USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1945-1950 > Part 13
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School Lunch-Commodity Dist. Fund 6.59
68
573.66
Cemetery
Reserved Until Collected. Motor Vehicle Tax Revenue 2,469.26
Departmental Revenue 833.38
Water Revenue 1,072.67
State & County Aid to
Hwys. Revenue 9,703.31
14,078.62
Water Available Surplus
8,241.34
Reserve Fund
,
5,163.04
Overlay Reserved for Abatements :
Levy of 1945
297.60
Levy of 1946
1,155.01
Levy of 1947 924.82
2,377.43
Surplus Revenue
59,181.96
$108,862.00 Total Liabilities and Reserves
$108,862.00
Respectfully Submitted, GERTRUDE B. ROGALESKI
69
Total Assets
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF HATFIELD
FOR THE
YEAR ENDING DECEMBER 31, 1947
73
School Organization
SCHOOL COMMITTEE
Alex E. Celatka, Chairman
Term expires 1948
Stanley E. Ziezulewicz
Vacancy
Term expires 1949 Term expires 1950
Regular school committee meetings are held on the first Tuesday of each month.
SUPERINTENDENT OF SCHOOLS Gilbert D. Bristol, M.S. Office in the Center Elementary School Hours by appointment at your convenience. Telephone 3553
SCHOOL PHYSICIAN Robert C. Byrne, M.D. 46 Main St. Telephone 2661
SCHOOL NURSE Marion Holmes, R.N. 24 Fort Street-Northampton Telephone Northampton 2833-J
.
74
The Hope of Tomorrow
Somewhere in a schoolroom today under the care of an unknown teacher is a child who in his own time, grown to maturity, will lead the world away from war and toward peace. The affection planted in that child's life by wise guidance; the sense of right values with which he is con- stantly surrounded; the integrity and initiative that are fostered in his unfolding life will come to fruition in a mighty service to the human race. It is a wise providence that no one can tell which of the three million babies born in our country each year is to be this savior of tomorrow. We are done with king-children and their pampered train- ing to maintain a class system. We want the childen of the people, of all the people-rich and poor of every race and creed-to have their chance. And when through honest growth, proved merit, and wise leadership the pi- lots of tomorrow take their places at the helm, we want them to be surrounded and supported by their fellows like- wise schooled in the simple and abiding principles of de- mocracy. With this purpose and in this faith, the tea- chers of America carry on. This faith has been good en- ough for the founding fathers who launched this ship of state in even more troubled seas than we now face. This faith has been good enough for the teachers and prophets of all ages who have understood the power of human as- piration and growth. It is the faith of Jesus-the Golden Rule and the brotherhood of man. It is the faith that for 1900 yars has held aloft through good times and bad the torch of eternal truth .... Let us renew our faith in this destiny of the individual human soul lifted by true teach- ing through the leavening power of God's grace to nobility and wisdon. This faith of the teacher-your faith and mine as we look into the eager faces of youth-is the hope of tomorrow, a hope that cannot fail. It is bigger than all the fears and partisanships of our time .... Let us renew and deepen this faith.
Joy Elmer Morgan, Editor N.E.A. Journal
.
75
SCHOOL CENSUS
As of October 1, 1947
Age
Boys
Girls
Total
From five to seven years
24
32
56
From seven to sixteen years 137
120
257
Total by sex
161
152
313
Comparative Totals For Five Year Period
Years
1946
1945
1944
1943
1942
From 5 to 7 years
45
47
54
55
56
From 7 to 16 years
269
257
265
280
286
Totals
304
304
319
335
342
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School Calendar For the Pear 1948
January 5, 1948, Monday A.M .- Schools open.
February 20, 1948, Friday P.M .- Schools close for one week vacation.
March 1, 1948, Monday A.M .- Schools open. .
March 26, 1948,Friday-Schools closed-Good Friday.
A vacation of one week will be announced at onion planting time.
