USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1945-1950 > Part 25
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IS THIS EDUCATION ?* by Bernardine Freeman
"I can solve a quadratic equation,
but I cannot keep my own bank balance straight. I can read Goethe's Faust in the original,
but I cannot ask for a piece of bread in German. I can name the kings of England since the War of Roses, but I do not know the qualifications of the candidates in the next election.
I know the economic theories of Malthus and Adam Smith, but I cannot live within my income.
I can recognize the "leit-motif" of a Wagner opera, but I cannot sing in tune.
I can explain the principles of hydraulics, but I cannot fix a leak in the kitchen faucet. I can read the plays of Moliere in the original, but I cannot order a meal in French. I have studied the psychology of James and Titchner, but I cannot control my own temper.
I can conjugate Latin Verbs, but I cannot write legibly.
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I can recite hundreds of lines of Shakespeare,
but I do not know the Declaration of Indepen- dence, Lincoln's Gettysburg Address, or the Twenty-Third Psalm."
(Taken from "Tech Training," published by Amer- ican Technical Society ; original publisher unknown.)
Used by a publication of an organization in the field of "research and teaching problems in vocational, tech- nical, industrial, and business education," the quotation above is colored in favor of the practical side of education. However, I feel that it does present a reminder that we should take inventory of the kind of education which we are giving our young people. Those who intend to continue their training beyond the limits of the public schools should be prepared for such continuation. We should also provide every possible opportunity for the group of students whose completion of public school training will be closely followed by earning or assisting in the obtaining of their own living. The varied offering in our present system points toward both of these ob- jectives. Constant effort by the members of the staff in the re-evaluation of teaching techniques, adaptation of materials to the changing needs of the times and the provision of modern facilities are all necessary to the achievement of the goals.
Professional Improvement Of Staff Members
There are nineteen full-time members of the pro- fessional staff. All but three (including administrators) either completed one or more courses on the graduate level in 1949 or are enrolled in such a course at the time this report is written. I feel that this indicates a high professional attitude toward the work and a desire to be able to give more to make our schools better and to provide up-to-date training for our children.
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Audio-Visual Aids To Instruction
The purpose of an Audio-Visual Aids program is to enable the teacher to do better that which she must do anyway.
Two of the most common educational diseases are verbalism and forgetting. According to authorities ver- balism my be defined as the use of words which are not understood. Some students of the subject believe that it is caught in school. When a child learns to read, verbalism becomes a steady danger, for he can correctly pronounce words that he does not understand. Forget- ting is prevalent because: (1) We forget that which does not seem important to us; (2) We forget that which we do not see clearly; (3) We forget that of which we do not make use.
Recognizing these educational diseases the Hatfield School Department has organized a program in the use of audio-visual aids to instruction to help combat them.
During the summer of 1949 Mr. Edward Cassidy of the high school faculty was releived of some of his teach- ing duties and appointed director of the program. His duties include acquainting the teachers throughout the system with the availability of audio-visual materials applicable to their work, care and maintenance of equip- ment and general coordination of the various elements of the program to improve the general quality of instruction.
The report of the School Committee shows the pur- chase of some vital items of equipment. I am sure that this equipment will be put to efficient use. At present there are being planned a series of faculty meetings to acquaint the members of the staff with the operation of the various machines and the materials that can be used in their individual classes.
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The library in the Center School will also function as a projection room and be used for the playing of records and transcriptions.
The next steps in the development of the program are ones such as the meetings outlined above. Progress to the point where we can say that the program is oper- ating with the smoothness and effciency which we desire will take an estimated two or three years.
Town Hall Basement
The remodeling of the town hall basement by the selectmen has been a progressive step toward a fuller realization of our planned program of physical education and intra-mural and inter-scholastic sports. We are all grateful for the assistance provided by the Hatfield Mens Club in obtaining seventy-two of the best steel lockers for the use of the school pupils. The provision of a separate locker and shower room for the use of the girls is certainly commendable. The installation of a new tile floor in the dining room has improved its appearance and facilitates cleaning. Painting of the dining room adds greatly to its appearance. I am personally and pro- fessionally appreciative of the work of the selectmen in this matter.
School Lunch Program
The school children of Hatfield continued to receive noon lunches throughout the year 1949. Menus have been planned to meet the requirements laid down by the State and Federal authorities. An effort has been made to buy as economically as possible and still provide the students with the proper type and quantity of food.
The purchase of a slicing machine has improved the efficiency of the kitchen organization. Thirty-four chairs were purchased to replace benches at some of the tables. A supplementary allotment of federal funds made these moves possible.
.
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The cost of the program to the taxpayers has been very low. We are cognizant of the fact that some of the expenses which are absorbed by the town hall are chargeable to the lunch program.
