USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1945-1950 > Part 14
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6. It must provide for the acquisition of basic skills and knowledges.
7. It must emphasize desirable character growth.
Health Needs of School-Age Youth
Hatfield teachers, parents, and school officials need to constantly re-evaluate our school program with regard to the health needs of school-age children. These needs have been defined as follows:
1. A safe, sanitary, healthful environment.
Control of such environmental factors as heat, air, light, sunshine, building, grounds, noise, color, form, con- struction, water supply, sewage disposal, and play space so that they contribute to, rather than deter from, healthful school experiences.
An environment in which boys and girls are freed as far as possible from the conditions which produce unneces- sary fear, anxieties, conflicts, and emotional stresses.
2. Protection from infections and conditions which interfere with proper growth and development.
Adequate examination and inspection of pupils, tea- chers, and custodial personnel to detect communicable di- sease as well as deviations which impair health.
An opportunity to receive necessary immunization and testing procedures.
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3. An opportunity to realize full potentialities of growth and development.
Adequate dental and medical care on the basis of in- dividual needs as shown by examinations.
Participation in a program of physical activity design- ed to develop organic power, strength, skill, agility, poise, and endurance, as well as ability to participate with others in games and sports which promote alertness, co-operation, respect for individuals and groups, initiative, and a feeling of personal worth.
Participation in a recreational program designed to create interest in activities which develop talents making for wholesome livings, and broadening the child's horizon of the world in which he lives.
4. To learn how to live healthfully.
An opportunity to learn and to make wise decisions, form health habits and attatudes based on scientific know- ledge of health and disease.
An opportunity to make choices and assume increas- ing responibility for one's own personal health.
An opportunity to acquire information and attitudes appropriate to the grade level about physical and emotional development, maturity, and patterns of social conducts which will contribute to the health of the individual and other citizens to insure wholesome family and community livings.
5. Teachers who are equipped by training, tempera- ment, and health not only to give specific instruc- tion but also to help youth to mature emotionally.
Teachers not only prepared to teach but those who are emotionally stable and adjusted, because the development of healthful personalities is dependent upon the relation- ships and attitudes which are built up between teacher and pupils.
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Hatfield Health and Physical Program
Every effort has been made to have our school health program conform to the national standards for school health and physical programs. In this effort, we are limited only by the expenditures approved by the commu- nity for the operation of such a program. We frankly ad- mit that there is always room for improvement.
A broad program of participation in a program of phy- sical activity, which up to the first of last September we had not previously undertaken, was instituted for grades six through twelve. It is hoped to extend the supervisory phase of this program down to grade one by September 1, 1948.
After this program was well under way in October, we invited Mr. Daniel J. Kelley, State Supervisor of Phy- sical Education, to confer with Mr. Jakobek, Mr. Jenness, and the superintendent of schools for the purpose of eva- luating our program.
Supervisor Kelley visited the physical education class- es, inspected the facilities, and later made the following recommendations :
Item I. Separate locker rooms for boys and girls.
I believe that we agreed that the present facilities are inadequate, because the boys and girls are now using the same locker room and showers. . We also agreed that the present locker room is situated too near the lunch- room. After looking around the gymnasium building and hearing your plans for separate locker rooms for boys and girls, I agree with you that the present coat room should be utilized for girls, and the room adjacent to the boiler room would make satisfactory locker accommodations for boys. However, if your Board of Selectmen or School Committee accept your suggestions about the rooms men- tined, may I suggest that you inquire into the possibility of building into the wall an air suction fan to improve the ventilation.
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Item II. Engage a lady instructor for girls.
I recommend a lady be engaged who is qualified to teach another subject in addition to physical education. This lady's duties to consist of organizing and administer- ing a progressive program of exercises and games for high school girls and the first six grades in the elementary school.
Item III. A planned program of physical education in the elementary school.
Item IV. Gymnasium floor.
The gymnasium area is statisfactory as far as space is concerned. The floor surface is somewhat slippery for playing basketball. However, there are several activities in which pupils may participate without danger. We dis- cussed marching tactics, calisthenics, tumbling, pyramid building, volley ball, dodge ball, and other gym games. We mentioned books from which gym games may be ta- ken.