April 19, 1948, Monday-Schools closed-Patriot's Day. May 11, 1948, Tuesday-High School Alumni Prize Speak- ing.
May 30, 1948, Sunday-Memorial Day Exercises.
May 31, 1948, Monday-Schools close-Memorial Day.
June 17, 1948, Thursday-Elementary Graduation-1:30 P.M., High School Class Night- 8:00 P. M., Cafeteria closes.
June 18, 1948, Friday-Elementary schools close at 11:00 A.M., High School closes at 12:00 P.M., High School Graduation at 8:00 P.M.
September 7, 1948, Tuesday A.M .- Staff meeting at 10:00 A.M.
September 8, 1948, Wednesday A.M .- Schools open for full sessions.
October 12, 1948, Tuesday-Schools close-Columbus Day. October 1948,-Day of Teachers Convention-to be an- nouced.
November 11, 1948, Thursday-Schools close-Armistice Day.
November 24, 1948, Wednesday-Schools close at noon- Thanksgiving.
November 29, 1948, Monday A.M .- Schools open.
December 23, 1948, Thursday P.M .- Schools close for Christmas vacation.
January 3, 1949, Monday A.M .- Schools open.
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School Committee
-
January 16, 1948
To the citizens of the Town of Hatfield:
Your school committee submits this annual report of its activities, and approves the reports of the staff officers which appear on the pages following. For the year end- ing December 31, 1947, the school committee held twelve regular and five special meetings.
Broadened Tax Base for Education
Adequate state financing of public schools is the num- ber one imperative of education in Massachusetts today. The local tax base for supporting education in our cities and towns is both inadequate and unfair. It is inadequate to meet the present-day expenditures for salaries and supplies, and it is very unfair to expect the local real estate tax-payer to carry the entire burden of support.
Last year, in the school committee report, the in- creasing cost of education and the need for more reim- bursement from the state level were both fully discussed. The committee recorded itself in favor of House Bill 486, sponsored by the Massachusetts Teachers, Federation, and the secretary sent a letter to the State Senate Comm- ittee on Education asking that group to report favorably on a bill for greatly increased state aid which would be earmarked for education in the local community without any loss of the school committee power.
Subsequently, this particular bill was defeated, but the hopes for its future success were not altogether stifled.
78
Massachusetts is near the bottom among the states in respect to the support given to local schools from state- collected taxes. In fact, only 9% of the cost of the public schools is paid out of taxes distributed on an educational basis. Some states supply as high as 48% of the local cost of education from taxes collected at the state level. Our neighboring state of Connecticut has already passed a bill which greatly relieves local tax-payers and provides increased support for local schools. With better salaries and equipment in Connecticut schools, one can easily vis- ualize where many of Massachusetts' best teachers will be before long.
It is our contention that, if the schools are to secure such financial aid, the people of Massachusetts generally, and through them their legislators must be made more clearly aware of the pressing needs of the schools, and of the inability of the local property-tax base to meet these needs.
Senate 164
The State Aid Committee of Massachusetts Teachers' Federation this last fall prepared a legislative bill to in -. crease state aid for the support of schools from the present amount of about $6,000,000 to about $28,500,000. This bill has been filed for the 1948 session of legislature by Senator Ralph C. Mahar, Chairman of the Committee on Education in the Senate. This bill will be known as Sen- ate 164. We will all need to work for the success and passage of this bill. Hatfield schools and Hatfield tax- payers stand to gain immeasurably if Senate 164 passes.
Salary Schedule Adopted
On April 1, 1947, a committee from the Hatfield Teachers' Association met with the school committee, and this committee brought with them a request from the Teachers' Association for a salary schedule. The school
79
committee and the representatives from the Hatfield Teachers' Association discussed at length the advantages of adopting a salary schedule for Hatfield schools. At this time, the school committee, after due consideration, voted to defer action on the adoption of a salary schedule until a later date.