The following information is submitted for examina- tion :
Number Of Days And Number Of Meals Served
Month
No. of Lunch Days No. of Meals Served
January
20
4,101
February
15
3,073
March
23
4,445
April
15
2,946
May
21
4,087
June
13
2,321
September
18
4,292
October
18
4,104
November
19
3,946
December
16
3,505
178
36,820
Financial Summary
Expenditures :
Wages
$3,042.00
Food
5,894.28
All other
979.38
Total
$9,915.66
Income:
Receipts from sale of lunches
$6,471.70
From Federal Funds
4,051.61
Total
$10,523.31
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School Enrollment Center Elementary School by Grades
I II III IV
V
VI VII VIII
1948
38
27
24
26
24
30
30
30
1949
41
38
28
24
26
25
31
30
Comparative Totals for Center School
Year
1949
1948
1947
1946
1945
Total Pupils
243
229
224
228
219
Smith Academy Enrollment by Classes
Freshmen Sophomores Juniors Seniors
Total
1948
23
16
15
17
71
1949
23
20
16
15
74
Totals for Hatfield Public Schools
Year
1949
1948
1947
1946
1945
Totals
317
300
296
319
318
Conclusion
During the year 1949 progress has been made in the improvement of the physical facilities, the improvement of instruction through increased training on the part of the staff members and the provision of up-to-date teach- ing materials. It is my feeling that our teachers will continue to be aware of the importance of their influence in shaping the lives of our young people and to work to the end that our schools will be made better for those for whom they exist - the children of Hatfield.
Respectfully submitted,
A. JEROME GOODWIN,
Superintendent of Schools.
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Principal of Smith Academy
To the Superintendent of Schools and the School Com- mittee of Hatfield :
I hereby submit my fourth annual report.
One of the great forces sweeping present-dap educa- tion forward is the policy of In-Service Teacher Training under local supervision. The full impact on education being made and still to be made by this movement will be tremendous. The philosophy back of this movement. stated briefly, is this. In the past, election to a teaching position was considered satisfactory evidence of ability to teach. Today, education demands a continuous pro- gram of growth for teachers while the teacher is teach- ing. To consummate this training and thereby improve its ability and value to the community, the high school faculty has :
developed a philosophy of education for the high school,
condensed, studied and discussed the present-day knowledge of learning habits,
read and discussed many professional books related to its work,
studied the value and use of audio-visual teaching aids,
observed and discussed teacher-training films,
developed and implemented a group guidance pro- gram,
cooperatively studied local school problems,
evaluated its supervisory program,
studied improved teaching methods, and, intensified its study of pupil study habits.
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The high school faculty has developed cooperatively a group guidance program to supplement the individual guidance program. This program has as its aim the pre- paration of students for life. The objectives of the pro- gram differ from class to class, according to the needs of each group. In general, the first year will be devoted to preparation for life and academic work by the study of manners, how to study, the purposes of education and similar topics. The main emphasis of the second year will be centered around occupations. It will contain factual information about occupations, interpretation of experiences on the job, and proper attitudes toward work. The third year will review some of the previously com- pleted materials and concentrate on etiquette, personality, and good grooming. The last year will be devoted to getting along with people, how to get a job, and other problems which students will face upon graduation.
The only other change in the curriculum was the introduction of Home and Family Living on a part-time basis for freshmen. This is a half-year course which will be replaced by Civics on February 1. Civics was made a compulsory subject for Massachusetts high schools during the last session of the legislature.
An extensive explanation of the high school course of study was made in the last annual report and therefore will not be repeated here. In evaluating the work of the past year, we note that the high school is accomplishing the objectives that it has established. Especially notice- able to the school authorities are the excellent records made by our graduates in colleges and other institutions of higher learning. Our program of teaching pupils not only what to study but how to study will be continued and intensified.
The extracurricular activities of the school are sup- plying many students opportunities to express their abili-
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ties in other than academic ways. Participation in these activities indicates that the students have a keen desire to take part in practical and satisfying work. The im- proved school program and the superior teaching staff have combined to bring a new high in school morale.
In contemplating the future, it is important to re- member that each pupil's immediate and continuous de- sire to learn and his basic interest in academic materials will be strongly influenced by the value which the com- munity places on these materials. A superior community places a higher value on the mastery of educational materials.
To bring maximum effectiveness to your school and to maintain it according to your desires, every suggestion regarding its improvement will be welcomed. The school is maintained to serve your interests. Your interest will determine the type of school that the community will have.
Respectfully submitted,
JOHN C. JAKOBEK.
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Principal of Center School
To the Superintendent of Schools and the School Commit- tee of Hatfield :
Sirs :
In gathering data for this annual report two phases of the inservice teacher training appear in the foreground.
