USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1945-1950 > Part 29
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1. Assembly hall completely re-decorated.
2. New fluorescent lighting installed in assembly hall.
3. An electric outlet installed in each room.
4. Several fluorescent fixtues repaired.
5. New doors installed at lower front entrance.
6. Three blind drains laid on north side of build- ing.
Center School repairs:
1. New boy's room comprising -
a. New paint
b. Five new urinals
c. New floor
d. New fluorescent lighting fixtures
e. New flushometer valves on toilets
2. New girl's room comprising -
a. New paint
b. New floor
c. Flushometer valves on all toilets
d. New fluorescent lights
3. Sewer line from building to street cleaned out and improved.
4. Vacu-draft motor rewound.
5. North wall above eighth grade room caulked.
6. Outside bell replaced by new electric signaling horn.
7. Air-escape valves on several radiators re- placed.
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8. Broken or cracked window glass replaced.
9. New protective cement fence posts installed at rear on parking space.
10. Baseball diamond completely renovated and graded.
School Street School repairs :
1. All exterior brick pointed up.
2. Loose and soft exterior brick replaced.
3. Brick work about front entrance straightened up and general appearance improved.
4. School shop painted.
5. Boys' toilet floor painted.
The recommended repairs for 1951 are as follows:
1. New light on way to boys' toilet at School Street School.
2. Center School --
a. New copper in rear of pediment over front entrance.
b. Point up and replace broken brick on vertical outside walls.
c. Point up coping (capstones).
New Equipment Added to Schools
1. Five new typewriters to high school commercial department.
2. New opaque projector.
3. New 16 mm. sound projector.
4. New records for the teaching of French.
5. Tractor for high school agricultural department.
6. Fifteen new reading chairs for third grade room.
7. Two canvas baskets for wet towels in shower rooms.
8. New high jump stands.
9. Vibrograph for physics classes.
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School Lunch Program
Through careful planning by the school lunch staff, it was again possible for the children to be served whole- some, nutritious meals without the necessity of increas- ing the charge for each meal served. In spite of rising costs for food it was possible to add the following equip- ment to the kitchen and dining room:
1. Additional dish towels.
2. New silverware.
3. Carbon dioxide fire extinguisher.
4. Tile floor relaid in kitchen.
5. Fifty individual chairs for dining room.
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
21
4,704
February
15
3,200
March
23
5,122
April
14
3,022
May
21
4,673
June
12
2,183
September
18
3,809
October
20
4,278
November
19
4,094
December
15
3,253
Total
178
38,338
During the above period a total of 694 free meals were served to children, who, in the opinion of school officials, were deserving of an opportunity to participate
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in a hot lunch program, but through no fault of their own, were unable to afford it.
School Lunch Financial Summary
1. Expenditures :
Food
$5,256.37
Wages
3,034.00
All other
1,078.22
Total
$9,388.39
2. Source of above expended money :
Taxation
$600.00
Federal Reimbursement
2,485.06
Lunch Reserve
6,303.33
Total
$9,388.39
3. Income:
Receipts from sale of lunches
(to lunch reserve for 1951)
$6,527.38
From Federal Funds
2,485.06
Total
$9,012.44
School Enrollment
Center Elementary School by Grades
I II III IV
V VI
VII
VIII
1949
41
38
28
24
26
25
31
30
1950
35
36
39
26
21
25
22
29
Comparative Totals for Center School
Year
1946
1947
1948
1949
1950
Total Pupils
228
224
229
243
233
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Smith Academy Enrollment by classes
Freshmen Sophomores Juniors Seniors
Total
1949
23
20
16
15
74
1950
23
24
17
14
78
Totals for Hatfield Public Schools
Year
1946
1947
1948
1949
1950
Totals
319
296
300
317
311
Conclusion
I have deliberately omitted from this report to you references to certain aspects of the work. I am asking others, better informed than I, to make individual re- ports. These additional reports, as well as the statistics required by law, accompany this general report of mine. This has been a good year. I have an inexpressable ap- preciation for the help and understanding shown by more individuals and groups than can be mentioned here. To all I wish to express, through you, my thanks.
GORDON C. GETCHELL,
Superintendent of Schools.
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FINANCIAL STATEMENT FOR 1950
Appropriation for support
$68,650.00 200.00
Transferred to school account
$68,850.00
Total expenditures
$68,836.08
Unexpended balance
$13.92
Cost of Schools to Town
Total expenditures
$68,836.08
Credits :
Chap. 70 (amended Chap. 643)
$17,148.12
Chap. 679 (transportation)
1,599.50
High School Agric. Dept.