On October 2, 1947, the superintendent of schools again raised the question of adopting a salary schedule, and he recommended that Mr. Fred E. Pitkin, Director of Research for the Massachusetts Teachers' Federation, be consulted with a view to having him draw up a salary schedule that would be fair not only to the teachers af Hatfield, but also one that would be fair for Hatfield to support.
The committee voted to instruct the superintendent to request a conference with Mr. Pitkin for the purpose mentioned in the foregoing paragraph. Mr. Pitkin sub- sequently conferred with the school committee, and he recommended the adoption of a particular type of schedule which later was, in essence, the one adopted by vote on December 11, 1947.
Among the purposes for which this salary schedule has been adopted are the following:
(1) To attract capable teachers to service in this town.
(2) To give stability to the teaching staff by making it less to the advantage of our capable teachers to accept positions elsewhere.
(3) To promote continued professional growth of the teachers.
(4) To attract to the profession young people of out- standing ability.
(5) To enable the school committee better to predict salary items of the annual budget.
80
Changes in School Personnel
On March 11, 1947, Mr. R. Thomas Breor tendered his resignation as attendance officer for Hatfield Schools. Mr. Breor's resignation was accepted, but no action for replacement was taken at this time.
On May 16, 1947, the resignation of Mrs. Marjorie B. Day, teacher of household arts in Hatfield High School, was read and accepted by vote of the committee. Mrs. Day resigned to accept a similar position in the staff of the Amherst High School.
Due to decreased enrollment, the committee voted to abolish one teaching position in the departmental work of grades six, seven, and eight. Mrs. Katherine Deinlein had been substituting in this position, and the school comm- ittee voted to extend her a vote of thanks for her excellent work in grade six during the school year 1946-47.
With the rising cost of food really threatening the school lunch budget, the installation of an electric dish- washer and potato-peeler, bought with federal funds, helped to reduce costs by using four ladies instead of the previous six workers.
On July 16, 1947, Mrs. Mary Spakowski (B.S. Massa- chusetts State College) was elected to the position of teacher of household arts in the staff of the Hatfield High School. Mrs. Spakowski's services began on September 1,1947.
On July 16, 1947, Mr. Richard D. Gabel (B. A. E. Rhode Island School of Design) was elected to the position of supervisor of art in Hatfield schools. The services of Mr. Gabel began on September 1, 1947.
Effective September 1, 1947, the committee voted to approve the release of Mr. John Symancyk from certain academic subjects in the high school for the purpose of having him organize work in physical education for grades six through twelve.
81
Repairs to Buildings
Repairs by the Trustees to the Smith Academy :
1. New door installed in West exit of basement.
2. Small electrical circuit added in basement.
3. Floors washed and re-sealed.
4. Minor repairs to stoker and to radiators on third floor.
Repairs to Center Elementary School :
1. Completely new basement windows on West side of building to replace former ones which had decayed.
2. Corridor floors re-sealed, and classrooms washed and sealed for first time.
3. Vacu-draft fans replaced on furnace pipes.
4. Extension of terrace on athletic field, rear of school, to provide additional space for winter rec- reation of pupils.
Repairs to School Street School:
1. Building painted on outside.
2. New doors installed on front of. buiding.
3. Portico removed from front of building-decayed condition.
4. Floors washed and re-sealed.
School equipment added :
1. Two new typewriters for high school commercial department.
2. Jungle-Gym apparatus installed on playground at School Street. (The equipment was the gift of Hatfield Men's Club to schools.)
82
3. Installation of outdoor basketball backboards at Center School. (Materials provided from old recreation fund, labor supplied by Hatfield Lion's Club members.)
4. New projection screen for use with film projec- tors.
5. Minor equipment bought for physical education program.
6. Minor equipment bought for household arts and agricultural departments of high school.
7. Encylopedia Americana purchased for high school library.
School Lunch Equipment Added :
1. Miscellaneous small preparation equipment added.
2. New dish-washing machine installed from federal funds.
. 3. New potato-peeling machine installed from fed- eral funds.
