USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1951-1957 > Part 19
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AGENCY, TRUST AND INVESTMENT
Taxes :
State Parks
$525.82
State Audit
568.20
Gypsy and Brown Tail Moth
509.89
County
17,303.85
Dog Licenses for County
373.40
19,281.16
Cemetery Perpetual Care-New Funds
500.00
Cemetery Perpetual Care-Interest
7.50
Retirement
1,688.32
Withholding
9,330.70
Blue Cross
1,454.15
Total Agency, Trust and Investment
$32,261.83
REFUNDS
Taxes
$815.58
Motor Vehicle Excise
736.31
1,551.89
Total Payments
$340,753.37
Balance January 1, 1955
100,989.38
Total
$441,742.75
TOWN OF HATFIELD GENERAL ACCOUNT Balance Sheet-December 31, 1954
Assets
Cash $100,989.38
Accounts Receivable :
Taxes :
Levy of 1951
165.00
Levy of 1952
2,159.46
Levy of 1953 5,004.46
Levy of 1954
34,090.23
Liabilities and Reserves
Dog Tax Due County $1.80
Blue Cross & Shield 4.30
Road Machinery Earnings Fund 4.712.16
Federal Grants:
Disability Assist. $591.27
Disability Assist. Adm. 2.32
A. D. C. 400.46
41,419.15
A. D. C. Adm. 6.91
Schools, Geo. Barden 800.98
School Lunch, C. D. F. 383.06
Motor Vehicle Excise :
Levy of 1952 235.47
Levy of 1953 1,065.26
Levy of 1954 4,827.79
School Lunch Collection 4,644.26
6,063.55
64
2,185.00
School Athletic Fund 1,419.29
6,128.52 T
Departmental : Aid to Dependent Children 574.14
Care of Cemetery Lots 305.00
Slaughter Insp. Fees 46.00
Old Age Assitance 153.63
Veterans' Services 121.97
1,200.74
Water Department:
Water Rents 3,074.99
Water Conn. & Misc. 35.00
3,109.99
Unexpended Appropriation Balances : Bridge Repairs 317.58 Dike Repairs 68.80
Elm St. Sewer and Septic Tanks 898.21
New Room at Library 1,922.57
Civil Defense 875.95
Land Purch. Adjoining Sunset Ave. 300.00
Improve Watershed 895.88
Purchase Land Within Watershed 2,800.00
Land Purchase-No.
Hatfield Cemetery 300.00
8,378.99
Aid to Highways:
State 5,529.37
County
1,977.39
7,506.76
Highways Chap. 90 N. C.
505.25
Total Assets
$160,859.79
Overlays Reserved for Abatement:
Overlay 1951
165.00
Overlay 1952
2,159.46
65
Water Available Surplus 11,816.65
Reserve Fund-Overlay Surplus
3,992.73
Overlay 1953
5,004.46
Overlay 1954 5,494.45
12,823.37
Revenue Reserved Until Collected :
Departmental 1,200.74
Motor Vehicle
6,128.52
Water 3,109.99
State and County Aid to Highways 7,506.76
17,946.01
66
Overestimates :
State Parks Tax 2.07
County Tax 1,338.41
Gypsy and Brown Tail Moth 143.78
1,484.26
Old Age Recovery
100.00
Sale of Real Estate 250.00
Surplus revenue .
91,100.97
Total Assets $160,859.79
DEBT ACCOUNT
Net Funded or Fixed Debt
$77,000.00
Water Main Loan, Chestnut & Prospect $25,000.00 Water Main Loan, Plain Road 52,000.00
$77,000.00
$77,000.00
TRUST AND INVESTMENT ACCOUNTS
Trust and Investment Funds $15,220.37
Cemetery Perpetual Care $14,369.34
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Firemen's Relief Fund 75.74
General Care Fund-Main St. Cemetery 10.00
Hill Cemetery General Care Fund 765.29
$15,220.37
$15,220.37
GERTRUDE B. ROGALESKI,
Town Accountant.
