USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1951-1957 > Part 14
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MANUSCRIPT WRITING
In September, a form of manuscript writing, called slant lettering, was introduced into the local school sys- tem. This system was introduced only after a careful evaluation of the advantages of its introduction and successful usage in a majority of school systems. Our first grades are presently provided with the Rinehart supervisors who instruct the pupils in this method. Man- uscript writing will be taught in the second grade next September. Either at the end of the second grade or in the beginning of the third grade, depending upon each child's development, pupils will be taught cursive (long- hand) writing.
The reasons for shifting from cursive to manuscript writing are many. Papers written in manuscript are more legible on every level of instruction. Research also
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indicates that manuscript writing promotes skill in read- ing and language; that it is easier to learn ; that it reduces eyestrain; that it is faster; and that it correlates better with reading, language, spelling and art.
Handwriting requires the participation of the total neuro-muscular structure of the body. The whole skel- etal structure of the child is brought into play as the child begins to write. It is not unusual to see a child attempt his handwriting lesson with tongue in cheek or projecting out of his mouth, muscles of arms and legs tense, and nervous body tension. This tension and tense- ness leads to emotional irritability and is at least partly avoided by manuscript writing.
SCHOOL LUNCHES
This year the school department has attempted to make the lunch hour more than just a time to replenish stomachs. A determined effort is being made to make our school lunch a meaningful educational experience. We are convinced that the present program is accomplish- ing the aim which we planned.
The most significant development in this program was the wider participation of teachers at the school lunch. Although a few elementary teachers always participated in the program, in September, for the first time, all the elementary teachers accepted their increased responsibilities. Each elementary teacher now escorts her class to the cafeteria, eats with her group and escorts her group back to their school.
This arrangement, along with a staggered schedule for lunches, has expedited the serving of lunches. This arrangement has also been helpful in making the lunch program an educational experience. The teachers not only see that the pupils practice proper table manners,
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but also become better acquainted with the school lunch program. This permits each teacher to point out the values inherent in proper eating habits and nutrition. The teaching of health practices thus becomes very close- ly connected with the cafeteria and the well-balanced nu- tritious meals served there.
We are indebted to the teachers for their cooperation in making this program a success. Our gratitude can be best shown by acknowledging their fine support of this educational learning experience.
TRENDS IN 1953
In reviewing the year, nineteen hundred fifty-three, we are grateful for many, many things and to many people. The following are not, by any means, the only things for which we can be thankful, but they are repre- sentative :
1. The cooperative manner in which everyone con- tributed to the welfare of the local schools. This includes not only the town officers, but also teachers, pupils and others.
2. An emerging and rallying movement in support of your local schools. This can be best illustrat- ed by such actions as the :
a. Lions Club Scholarship Fund
b. Lions Club gift of the Mass. Vision Test
c. Men's Club Sports banquet
d. Participation in school activities
3. A renewed interest in trying to understand the operation of the school as illustrated by your attendance at our Education Week Open House, your visits to classrooms and support of the Parent-Teacher Club.
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YOUR SCHOOLS ASSUME THEIR RESPONSIBILITY
Your most valuable possessions are your children. Most parents willingly sacrifice for their children. This is true in respect to the education that children receive as well as the more material things. Parents in general realize the value of a firm educational background. Therefore, each parent strives to provide his or her child with the opportunity to learn, whether the parents had this opportunity or not.
Your schools accept their responsibilities to provide the type of education that you wish. Your schools are mindful of the heavy burden that you have placed upon them by entrusting your children's education. to them. Every effort is being made to secure the most education- ally sound and feasible program for your children. Fi- nally and most respectfully I would point out that it is not what you think that helps us to improve, but what you tell us.
Respectfully yours, JOHN C. JAKOBEK, Superintendent of Schools.
"NO SCHOOL" POLICY
It is the policy of the Hatfield School Department to hold regular sessions on mornings when it is practicable to operate the school buses. Parents are asked to use their own discretion as to the wisdom of sending their children on stormy mornings. In other words, the safe- ty of the bus pupils shall be the deciding factor in deter- mining whether or not school shall be held on a question- able, stormy day.
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In the event that it becomes necessary to cancel school sessions, the "No School Signal" will be broadcast over radio station WHMP (1400 on the dial), starting at 7 A.M. and continuing through to 8:30 A.M. The authorities of WHMP request that parents not call the radio station for this information but listen for the an- nouncements.