4. 240 aluminum cafeteria trays purchased from federal funds.
Budget
The budget for the fiscal year ending December 31, 1948, is submitted for examination.
Administration
1947
1948
Estimate
Cost
Estimate
$ 3,000.00 $ 3,112.58
Supt. of Schools
$3,400.00
200.00
194.69
Expense Accounts 200.00
130.00
128.03
Telephone Services 150.00
40.00
93.37
Pstg., Prtg., Stationery
40.00
35.00
35.00
School Census
. 35.00
75.00
45.00
Attendance Officer
$ 3,480.00 $ 3,608.67
Total, Administration $ 3,825.00
83
Instruction, Teaching Staff
$13,300.00 $15,521.17
H. Sch., Academic $16,350.00
3,400.00
H. Sch., Vocational 1,950.00
20,700.00 18,133.56 Elementary Schools 19,000.00
1,350.00 1,394.17
Music, Penmanship, Art 1,790.00
75.00
80.00
Audubon Science Tchr. 75.00
$38,825.00 $35.128.90 Total, Teaching Staff $39,165.00
Instruction, Books, Supplies, etc.
$ 750.00 $ 1,127.26
H. Sch., Academic $ 750.00
150.00 186.51
H. Sch., Vocational 150.00
1,000.00 1,249.72 Elementary Schools 1,000.00
400.00 351.40
New Equip. and install. 400.00
$ 2,300.00 $ 2,914.89 Total, Books and Sup. $ 2,300.00
Janitor's Services
$ 1,680.00 $ 1,689.59
High School
$ 1,920.00
1,680.00 1,759.84
Elementary School 1,920.00
$ 3,360.00 $ 3,449.43 Total, Janitor's Serv. $ 3,840.00
Plant Maintenance
$ 250.00 $ 188.76 Janitors' Supplies $ 250.00
1,500.00
1,441.45
Elem. Sch. Repairs 1,000.00
200.00 107.00
Athletic Fld. Maint. 200.00
$ 1,950.00 $ 1,737.21 Total, Plant Maint. $ 1,450.00
Heat, Light, Power
$ 1,150.00 $ 1,413.67 High School
$ 1,500.00
50.00 44.15 H. Sch., Vocational 50.00
1,700.00 2,020.42 Elem. Schools 2,000.00
$ 2,900.00 $ 3,478.24 Total, Ht., Light, Pwr. $ 3,550.00
84
Transportation
$ 2,160.00 $ 2,313.20 50.00
Daily, 180 days @ $12 $ 2,160.00 Athletic and other 150.00
$ 2,210.00 $ 2,313.20
Total, Transportation $ 2,310.00
School Health
$ 1,200.00 $ 1,200.00
Salary of Nurse $ 1,200.00
50.00
31.22
Health Supplies 50.00
$ 1,250.00 $ 1,231.22
Total, School Health $ 1,250.00
Physical Education
Equip. and Supplies
$
250.00
$ 111.91
Towels
250.00
$ 111.91
Total, Phys. Educa. $ 500.00
Other Expense
$ 100.00 $
88.96
Graduation Expenses $ 100.00
145.00
100.00
Athletic Insurance 145.00
$ 245.00 $ 188.96
Total, Other Expense
$
245.00
$56,520.00 $54,427.50
Grand Total, Schools $58,435.00
Industrial Education, Tuitions
$ 1,500.00 $ 1,571.60
Trade School, Estimate
20 boys @ $175.00
$ 3,500.00
School Lunch Program
$ 6,600.00 $11,224.36* Maintenance of lunch
program
$ 7,000.00
*From town Reserve
$6,600.00
From state funds
$4,624.36
85
Conclusion
The foregoing budget analysis brings to a close an- other report by the School Committee of Hatfield to the citizens of the town.
During the year many problems have been considered at our meetings. For the most part, satisfactory solu- tions were found for the pressing problems, while a few of the less important ones were tabled for future action.
