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 29
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In addition to the Food Production and Preservation pro- gram, other new responsibilities fell on our Extension Service. Assignments of the United States Department of Agriculture in handling programs affecting rural people have had a definite in- fluence in the conduct of the farm business and home. A few of these follow: U.S.D.A. War Board, Farm Labor Program, Farm Rationing, cooperation with the Office of Price Administration, Farm Transportation, Priorities information, War Production Board assistance, and Selective Service help in reporting over five hundred cases for agricultural deferment.
All members of the Extension Staff devoted an increasing amount of time in 1943 to the promotion of production and pres- ervation of food, with particular emphasis on home food pro- duction.
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Carrying out the Governor's state-wide request, the local Extension Service assumed the responsibility of setting up Food Production and Preservation Committees in each town of Ply- mouth County. These committees were made up of represent- atives from various town organizations. Some of their import- ant functions included: arranging for mass meetings on garden- ing and canning, setting up information centers, making arrange- ments for plowing, and conducting Victory Harvest Fairs.
The County Extension Staff assisted the local committees by conducting meetings, making soil tests, preparing newspaper articles and circular letters. Hundreds of home gardeners were given help by telephone, office calls or garden visits. The agents worked with local committees in arranging for the harvest fairs.
The work accomplished by these committees was a real con- tribution to the war effort. It is believed that the experience gained along these lines in 1943 will be invaluable to a still greater food production program in 1944. Tribute is due the Town Committee members for their valuable work.
The agricultural agents' wartime program has been a flex- ible one in an attempt to do the most important assignments with the many other new responsibilities delegated these agents. The Farm Labor Program assigned to the Extension Service for direction and administration on May 1, though difficult, has proven of considerable success. Evidence of this may be found from the fact that 614 farm recruits were found and placed on farms during the year. Grave critical needs for permanent dairy and poultry help is still a major problem. Commodity educa- tional programs were conducted for dairymen, poultrymen, fruit, vegetable, and cranberry growers, forestry products, and general livestock producers. By the guidance of commodity committees in each of these industries, the agricultural agents have shaped their educational program plans. As usual, all request farm visits
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have been fulfilled as promptly and efficiently as wartime con- ditions have allowed.
Conservation was the general theme of the Home Depart- ment in 1943. Meetings were conducted in many towns on the care and repair of home furnishings and equipment. Homemakers also received help along the lines of nutrition and food buying in war time, and renovation of clothing. Nearly 2,500 women at- tended the 111 canning demonstrations which were held during the summer. These included demonstrations on canning vege- tables, fruits, chicken, fish, and meat. From reports received, it would seem that these same women canned 445,000 jars of food -a sizable contribution to the winter's food supply. Information was also given on other methods of food preservation and home storage.
The 4-H Department set as its goal for 1943 "More Food Production and Preservation Club Members". The goal was reached, for the enrollment was 1,100 in 1942 and 1,800 in 1943. It is estimated that 20,825 jars were canned by 4-H canning club members, much of the food being produced at home by the members and their families.
It is desired that the garden project be a year-round pro- ject, and in one instance, meetings are being held throughout the winter. This gives the members an opportunity to plan their gardens and discuss their problems before the busy planting season arrives.
Emphasis has been placed on conservation, and the results have been most satisfactory. In spite of shortages, the members have continued with their various winter projects-Home Fur- nishings, Handicraft, Clothing-making something new from something old whenever possible.
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CHILD WELFARE SERVICES
To the members of the Board of Public Welfare:
The town of West Bridgewater together with the town of Hanson has jointly sponsored a Child Welfare Service program which was put into operation in November 1943.
Child Welfare Services is a subdivision of the Division of Child Guardianship of the Department of Public Welfare in the State of Massachusetts. Through the use of Federal funds sup- plied by the United States Children's Bureau the presence of a children's worker has been made possible. Her primary purpose is to give special services to children whose individual difficulties or home conditions need special attention. These services are given without regard to legal residence or economic status and although the worker is appointed by the Board of Public Welfare those who avail themselves of this service have no direct contact with the local Board of Public Welfare. The worker has a sep- arate office in the Town Hall and is directly responsible to the Boards of Public Welfare but receives additional supervision from the District Consultant of Child Welfare Services.