If apparatus such as stall bars, parallel bars, gym horses and climbing ropes could be installed, this would enrich your program.
Item V. New Lockers
You need new lockers and they should be used for school pupils only.
Item VI. Additional equipment:
In addition to suggestions offered in Item IV, may I say there is need for more mats, volley balls, high jump uprights, at take-off board for broad jumping, one set of football goal posts, bases for softball and a horse-shoe pitching outfit.
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Elementery school children would enjoy swings, tee- ters, slides, bean bags, and other playground equipment.
The out door play area is adequate and in good condi- tion for a varied list of activities.
The last sentence concludes the recommendation of Mr. Kelley. May I add, as superintendent of schools, that the school physical director ought to direct a program of recreation on the Center School playground during the summer months. It is my recommendation that he be compensated for this work, and that provision be made for the children in outlying sections of the town to participate.
School Enrollment
Center Elementary School-By Grades
1
II
III
IV
V
VI
VII VIII
1946
24
28
24
28
33
31
27
33
1947
27
26
28
25
30
32
31
25
Comparative Totals for Center Schools
Year
1947
1946
1945
1944
1943
Total Pupils
224
228
219
233
245
Smith Academy Enrollment-By Classes
Freshmen Sophomores Juniors Seniors Total
1946
20
27
24
20
91
1947
15
18
20
19
72
Hotals for Hatfield Public Schools
Year
1947
1946
1945
1944
1943
Totals
296
319
318
337
348
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Community School Lunch Program
We have been fortunate, during the past year, in se- curing from federal funds $1,228.00 for use in purchasing kitchen equipment. With this fund, we were able to buy one large electric dishwashing machine, one electric potato peeler, and two hundred forty aluminum cafeteria trays.
Our principal problem has been to re-organize our work around four workers instead of the previous six. There has been necessary some adjustment to the idea of the use of machinery that to all of us is somewhat new.
The following statistics, concerning the operation of our school lunch program, are submitted for examination :
Number of Days and Number of Meals Served
Month
No. Lunch Days
No. MealsServed
January
19
4,610
February
15
3,598
March
21
4,981
April
17
3,900
May
21
4,692
June
10
1,608
September
19
4,241
October
22
4,823
November
18
3,941
December
15
3,468
177 days
39,862 meals
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Financial Summary
Expenditures,
From S.L. Res.
From C.D.
Wages
$2,358.00
$1,435.00
Total $3,793.90 5,404.71
Food
3,694.66
1,710.05
Supplies
143.82
143.82
Equipment
125.89
1,258.00
1,383.89
Equipment Install.
149.76
149.76
Fuel
77.00
55.42
132.42
Repairs
200.63
16.13
216.16
Total expenditures
$6,660.00
$4,624.36 $11,224.36
Income :
Receipts from sale of lunches
$5,491.79
1947 claims on C.D. Funds
3,203.53
Federal funds for equipment purchase
1,228.00
Total income
$9,923.32
The constantly increasing cost of food has necessitated many moves, not previously contemplated, to bring about greater economy in the serving of school lunches. It is our belief that, when food prices reflect a more normal relationship to our total income, school lunches can be produced at cost.
Conclusion
One of the greatest satisfactions of the past year has been a feeling of cooperation among members of the school staff to bring about many improvements in the operation of the schools.
The greatest improvements usually bring about some temporary disruptions, because they reflect a deviation from traditional ways of doing things.
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Our most felt need, at this time, is a parents organiza- tion where school staff members can explain some of the departures from tradition. It is my belief that when par- ents fully understand the objectives and problems of the schools, a great new day will have dawned for education in Hatfield schools.
Respectfully yours, GILBERT D. BRISTOL, Superintendent of Schools.
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Principal of Smith Academy
To the Superintendent of Schools and the School Committee of Hatfield :
I hereby submit my second annual report as the prin- cipal of your high school.
During the past year a number of important changes have been introduced into your high school.