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FINANCIAL STATEMENT FOR 1953
Regular, day schools-
Appropriation for support
$87,047.21
Total expenditures
84,034.43
Unexpended balance $3,012.78
Cost of regular, day schools to Town-
Total expenditures
$84,034.43
Credits :
Chapter 70
$17,148.12
Chapter 71 3,136.50
Account High School Agric.
Dept.
1,830.02 .
Vocational Tuition & Trans.
772.58
Total
$22,887.22
Veterans Administration, On-Farm
Training 36.68
Account School Lunch Program 4,389.30
ESTIMATES OF REIMBURSEMENT DUE TOWN OF HATFIELD ACCOUNT OF PUBLIC SCHOOLS
1954
From Commonwealth of Massachusetts :
Chapter 70 $17,000.00
Chapter 71 4,800.00
High School Agriculture Dept.
1,800.00
Vocational Tuition & Trans. 700.00
Total
$24,300.00
From Federal Funds via Commonwealth of Mass :
Account School Lunch Program $4,000.00
From Veterans Administration, On-Farm Training none
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SCHOOL BUDGET FOR 1954
1953 1953
1954
Approp.
Cost
Classification Estimate
Instruction, Teaching Staff
$24,198.43 $23,951.33 High School, Academic $25,069.69
4,112.97 3,774.04 High School Vocational 4,164.67
31,555.87 30,310.98 Elementary Schools 32,841.64
2,263.94 2,171.80 Music, Art, Penmanship 2,225.00
$62,131.21 $60,208.15 Total, Teaching Staff $64,301.00
Instruction, Books, Supplies
$ 1,200.00 $916.48 High School, Academic $1,200.00
250.00 128.21 High School Vocational 250.00
3,000.00 2,112.37 Elementary Schools 3,000.00
300.00 1,244.43 New Equip. and Inst. 750.00
200.00
18.69 Audio-Visual Supplies 200.00
$ 4,950.00 $4,420.18 Total, Bks., Sup., Etc. $5,400.00
Janitors' Services
$ 2,600.00 $ 2,153.30 High School $2,600.00
2,600.00 2,597.27 Elementary Schools 2,800.00
$ 5,200.00 $ 4,750.57 Total, Janitors' Services $5,400.00
Plant Maintenance
$ 400.00 $ 237.84 Janitors' Supplies
$300.00
875.00 1,024.70 Elem. School Repairs 1,500.00
200.00 132.35 Equipment Repairs 200.00
$ 1,475.00 $1,394.89 Total, Plant Maint. $2,000.00
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Heat, Light and Power
$ 1,100.00 $ 1,277.17 High School
$1,200.00
70.00 45.00 High School Vocational 70.00 2,650.00 2,924.41 Elementary Schools 2,800.00
$ 3,820.00 $ 4,246.58 Total, H., Light, Power $4,070.00
Transportation
$ 5,589.00 $ 5,409.00 Regular daily $6,426.00
800.00 85.15 Athletic and other 800.00
$ 6,389.00 $ 5,494.15 Total, Transportation $7,226.00
School Health
$ 1,140.00 $ 1,153.14 Salary of Nurse
$1,400.00
150.00 14.63 Supplies 150.00
$ 1,290.00 $1,167.77 Total, School Health $1,550.00
Administration
$ 1,172.00 $ 1,160.87 Supt. of Schools $1,367.00
200.00 166.42 Expense Accounts 200.00
260.00 209.36 Telephone 300.00
50.00 27.25 Postage, Ptg., Stat. 50.00
50.00
School Census 50.00
200.00
116.75 Clerk, part-time. 200.00
$ 1,932.00 $ 1,680.65 Total, Administration $2,167.00
Physical Education
$ 200.00 $ 35.00 Equip. and Sup. $200.00
150.00 156.55 Towels 150.00
none none High School Athletics none
$ 350.00 $ 191.55 Total, Physical Education $350.00
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Other Expenses
$ 100.00 $ 90.62 Graduation
$100.00
380.00
356.56 Athletic Insurance 380.00
30.00
32.76 Gen. Liability Ins. 30.00
$ 510.00 $ 479.94 Total, Other Expenses $510.00
$88,047.21 $84,014.43 Grand Total, Schools $92,974.00
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SCHOOL CALENDAR
1953-1954
Sept. 8, 1953 Tuesday-Staff meeting 10:00 A. M. Center School Library
Sept. 9, 1953 Wednesday-Schools open with full ses- sions
Oct. 9, 1953 Friday-Schools closed-Teachers' Con- vention
Oct. 12, 1953 Monday-Schools closed-Columbus Day
Nov. 11, 1953 Wednesday-Schools closed-Armistice
Day
Nov. 25, 1953 Wednesday-Schools close at noon-be- ginning of Thanksgiving holidays
Nov. 30, 1953 Monday-Schools open
Dec. 24, 1953 Thursday closed-beginning of Christmas holidays
Jan. 4, 1954 Monday-Schools open
Feb. 22, 1954 Monday-Schools closed-beginning of winter vacation
March 1, 1954 Monday-Schools open
April 16, 1954 Friday-Schools closed-Good Friday