To serve the interests of the children of our town has been, for us, a privilege.
Respectfully yours, ALEX E. CELATKA, Chairman, STANLEY E. ZIEZULEWICZ, Hatfield School Committee.
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School Staff
Hatfield High School
John C. Jakobek, M.S. Principal, Massa- chusetts State College, West Texas S.T.C. (2), General Electric Science Fel- lowship (1946).
John F. Symancyk, B.S. Assistant Princi- pal, Physical Director, New York Uni- versity, American Intern. College
2
2
Mary E. Ryan, A.B. English, Smith College, North Adams S.TC. (1)
28
27
Florence E. Muller, A.B. Language, His- tory, Wheaton College, Mass. Univer- sity Ext. (2)
13
5
Margaret S. Pruzynski Commercial Sub- jects College, McCarthy's Business Col- lege.
12
12
Bridget C. O'Neill Commercial Subjects, Northampton Commercial College, New York University (5) 20
5
Wallace O. Hibbard, B.S. Agriculture,
Massachusetts State College. 1
1
Mary K. Spakowski, B.S. Home Economics, Science, Mass. State College 0
0
Elementary Schools
Raymond N. Jenness, M.S. Principal, Bridgewater S.T.C., Massachusetts State College, Springfield College (1) Mass. University Ext. (1) -17 12
5
4
87
Sarah V. Kiley Westfield Normal School, North Adams S.T.C. (1) Mass. Univer- city Ext. (5), Springfield College (1) Lena P. Fitzgerald North Adams Normal School, Massachusetts University Ext. (2), Boston University (1)
40
39
Mary D. Donelson Framingham Normal School, Massachusetts University Ext. (4)
32
30
Constance B. Mullany Smith Academy, Massachusetts University .Ext. (10), Boston University (1)
31
31
Hilda C. Fortsch Framingham Normal School
6
6
Sophie J. Filipkowski North Adams S.T.C.
6
1
Jean T. Kempisty, B.S. in Ed. Westfield S.T.C. Massachusetts University Ext. (2)
9 9
Supervisors
Richard D. Gabel, B.A.E. Supervisor of Art,
Rhode Island School Design, Syracuse University, School of Fine Arts.
5 0
Maude E. Boye Supervisor of Music, North- ampton School of Music.
21 20
William L. Rinehart Supervisor of Pen- manship 1
Mary Beitzel, B.S. Nature Studies,Dickin- son College, 1
First college named is college of graduation.
Figures written in parentheses indicate number of courses subsequently pursued at each institution.
Dorothy B. Breor, B.S. in Ed. Bridgewater S.T.C., Massachusetts University Ext. (10), Springfield College (1) 7 7
33
33
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Superintendent of Schools
January 19, 1948.
To the School Committee of Hatfield :
My fifth anuual report, as superintendent of the pub- lic schools of Hatfield, is presented for your examination and approval.
Understanding Teachers Build Our Schools
If any one statement, that I have publicly made, stands out in bold relief against all others, I hope it is this one: "Having the kind of schools Hatfield parents wish for depends upon having in the schools the kind of tea- chers who understand the developmental patterns of child- ren." When teachers understand the developmental pat- terns of children, they make adequate provision in the teaching-learning process for individual differences among them.
Dr. Arnold Gesell, Director of the Clinic of Child Development, School of Medicine, Yale University, says : "The most fundamental ability is the ability to grow. It is the most fundamental, because it includes all other abilities. For the same reason the most important index and sympton of a child's individuality is his mode of growth. No two children are exactly alike, and no two (not even Twins T and C.) grow up in just the same way. Every child has a distinctive style or method of growth. The most penetrating question which one can ask about an individual is, 'How does he grow ?' 'How does he learn ?' 'How does he advance from stage to stage as he ma- tures ?' "
89
Understanding teachers make an attempt to keep themselves abreast of current literature in the field of education and child development, and they try to fit class- room procedures to the newer understanding of child growth revealed by recent studies. These teachers well know that the major purpose of public education is to in- sure opportunities for all children to develop those funda- mental understandings, skills, habits, attitudes, ideals, and appreciations necessary for living in a democratic society. They know also that the school must raise itself out of the rut of the traditional assign-read-recite-test procedure if the school is to help children to grow in democratic living.
