Americans. As a vital part of this problem is education, the question arises as to what part should be played by the secondary school. It seems clear that the High School should concentrate its efforts along lines of normalcy, insofar as possible, and co-operate in every way with national and civilian defense. Also, the schools must rededicate themselves to the teaching of the appreciation and understanding of democratic institutions, develop an efficiency of co- operation in an emergency, and equip the students with what it takes to facilitate adjustments which will be im- perative during and after the present upheaval.
A great deal of enthusiasm has been shown on the part of the students in the High School in their desire to aid in the present emergency. More than 70 students expressed their interest in Red Cross First Aid Courses, while others volunteered to sew and knit, and still others have given their services in typewriting to the civilian defense both afternoons and during vacation. Classes in First Aid and Home Nursing are being
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planned to utilize this enthusiastic response. In addi- tion, the school is planning definite co-operation with the Massachusetts Committee on Public Safety in giving instruction in certain phases of air raid precautions as recommended by the State Department of Education. This instruction will be correlated with work already being done in the school.
In my report of last year I recommended the ex- pansion of our part time course in household arts to a full time vocational course employing a regular teacher. This growth has come about through co-operation with the State Department of Education and is meeting with enthusiastic response from girls enrolled in the course. It is now possible for students to take an intensive two year program of household arts preparing for home management and entrance in some vocational aspect of the work, followed by two years of intensive com- mercial preparation. Thus, these girls obtain a basic training sufficiently intensified and diversified for sell- ing their services in two separate fields, or more ideally, in a single vocational field employing both types of training. A more detailed account of the Household Arts Department will be found in the supervisor's re- port.
The needs of an effective Manual Arts Program have grown far beyond the scope of our present course in manual training. Although educationally justified by teaching the use of a limited number of tools for the home and farm, the training given in co-ordinating hand and mind, the inspiration which comes from crea- tive effort, and the encouragement often given to the boy not academically minded, its objectives must be expanded to meet modern demands so that our boys may compete for jobs more nearly on an equal basis with graduates of other high schools. With emphasis definitely placed upon industrial efficiency for defense for some years to come, and with the apparent likeli- hood of the continuance of this trend in the years fol- lowing the war, it seems logical that the school should
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assume some responsibility for making adequate voca- tional adjustment. Placing our shop work on a full time basis, adding new equipment consistent with local financial needs and defense limitations, and reorganiz- ing shop materials and procedure to include production on an industrial basis, would seem to be steps necessary to meet this situation.
For some years the necessity has been increasing for the allotment of more time than could be given in connection with the regular course in United States History, for the development of a deeper appreciation of our democratic institutions and for a more intensive study of our economic, social and political problems. The weight of existing teachers' schedules and exten- siveness of subject material as obstacles have been overcome by eliminating economics as a separate course and fusing a minimum of its basic principles and prob- lems with those of a social and political nature into a course streamlined to meet modern needs and trends.
Much has been written and said about the impor- tance of English, both written and spoken. Shortcom- ings of our students in this field have been long recog- nized, and difficulties and failures in other subjects have been readily traced to inabilities to read, write, and speak effectively. Directed at the correction of the individual's deficiencies, regular opportunity classes are now being conducted after school.
For the first time in many years the school has a well qualified paid director of the school's orchestra. Although low in membership, the orchestra is progress- ing with excellent results. It is to be deplored that so many students enter high school without musical in- strument preparation. A good high school orchestra or band cannot be produced without material coming from the lower grades. An enthusiastic response from parents of elementary students in this connection is hoped for. The music supervisor's report amply dis- cusses the chorus work done in the school.
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In my previous reports I have repeatedly called attention to the need for a well formulated program of physical education. Although health is an undis- puted aim of the secondary school, we do little beyond fragmentary instruction given principally in science and civics, the statutory requirements for physical ex- aminations, and a limited athletic program. Participa- tion in exercises is voluntary and no significant correc- tion of physical defects is attempted. Moreover, selec- tive military service medical examinations have spot- lighted deficiencies of health education. If we are to
send forth our youth well equipped to face life in a complex society, we cannot long continue to fail in pro- viding for them a well rounded program of physical education, through which they are able to maintain- maximum physical efficiency in adult life.