Due to lack of interest in vocational household arts, this course has been discontinued. To meet the needs of the students preparing to take their places in the com- munity, a regular course in homemaking has been offered. The large number of students taking advantage of this course indicates general student approval of it.
Cognizant of the importance of health and physical fitness to the welfare of the individual, a course in physical education has been organized. Corrective remedial work as well as body growth and development are the most im- portant aims of this program.
The third change in the school curriculum was the re- vising of the college course in keeping with the present trend to make education functional and in step with the entrance requirements of the College Entrance Examina- tion Board. The present trend toward the scientific sub- jects is being met by making General Science available to the Freshmen, by requiring Biology of the Sophomores, and by encouraging the study of the scientific subjects during the last two years.
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In keeping with the trend on science, the Trustees of Smith Academy have generously invested in an instruc- tor's desk for a new science room on the second floor. This room should prove very helpful in the teaching of General Science, Biology, Chemistry and Physics. There is hope that the new science room may be completed this year, thereby giving the school one of the most complete science rooms in this vicinity.
In conformity with the laws of the Commonwealth, students are permitted to receive one hour of religious in- struction per week upon request. Thirty members of the Holy Trinity Church have used this privilege. This "re- leased" time is available to any other group that wishes to use it for religious instruction.
The teaching staff of the high school had but one change during the past year. Mrs. Marjorie Day, teacher of Home Economics, resigned to accept a similar position in the Amherst schools. Mrs. Mary Spakowski, of East- hampton, was elected to fill the position in Home Econo- mics. By rescheduling the classes, provision was made to permit Mrs. Spakowski to teach General Science and Bio- logy, formerly taught by Mr. Symancyk. This reschedu- ling permitted Mr. Symancyk to organize the physical edu- cation classes, which have been previously mentioned. In addition to his high school duties, Mr. Symancyk devotes several periods a day to physical education for the gram- mar school boys and girls.
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Diplomas were granted to the following individuals on June 19, 1947 :
Bernice Buckowski
Helen Michalowski Gertrude Petrikowski
John Fortsch, Jr.
Daniel Fusek
Joanne Howard Leonard Karpinski
*Bernard Sawicki Lucille Szych Margaret Vachula
Annette Kempisty
*Stanley Kirejczyk
Alex Widelo Janet Zuchowski
*Stacia Kostek Irene Kraulis
** George Bitner
** Chester Martin
*Jennie Maiewski
tAdolf Ciszewski
*Pro Merito ** Veterans +U. S. Navy
Respectfully yours, JOHN C. JAKOBEK,
Principal.
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Principal of Center School
To the Superintendent of Schools and the School Committee of Hatfield :
Sirs :
It is again my privilege to submit a report on the ac- tivities of the Center School.
Stress has been placed on the subject of penmanship in the grades during the past year with excellent results. · Mr. Taylor, the supervisor for the Rinehart Functional Handwriting System, visits us once a month. He grades all papers, directs individual pupil instruction and prepares penmanship lessons with the classroom teacher for the coming month. The improvement in the penmanship of the pupils is very great. Each room continues to win monthly the highest awards presented by the Rinehart System.
The second subject to come back to our school is art. For the past two years classroom teachers have been carring on art work to some degree but we have needed overall direction. This has been supplied by Mr. Gable who began directing our art classes last September. Re- sults have been good.
Several drawings were entered in the Massachusetts Prevention of Cruelty to Animals poster contest. Three won awards. The young artists creating winning post- ers were Phyllis Kochan, Robert Goller and Leonard Lizek.
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We expect to have an exhibit of drawings and pen- manship work this spring., the exhibit to be held in the library room of Center School.
Two field trips were taken this year. One to the Arcadia Wildlife Sanctuary by the fifth grade nature class and the second to the Springfield Natural History Museum and Planetarium by grade seven. Such trips help the children to better understand the natural resources and workings of the world and its place in the general scheme of the universe.
Several worthwhile films dealing with nutrition, photosynthesis, method of determining time, Horticulture and electrical development have been used.
In this manner several matters are brought to the students' attention that otherwise would be missed.
