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Punchard High School - Prism Yearbook (Andover, MA)

 - Class of 1935

Page 11 of 48

 

Punchard High School - Prism Yearbook (Andover, MA) online collection, 1935 Edition, Page 11 of 48
Page 11 of 48
Punchard High School - Prism Yearbook (Andover, MA) online collection, 1935 Edition, Page 10
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Punchard High School - Prism Yearbook (Andover, MA) online collection, 1935 Edition, Page 12
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Page 11 text:

“

REPORT OF PRINCIPAL OF PUNCHARD SCHOOL To the Superintendent of Schools and the Trustees of the Punchard Free School. Gentlemen: I have the honor to submit my twenty-fifth annual report as principal of the Punchard High School. A new record of enrollment has become a regular feature of these reports. The number for the fall term of 1934 is 494. In September after the old budding had been razed, two sessions of the school were scheduled, one for the three upper grades from 8 untU 12 noon, and the other for the ninth grade from 12:30 to 4 :30 P. M. On the whole the arrangement has worked better than we had hoped. It is hardest on those teachers who have classes in both the morning and afternoon sessions with only a half-hour interval between. It must bring its difficulties to parents who have children in both sessions of the high school and others in the grades. Probably the greatest losers by the two session plan are the 9th grade pupils. They are so separated from the rest of the school that they have no opportunities for the contacts with the older pupils which should be a part of their education. The lack of any room for a school assembly or even a class meeting is keenly felt. A continuation of this condition would result in a very considerable loss of morale and school spirit. The good nature with which all concerned have accepted the situation deserves high praise. The situation is such temporarily that we are avoiding changes in our program of studies but are devoting a good deal of thought to the future when the reorganization possible with the new building shall take place. For the same reason we are keeping our requests for new teaching material as modest as possible. There is every indication that many vital questions concerning public secondary education must be settled in the near future. The bill for the extension of the compulsory school a ge two additional years, which has been introduced in several successive legislatures, now has the backing of the State Department of Education and of the American Federation of Labor and has been advocated by Governor Curley in his inaugural address. It seems sure to pass. This will not only increase the number of high school pupils but will inevitably bring in a group ill-equipped for the academic work of the secondary school. That we must eventually adapt our program of study to the needs of such pupils is a simple corollary of the proposition that every youth is en titled to secondary school education at public expense. There is, however, a serious question as to whether an individual may not forfeit the right by negligence, laziness or sheer indifference. Furthermore there seems to be a law of diminishing returns for many young people in formal education a point is reached where the best efforts of teacher and pupil alike seem to produce little farther development. Should such pupils be encouraged to stay in school? In trying to find answers to these and similar problems we shall undoubtedly revise our curriculums with the needs, of pupils and of the society in which they are soon to take their places as the measure of values. We must not shut our eyes to the tremendous changes that are taking place in the environment of every citizen. These necessardy involve careful revision of the subject matter of our educational offering from time to time. But in making changes in our menu it is imperative no substitute a soft mental pap for solid nourishment of proved value. No school training is of permanent worth which does not involve training of the will by the setting of tasks which require some work. It is discouraging to have parents ask that their children be transferred from one course to another because they don ' t like the subject very well or they find it rather hard. No one today is asking that school work be made disagreeable on the old theory that bitter medicine is better than that with a pleasant taste, but there is danger that in the attempt to secure an adaptation to individual needs and abilities we shall lose sight of the necessity for creating habits of application arid persistent work which are the foundation of successful living. Finally it should be remembered that to teach the subjects included in a modernized program requires instructors of broad sympathy, well-balanced learning and with a high degree of tact,

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Page 12 text:

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Suggestions in the Punchard High School - Prism Yearbook (Andover, MA) collection:

Punchard High School - Prism Yearbook (Andover, MA) online collection, 1927 Edition, Page 1

1927

 Punchard High School - Prism Yearbook (Andover, MA) online collection, 1930 Edition, Page 1

1930

 Punchard High School - Prism Yearbook (Andover, MA) online collection, 1934 Edition, Page 1

1934

 Punchard High School - Prism Yearbook (Andover, MA) online collection, 1943 Edition, Page 1

1943

 Punchard High School - Prism Yearbook (Andover, MA) online collection, 1944 Edition, Page 1

1944

 Punchard High School - Prism Yearbook (Andover, MA) online collection, 1946 Edition, Page 1

1946

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