850.97
Vocational Tuition
1,031.10
Veterans I. O. F. Training
100.21
Tuition and trans .; out-of-town pupils 640.17
$21,370.07
Amount spent for schools from local taxation
$47,466.01
SCHOOL BUDGET FOR 1951
1950
1950
1951
Approp.
Cost
Classification Estimate
Instruction, Teaching Staff
$18,350.00 $18,183.40 H. School, Academic $20,241.43
2,900.00 2,381.41
H. School, Vocational 3,117.50
22,750.00 22,571.74
Elementary Schools 24,876.64
1,750.00 1,612.74 Mus., Penmanship, Art 1,905.00 Audubon Science Tchr.
100.00
110.00
$45,850.00 $44,859.29
Total, Teaching Staff $50,140.57
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Instruction, Books, Supplies
$1,000.00
$1,104.86 H. School, Academic
$1,000.00
150.00
162.19
H. School, Vocational 250.00
1,875.00
1,686.20
Elementary Schools 1,875.00
400.00
896.50
New Equip. and Inst. 200.00
Audio-Visual Sup. 200.00
$3,425.00
$3,849.75
Total, Bks., Sup., Etc. $3,525.00
Janitors' Services
$1,920.00
$1,920.00
High School
$2,064.00
1,920.00
2,027.20
Elementary Schools 2,064.00
$3,840.00
$3,947.20
Total, Janitors' Serv. $4,128.00
Plant Maintenance
$250.00
$335.31
Janitors' Supplies
$400.00
1,995.00
2,821.78
Elem. School Repairs
1,200.00
100.00
124.11
Ath. Fld., Playgd. Maint. 100.00
100.00
111.95
Equipment repairs
200.00
$2,445.00
$3,393.15
Total, Plant Maint. $1,900.00
Heat, Light and Power
$1,400.00
$1,161.60
High School
$1,230.00
50.00
54.06
H. School, Vocational
70.00
1,900.00
1,707.32
Elementary Schools
1,700.00 .
$3,350.00
$2,922.98
Total, Ht., Lgt., Pwr.
$3,000.00
Transportation
$3,240.00
$3,252.50
Regular Daily
$3,294.00
200.00
267.40
Athletic and other
250.00
$3,440.00
$3,519.90
Total, Transportation
$3,544.00
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School Health
$1,200.00 50.00
$1,200.00 15.30
Salary of Nurse
Supplies
$1,290.00 50.00
$1,250.00
$1,215.30
Total, School Health
$1,340.00
$200.00
$173.40
Voc. School Trans.
(Separate article in warrant - Voc. Sch. Tuition and Tanspor- tation)
Administration
$3,600.00
$3,454.23
Supt. of Schools
$3,755.04
350.00
369.94
Expense Accounts
375.00
175.00
211.41
Telephone Service
200.00
40.00
52.81
Post., Prntg., Statnry.
50.00
45.00
45.00
School Census
45.00
200.00
138.00
Clerk (part-time)
150.00
$4,410.00
$4,271.39
Total, Administration $4,525.04
Physical Education
$250.00
$203.87
Equip. and Supplies
$250.00
250.00
224.31
Towels
250.00
Athletic Program
500.00
$500.00
$428.18
Total, Physical Ed.
$1,000.00
Other Expenses
$50.00
$70.24 Graduation
$50.00
$75.00
160.70 Athletic Insurance
175.00
15.00
24.80
Gen. Liability Ins.
25.00
$140.00
$255.74
Total, Other Expenses $250.00
$68,850.00 $68,836.08
Grand Total, Schools $73,252.61
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Industrial Education, Tuitions And Transportation $2,500.00 $1,381.78 Trade School Est. $2,600.00
School Lunch Program
$7,000.00
Maint. of Lunch Prog. (Reserve) $6,599.08
3,000.00
Fed. Reimbursement 3,000.00
600.00
Maint. by Taxation
from 1951 receipts 400.92
$10,600.00
$9,388.39
Total, Sch. Lch. Prog. $10,000.00
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SCHOOL CALENDAR
1950 - 1951
September 5, 1950, Tuesday - Staff meeting at 10:00 A.M.
September 6, 1950, Wednesday - Schools open with full sessions.
October 12, 1950, Thursday - Schools closed - Columbus Day.
October, 1950 - Schools close for Teachers' Convention Day to be announced.
November 22, 1950, Wednesday - Schools close at noon - Thanksgiving.
