USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1951-1957 > Part 13
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5,657.83
142.17
69
Police
1,200.00
1,200.00
1,173.65
26.35
Fire Department Tree Work
2,500.00
420.96
2,920.96
2,920.96
1,500.00
1,500.00
1,476.44
23.56
Moth Work
1,307.00
400.00
1,707.00
1,706.40
.60
Sealer Weights & Measures Salary
200.00
200.00
200.00
Sealer Weights & Measures Expense
125.00
93.08
218.08
218.08
Public Health
3,000.00
3,000.00
1,576.52
1,423.48
School Physician
300.00
300.00
300.00
Insp. Animals & Slaughtering
550.00
550.00
550.00
Insp. Children, Pre-School
100.00
100.00
100.00
Insp. Children, Tuberculosis
75.00
75.00
75.00
Dental Clinic
350.00
350.00
350.00
Well-Child Clinic
200.00
200.00
100.00
100.00
Visiting Nurse
1,365.00
1,365.00
1,020.00
345.00
Highway General
6,250.00
95.81
6,345.81
6,345.81
Highway Chap. 81
22,250.00
22,250.00
21,515.20
734.80
Highway Chap. 90 Maint.
1,800.00
1,800.00
1,497.90
302.10
Road Machinery
3,000.00
3,000.00
2,620.36
379.64
Street Lights
4,100.00
4,100.00
3,822.00
278.00
Bridge Repairs
480.67
480.67
120.12
360.55
Fences
200.00
200.00
200.00
Purchase Highway Truck
4,500.00
4,500.00
4,122.40
377.60
Highway Chap. 90 N. C.
36,671.87
36,671.87
35,300.65
1,371.22
Public Welfare
3,000.00
3,000.00
2,876.72
123.28
Disability Assist.
3,000.00
3,000.00
2,778.41
221.59
70
Disability Asst .- Federal Disability Assist .- Fed. Adm.
1,958.26
1,958.26
1,958.26
65.74
65.74
65.74
A. D. C.
3,000.00
3,000.00
2,453.17
546.83
A. D. C .- Federal
2,604.64
2,604.64
2,604.64
A. D. C .- Fed. Adm.
105.28
105.28
104.89
.39
O. A. A.
10,000.00
2,111.10
12,111.10
12,111.10
O. A. A .- Federal
10,042.45
10,042.45
10,042.45
O. A. A .- Fed. Adm.
474.92
474.92
469.00
5.92
Veterans Benefits
200.00
750.00
950.00
555.59
394.41
School Committee Expense
100.00
100.00
26.00
74.00
Schools
87,047.21
87,047.21
84,034.43
3,012.78
Schools Geo. Barden Fed.
1,660.67
1,660.67
392.06
1,268.61
School Athletic Fund
2,724.11
2,724.11
1,520.61
1,203.50
Maint. Athletic Field
300.00
300.00
300.00
School Lunch Col.
14,784.41
14,784.41
8,363.82
6,420.59
School Lunch C. D. F.
4,389.30
4,389.30
4,389.30
Voc. School Tuition & Transportation
2,000.00
2,000.00
1,668.47
331.53
Library
2,500.00
279.62
2,779.62
2,779.11
.51
Library Bldg. Repairs
643.98
643.98
643.98
Binding Town Record
50.00
50.00
50.00
Care of Town Clock
50.00
50.00
50.00
Civil Defense
875.95
875.95
875.95
Insurance
3,500.00
1,048.23
4,548.23
4,548.23
Land Purch. Adj. Sunset
300.00
300.00
300.00
Memorial Day
300.00
300.00
275.40
24.60
71
Print and Deliver Town Reports
500.00
500.00
426.35
73.65
Reserve Fund
2,800.00
2,800.00
2,141.12
658.88
Retirement
1,200.64
1,200.64
1,200.64
Telephone
250.00
250.00
203.79
46.21
Unclassified
100.00
100.00
88.25
11.75
Unpaid Bills
748.29
748.29
604.29
144.00
Water Comm. Salaries
600.00
600.00
600.00
Water Dept.