Appropriation Table
1954 Approp.
Additional
Total Available
Spent
Balance to Revenue or Forward
Moderator
$25.00
$25.00
$25.00
Selectmen's Salary
900.00
900.00
900.00
Selectmen's Clerk
200.00
200.00
200.00
Selectmen's Expense
150.00
150.00
93.74
$56.26
Accountant's Salary
1,475.00
1,475.00
1,475.00
Accountant's Expense
125.00
125.00
116.82
8.18
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Treasurer's Salary
1,875.00
1,875.00
1,875.00
Treasurer's Expense
475.00
475.00
463.38
11.62
Collector's Salary
1,400.00
1,400.00
1,400.00
Collector's Expense
550.00
550.00
549.41
.59
Assessor's Salary
1,650.00
1,650.00
1.650.00
Assessor's Expense
400.00
400.00
339.60
60.40
Attorney's Fees
200.00
200.00
200.00
Town Clerk's Salary
1,775.00
1,775.00
1,775.00
Town Clerk's Expense
350.00
350.00
347.44
2.50
Election and Registration
650.00
650.00
634.27
15.73
Elector's Salary
10.00
10.00
10.00
Town Hall
6,000.00
6,000.00
5,436.31
563.69
Police
1,200.00
$100.00
1,300.00
1,299.90
.10
Fire Department
2,500.00
438.67
2,938.67
2,938.67
Purchase New Fire Truck
17,000.00
17,000.00
16,673.75
326.25
Tree Work
1,600.00
1,600.00
1,595.72
4.28
Moth Work
1,307.00
1,307.00
483.50
823.50
Sealer Weights & Measures Salary
200.00
200.00
200.00
Sealer Weights & Measures Expense
100.00
100.00
80.46
19.54
Public Health
1,000.00
1,000.00
162.50
837.50
School Physician
300.00
300.00
300.00
Insp. Animals & Slaughter
550.00
550.00
407.49
142.51
Insp. Children-Pre-school
100.00
100.00
100.00
Insp. Children-Tuberculosis
75.00
75.00
62.50
12.50
Dental Clinic
350.00
20.00
370.00
370.00
Well Child Clinic
200.00
200.00
120.00
80.00
Visiting Nurse
1,365.00
1,365.00
1,365.00
Highway General
6,250.00
6,250.00
6,198.15
51.85
Highway Chap. 81
22,250.00
22,250.00
22,036.87
213.13
Highway Chap. 90 Maintenance
3,900.00
3,900.00
3,899.57
.43
Highway Chap.90 N. C.
25,774.61
25,774.61
24,980.00
794.61
Road Machinery
3,000.00
3,000.00
2,381.38
618.62
Streets Lights
4,100.00
4,100.00
4,033.00
67.00
Bridge Repairs
360.55
360.55
42.97
317.58
Dike Repairs
200.00
200.00
131.20
68.80
Fences
200.00
200.00
183.34
16.66
Purchase Used Case Loader
2,000.00
2,000.00
2,000.00
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Elm St. Sewer & Septic Tank
7,000.00
700.00
7,700.00
6,801.79
898.21
Land Purchase-Elm St.
2,800.00
2,800.00
2,800.00
Public Welfare
3,500.00
325.00
3,825.00
3,728.88
96.12
Disability Assistance
3,500.00
3,500.00
2,942.91
557.09
Disability Assist .- Federal
2,202.78
2,202.78
1,611.51
591.27
Disability Assist .- Fed. Adm.
70.72
70.72
68.40
2.32
Aid to Dependent Children
3,500.00
3,500.00
2,233.50
1,266.50
A. D. C .- Federal
2,198.78
2,198.78
1,798.32
400.46
A. D. C .- Federal Adm.
81.01
81.01
74.10
6.91
Old Age Assistance
12,000.00
2,700.00
14,700.00
14,688.65
11.35
O. A. A .- Federal
9,133.22
9,133.22
9,133.22
O. A. A .- Federal Adm.
401.61
401.61
401.61
Veterans' Benefits
1,500.00
300.00
1,800.00
1,786.27
13.73
School Committee Expense
100.00
100.00
68.58
31.42
Schools
92,974.00
92,974.00
91,915.33
1,058.67
Schools-Geo. Barden
1,902.95
1,902.95
1,101.97
800|98
School Athletic Fund
1,203.50
1,572.18
2,775.68
1,356.39
1,419.29
Athletic Field Maintenance
300.00
300.00
23.36
276.64
School Lunch Collection
14,042.55
14,042.55
9,168.29
4,874.26
School Lunch C. D. F.