In this wartime period it is hoped that much can be ac- complished in the way of preventing the development of delin- quency and other problems arising out of the war. However, this new service aims to help those parents and children who wish help with their problems and it works without the use of authority or pressure. An attempt is made to help parents solve their difficulties in the way they themselves feel will be most sat- isfactory for their children.
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The Child Welfare Service worker hopes that during the coming year all those interested and concerned in the well-being of any child will feel free to consult her. If the problem appears to be one in which she can help or secure the help of others, a study will be made of the child and his needs on which to base the type of service which will be most effective. Past experience in other towns has shown that the most numerous referrals come from the following sources: the town officials, school department, physicians, Chief of Police, Board of Health, clergy, neighbors, relatives and parents themselves.
The Child Welfare Service Workers have been trained to work with the children who show in their home, school, or play life varying degrees of maladjustment and inability to get along well with others. To be more specific, this would include the child who shows difficulty in first, personality adjustments-he may be shy, timid, fearless, friendless or lacking in initiative; second, the child who shows habit-formation traits-he may show masturbation or speech disorders; third, the child who shows dif- ficulty in behavior-he may fight, lie, steal, truant or resist au- thority; fourth, the child who shows inability to work up to capacity-the child with superior intelligence who may be doing only average or below average work or the child with average intelligence who might be failing, etc.
The above types of behavior are symptomatic of the fact that something is going wrong in the life of the individual child. If the Child Welfare Service worker has the opportunity of reach- ing those children when the first symptoms of what may be serious disorders appear she may be able to prevent the demoral- ization of their environment and the breakdown of their home life. It is hoped that this service can be of benefit to those chil- dren who have begun to develop personality and behavior prob- lems and who can yet be saved from the painful experience of
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removal from all that means security to them in terms of family, church, school and friends.
Insuring the welfare of all children has always been a rec- ognized concern of democracy and is especially a challenge to America today. The needs of children are many and the special services that have been devised to meet these needs are gladly supported by our citizens from both public and private funds. The Child Welfare Service worker will attempt to insure, in par- ticular, the welfare of all the children in West Bridgewater and hopes that the year 1944 will be a happy one for many local children.
I would like to extend my gratitude at this time to all who have cooperated in the organizing of this program in this com- munity and especially to the members of the Board of Public Welfare and to the School Department.
Respectfully submitted,
PAULINE F. MURRAY
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
AND
Superintendent of Schools
OF THE TOWN OF
WEST BRIDGEWATER
FOR THE YEAR 1943
1
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REPORT OF THE SCHOOL COMMITTEE
MEMBERS AND ORGANIZATION OF SCHOOL COMMITTEE
Clare E. Parker, Chairman
Term expires 1946
Lloyd P. Tyrer
Term expires 1944
Sherman H. Perkins
Term expires 1944
James A. Kehoe
Term expires 1945
Roger F. Tracy
Term expires 1945
A. Philip Erbeck
Term expires 1946
SUPERINTENDENT OF SCHOOLS Charles G. Taylor
Office: Howard High School Telephone Brockton 5094
Residence: 135 North Elm St. Telephone Brockton 2221-W
SCHOOL PHYSICIAN Adolor O. Belmore, M. D.
SCHOOL NURSE Mrs. Lillian M. Hewitt
SCHOOL ATTENDANCE OFFICER Douglas Eaton
SCHOOL CALENDAR FOR 1944
Winter Term January 3 to February 18, inclusive Spring Term Summer Term February 28 to April 14, inclusive April 24 to June 16, inclusive Fall Term September 6 to December 22, inclusive
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SCHOOLS CLOSED ON
May 30-for Memorial Day
October 12-for Columbus Day
October 20-for Teachers Convention November 22 (at noon) 23, 24-Thanksgiving Holidays
SCHOOL MEMBERSHIP, OCTOBER 1, 1943
School
I
II
III
IV
V
VI
VII
VIII
Total
Center
20
15
22
26
29
33
41
40
226
Sunset Avenue
18
17
12
11
19
12
17
15
121
Cochesett
12
7
11
10
14
54
Matfield
7
5
8
20
Jerusalem
10
2
2
3
3
3
21
Totals
67
46
56
50
65
45
58
55
442
IX
Y
XI
XII
Total
High School
58
48
42
43
191
Total-High and Elementary
633
FINANCIAL STATEMENT
Expenditures 1943 3808.44
Estimated 1944 3840.00
1. Administration
2. Instruction
Salaries
34419.60
37000.00
Books and Supplies
3032.39
2800.00
3. Operation
Janitors
3062.65
2930.00
Fuel
1590.18
2300.00
Supplies
185.59)
Light
425.72)
800.00
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Gas 101.60)
Water
111.13
High School
2000.00
.