November 28, 1950, Monday - Schools open.
December 21, 1950, Thursday P.M. - Schools close for Christmas vacation.
January 2, 1951, Tuesday A.M. - Schools open.
February 16, 1951, Friday P.M. - Schools close for vaca- tion.
February 26, 1951, Monday A.M. - Schools open.
March 23, 1951, Friday - Schools closed - Good Friday. April 13, 1951, Friday P.M. - Schools close for vacation. April 23, 1951, Monday A.M. - Schools open.
May 8, 1951, Tuesday - High School Prize Speaking Con- test.
May 30, 1951, Wednesday - Schools closed - Memorial Day.
June 15, 1951, Friday - Elementary School Graduation. Cafeteria closes.
June 18, 1951, Monday - High School Class Day.
June 19, 1951, Tuesday - High School Graduation. School closes.
Elementary School - 180 Days
High School -182 Days
Approved by the School Committee
February 15, 1950
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SCHOOL CENSUS As of October 1, 1950
Age
Boys
Girls
Total
From five to seven years
36
26
62
From seven to sixteen years
138
117
255
Total by sex
174
143
317
Comparative Totals for Five-Year Period
Years
1949
1948
1947
1946
1945
From 5 to 7 years
81
74
56
45
47
From 7 to 16 years
257
249
257
269
257
Totals
338
323
313
314
304
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Principal of Smith Academy
To the Superintendent of Schools and the School Com- mittee of Hatfield :
I hereby submit my fifth annual report.
INTRODUCTION
In recent years the annual report from the prin- cipal of your high school has gone through a number of changes in order that a more meaningful and interesting report of the secondary school educational program be submitted to you for your approval. The traditional sta- tistical report was superseded by reports presenting the philosophy guiding the recent changes in the high school program. These changes were instituted to more ade- quately fulfill the educational needs of the youth of Hat- field.
The report for 1950 will be constructed on a question and answer basis. The questions will deal with the dif- ferent activities that people frequently inquire about and questions which would normally be asked relative to a community's secondary school. The writer hopes that this report adequately answers most of the questions in the minds of the people of this community relative to the local high school.
While considering this report, each reader must un- derstand that not every angle to every question could be included in a report as brief as this. It will be evident that the answers to the comprehensive questions contain only the main points bearing upon the situation.
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Section I
1. What is the rating of Smith Academy as a High School ?
Your high school has a Class A rating.
2. Is this the best rating possible ?
Yes. Massachusetts has Class A and Class B high schools.
3. When was the Class A rating granted to this high school ?
The Class A rating has prevailed since 1946 at least. The Class A rating had been granted on occasions before 1946, but complete records are not available.
4. Does the Class A rating give the high school any privileges ?
Yes. Certain colleges accept the achievement record of students with certification grades without further question as to the entrance qualifications.
5. What is the attitude of the colleges regarding the traditional methods of college entrance ?
This statement from the College Board Review for 1949 summarizes the present attitude of the colleges toward the former methods of college entrance. "We have practically discarded the three bases that have formed the foundation for predicting success in col- lege; namely, subject matter, certificates and cred- its."
6. If Smith Academy has the power to certify students to college, why are certain graduates compelled to take the College Entrance Examinations ?
There are two main reasons for this situation. These · are: 1., students who do not have certifying grades are often required to take examinations and 2., cer- tain colleges require College Entrance Board exami- nations regardless of previous educational opportuni- ties or academic grades. Two local colleges that re- quire examinations, regardless of academic grades, are Smith and Amherst College.
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7. Are College Entrance Examination Board (CEEB) policies changing ?
There have been numerous far-reaching changes in CEEB policies in recent years. These are too nu- merous to restate here. It is vital to point out. however, that these examinations are only one of four criteria used to evaluate applicants to a college. It is extremely important to point out that the best single method of predicting academic success in col- ege is still high school achievement.
8. What are the other three factors in evaluating an aplicant ?
The other factors for judging applicants are recom- mendations, high school achievement and personal interviews.
9. Have any Smith Academy graduates taken these ex- aminations in recent years ?
Yes. During the past four years, one or more grad- uates have annually taken these examinations.
10. How well have our high school graduates done on these examinations ?
The examinations consist of two sections: the achievement section and the aptitude section. Our graduates have done well in every case on achieve- ment examinations. One of our graduates had diffi- culty with the aptitude section.