Recent studies in the field of nutrition have re- vealed an alarmingly high percentage of high school students lacking in adequate nutrition especially before coming to school in the morning. This condition is probably due to lack of nutrition value knowledge or lack of adequate financial income. In our household arts department how to purchase, prepare, and serve economic yet nutritious food is treated from a practical point of view. In order to assist in this important health activity the school has made application to par- ticipate in the program of surplus food commodities. By this plan certain foods would be made available to be served with the regular food now available at lunch time at no extra cost either to the school or its students.
I have previously discussed the importance of a well rounded activity program-a program rapidly be- coming widely recognized as a powerful educational factor rivaling the formal curriculum in its claim upon the interest and attention of students, and the time and energy of teachers. In addition to activities of last year a bowling league has been organized, and a cheer leaders group formed. Bowling, under excellent con-
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ditions, belongs to a group of wholesome recreational activities such as tennis and golf, which have long adult possibilities, and therefore should be encouraged. The cheer leaders group, in addition to personal bene- fits, is a strong factor in maintaining support for our athletic teams and in strengthening our school spirit.
In conclusion, I wish to express my grateful appre- ciation to you, the School Committee, the Trustees of the Howard Funds, the teachers, and other friends of the school for the helpful guidance and loyal support given me.
Respectfully submitted,
NILS G. LINDELL, Principal
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REPORT OF SHOP AND MECHANICAL DRAWING INSTRUCTOR
Mr. Charles Taylor Superintendent of Schools West Bridgewater, Massachusetts
Dear Sir :
As Shop and Mechanical Drawing instructor, I take pleasure in presenting a resume of the progress made in the establishment of these two subjects as part of the Howard High School Curriculum.
Shop only was first introduced in September, 1937 two days each week, and in September, 1938 the related subject Mechanical Drawing was offered. These two subjects have since been taught three days each week- Shop, two days-Drawing, one day.
As the enrollment in Shop had grown from forty- nine in the school year 1937-1938 to seventy-seven dur- ing the school year 1940-1941, it became apparent that more Shop space and equipment was justified.
During the past summer, the Shop in the Center School was enlarged to nearly double its former size, making working conditions much more efficient. Some new equipment has also been added.
The number of pupils enrolled in the Shop course is now eighty-three. Since the Mechanical Drawing course was first offered, the number of pupils has in- creased from twenty-six, to forty-three at the present time.
The eighth grade boys now have the opportunity for Shop instruction one hour each week. Both Shop and Mechanical Drawing are offered as two year courses to the high school boys-Shop, four periods each week-Mechanical Drawing, two periods each week.
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Specially adapted pupils are allowed to elect both Shop and Mechanical Drawing a third year if school facilities and their programs may be so arranged.
These high school boys receive approximately four weeks Shop instruction, and two weeks Drawing in- struction during their two year course which makes it very apparent we cannot produce craftsmen or drafts- men. However, any amount of this type of training which they can receive is of definite benefit to them in many ways. They can realize their capabilities and determine whether or not they are adapted to continue in this type of endeavor. This type of training is also of special advantage in the development of co-ordina- tion of hand and mind.
I am of the belief that boys who show a particular aptitude for things of a mechanical nature should be given the opportunity to have a considerably larger amount of Shop instruction.
During the next few years, many of these boys will be engaged in some phase of mechanical endeavor, and every bit of training they can possibly absorb will be of invaluable benefit to them and to our national effort.
May I thank all those who have helped to make possible the establishment of these courses in the town of West Bridgewater.
Respectfully submitted,
ROBERT C. MORTON.
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REPORT OF HOUSEHOLD ARTS SUPERVISOR
To Mr. Charles G. Taylor Superintendent of Schools West Bridgewater, Massachusetts
Dear Sir:
As household arts supervisor it gives me great pleasure to submit my annual report on the work covered in this department during the past year.
This year our program has been greatly revised and enlarged. In place of the general household arts course we have been fortunate, since September, in having a vocational household arts department which includes all phases of home making. To me, this is a definite stride ahead since it provides for more time in which to carry out a more effective program. In the past, only one day a week was allotted to foods and one to clothing which meant, of course, that only the very necessary things could be taken up. Now we can have an entire week in which to cover our work and it goes without saying that much more can be accon- plished.
One of the very fine points about this new course is the way in which it is planned. Not only is a girl able to avail herself of the opportunities afforded in the vocational household arts course, but also those which are found in the commercial course. In this way any girl, who definitely has no college intentions, can secure an education which will give her two oppor- tunities for a more successful future. This being the case, it seems to me that every girl who can, should take advantage of this unusual opportunity.
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