4,000.00
500.00
4,500.00
4,498.56
1.44
Water Dept. 14" Main
2,149.57
500.00
2,649.57
2,648.71
.86
Water Dept. 10" Main
8,708.92
8,708.92
8,680.55
28.37
Water Dept. 8" Main
6,000.00
49.98
6,049.98
6,049.98
Renew Elm St. Services
1,000.00
1,175.00
2,175.00
2,173.23
1.77
Improve Watershed
1,076.88
1,076.88
181.00
895.88
Purchase Land
2,800.00
2,800.00
2,800.00
Cemeteries
800.00
347.53
1,147.53
906.13
241.40
Land Purchase-Cemetery
300.00
300.00
300.00
Interest on Water Loan
1,673.50
1,673.50
1,673.50
Water Main Loan
12,000.00
12,000.00
12,000.00
$311,619.26
$8,001.21
$319,620.47
$291,974.70
$27,645.77
72
ANNUAL REPORT
OF THE
SCHOOL DEPARTMENT
OF THE
TOWN OF HATFIELD
FOR THE
YEAR ENDING DECEMBER 31, 1953
75 1.
School Organization
SCHOOL COMMITTEE
Edward S. Kowalski, Chairman
Term expires 1954
John Osley, Jr., Secretary
Term expires 1955
Zygmunt Jaworski Term expires 1956
Regular school committee meetings are held on the second Wednesday of each month at the High School
SUPERINTENDENT OF SCHOOLS JOHN C. JAKOBEK
School office : Home address: High School Building 243 Bridge Road Telephone 2361 Florence, Mass. Tel. Northampton 3495-M
SCHOOL PHYSICIAN
Dr. Robert C. Byrne 46 Main Street Telephone 2661
SCHOOL NURSE
Mrs. Lucille Godek, R.N. 19 Prospect Street
WORK CERTIFICATES
Raymond Jenness School Street
76
Report of School Committee
To the Citizens of Hatfield :
INTRODUCTORY STATEMENT
Your school committee submits to the citizens of this town the following summary of its activities during the past year, present conditions within your schools, and pressing matters of the future. Your committee held twelve regular meetings and five special meetings in 1953. Your schools are not only carrying on a successful educational program, but are constantly adapting them- selves to improved conditions. We recommend your careful examination of this report and that of the super- intendent of schools.
DUTIES OF THE SCHOOL COMMITTEE
The duties of the School Committee are: to deter- mine the policies under which the local schools are op- erated, to review all proposals and criticisms submitted to the Committee, and to evaluate the schools in terms of community needs. Your School Committee has endeav- ored to execute these functions. The expressed or im- plied will of the inhabitants of Hatfield has been carried out. Your Committee has provided the best and most beneficial educational policy consonant with the facilities and finances available to it.
77
DUTIES OF THE SUPERINTENDENT
The powers and duties of the superintendent of schools defined by law are:
1. To act as the executive officer of the school committee.
2. To supervise the public schools under the direction of the school committee.
3. To assist the school committee in keeping its records and accounts.
4. To make such reports as are required by law.
5. To recommend teachers to the school com- mittee.
6. To recommend textbooks and courses of study.
On the basis of the statutory requirements, the superintendent is responsible for the program of instruc- tion carried on in the schools. His duties include the traditional practice of the improvement of instruction. This duty has always been paramount in importance, but today the methods of improving instruction have changed. This improvement in supervisory methods has made it possible to vastly improve the teaching within our schools. The basic purposes of education are similar, but the means, methods and tools for bettering instruction made available through research and practice have improved. Your schools are taking advantage of these improve- ments.
ENTRANCE AGE
The entrance age for children to be enrolled in the first grade in September, 1954, is five years and seven months, as of the first of September. This means that children wishing to enter grade one must have been born before February 1, 1949.
78
PERSONNEL CHANGES
At the end of the 1952-53 school year, Mrs. Sophie Filipkoski, teacher of Grade One for many years, resign- ed her position. This position was filled by Mrs. Helen Kostek.
On July 1 of 1953, Mr. Frank Brehm, who had served as a school custodian for many years, retired. The vacancy caused by Mr. Brehm's resignation was filled by Mr. Stanley Piankowski.
Mrs. Mervin Jules has replaced Mr. Gabel as the Art Instructor in the local schools. Mr. Gabel accepted a position in the Holyoke schools.
SALARIES AND SALARY SCHEDULE
Your school committee, just like all other school com- mittees throughout the nation, has been trying to solve the problem of providing your children with competent teachers. Not only must competent teachers be hired to fill vacancies within the teaching staff, but excellent teachers already in the system must be retained. The children of this town deserve teachers that are both com- petent and efficient.
Because the citizens of this community believe in a good education for their children, the committee revised its salary schedule to meet present-day conditions. An adequate salary schedule is the most influential factor in retaining successful teachers and securing competent new ones. This revision acknowledges the inexorable work- ing of the law of supply and demand. Today there is a critical shortage of teachers; the demand for teachers is great.