4,597.79
4,597.79
4,444 73
153.06
Vocational School Tuition & Trans.
2,000.00
50.00
2,050.00
2,030.01
19.99
Library
3,000.00
196.96
3,196.96
3,194.49
2.47
Build New Room at Library
1,930.97
1,930.97
8.40
1,922.57
Bind Town Records
50.00
50.00
38.25
11.75
Care of Town Clock
50.00
50.00
50.00
70
Civil Defense
875.95
875.95
Insurance
4,000.00
275.00
875.95 4,275.00
4,275.00
Land Purchase Adj .- Sunset Ave.
300.00
300.00
300.00
Memorial Day
300.00
38.56
338.56
338.56
Print & Deliver Town Reports
550.00
54.55
604.55
604.55
Reserve Fund
6,000.00
6,000.00
5,855.43
144.57
Retirement
1,774.33
1,774.33
1,774.33
Telephone
250.00
250.00
213.85
36.15
Unclassified
100.00
100.00
10.00
90.00
Unpaid Bills
90.91
90.91
90.91
Water Comm. Salaries
600.00
600.00
600.00
Water Department
7,500.00
890.97
8,390.97
8,390.97
Renew Service on Elm St.
2,000.00
2,000.00
1,953.40
46.60
Extend Water Main on West St.
1,000.00
1,000.00
1,000.00
Improve Watershed
895.88
895.88
895.88
Purchase Land Within Watershed
2,800.00
2,800.00
2,800.00
Cemeteries
800.00
358.32
1,158.32
982.59
175.73
Land Purchase-No. Hatfield Cemetery
300.00
300.00
300.00
Interest on Water Main Loan
1,607.50
1,607.50
1,607.50
Water Main Loan
14,000.00
14,000.00
14,000.00
$329,876.61
$8,020:21
$337,896.82
$312,602.99
$25,293.83
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ANNUAL REPORT
OF THE
SCHOOL DEPARTMENT
OF THE
TOWN OF HATFIELD
FOR THE
YEAR ENDING DECEMBER 31, 1954
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School Organization
SCHOOL COMMITTEE
John Osley, Jr, Chairman
Term expires 1955
Zygmunt Jaworski
Term expires 1956
Edward S. Kowalski, Secretary
Term expires 1957
Regular school committee meetings are held on the second Monday 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 4231-M
SCHOOL PHYSICIAN Dr. Robert C. Byrne 46 Main Street Telephone 2661
SCHOOL NURSE Mrs. Lucille Godek, R. N. 19 Prospect Street Telephone 3553
WORK CERTIFICATES
Raymond Jenness School Street
76
Report of the School Committee
To the Citizens of Hatfield :
Your school committee submits to the citizens of Hatfield the following report of its activities during the year 1954. The committee held twelve regular monthly meetings and one special meeting.
The committee acknowledges at this time the grow- ing interest and concern of the people of this community for the educational welfare of their children. Your chil- dren, the most prized possession that you have, deserve the educational opportunities which you make possible for them.
Your schools strive to provide the type of education that children need and deserve. Your schools are con- ducted for the benefit of all the children, according to the conditions, materials, equipment and other influenc- ing factors present within the community. By provid- ing for the best possible educational program commen- surate with the conditions available to them, the schools are developing future citizens to take an effective part in the welfare of this community and the nation.
Several aspects of the conduct of your schools dealt with in detail in the 1953 report will not be repeated here. For the detailed presentation of the duties of .a superintendent of schools and a complete statement re- garding the transportation situation, we refer you to the 1953 report of the school committee.