April 19, 1954 Monday-Schools closed-beginning of spring vacation
April 26, 1954 Monday-Schools open
May 31, 1954 Monday-Memorial Day
June 15, 1954 Tuesday-Elementary School Graduation Elementary Schools Close
June 16, 1954 Wednesday-Cafeteria closes
June 21, 1954 Monday-Graduation
Elementary School-176 days
High School-180 days
Approved by the School Committee
May 13, 1953
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SCHOOL ENROLLMENT-OCTOBER 1, 1953 Center Elementary School by Grades
I
II
III
IV
V
VI
VII
VIII
1952
48
38
32
31
40
26
20
21
1953
54
44
29
38
31
35
25
21
Comparative Totals for the Center School
Year
1947
1948
1949
1950 1951 1952
1953
Total Pupils
224
229
243
233
234
256
277
Smith Academy Enrollment by Classes
Freshmen
Sophomores
Juniors
Seniors
Total
1950
23
24
17
14
78
1951
25
26
20
17
88
1952
18
25
21
20
84
1953
20
16
26
19
81
Totals for Hatfield Schools
Year
1947
1948
1949
1950
1951
1952
1953
Totals
296
300
317
311
322
240
258
SCHOOL CENSUS
As of October 1, 1953
Boys
Girls 66
Total
From five to seven
49
115
From seven to sixteen
144
115
259
193
181
374
Comparative Totals for Six-Year Period
1947
1948
1949
1950
1951
1952
1953
From 5 to 7
56
74
81
62
68
88
115
From 7 to 16
257
249
257
255
259
266
259
313
323
338
317
327
354
374
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Principal of Center School
To the Superintendent of Schools and the School Commit- tee of Hatfield:
Last year we reported work by teachers in the fields of reading and social studies. This work has been car- ried on with some interesting results.
Several of the teachers have taken courses this year with the intent, "to keep up." We find some things in contrast. Many of the courses given are entitled "New Methods in Teaching" or "New Trends in Teach- ing." Most of the so-called new methods employ the project or unit as a means of having pupils participate in the assimulation and summation of the material studied. Such a procedure bases its usefulness on group action generating interest for all pupils participating. It usually works when people are familiar with the pro- cedure. This is particularly true in the social studies and science fields.
Another subject, reported on last year, produces a different attitude. Our interest has been directed toward choosing a co-basal reading series in order to of- fer more suitable material to pupils of each reading level within a class.
Your elementary school teachers, with Superinten- dent Jakobek, have had several new basic reading series explained. A few weeks ago a demonstrator for a new reading series reported to us that the series of books presented by his company purported to do just one thing,
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teach children to read. There is nothing new about that, but as the one prime objective and the only ob- jective of the subject, it deserves to be examined. In effect, it means that a child has to read for himself just as the next fellow has to do his own reading, and the sooner he is at it, the faster he can expect to progress. No major emphasis on interest, word lists, or materials covered, just learn to read. The exact method of pro- cedure may be left to the discretion of the teacher but the test of the procedure is: Can he read to the best of his ability ?
We gave some thought to spelling or misspelling in the upper grades and have come up with the finding that thousands of different words are misspelled, most of them infrequently, either because they are infrequent- ly used or for other reasons, including disinterest, while a comparatively few words are misspelled very frequent- ly.
The one major objective is learn to spell correctly.
Annually, the teachers' magazines bring up the sub- ject of report cards and this year is no exception. Whether or not the teacher uses the unit method in her teaching or follows explicitly the manual published by the writer of the reading series, there is only one method by which the parent can adequately determine the child's progress.