You have entrusted your most valuable possessions, your children, to your schools. Many of your children
79
will be given opportunities denied to you. Your children deserve good teachers and providing good teachers is good business. The difference in per pupil educational costs is not significantly changed by providing adequate in- structional materials and competent instruction. Provid- ing the best instruction possible enhances the educational success of your child, and in many cases determines his happiness for life. No parent would knowingly sacrifice his child's future by denying him his heritage of educa- tional opportunity.
In comparing your local salary schedule with those of other communities, it is evident that many other com- munities provide greater rewards for their teachers. However, this schedule compares favorably with the average community of this size.
SCHEDULE
Step
Non- Degree
Bachelor's Degree
Master's Degree
1
2700
2800
2900
2
2800
2900
3000
3
2900
3000
3100
4
3000
3100
3200
5
3100
3200
3300
6
3200
3300
3400
7
3300
3400
3500
8
3400
3500
3600
9
3500
3600
3700
10
3700
3800
11
3900
The annual step-rate increases of each teacher are dependent upon continued satisfactory service and pro- fessional improvement. Before a teacher can pass a salary bar, as between steps two and three, the teacher must complete four approved professional credits and render acceptable services.
80
TRANSPORTATION
The transportation of pupils to and from school has become a major item in the school budget. Inasmuch as this item has increased so rapidly in the last few years, the details of this item are being discussed fully in this report. There are two main reasons for the rapidly in- creasing transportation costs. The reasons are: in- creasing costs and increasing enrollments in our schools, coupled with shifts in population centers requiring addi- tional bus service.
In September, 1953, it was found necessary to add another bus to carry all the children adequately. In addi- tion to adding a bus, new bus routes were found nec- essary. The following routes were scheduled :
The bus on the first trip transports all the high school pupils. Its route includes Elm and Dwight Streets, West Hatfield, North Hatfield, and Bradstreet.
The elementary school pupils are transported on three separate buses. One bus picks up the students on Dwight and Elm Streets; another bus transports them from Chestnut and West Streets, and the third bus trans- ports all the pupils on Prospect Street and those from North Hatfield and Bradstreet.
Although the annual budgetary allowance has in- creased greatly, the actual cost of this item to the town has not increased significantly, inasmuch as the town is reimbursed for all transportation costs over five dollars per net average membership. The following summary substantially illustrates the situation in this town for the 1952-53 School Year.
1. Net average membership 345
2. Membership times $5.00 $1,725
3. Total transportation costs (1952-53) $4,862.50
4. Total costs minus item 2 $3,136.50
81
The Commonwealth of Massachusetts has reim- bursed the Town of Hatfield $3,136.50 for transportation during the 1952-3 School Year. This means that for 1953 the Commonwealth reimbursed the Town for 642% of its transportation costs. The taxpayer must under- stand that although there is a significant increase in the total appropriation for this item, the actual cost to the community will still be only $5.00 per pupil in average daily membership. Chapter 71, Section 7A, under which this is possible is quoted below.
"The state treasurer shall annually, on or before November twentieth, pay to the several towns from the proceeds of the tax on incomes, which shall be available therefor subject to appropriation, the sums required as reimbursement for expenses approved by the commissioner of education, incurred by any town for the transportation of pupils once daily to and from any school within the town, or in another town, in excess of five dollars per annum per pupil in the net average membership of such town; provided, (a) that no transportation reimbursement shall be made on account of any pupil who resides less than one and one-half miles from the school which he attends, measured by a commonly traveled route ; (b) that no contract shall be awarded except upon the basis of sealed bids, and the school committee shall, in the event that a contract is awarded to other than the lowest bidder, file with the department a written statement giving its reasons therefor, which statement shall be open to the public inspection."
One of the questions that this situation raises is whether this community should study the possibility of operating its own school buses. As in any other problem, there are naturally arguments in favor of publicly-op- erated transportation facilities, as well as against them.
82
For instance, statistics are available showing that, almost without exception, the costs connected with publicly-own- ed buses are substantially lower. Without expanding the arguments for and against publicly-operated school trans- portation facilities, it should be pointed out that the actual and real cost to the community is not changed by either system. This is because the Commonwealth re- imburses the community for over five dollars per average daily membership. Your Committee wishes to emphasize the fact that the total expenses for transportation must be first appropriated. Reimbursements are received only after the expenses have been incurred and paid for.