77
Entrance Age
The entrance age for children to be enrolled in the first grade in September, 1955, is five years and eight months, as of September first. This means that chil- dren wishing to enter grade one must have been born before January 1, 1950. The Town of Hatfield will, un- der this policy, follow the usual pattern in this State for entrance into grade one. This policy recognizes the fact that when immature children enter school at too early an age, the possibility of unsatisfactory progress is in- creased.
-
Personnel
On March 15, 1954, Mrs. Constance Mullany, who had served for more than forty years in the Hatfield School System, passed away. The School Committee takes this opportunity to pay tribute to Mrs. Mullany, who had for so many years provided conscientious serv- ice to the youth of Hatfield. By her keen insight into the needs of her pupils, Mrs. Mullany was able to instill in her pupils those lasting qualities of manhood that helped children throughout their lives.
In June Mr. Russell Bastin, who had served for three years as a teacher and coach at Smith Academy, resigned to accept another position at Tarrytown, New York.
The position left open by Mr. Bastin was filled by Mr. John Skarzynski, a native of Hatfield, who was graduated from Holy Cross and did graduate work at the University of Massachusetts. At the time of his employment, Mr. Skarzynski was employed in Connecti- cut as an industrial chemist. Mr. Skarzynski's duties will be to teach all the mathematics in the high school, chemistry and physics, and to coach boys' basketball.
78
Mrs. Constance Willhite, a graduate of Mount Hol- yoke, was named to teach the fifth grade, starting in September, and Mrs. Jane Blauvelt was named to teach the second division of the third grade.
Starting in November, Mrs. Eleanor Stenglein was assigned to one of the two second grades. Mrs. Helen Kostek, who was teaching one of the second grades, was assigned to one division of the two first grades, which had until this time been a single class, but which had to be divided because the number of pupils became too great to effectively teach.
Personnel Salaries
Although your school committee has made almost annual provisions for increased salaries in the last five years, the situation has become more critical each year. When it is recognized that the most important single factor in the educational progress of a child is the teach- er, it becomes imperative that salaries be so adjusted as to retain efficient teachers and secure desirable new teachers.
In reviewing the critical trained-teacher shortage, it is established on a state-wide and national basis that more and more teachers are needed each year. In spite of this growing need for trained teachers, fewer people, proportionately, are entering teaching, primarily for financial reasons. This situation, where there is a need for more teachers and at the same time fewer students going into teaching, creates a need for the serious re- examination of the whole policy of remuneration for teachers. No one would sacrifice the educational wel- fare of a child, as well as his future happiness, by pro- viding other than the best type of instruction.
79
Reimbursements from the State for 1954
The following amounts of money were received from the Commonwealth to conduct the local schools :
From the General Fund; to equalize
educational opportunities
$17,148.12
From Chapter 71; reimbursement for the transportation of children to school 4,428.00
From the State Department of Vocational
,
Education for the Agricultural Dept. 2,304.95
TOTAL
$23,881.07
In addition, $791.53 was returned to the town as re- imbursement for the cost of transportation and tuition to vocational schools.
Equipment and Repairs
The eighth grade room at the Center School was painted.
A basement area in the Center School was complete- ly redone into a classroom. It was necessary to level the floor and cover it with asphalt tile. A cloakroom was constructed, blackboards and tackboards were installed; the room was painted. In compliance with safety regu- lations, an external exit was built. Due to the location of this area in relation to the toilets, it was necessary to in- stall a toilet and lavatory adjoining this basement room.
Four new steel filing cabinets were purchased for classroom use.
A high fidelity transcription machine was purchased for the music groups.
A band saw was purchased for the agricultural de- partment.
80
Fifty-two movable chairs and desks were purchased to accommodate the additional pupils in the grades.
The following items were purchased for the commer- cial department in the high school: one electric typewrit- er, two typewriters, and three typing tables.
A power mowing machine was purchased for the custodial staff.
The agricultural department has remodelled a room adjoining the agricultural shop at the School Street School. This will permit shop and class work to be more closely correlated and the two activities can be carried on at the same time if necessary.