The first is the use made of the project method of of teaching. This method of approach is highly recom- mended by the Massachusetts State Department of Edu- cation. It is not an easy method for it embodies all sub- ject matter under one general topic. Such a procedure calls for the best teachers.
Three institutes were held in the region this past year by the Massachusetts State Department of Educa- tion. Each of these meetings was held to instruct teach- ers in the actual procedures used in project teaching. our elementary school teachers attended each of the meet- ings. The First institute was held March 23, 1949 at Northampton High School. It was designed to show general methods of project teaching in grades one through four.
A second meeting was held in Amherst on October 19, of last year. This session was used to explain better teaching methods of science and physical education in elementary schools; also, better methods of operating school libraries.
The last institute of the past year, for this region, was held at Westfield State Teachers College December third. The subject under consideration was the teach- ing of arithmetic via the project method in grades four, five and six.
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The second phase of inservice training in the fore- ground is the teaching of reading. Until recent times, reading has been considered an isolated subject rather than one of the phases of language. Reading has been considered as a tool subject to be taught in the lower grades and used as a tool for self help in all subject mat- ter there-after.
The teaching of reading is a perennial problem at all grade or school levels. The old notion that children learn to read in the primary grades and read to learn in the upper grades has been proved to be fallacious. The reading problem at all school levels has always been there but only recently has it been recognized.
All teachers of grades one through eight are at pres- ent engaged in the study of reading instruction or have recently completed a course in the teaching of reading.
The penmanship ehibit held in the Center School Li- brary last May was well attended. The penmanship on display at the exhibit was of excellent quality. Another penmanship exhibit is planned for this May.
We expect to present a demonstration of art, as taught in the Hatfield schools, at the March meeting of the Hatfield Parent-Teacher Council.
The parent teacher period of get-together has brought good results. The parent and teacher meet as fellow humans with one common interest, the child.
We of the elementary school staff have had the help and cooperation of the parent and the entire school de- partment this past year. For this epression of confi- dence and help we desire to express our gratitude.
Respectfully submitted,
RAYMOND N. JENNESS,
Principal of Center School.
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Physical Director
To the Superintendent of schools and the School Commit- tee of Hatfield :
May I again state that it is my pleasure to submit my third annual report as Director of Physical Education in the Public Schools of Hatfield.
Improvements To Physical Education Plant
In the three years that this department has been set up, a tremendous number of problems were immediately confronted by those who struggled through its initial stages. It was largely through the efforts of the school administrators that proper facilities and equipment have been secured; so that, today, we are in a better position to evaluate and implement our program of health, physi- cal education and recreation.
In the first place this has been effected by a remod- ernization of the boys' locker and shower room, as well as by the installation of new lockers in both the boys' and girls' locker rooms. A similar change was made in the transformation of one of the cloak rooms of the Town Hall into a girls' locker and shower room with separate stall showers.
Conforming with the organizational plans formu- lated by the school administrators as regards a standard- ized gymnasium suit for all boys and girls participating in physical education, new "gym" suits have been pur- chased and are already in use. This has stimulated more interest and enthusiasm on the part of all students toward
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the types of activities which are included in the physi- cal education program.
Activities Carried On During The Year
In most present-day programs of physical education, there are basically three general types of activities which have been rigidly adhered to :
1. Time devoted to "formal" activities, such as marching, and conidtioning exercises (calisthen- ics).
2. Corrective or individual exercises to build up as well as to prevent further injury, or to correct a given fault.
3. Competitive games, sports, tumbling, pyramids, and rhythmics.
A brief discussion should be made at this time of the results derived from the three above types of activities. Although it is impossible to draw an arbitrary line, it is safe to state that impossible to draw an arbitrary line, it is safe to state that exercises of these types call fourth supreme effort on the part of each pupil insofar as the large and small muscle groups are involved. With this in mind, noticeable accomplishments have been manifes- ted by these endurance exercises, such as marching, con- ditioning exercises, etc. These types of exercises do not increase the heart rate nearly as much as apparatus work, etc .; therefore, they are particularly effective in our phys- ical education program.
The girls in particular derive a great deal of person- al satisfaction from this type of exercise since it bene- fits them in the matter of posture, poise, and body con- trol. A great deal can be and will be done in fostering the development of this type of exercise for girls.
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Regarding the second type of activity, provisions have been made with the school doctor and school nurse whereby a pupil with a remedial defect is relegated to light exercises to more increased activity as conditions permit.
The third and final phase of our formal physical ac- tivity centers around "competitive play tendencies." In Grades 6, 7, and 8 body coordination is being taught by means of various simple games-including individual as well as group. In the upper grades 9-12 team sports are taught which bring out sportsmanship and also teach good pupil characteristics. This latter phase is definitely progressive in nature and very desirable inasmuch as this type teaches boys and girls to enjoy building in- creased physical fitness and health. At the same time it eventually will preserve, promote, and refine the way of life we as people believe in.