The total amount required for regular school trans- portation in 1954 will be $6,426 of which the town will be reimbursed about $4,800.
EQUIPMENT AND REPAIRS
School Department
1. Center School hallways, ceilings, and stairwells on both floors were painted.
2. In the Center School the teachers' room ceiling and walls were painted.
3. Repairs in Center School roof-slates and valleys replaced.
4. One electric water cooler in the Center School.
5. Steam iron for the Home Economics Department.
6. Electric mixer for the Home Economics Depart- ment.
7. 11 new steel files for the storage of teaching mate- rials in classrooms.
8. Two dozen plastic dinner plates and accessories in the Home Economics Room.
9. New baseball backstop.
10. Stainless steel kitchen utensils.
83
REPAIRS AND ALTERATIONS BY THE TRUSTEES OF SMITH ACADEMY
The trustees of Smith Academy have very generous- ly invested a sizable sum of money to renovate the Home Economics Room in the Smith Academy building. Two completely modern kitchen units with their natural color wooden cabinets have been installed in this room. Addi- tional cabinets of similar construction were also installed to store the sewing materials used in this room. New fluorescent lights have been installed to brighten this room. The change in appearance of this room can be fully appreciated only by seeing it personally.
In addition to the repairs in the Home Economics room, fluorescent lights have been installed in two other rooms without these lights. The high school building is now completely furnished with fluorescent lights. Your committee would like to emphasize to the townspeople that the money used by the Trustees for the repair and renovations in the Smith Academy building is not raised by taxation but is income from invested Trustee funds.
FUTURE HOUSING NEEDS
The School Committee has offered to the citizens an article dealing with the future needs of the children of this community. Last year in our report, it was pointed out that the housing needs of this community were be- coming critical. In the fall of 1954 it will be necessary to take over the library in the Center School and one room in the basement to accommodate the educational needs of our children. This basement room, though not entirely satisfactory, will serve at least temporarily as a class- room. It is urgently requested that a committee of citi- zens and others, as indicated in the School Committee
1
84
article, be appointed to study the building needs of the children of Hatfield.
The School Committee approves and hereby incorpo- rates the report of the Superintendent of Schools as part of its report.
EDWARD KOWALSKI, JOHN OSLEY, JR., ZYGMUNT JAWORSKI,
Members of the School Cmmittee.
85
Superintendent of Schools
To the School Committee and Citizens of Hatfield :
The report of the superintendent of schools for the year 1953 is presented to you for your careful consider- ation and evaluation. This report deals with many fac- tors of interest to you. It gives not only a financial accounting of your schools but also the forces contribut- ing to an understanding of the decisions made therein.
FACTS CONCERNING YOUR SCHOOLS
1. All standard tests indicate that the schools of Hat- field, just as schools in general, are teaching the 3 R's-reading, writing, and arithmetic-better than they did a generation ago.
2. The schools of today through the variation in types of activities meet the varied needs of dif- ferent children for life more adequately than ever before.
3. Discipline, taught through self-reliance and self- discipline, is preparing your children for citizen- ship better than ever before.
4. An understanding of the social, economic and political forces of our society assures your children of the concepts so necessary to the fullest under- standing of democracy.
86
WHAT SCHOOLS DO FOR THE INDIVIDUAL
Schools provide a part of the influence leading to a better life. Teachers, as well as parents, are concerned with the dignity of the individual, his creative talents, his mental health, his critical thinking and objective ap- praisal, and the ideal of fair play. Through these and faith in the individual, the cooperation of the home and community, we can promote a better community.
Belief in the worth of the individual demands educa- tional opportunities for all. However, providing univer- sal education does not assure the democratic life. We must strive to achieve this life by defining our purposes and then making them work. It is much easier to define our goals than to put them into practice.
The schools admit that the home is the foundation of citizenship and our social structure. Along with the home there are usually many community influences shar- ing in giving direction and quality to our youth. We be- lieve that all people participating in desirable activities improve community life. Your schools are anxious to provide the type of activities leading to the fullest develop- ment of all the talents and abilities of your children. The success of any person is tied very closely to his at- titudes. Your schools strive for and are achieving prop- er student attitudes.
As one of the factors representing the total individ- ual, attitudes illustrate our mental and emotional reac- tions to persons, places, things and what have you. Since our attitudes affect us everywhere we go, they can easily be our salvation or downfall. Your schools strive to instill in your children a realistic attitude toward educa- tion and life.