Textbooks can become "crutches" instead of being real supplementary helps to learning activity in the class- room. Such comments as these need careful analysis: "The newer readers do not emphasize phonics enough", or "The new arithmetics do not contain as much subject mat- ter as the old ones did". These statements reveal a gross misunderstanding of the newer studies of education and psychology in relation to the teaching-learning process. Understanding teachers make provision to give extra help. If the graded topics in arithmetic are not challeng- ing to an exceptionally bright child, the understanding teacher makes provision for more advanced work for that pupil and for others like him.
All curriculum material that amounts to anything is developed and organized by classroom teachers. Some- times teachers forget that the point at which the teacher and the children meet is the vital spot in teaching and learning.
Understanding Parents Build Our Schools
Parents are important architects of community schools. They supply the needed funds to pay teachers' salaries, to buy equipment, and to buy books and supplies.
90
Parents elect the school committee to pass on important educational policies, and to guard against any exploitation in the educational process. Often parents take the initia- tive in forming a parent-teacher organization to bring about better rapport between the teachers and the par- ents. The most important thing which parents supply, however, is not any one of the things I have already men- itoned. The most important thing supplied to the schools by parents is children who respect and have confidence in the schools and in their teachers.
Understanding parents know that children will not have confidence in their teachers and in their schools un- less parents openly express that confidence. The educa- tion of any youngster may be seriously impaired by his loss of confidence in his teacher or in his school. Under- standing parents make it a point not to criticize the school or the teacher in front of their children. They are more likely to discuss improvements in the educational system after the children have retired, and later these parents may make suggestions to the superintendent of schools or to a school committee member.
Pupils are at their best in schools supported by en- thusiastic parents. Parents are usually enthusiastic when they understand the objectives, methods, and problems of a particular school system. That is the reason why I re- commended in my report of last year that Hatfield parents attempt to organize some sort of a parents' club or council.
For satisfactory evaluation, the teacher needs to know the child's activities both inside school and out. She must know and make use of the resources of the home. The parent too must be interested in the child's total deve- lopment, should understand what the school is trying to do, and know ways and means of helping the teacher. Each needs the other's point of view.
91
Curriculum Guide for Primary Teachers
The Massachusetts Department of Education, after some years of study and research, has compiled a compre- hensive guide for the use of primary grade teachers. It is probably the finst piece of work that any state depart- ment of education has ever done to aid teachers in local communities. Grades four, five and six are being studied at the present moment, and it is hoped to have a curricu- lum guide for these grades on the press before long. The basic principles of elementary education, elucidated in the primary guide, are valid for all of the grades.
The following paragraphs, taken from the "basic principles" section of the guide, are indicative of the ex- cellent philosophy upon which the work has been based:
"We believe that an educated person is quite different from a person who has nothing but narrow academic knowledge and training; that the school has an increasing responsibility for providing the broadest kind of experience ; that a successful democracy depends upon the preserva- tion of self-realization and civic responsibility ; that every minute in the schoolroom, every lesson in arithmetic and science and language, properly conceived and properly taught, can help to shape ideas and ideals around and beyond the subject matter itself."
The guiding principles to be applied in the curriculum and organization of the elementary school are worth list- ing:
1. It must provide conditions that will foster growth in democratic living.
2. It must realize that the child is a "total person", and must recognize the value and need of integrat- ing experience in the school.
92
3. It must recognize and provide for individual differ- ences.
4. It must arouse and foster a desire for learning.
5. It must conserve, advance, and establish the phy- sical and mental health of each child by providing teaching, surroundings, and experiences that are aimed to do just this.
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