A Noteworthy change has resulted this year where- by Mrs Muller has been designated to supervise all girls' "gym" classes in the High School. Under her able guid- ance various activities and exercises in posture, poise, body control, and rhythmics have been carried on. Equally as beneficial and desirable are competetive team sports that have been engaged in, resulting in greater interest among the girls as well as developing sportsman- ship, fair play, and courage - personal attributes that can be carried over into the future adult life of the pupil.
The Intramural Program
Mention must be made at this time regarding the ever-increasing popularity of this phase of our physical education program. Aside from the actual teaching of various skills and activities which are taught, an intra- mural program has been developed this past year with the hope that such skills and activities may be carried
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over into the after-school and out-of-school life of the pupils. Although this program is limited to a certain extent, nevertheless, it has proved its effectiveness and desirability in such programs and tournaments as basket- ball and badminton that were taught in the regular school program. As the years go by it is hoped that expansion of this phase of physical education will be broadened to include assemblies and demonstrations which, by and large, are excellent ways of explaining the physical edu- cation program, awards given, etc., to pupils, parents, administrators, and the general public.
This phase of our physical education program is un- doubtedly significant because the greatest objective is manifested by the inevitable development of friendship which is invaluable as physical characteristics of the pupils participating. By playing together in more activi- ties, they will be taught to work better and live together better, both in and out of school.
Conclusions
There are two facts that must be mentioned at this time. The problem of growing up is a difficult one for most children. In order to answer this question the child resorts to play and the imitation of play by adults. Such a reaction within a child is a normal one.
The second fact to be considered is that the develop- ment of the child should be done along supervisory lines whereby the child develops the most desirable personality possible. This attribute of the child should be the ob- jective of everyone participating in some form of physical education activity.
Respectfully submitted, JOHN F. SYMANCYK.
Director of Physical Education.
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Art Supervisor
To the Superintendent of Schools and the School Com- mittee of Hatfield :
I am pleased to submit my third report on the pro- gress of the art program in the Hatfield Schools.
Since my last report definite progress has been made in several phases of the art program - some new tech- niques have been introduced, several experiments have been successfully completed and generally there seems to be a more thorough understanding of the problems involved between pupils, teachers, and supervisor. It is quite possible that this greater understanding is a result of the realization of some of the changing concepts re- garding art education today. The remainder of this re- port will attempt to contrast two of these conflicting con- cepts.
In the past both teachers and parents in widely scattered areas throughout the country have considered the copying of nature as an art activity of major im- portance. They have demanded lessons which require technical skill far beyond the ability of the majority of children and these at the expense of interpretive activi- ties. To help develop this type of skill these same teach- ers and parents have provided patterns around which the child is expected to draw or have given him outline drawings within whose boundaries the child is expected to carefully color.
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In contrast to the art programs with an emphasis on this stereotyped way of achieving results are those which will:
1. provide creativeness in all activities and for all participants
2. enable the child to acquire skills through activi- ties which engage both the emotions and intellect of the learner
3. make provisions for the learner to enjoy freedom of thought
4. give direction to the joining of art and experience in the life of the child
5. aid in the development of taste in the learner.
It is a program based, in part, on these fine points that I am endeavoring to promote in the schools of Hat- field.
I should like to take this opportunity, Mr. Goodwin, to thank all those who have given of their time and energy for the continued promotion of the art program in the Hatfield Schools.
Respectfully submitted,
RICHARD E. GABEL.
Supervisor of Art.
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Supervisor of Music
To Superintendent Goodwin and Members of the School Board :
Music is as old as mankind and wherever we find people, however remote or secluded, there we find music.
Throughout the world today there are many different systems of developing the understanding and love of this most important art.
We, in Hatfield, constantly strive to develop in the child a desire to read music with understanding and to appreciate the art of expressing emotions and enjoying the many phases and unmeasurable beauties of music.
As in the past, music has had an important place in the varied programs presented this year. The more outstanding events in the elementary grades were the Memorial Day program, and the Eighth Grade Gradua- tion which involved much extra time as the entire pro- gram was based on American Music.
A new venture in our music activities was the con- cert in May, "Popular Music Through the Ages," pre- pared and presented by the combined Glee Clubs of Smith Academy, who also sang numbers for the Memorial Day program, Graduation and also for the Christmas program. Groups from these Clubs had an active part in other school programs; namely, for prize-speaking and the school play.
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It has indeed been a great pleasure and a satisfaction working with these enthusiastic groups, as a whole and individually.
I wish to express my sincerest appreciation to all the children of our Hatfield Schools, our Superintendent, Mr. Goodwin, the Members of the School Committee, and to the principals and teachers for their kindly efforts and co- operation.
Respectfully submitted,
MAUDE E. BOYLE,
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