87
PUPIL BEHAVIOR
Schools, like parents, are constantly trying to more adequately understand children. Biologically, the growth of children is understood, but this does not help us understand the major aspects of psychological develop- ment. It is known that children resemble their own par- ents more than others, but what furnishes their motiva- tional energy is not definitely established. It is not even absolutely certain how children take on the attitudes of parents and others.
It is known that pupils acquire attitudes and mind- sets from parents, elders, teachers, and even other pupils. It is vital, therefore, that the schools establish the best educational atmosphere conducive to character and per- sonality building. The interaction among pupils and the reactions between teacher and pupil establish the educa- tional climate within the classroom.
However, the learning and behavior of our youth is not determined alone by his school activities. All the social activities that a child has experienced since birth have left their lasting impression upon the growing child. Your schools are willing to accept a share in the coop- erative endeavor of bringing up your children. The schools are making every effort to correlate their activ- ities with those of the community.
Your schools seek to assist your children to grow and achieve the skills and attitudes that will help them when they become adults. Your children, the youth of today, are learning to exercise all their abilities : physical, men- tal, and emotional.
INSTRUCTIONAL PROGRAM
Experience and educational research have in recent years contributed vast amounts of assistance to educa-
88
tional practices. Your teachers are constantly evaluat- ing the newer practices and teaching materials; adapting the desirable features of successful practices, and incorpo- rating them into their own teaching. Each teacher is expected to adjust her teaching in keeping with the best program possible and at the same time integrate her work into the total instructional program of our schools.
One of the most significant phases of the changing concepts of teaching arises from our growing knowledge of child growth patterns. We know that all normal chil- dren develop in a pattern and yet each is different from the other. Some meet life with eagerness; others are less excited. Some are easily guided from birth; others are independently aggressive. Some have great vigor and vitality; others have less ability and vitality. Some children develop rapidly physically; others more slowly.
With the increased understanding of growth pat- terns, your teachers are constantly revising their methods to meet the educational needs of each child. A child can- not be made to grow, but its growth can be encouraged. Your teachers, by adapting their methods to provide for the individual differences of the pupils, have learned to evaluate the child's ability and potentialities. By using the knowledge of each child, the teacher can provide each. child with the guidance necessary to maximum growth.
With the changing concepts of teaching have also come newer understandings of the materials needed in instruction. The textbooks in local usage have always been of the highest type. These basic materials are being supplemented today by other materials which have been proven to be very helpful in teaching. Some of the ma- terials recently given additional prominence in our class- rooms are audio-visual materials, such as slide films, motion pictures and concrete objects. Larger topical units have replaced the piecemeal type of instruction of
89
former years. Teacher-pupil planning of work has given additional interest and motivation to the teaching pro- gram.
INSTRUCTIONAL MATERIALS
The materials of instruction used in the local schools are the same type as found in the majority of New Eng- land schools. This can be illustrated by our Basal Read- ing Program which is edited by the Scott Foresman Com- pany. These materials are supplemented by carefully selected materials to meet individual pupil needs as re- vealed by teacher evaluations and standardized tests. The program of instruction is continuous throughout the system and therefore permits planned systematic in- struction in logical sequences.
The materials of instruction are supplemented by a testing program which is used to indicate pupil and grade progress. Standardized reading tests are available even in the first grade of your schools. This program assists the teachers in locating the specific areas wherein addi- tional work must be given to an individual or a class. To assist the teachers in evaluating the child, the Pintner- Cunningham Primary Test is also made available to the first grade teachers.
Beginning with the second grade and continuing through the eighth, the Iowa Every-Pupil Tests of Basic Skills are administered annually. This testing program reveals that the local achievement level compares very satisfactorily with the national norms. In addition to this basic testing program, individual and class testing is used to supplement the already known information of the work within the school. Two other achievement tests used, for instance during this year, were the Stanford Achievement Tests and the Durrell-Sullivan Achievement Tests in Reading.
90
In addition to the above tests, the Henmon-Nelson Tests measuring intelligence were administered in grades three and five, and the California Test of Mental Matu- rity in the eighth grade. All the information revealed by these tests and teacher evaluations are kept in the child's cumulative folder. This information is used to assist each child with his work, as well as advise him of future possibilities.
In the High School all the information gathered throughout the grades is carefully studied and whenever possible supplemented by additional information. The regular program of testing this year consisted of the ad- ministration of the Science Research Primary Mental Abilities Test in the ninth grade; the Kuder Vocational Preference Scale in the tenth and the battery of tests administered by the Mass. Employment Service to the seniors. In addition, standardized subject tests were given in certain areas of instruction.
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