There is no satisfactory substitute for parent-teacher conferences arranged at a time when both parent and teacher are free to discuss the child's progress and ad- justments. Our staff whole-heartedly invites the par- ents to avail themselves of this opportunity. Confer- ences should be arranged prior to the desired date to avoid any conflict with staff meetings or other obliga- tions at the end of the school day. The few minutes
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available to each parent at a parent-teacher meeting are not adequate nor the appropriate time for a lengthy con- ference. Parent-teacher conferences arranged in ad- vance often pay high dividends in the child's over-all program.
As in previous years pupils of grades six and eight, with their teachers, traveled to Boston for a day spent in viewing some of the historical places in our state capitol. We hope this year's group may visit a session of the United Nations Assembly. At this writing, the details have not been completed. However, we expect they will be.
The bonds of friendships and understanding among all concerned are keys to successful schools. We believe we have such bonds.
Respectfully submitted, RAYMOND N. JENNESS, Principal, Center Schools.
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Principal of High School
There is no question that your high school has over a period of years done an excellent job in carrying out the obligations thrust upon it. There is, from time to time, considerable difference of opinion concerning the limits of these obligations. It is sometimes charged that schools are over-emphasizing vocational problems and failing to provide the vigorous intellectual training necessary in scholarly disciplines. The extreme diver- gence between these points of view shows the difficulty of satisfying either of these two extremes.
While the schools must provide the opportunities for leadership in the scientific and specialized areas of education, they must at the same time teach the sound- ness of the democratic society and provide the skills and attitudes necessary for such a society. These respon- sibilities cannot be neglected. Schools must provide a central core of skills, competencies, attitudes and un- derstandings that are required for mature adulthood.
Your high school operates to provide a basic edu- cation for all children in this community. It provides a college preparatory course which has done a remark- able job. It provides a commercial course which meets the needs of those planning to enter business offices. It provides for the needs of those wishing to enter agri- cultural fields. It also provides a general program which has not always been understood.
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General Program
The general program tries to meet the needs of those not going into a profession or other employment. This program recognizes the obligation schools have for pro- viding for the individual who is not sure of his future plans because he has not made a decision regarding his life work. The problems posed by this situation are best solved by providing a broad general program of common experiences.
Your schools encourage pupils to select a broad field of interest to pursue educationally, but if the pupils have not indicated their choice, every effort is made to ac- quaint them with the opportunities available to them. The best age at which to make a vocational choice is not definitely established. Many factors coming later in life affect these decisions. Thus, to limit a pupil to one specialized field can be a great mistake. To make an early commitment, say at the age of thirteen or fourteen, regarding life's work may bring a specialized training which prevents future privileges of modification or com- plete revision. Such a situation may cause not only temporary discomfort, but forces your child into situa- tions in which he must accept less than the best.
It is encouraging to note that parents are again as- suming a greater obligation in the vocational choices of their children. Most parents are well aware of the fact that their vocational interests, at the age of thirteen or fourteen, are not those which they later preferred. Therefore, parents are accepting the responsibility of channeling their children into an educational program which does not deny them a later adjustment. When par- ents fail in their duty to give their child the benefit of their own experience, the child often suffers for this neglect. Your schools are contributing their efforts to
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the same goals as parents. In this respect, the schools hope to cooperate with the parents.
A generation or two ago, it was the usual thing for more than fifty per cent of the youth of this country to leave school and enter the labor market. In those times it was desirable, in fact expected, that each child should select some field of work and pursue it. It was fairly common, then, to specialize at an early age be- cause it was necessary to go to work at an early age. Today this is no longer true. However, there are oc- casionally parents who fail to realize this fact. These parents permit, or sometimes even encourage, their chil- dren to enter a specialized trade which may even bring temporary financial results. The injustice done to the child often does not dawn on even the child until many years later. When it does, the frustration developed in the child tempers his whole life.
College Course
The remarkable success that the graduates of our college preparatory course have experienced in schools of higher learning is gratifying. This success is noteworthy especially because we have never professed to specialize in college preparation, as some schools do, to the neglect of all the other jobs that a secondary school should do. Graduates of your high school in recent years have been admitted to the following schools of higher learning: Amherst, Cazenovia, Colby, Cornell, Fitchburg, Framing- ham, Georgetown, Holy Cross, Purdue, Massachusetts In- stitute of Technology, Smith, and the University of Mass- achusetts.