11. What is meant by the achievement section? by the aptitude section ?
The achievement examinations consist of subject matter materials studied in high school such as Eng- lish, Algebra, Chemistry and Physics. A graduate in the Class of 1950 ranked extremely high in his achievement tests, on the basis of which he was ad- mitted to the Massachusetts Institute of Technology and received a scholarship grant.
The aptitude section consists of two parts, both of which measure factors over which the school has no
97
control, such as intelligence and the ability to do college work. The parts are: the verbal aptitude test designed to measure the candidate's ability to read with comprehension, and the mathematical sec- tion designed to measure aptitude for handling quan- titative concepts.
12. If aptitude is so important, why does not the high school administer aptitude tests ?
The high school does administer aptitude tests. The aptitude testing program at your high school uses the finest instruments available.
13. What do the local aptitude tests consist of ?
The Science Research Primary Mental Abilities Test which is administered to all freshmen is the best known of these tests. This test, which measures the following primary factors of intelligence: space, verbal-meaning, reasoning, word-fluency and num- bers, has made the greatest contribution to educa- tional testing in many years.
14. Does every applicant take both the aptitude and achievement sections of the CEEB tests ?
No. The practices of the colleges vary. Some col- leges require both sections; others one section only, while others prescribe these examinations on the basis of the applicant's record in high school.
15. Does the high school administer standardized achievement tests ?
Yes. In addition to the regular subject matter test- ing materials, the Iowa Tests of Education Achieve- ment are administered annually.
16. How many colleges are members of the CEEB ? By November, 1950, 125 colleges were members of the Board.
17. What is the passing or failing grade on these tests. The test results are reported on a standard scale on which 500 represents the typical candidate.
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18. People often infer that private schools prepare stu- dents more adequately than public schools. What are the facts in the case ?
As was reported in the December 30, 1950, issue of the Daily Hampshire Gazette, not only do the gradu- ates of public schools do as well at Dartmouth, but the public school graduates actually do better than the graduates of private schools. Other studies at Dartmouth, Yale, Harvard and other colleges have proven this to be true on many occasions, but the findings have not had the publiity of the recent findings.
19. The information in the previous answer indicates that public school students do better work in college, but is it not true that private school students receive higher grades on the College Entrance Examina- tions ?
No, on the contrary, in many studies made of Col- lege Entrance Examinations, public school gradu- ates have invariably fared better than private school graduates. There are some people who refuse to be- lieve what these extensive studies have shown, but the conclusions of the CEEB research staff are con- clusive.
20. How do the children who transfer from Smith Aca- demy fare in private preparatory schools ?
In spite of all the excuses, apologies, denials and pro- testations of the parents and relatives, all the records that have been returned to Smith Academy show that, with practically no exceptions, the transfers fare no better than they did at Smith Academy.
Section II
21. What are the courses of study at Smith Academy? The courses of study at the present time are: college preparatory, commercial, agricultural and general.
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22. What subjects would a student in a college course take ?
The subjects that a student in the college prepara- tory course would take would be chosen from the fol- lowing offerings: five units of foreign languages ; three years of French and two years of Latin; four years of mathematics, four units in the physical and biological sciences and three units of social science. In addition to these, he would be required to take four years of English and a unit in typing. A typical program would be as follows:
First year: English, Algebra I, Latin I, General Science and Civics.
Second year: English, Biology, Plane Geometry, French I and Latin II.
Third year: English, United States History, Chem- istry, Algebra II, and French II.
Fourth year: English, Problems of Democracy, Physics or French III, and half units in Plane Tri- gonometry and Solid Geometry.
23. How many units of work are required to enter col- lege ?
The majority of the colleges require sixteen units.
24. Do Smith Academy graduates take sixteen units ? Yes. Many students take as many as eighteen units.
25. What is a unit ?
A unit represents four or five periods of class work per week with outside preparation.
26. Do the colleges accept courses not regularly classed as college preparatory courses ?
The practices of the colleges vary. Most of them accept a number of units in non-college subjects.
27. What foreign languages does Smith Academy offer? Every pupil is given an opportunity to enroll in two units of Latin and three in French.
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28. Are five units in foreign languages sufficient for col- lege entrance purposes ?
Yes. We know of no college whose entrance require- ments make more than five units mandatory.
29. How good is the high school English program? The two fundamental methods of judging an English program are by the records that its graduates make in colleges and the results of standardized English tests. In both respects the local English program ranks well above the average school norm.
30. Can Smith Academy graduates enter any college in the country without further training ?
Yes. This was evident this year by the acceptance of one of our graduates to the Massachusetts Insti- tute of Technology, a college with one of the highest entrance requirements in the country.