4. Maintenance
1679.56
1800.00
5. Auxiliary Agencies
Library
55.50
100.00
Health
1367.80
1400.00
Tuition
173.20
200.00
Transportation
3124.55
3090.00
Miscellaneous
125.86
140.00
6. Vocational Education
204.53
600.00
Grand Total
53468.30
59000.00
Appropriation
53470.00
Balance
1.70
Reimbursements:
On account of Superintendent's Salary and Transportation
1288.87
Part I, Chapter 70
5452.50
Vocational Education
360.89
State and City Ward Tuition
931.80
8034.06
Total Expenditures
53468.30
Total Reimbursements
8034.06
Net Operation Cost to the Town for 1943
45434.24
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Household Arts Balance from 1942
75.27
Federal Grant (George-Deen Funds)
1679.73
Total
1755.00
Expended
1130.00
Balance (Available for 1944)
625.00
TO THE CITIZENS OF WEST BRIDGEWATER
The past year has seen a continued adjustment in our schools to war time conditions. New courses and activites di- rectly due to the war have been instituted, but the basic educa- tional offerings are being maintained and improved.
In the high school are included courses in those subjects particularly needed by the armed forces of our country. The program in physical education and athletics has been in effect for a little over a year and our school physician already reports a notable improvement in the physical condition of our boys and girls. Great interest in athletics is noted both in the student body and townspeople.
The sale of War Bonds and Stamps, salvage drives, Junior Red Cross and other activities are being carried on in a note- worthy manner. Teachers and pupils in all our schools are to be highly commended for the fine results which have been achieved.
TEACHER PROBLEM
For the second successive year there has been a greater than normal change in our teaching staff. We feel, however, that our present staff is maintaining a high standard of instruction. The committee hopes that the new salary schedule put into effect a year ago will be a factor in holding further changes to a min-
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imum. The town must, however, realize that we cannot compete with salary scales of the larger towns and cities.
REPAIRS
Your committee has continued and will continue its policy of maintaining school buildings in as good physical condition as possible. Painting and repairs at the Sunset Avenue School took a large part of the 1943 repair appropriation. More work must be done in this school this year as well as painting at Cochesett and Jerusalem Schools.
HIGH SCHOOL OPERATION
For many years our town has been fortunate in that the maintainance and operating costs of the Howard High School have been furnished by the Howard Fund, the town paying the costs of instruction.
The committee was informed early this winter by the How- ard Fund Trustees that because of smaller income from invested funds full support would not be available for 1944. After sev- eral meetings with the trustees, board of selectmen and finance committee, we feel the town should assume part of the expense for 1944; our part not to exceed $2000.00. This amount is in- cluded in the school budget as "High School Operation".
POST WAR PLANNING
It is the feeling of the present school committee that serious consideration should be given to post war planning for modern school facilities. We believe that the committee appointed by the town to study the school housing situation has been active.
Your committee believes that cooperation among all groups, school committee, parents, townspeople in general, teachers and pupils, leads to a maximum of educational service to the com-
.
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munity. We recommend and encourage such meetings as Parent- Teachers, parent nights, public exhibits and individual meetings between the home and the teacher. We also call to your atten- tion that a part of each school committee meeting is an open meeting which interested citizens are cordially invited to attend.