Smith Academy Alterations
The trustees of Smith Academy made another sub- stantial educational improvement at the high school again this year. The trustees remodelled the former chemistry laboratory and removed the wall between this room and the agricultural room. Due to the increasing size of the science and chemistry classes, arrangements for the ac- commodation of these larger classes had to be made. An- other eight-student laboratory table was installed and an instructor's table was placed at the front of the room. In addition, wall and floor cabinets for adequate storage, fluorescent lights and an exhaust fan make complete this up-to-date science room.
Knowledge of Your Schools
Your school committee is convinced that the people of Hatfield will support their schools if knowledge of the physical facilities available for educational purposes is known, and if the educational program in its entirety is understood, as well as the problems with which the schools are confronted. Your schools will prosper educa-
81
tionally only through the efforts of all the citizens who, having become interested in the maximal development of the youth of Hatfield, are willing to work together to make their schools the best possible.
Future School Housing Needs
At the request of the School Committee, a School Building Needs Survey Committee was voted at the 1954 Annual Town Meeting. The School Committee endorses the report of the Building Needs Committee and respect- fully submits to the 1955 Annual Town Meeting the rec- ommendations of the Building Needs Committee. We urge every citizen to study the growing classroom short- ages and consider the educational implications of class- room and teacher shortages. Parents should be especial- ly meticulous in their appraisal of school building needs and the efforts to properly educate their children, al- though numerous studies show that whole communities profit from the proper education of children.
The School Committee approves and hereby incor- porates the report of the Superintendent of Schools as part of its report.
JOHN OSLEY, JR., ZYGMUNT JAWORSKI, EDWARD KOWALSKI,
Members of the School Committee.
82
Superintendent of Schools
To the School Committee and the Citizens of Hatfield :
The report of the superintendent of schools for the year 1954 is presented to you for your careful considera- tion. This report deals with many things of interest to you as citizens and parents. Although many important items cannot be given a detailed account in this report, it is hoped that some of the conditions most important to you will be adequately treated. Found in this report will be a complete financial statement for the year 1954 and statements contributing to an understanding of the educational decisions of most importance to you.
CRITICISM OF EDUCATION
From time to time the question of criticisms of the opération of schools arises in conversations. Several na- tional magazines have had articles dealing with the edu- cation of youth and school practices. Criticisms based upon evidence, and not skewed to misrepresent, have al- ways been welcomed. By reference to previous annual reports, it will be readily observed that your suggestions and comments, favorable or otherwise, have not only been accepted but have actually been solicited.
It must be pointed out, however, that the fulmina- tions of some writers on the national scene might do in- calculable harm if people accord their writings the un- critical, exaggerated respect that people often give the printed word, or, when schools are used as scapegoats for mounting tensions.
83
A genuine service can be rendered by the citizens of this or any community by a critical analysis and discus- sion of school problems. The work of the National Citi- zens Commission for Public Schools is a typical example of such activity. The efforts of Parent-Teacher groups often serve the same purpose.
The confidence that the citizens have shown in leav- ing their schools to their elected representatives and their professional employees for the operation of the schools and the education of their children is gratifying. Still, each contribution that citizens can make to the better- ment of their schools through thought and action is an obligation which every citizen shoulders. There is dan- ger, locally and on a larger scale, regardless of the sound- ness of the educational program and its many aspects, that unless the citizens supporting these programs have an understanding of and a sympathy for such program misunderstandings and lack of support will ensue.
In examining the record that graduates of the local schools make a life, it is evident that almost every grad- uate is making a fine contribution to society. Many graduates continue their educational growth by attending colleges or technical schools. Without exception, these graduates are making a fine record. Other graduates have entered profitable employment and have remained in their jobs.
In analyzing the reasons for the increasing number of local people enrolling in advanced education, it is found that the consent and encouragement of the home play a vital part in the desire for continued education. These results coincide with repeated research studies into the psychological foundations of children's attitudes, which indicate that traits present in childhood become more deeply rooted with the passage of time. These findings indicate that schools should continue to cooperate with
84
the home to bring about further educational growth in people.