31. What courses in Science are offered here ? Your high school offers four years of science: Gen- eral Science, Biology, Chemistry, and Physics.
32. What social sciences are offered ?
World History, United States History and Problems of Democracy.
33. What courses do Commercial students take? First year: English, World History, General Science, General Mathematics, and Civics.
Second year: English, Biology, Typing I, and Busi- ness Training.
Third year: English, United States History, Short- handI, Typing II.
Fourth year: English, Shorthand II, Secretarial Practice, Bookkeeping, and Problems of Democracy.
34. Does Smith Academy use the simplified functional Gregg system of teaching Shorthand?
Yes. The simplified system, first introduced in the spring of 1949, was adopted at Smith Academy in the fall of the same year.
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35. Can graduates of the Commercial course enter emp- loyment directly from high school ?
Yes. Students not only can, but do, enter offices where they use their commercial skills immediately after graduation.
36. Are any courses offered in Home Economics ? Yes. Although the state-approved vocational Home Economics program was discontinued a number of years ago, students may elect either one or two periods of Home Economics per day.
Section III
37. Have any studies been made of the adequacy of the education at Smith Academy ?
Yes. A questionnaire survey now being completed was conducted by Mr. Bart, a former teacher here.
38. What was this survey about ?
Questionnaires were addressed to the graduates of the classes 1944 through 1948.
39. What were the most significant questions on this survey ?
The questions of greatest value to the local educa- tional program were:
a. What subjects were offered in high school that you did not take but that you now wish you had taken ?
b. Are there any subjects not offered in high school that you wish you could have had ?
c. Can you add any suggestion that might help us in teaching students today ?
40.
d. If you had a chance to go through high school again, what, if anything, would you do differently? What comments does the administration have in re- gard to the questions mentioned in question there. It is extremely satisfying for the writer to report that all the major suggested improvements have al-
102
ready been effected. As the annual reports of 1948 and 1949 show, several significant curriculum changes were effected to meet the expressed needs of youth of this community. These needs are the ones which these graduates felt, three to eight years after graduation. The comments, as they apply to specific questions are:
To question 39a-no uniform pattern is discernible, inasmuch as the reactions varied, depending upon the course of study pursued at the high school.
To question 39b-in general the questionnaires in- dicate that the graduates are completely satisfied.
A few replies suggested specialized instruction in such subjects as Law and Astronomy, which are not customarily taught on the high school level.
To question 39c-typical comments evoked by this question were:
" .... impress the student with the significance of life in a demanding society" and " .... impress upon the students the importance of a high school educa- tion."
A number of graduates suggested that a guidance program be set up to help students with their prob- lems.
In 1949 a guidance program was established in the high school. This program, with some modifications, is still in effect. The aims of this program have been to adjust high school students to their school and to life. The outline for this program was included in my annual report for 1949. This program meets the suggestions as given by the graduates who an- swered the survey.
To question 39d-almost invariably the reply was "study harder."
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Section IV
41. Has the high school kept abreast of modern edu- cational methods ?
Two factors have operated to maintain the teaching in the high school in line with sound educational practice. These factors are: the inherent desire of the teachers to use the most effective teaching pro- cedures and an active teacher in-service training program.
42. What is the disciplinary practice at the high school? The high school follows the only educationally sound disciplinary method that exists - that students ac- cept individual and group responsibility for their actions.
43. Why is the discipline in school today not as good as it was many years ago ?
It is generally recognized, locally and in other com- munities throughout the nation, that discipline is better in the schools of today. Those advocating stricter discipline usually see the need for it in other people's children. In my educational experience, never has a parent complained that discipline was not severe enough for his or her child.
44. Other communities are demanding a voice in the direction of their schools. Why cannot we partici- pate in local educational planning ?
As I pointed out in previous reports, the high school not only welcomes suggestions, but even seeks them. On the 20th of March, 1950, an open meeting was held at the high school especially for the parents of children in grades five to eight inclusive though the general public was cordially invited. The great ad- vantage of the residents of a town participating in school planning is derived from the fact that their knowledge of school affairs increases, and from knowledge comes understanding.
JOHN C. JAKOBEK, Principal of Smith Academy.
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SMITH ACADEMY PROGRAM OF STUDIES, 1950 - 1951
FRESHMEN
College Course Required - English IA, Algebra I, World History, General Science, +Civics.
Commercial Course Required - English IB, General Math, World History, General Science, ¡Civics.
Vocational Course Required - English IB, General Math, Agriculture, +Civics.
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