Respectfully submitted,
CLARE E. PARKER, Chairman LLOYD P. TYRER SHERMAN H. PERKINS JAMES A. KEHOE ROGER F. TRACY A. PHILIP ERBECK
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REPORT OF SUPERINTENDENT OF SCHOOLS
Gentlemen:
This year has seen a stabilizing of the schools under war conditions. A year ago we were in the process of introducing new subjects and activities into the program of the school. To- day we find that activities and procedures have settled into a war time pattern. In general it would seem that the schools have been strengthened rather than harmed. Basic subject matter has been maintained in the elementary schools and added to in the high school.
For years the program of the high school has tended to broaden as more and more boys and girls remained in school. The present war situation has emphasized the need in many cases for a greater understanding of applied mathematics and applied science. The report of the principal, which follows, gives a good picture of how the high school has strengthened its curriculum.
Dear Sir:
I have the honor to submit my annual report as Principal of Howard High School.
The year has been characterized by the insistent demand that the secondary schools go "all out for victory". In heeding
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this demand there are certain considerations which could not be overlooked. That education for victory should be the primary, immediate objective of the high school cannot be denied. Never- theless, education must take into account in its secondary school program that all of its youths will be projected into a post-war world the complexity of which defies full comprehension.
A war time program, therefore, must necessarily begin with the preservation of those fundamentals of education which will assure for every boy and girl a strong basic training for life, whether it be in time of war or peace. Built upon this as a found- ation, the program should be expanded and developed to meet war needs just as far as local conditions of costs, teachers, and equipment facilities will permit.
Our colleges have long been the custodians of our cultural heritage, and since the needs of war have stripped most of them of much of their cultural content it becomes more evident that the secondary school should retain as much of its cultural con- tent as possible. It must aim to bring about the development of its students as individuals, and to give them the power to ad- just themselves adequately to the social order of which they are a part.
The principles set forth in the preceding paragraphs have predominated in shaping the school's program. This has made changes necessary, many of which I shall now enumerate.
The field of greatest activity in the school is the curriculum. In grade 9, general science has been added to the list of English, Civics, and Physical Education as subjects required of all stu- dents. Household Arts and Shop have been made available to all students except those enrolled in the college curriculum, and algebra or general mathematics is required of all pupils. Plane geometry is now offered every year instead of being alternated
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with second-year algebra which now comes as a half-year course in grade 12. A pre-induction course in physics, dealing princi- pally with fundamentals of machines and fundamentals of elec- tricity, as recommended by the War Department, has been added for non-college juniors and seniors as well as a new course of social studies for all juniors. In the commercial curriculum a pre-bookkeeping course was introduced in grade 10, and book- keeping I and II were moved one year ahead to grades 11 and 12 respectively. Shop for sophomores has been increased to 9 periods per week.
These revisions are not measures necessarily born wholly of the war emergency. As a matter of fact, like the introduction of physical education last year, these changes were coming any- way, and were accelerated by the war time focusing of attention upon them.
The sale of war stamps and bonds has progressed unusually well. Sponsored by the Student Council, the school, during the period from September to Pearl Harbor Day, December 7, over- subscribed its quota by selling $3264.55 worth of stamps and bonds. This amount was sufficient to purchase one original jeep, and one amphibian jeep. For this fine achievement and for over 90% participation by the students, the school not only received a citation from the Treasury Department in Washington, but it has earned the right to fly the Treasury Minute Man Flag.
In the collection of tin cans the school is doing a note- worthy job. This activity, also sponsored by the Student Coun- cil, has been enlivened by novel assembly programs presented by the salvage committee.
In cooperation with the man-power labor shortage the stu- dents of the school have made sizeable contributions. Much time and energy has been expended in arranging pupils' schedules so
.
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as to enable them to do both their school work and engage in outside employment. Over 100 pupils are engaged in various forms of outside employment including war production and farm work. Fifty-six different pupils have been dismissed 1, 2, or 3 periods early, and 18 have been dismissed 20 minutes early in order to make bus connections. These arrangements have not only resulted in aid to the local labor situation, but they have placed our boys and girls in fairer competition with students from other schools. Pupils are granted early dismissal privileges for outside employment only as long as they continue to do sat- isfactory school work.
Contrary to expectations that the enrollment of school would decline appreciably due to the labor shortage 191 stu- dents were registered on October 1, 1943, as against 191 at the same time in 1942. These figures reflect well the feeling in the community that a high school education is far more valuable than the earning of a few dollars now, when most any one with the will to work can find profitable employment.