Reading has been the major subject receiving special · attention the past year. That every child might read ob- jectively has been our aim. Special material has been added to help in this matter and to check results.
Much more testing was done in the Center School last year than in previous years. The tests administered were of the grade placement variety. They covered nearly all subject matter. Tests were given in grades three through eight. This gives us a better picture of the amount of subject matter the individual child can master.
A physical education program for grades six, seven and eight has been in effect since September. This is a real contribution to our school system. Organized games, physical exercise and posture correction are the points that have been stressed by the program to date.
The lunch program continues to deliver good meals. The school dentist, doctor, and nurse have run several clinics and find the health of our pupils above average.
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The school program has taken on new subject matter and high standards have been maintained in all subjects. I believe the grade schools of Hatfield to be in a very good condition. It has been the willingness of the school au- thorities, teachers, parents and pupils to work for the general betterment of the schools that has made this con- dition possible.
Respectfully yours, RAYMOND N. JENNESS, Principal CenterSchool.
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Physical Director
December 29, 1947
Mr. Gilbert D. Bristol Superintendent of Schools Hatfield, Mass.
Dear Mr. Bristol :
I hereby submit for your approval my first annual report as Supervisor of Physical Education in the Public Schools of the Town of Hatfield, Mass.
At a meeting of the School Committee held last Sept. 1947, a carefully planned and executed program of phy- sical education was drawn up which would extend through the 6th grade only ; provisions being made to adopt a simi- lar program to reach the pupils of the 1st grade, starting Sept. 1948.
In the elementary grades VI, VII, and VIII the pro- gram was divided into different phases, such as volley- ball, speedball, dodge-ball, basketball, games, skills and stunts, captain ball, fist ball, softball, and mild forms of calisthenics and remedial gymnastics and posture train- ing. Initial steps have been taken to introduce the stu- dent in the art of folk-dancing and apparatus activities at the present time, adequate facilities for this phase of phy- sical education are lacking.
In the High School, grades IX ,X, and XI (Seniors not participating) more versatile activities were organized for the boys and girls-such as soccer, volley-ball, baseball,
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softball, basketball, touch football, cross-country running, more strenuous activities in calisthenics, posture training and remedial gymnastics. Modern dancing as well as folk-dancing and tumbling will be introduced during the indoor program.
The student objectives of these were:
1. To experience competition. Important disciplining on the social and character side results from the pressure of competition. This has been the natur- al appeal to all students. In addition, this phase of the program is a laboratory for citizenship.
2. To have fun. Relaxation and recreation are as necessary in school life as to any other phases of it. If, as a result of this physical education, stu- dents can learn to play all sorts of sports, the pro- gram has been a real service and success.
3. To learn co-operation and self-control. These qua- lities are more and more necessary in daily life. Rubbing elbows on the athletic field and around the locker rooms with teammates furnishes an excel- lent opportunity for learning things socially. Friendship and comradeship developed incident- ally, as a result of student's meeting in competition, and among one's own team are some of the most enduring which result from school association. These benefits are not inherent in this program but at least a start has been made in the proper management of it.
4. To learn to use leisure time wisely, Modern living requires a balance of physically active recreation. Probably the best recreation that can be obtained is that sort which will require exercise and outdoor play. Here, again, a semblance of initial skills has resulted from school competition that will eventual- ly be the basis of carry-over interest later in life.
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5. To acquire a knowledge of and liking for sports. It is a common expression that we tend to like the sports in which we excel. Some, skill has been noted among the students which, if necessary, might develop sufficient interest to insure carry- over of these sports in later life. The future wise use of leisure time then, may be partially guarante- ed by this program.
6. To develop bodily grace, strength, and stamina. It is my contention that this final student objective perhaps the greatest sought-for quality because good posture through remedial gymnastics is a so- cial, psychological, and physical asset. Sufficient strength to meet the ordinary demands and occa- sional emergencies of daily life is essential. Also graceful and efficient use of the body in all types of physical activity is a worthwhile thing in itself. It is my hope that all of these things will be aided by practice of physical activity. The most in- teresting practice, however, is in sports competi- tion.