INSTRUCTION
The instruction and the instructional materials with- in the local schools are constantly being evaluated in light of changing conditions. It is recognized that the class- room teacher is the cornerstone of the whole educational process. The thinking and practices of the classroom teacher are related to the educational needs of each stu- dent. Each teacher is entrusted with a group of chil- dren in order to help them acquire the attitudes, habits, social skills, ideals, interests and appreciations that will assist them to adjust to the changing needs of children and society.
Your teachers are cognizant of the conditions within the community. Each teacher strives to improve the relationships of good will and understanding developed in the community. Each teacher is aware that, to a critical degree, the welfare of the child, as well as the welfare of the nation, depends upon the quality of her work.
READING
The Overall Aim of Reading
Any reading program must contribute to the devel- opment of the child by providing for his emotional and social growth as well as his intellectual growth. The general aim of any basic reading program is to provide the child with opportunities for meeting these aims. The immediate aim is to teach habits and skills in such a manner as to build favorable attitudes toward reading, sharing enjoyable experiences with others and building a willingness to work diligently on a task until that task is completed.
85
Since teachers recognize that reading is a necessary part of almost all school activities, they make provisions for an abundance of materials involving the ideas and vocabulary that the child will need in his study of all school subjects.
Reading Practices
Picture the teaching situation of any teacher two decades ago and you will find that as September came around a number of children entered a given grade. The teacher assumed that because twenty-five children en- tered her grade she could expect to pass out the reading book assigned for that grade and each child was expected to read and understand the material without too much difficulty.
To fully appreciate what constitutes a grade, let us determine what is meant by the term. Certainly it is not a group of pupils who are similar in intelligence, reading ability, and personality characteristics. The typical grade is composed of pupils in which the least mature pupil has a mental age five to seven years below that of the bright- est pupil, and in which pupils with the same, or virtually the same ability, may differ as much as five to eight years in language and non-language ability. A typical fifth grade reading class may have pupils who read only as well as third-graders and some who can read as well as the average eighth-grader; in other words, the fifth grade requires a spread of four or five years in the diffi- culty of reading materials which are appropriate for them, in view of their varying reading competence in pur- suing their educational activities.
A typical sixth-grade class in arithmetic will contain some pupils with fourth-grade achievement, and some who do as well as the average eighth-grader. A typical class on any level will have some pupils who are happy, secure, successful, and well-adjusted; some who are shy,
86
who are diffident, who lack self-reliance and sense of per- sonal worth, and a feeling of belonging; and often one or more who show definite aggressive behavior, usually des- ignated as anti-social tendencies, or who possess nervous symptoms which may be the outward evidences of con- flicts, unsatisfied desires, and problems which they can- not solve.
The so-called grade is, therefore, a number of pupils who are designated as belonging to the same group, and who frequently sit in the same room, but whose abilities, achievements, problems, desires, and frustrations vary so widely that to treat them as if they were homogeneous, or nearly so, can only result in a continuance of the time- consuming and meaningless activity that too long passed for "teaching" in out-of-date schools.
Bond and Wagner in their book, Teaching the Child to Read, in the chapter entitled, "Appraisal of Reading Abilities," state: "It is only through a knowledge of each pupil's development in the fundamental areas of reading that a program, designed to teach the children to read, may be formulated. It is only through a program ad- justed to the reading capabilities and needs of the chil- dren that reading growth can be optimal and reading dis- ability minimal. To the extent that the reading program is adjusted to known strengths and limitations of chil- dren, growth in reading will be compatible with the po- tentialities of the children. It is extremely hazardous to allow gaps in the reading experience."
In developing a program of differentiated instruc- tions on any "grade level," four factors should be consid- ered: the professional competence of the teacher, levels of pupil achievement, pupil needs, and pupil aptitudes. All of these, of course, are related to such factors as goals of instruction, promotion policy, home reports, class size, type of supervision, type of community, and the like.
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