The record that our local students have compiled speaks well for your children. Not one graduate of this school has failed to maintain a satisfactory standing
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academically during the last ten years. This indicates not only that these students were prepared with back- ground materials, but also that they had acquired the needed mental attitudes so necessary to success in col- lege. The records that your children make should bring a warm satisfaction to every mother and father who has in many cases sacrificed to permit their children this op- portunity for learning.
The graduating class in 1953 pointed the way toward higher education. Of the nineteen students graduating, twelve elected to continue their education. Six of this group chose degree-granting institutions. The others have continued their education in junior colleges, nursing schools or business training schools.
Commercial Course
There were only four students in the 1953 graduating class that were commercial students. Each one of these students has accepted office employment for which each was trained while in your local high school. The train- ing that these pupils received has assisted them in secur- ing a position and in meeting the requirements of their positions. The students that elect to take this course must not only take their commercial training, but must take a large number of general and cultural courses which provide them with a better understanding of our heritage. This arrangement not only prepares them to secure and maintain positions of their choosing, but pre- pares them more intelligently to meet the exigencies of life.
Highlights of 1953
1. The Lions Club of Hatfield established an annual scholarship award of $50 to a Smith Academy student who pursues an education after graduation. This award
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is to be made on a basis of need and scholarship. We are very grateful for this fine award. It signifies, al- most more than anything else, the value that this com- munity places upon its youth.
2. Establishment of the Hatfield Post No. 344, American Legion Award, in memory of Dr. Alfred J. Bonneville. This award is to be granted to the boy who is first prize winner of the Smith Academy Oratorical Contest. This boy will receive an Oratory medal with his name inscribed thereon. Custom places this winner as the one to deliver the Gettysburg Address at the Annual Memorial Day program. Upon completion of this ad- dress, the recipient is granted a $25 U. S. Savings Bond.
3. The remodelled Home Economics Room. This room was renovated by the Smith Academy Trustees who have installed two complete kitchen units to help proper- ly prepare the students in homemaking. Wooden cabi- nets finished in natural wood colors and fluorescent lights make this room an ideal teaching classroom.
4. The continued support of our civic and educa- tional groups: The local American Legion Post and Auxiliary of the Boys and Girls State representatives ; the Men's Club and Lions Club banquets for our basket- ball team; graduation prizes and awards as granted by individuals and groups, and lastly, the excellent support given to our extra-curricular activities by the townspeople.
Your High School
Since it is often brought to our attention, the subject of small high school vs. large high school will be men- tioned. The advocates of the large high schools have glowing praise for their school. And there is much to commend in some large schools.
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On the other hand, there are many advantages in a small high school, especially when it offers the variety of activities and subjects that Smith Academy does. One of the basic aims of any school is the building of citizen- ship and character. Smith Academy, just as most small high schools, does an excellent job in this regard. Cri- tics will point out that they know or knew one or more recalcitrant individuals. And this may be true. How- ever, it is vital to point out that there are exceptions and they occur less frequently in small schools. Through the efforts of the home and school, each student grows to assume his responsibility to the school and community. The schools do not imply that sole credit for this rests upon their efforts. Rather, we share in this cooperative effort.
A common argument also heard is that the large school offers more competition. This is probably the most abused factor in this whole comparison. Though it is true that there is occasionally a no-holds-barred struggle for top honors, this affects only a very small percentage. Competition in today's schools is usually reserved to comparing each individual with his own re- cord and ability. Each child should strive to achieve to his own capacity. The size of the school does not matter in this concept and besides, in the large schools, the child is usually in a position to say that there are many more below him; he is not the worst one.
Some years ago it was suggested to me that the private schools are superior to high schools because they lock the students in their rooms from six to ten in the evening, therefore compelling the student to study. This is true in some private schools. A regular time and place to study is highly commendable. Parents should provide conditions favorable to student concentration and study. Because parents pay the cost of their children's
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education in the form of taxes instead of tuition does not lessen their responsibility to provide quarters conducive to their children's education.
One other superiority of the small school is found in extra-curricular activities. In some schools the chances of a boy playing basketball or baseball are 1 to 100, whereas in Smith Academy the possibility is 1 to 2. This is true in almost any activity which you can find. The advantages in a small school are obvious.
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