In view of what has been stated, I believe this report is an opportunity to make the following recommendations :
1. Removal of the baseball backstop from its present 35 feet to the regulation 60 feet. This will elimin- ate bodily injury on the part of players chasing foul . flies.
2. Installation of a softball diamond and tennis court on the Athletic Field.
3. Installation of permanent boundary lines, for both the baseball diamond and soccer pitch. This will do away with the practice of surveying the field each year of respective sport.
4. Erection of two football goal posts on the Athletic Field.
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5. Installation of high jump and broad jump pits on the Athletic Field.
6. Change the name "Athletic Field" to one which would commemorate the name of the most out- standing athlete at Smith Academy who lost his life in the service of his country during World War II.
7. Installation of additional bleacher seats on the Ath- letic Field.
May I take this opportunity to express my sincere thanks and appreciation to you, Mr. Bristol, for your wholehearted interest, co-operation, and support in all our problems, both in the physical education and athletic pro- grams. The work of the Principal, Mr. Jakobek, and the School Committee, under the excellent guidance of Mr. Alex Celatka, has been extremely helpful and gratifying. The entire faculty has displayed keen interest and assis- tance when such opportunities have arisen. Lastly, I wish to express my gratitude to all the townspeople who have shown their continued co-operation and loyalty for this broad service program which we are undertaking in physical education and athletics.
Respectfully yours, JOHN F. SYMANCYK,
Physical Director.
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Art Supervisor
Mr. Bristol :
I am happy to submit the following report, my first as Art Supervisor for the town of Hatfield.
The reception tended me by all pupils on each of my visits, and the friendly cooperation of principals and tea- chers is most gratifying. I can only hope that the prob- lems I am planning for future presentation will meet with the same unbounded enthusiasm.
Concerning the specific problem of Art in the Hatfield Schools there are three aspects which are deserving of special comment at this time. These three are:
1. The creation of an art outline or course of study written specifically for the town and based on the art needs of the community.
2. The introduction of painting in the first grade and its presentation in each grade every year.
3. A growing emphasis on three dimensional work.
The following comments on each of these three phases will, I hope, clarify my own position on them.
A course of study is not a necessity. It can, however, be a great help if written with the idea of providing a num- ber of soultions to a specific problem and not presented as the final authority from which teachers should not devi- ate. Such an outline could only be written by one well ac- quainted with the community and its many problems. If I continue as your art supervisor I shall try and give this particular problem more consideration.
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Since Crayons are in use in the lower grades almost every day in several different subjects; because they are not necessarily the easiest art medium for young children to handle I feel strongly that some other methods should be employed. These different methods should be alter- nated from time to time with no permanent emphasis on either one. Most progressive school systems have easels, at which pupils may stand to paint, in use from the first grade on up, and I think this particular experience a too valuable one to neglect. The completion of the easels, al- ready under construction, the purchase of suitable paints, paper and brushes will make this project a reality and will be a real step forward for the art department.
Another creative activity which is all too often neg- lected or at best relegated to a secondary position is the creation of three dimensional forms, paper and cardboard. construction, papier mache, mask making, clay modeling, etc. Many of these projects can be attempted with the type of materials we now have on hand, while in another year it might be possible to emphasize especially modeling in clay and some form of elementary sculpture. These are other activities which are employed constantly in many schools and are acknowledged as having very desirable educational effects.
The quality of work produced in Hatfield to date un- der my supervision is, I think, high and compares favor- ably, at least in the upper grades at which level I am more qualified to judge, with similar work done in other and larger school systems. I should like to thank you, Mr. Bristol, and all members of the School Department, for your support of an art program for Hatfield.
Respectfully yours,
RICHARD D. GABEL,
Supervisor of Art.
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Supervisor of Music
January 23, 1947.
To Mr. Bristol and Members of the School Committee :
The music reading program consists of the developing of new skills in the use of notation, in learing new songs, in developing beautiful tone qualities by use of the singing voice, and by developing an appreciation of music as a medium of self-expression or passive enjoyment of the works of great composers. Our program helps to promote poise and self-confidence.
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