The amendment to the Selective Service Act in November, 1942, which resulted in the drafting of 18-20 year-old boys, did not apply to any members of the class of 1943 before graduation. The coming year, however, will see serious inroads into the male members of the class of 1944. To any student entering the armed forces of the United States a diploma will be granted pro- vided he enters the military service between February 1 and the close of the school year, and that he completes his basic train- ing, and also, at the time of induction he shall be passing in suffi- cient credits to qualify for graduation in June under normal conditions.
One of the most active organizations in the school is the Student Council. This group, composed of representatives of the student body, are earnest, sincere, and serious in their delibera-
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tions. Among their activities is the direction of the sale of war stamps and bonds. The Council started the campaign by dedi- cating a booth for the purpose of the sale. Its leadership has re- sulted in the school's being privileged to fly the Minute Man Flag. The Council has planned and supervised the salvage of tin cans, conducted the sale of Athletic Association memberships, raised money for school activites by running the annual maga- zine drive, organized cheering for basketball games, and pur- chased an honor roll for former students now in military service.
The work in the physical education department continues to be carried on with unusual success. This work as well as that done in the household arts department has been covered in re- ports of other years.
Other activities discussed in previous reports, and still func- tioning well, are athletics, senior class play, one-act plays, oper- ator's club, press club, the Girl's League, and "The Climber".
In conclusion, I wish to thank you, the School Committee, the Howard Trustees, the teachers, and other friends for the loyal and generous support given me.
Respectfully submitted,
NILS G. LINDELL, Principal.
ACTIVITIES
The prosecution of the war has made many non-scholastic activities necessary. These call for the expenditure of much time, energy and thought on the part of teachers and pupils. Out of these activities, however, is coming a lesson in citizenship
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that would be hard to attain in any other way. It is an easy matter to talk about citizenship in theory and to study it. The present situation provides an opportunity for our boys and girls to practice it. From it all will come qualities of citizenship and character so much needed in the world today. It is interesting to note, too, that interest and accomplishment in the basic school work increases as the school becomes more a part of the every day life of the community. To illustrate what is being done in the schools today, Miss Kett, as principal of the Center School, has written a description of the activities there.
Dear Sir:
Educators have long since recognized the need of develop- ing self-responsibility in children. War, with its insistent de- mand for adult labor inevitably resulting in many homes being bereft of parental care, has emphasized this need. Therefore, teachers are doing everything in their power to help pupils shoulder the burdens thus forced upon them.
One way to develop self-responsibility in a boy or girl is to give him a job. It is important that this job fit the maturity of the child, for the whole organization suffers if he is not capable of performing it.
In the Center School, therefore, beginning with the first grade, the pupil is given his little job to do, such as, taking care of the seatwork, caring for the clay, or putting the chairs in place. As the pupil grows older his responsibility increases, until in grade eight, under the guidance of his teachers, he has be- come increasingly responsible for a smooth running school and playground.
The duties for which he is responsible include: ringing the
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school bell; taking the room attendance each day; ordering and delivering the milk; collecting the money and balancing the ac- counts; taking charge of the supply room and filling the teachers' orders; and answering the telephone. In carrying out these and the many other duties, the pupil learns self reliance, courtesy, and that someone else suffers if he forgets or neglects to do his job.
Recognizing his responsibility to his school makes a child more conscious of his responsibility to his town, state or nation. Center School pupils have shown they recognize these greater responsibilities in the work they have done through their Vic- tory Clubs. The pupils organize their own clubs, with a presi- dent, vice-president, secretary, treasurer, and many committees. Under the guidance of their Salvage Committee the Center School has collected, since September, 1789 pounds of paper, 437 pounds of tin cans, 40 pounds of rubber, 140 pounds of fat, 79 pounds of iron and 200 pounds of rags. The Red Cross Commit- tee was responsible for the Victory Club's sharing Christmas with fifteen boys at sea. Fifteen boxes were filled and wrapped for the Seamen's Institute of New York. Through these clubs the pupils feel they have a share in this war. Restlessness and confusion result only when the war is viewed as something apart; not when children are given the opportunity to have a share in it and a chance to help.
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