Hatfield Annual Town Report 1951-1957, Part 20

Author: Hatfield (Mass)
Publication date: 1951
Publisher:
Number of Pages: 956


USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1951-1957 > Part 20


Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).


Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36


87


Considering the first point, that of competence of teachers, teachers in the Hatfield schools in recent years have had the expert advice of reading consultants of out- standing book firms. In addition to this, most of the teachers have taken courses in reading instruction which serve them in their daily work with the children. It is vital to the success of any educational program that teach- ers understand the goals for which they are striving; for any "half-way" measures cannot be acceptable where the children are concerned. In all earnestness it can be said that every effort is utilized by each teacher to offer to the child the very best guidance possible.


Several guiding forces are used to determine what the pupil has achieved in a year's work in the preceding grade. One of the commonest guides is the "Iowa Pu- pil Tests of Basic Skills," which are administered each spring. This method of measuring child achievement is represented in graphic form, easily read and inter- preted. At a glance it is possible to determine just what level the pupil has reached at the conclusion of the preceding year's work. Such skills as reading com- prehension, vocabulary, map reading, use of references, use of index, use of dictionary, punctuation, capitaliza- tion, spelling, sentence sense, arithmetic skills are clear- ly defined in graphic form.


No single test alone can give a full picture of the child's needs. Therefore, other tests are administered to find out just what the child is capable of learning. Informal teacher inventories and standardized tests are used to supplement the Iowa Tests. These tests serve as a check on pupil's ability at the beginning of the school term in September.


Other devices used to evaluate pupil abilities are tests of mental ability given to third, sixth and eighth graders. These tests make it possible to know if a child can cope with the work he is to pursue.


88


All these measures or tests are of great benefit to teachers in guiding pupils. However, it cannot be over- looked that the teacher herself is a central figure in de- termining what the child is, what he can do. By daily contacts in which it is possible for the teacher to talk with the student, hear his problems, and discuss his dif- ficulties with him, it is possible to know the child better than any test. For it is the understanding of the child that promotes better relations between the child and teacher. By gaining the confidence of a child, it is pos- sible to encourage and stimulate him to better achieve- ment.


Grouping


Once the data is assimilated, the teacher can begin to place the child in a group with other children of simi- lar backgrounds. She devotes her attention to one group at a time. Inasmuch as the groups generally do not consist of more than six students, it is possible to give individual attention to each child. Each child reads the kind of book which is not beyond his ability in vocabulary and, therefore, he enjoys reading for itself. Challenges are given him so that each day he may learn something new.


Questions sometimes arise as to the reaction of abil- ity groups to each other. Let it be understood that when the purpose of grouping is explained to the class as a whole, there is no other reaction but a favorable one. The children understand the reasons that motivat- ed grouping, and each child looks forward to progress- ing within his own group so that he may join a more advanced group as soon as possible.


Grouping is never used for disciplinary purposes ; it is not used as a reward for effort, nor a means of punishment for irregularities of conduct. A child is


89


placed in his group solely for the purpose of making it possible for him to work comfortably and effectively with pupils who progress at his rate of speed.


Teachers avoid attaching a stigma to the slower group by avoiding group comparisons. A child who is in a less rapid group receives praise for having done the best he can; his work is compared to the best achieve- ment possible for him.


Summary


In reviewing the school year which has just been completed, it can be said that what success your schools may have attained in providing the type of education which the townspeople desire is due to the interest shown in your schools. Schools reflect the community interest in education more than any other single contributing factor.


Again in 1954, as in previous years, the schools have been grateful for the fine cooperation and assistance that so many individuals and organizations within the town have given. Each individual, club, organization and group of individuals has made the schools a better place to be and the town a better place to live. The gratitude of the superintendent of schools is extended to all who have so generously and kindly made all this possible.


Finally, it is the desire of the superintendent of schools that your schools become a vital force in the growth of the community and that the community be- come a vital force in the development and maintenance of an adequate school program.


Respectfully yours,


JOHN C. JAKOBEK,


Superintendent of Schools.


90


FINANCIAL STATEMENT FOR 1954


Regular, day schools-


Appropriation for support Total expenditures


$92,974.00


91,915.33


Unexpended balance $1,058.67


Cost of regular, day schools to Town- Total expenditures


$91,915.33


Credits :


Chapter 70


$17,148.12


Chapter 71 4,428.00


Account High School Agric. Dept. 2,304.95


Vocational Tuition & Trans. 791.53


Total


$24,672.60


ESTIMATES OF REIMBURSEMENT DUE TOWN OF HATFIELD ACCOUNT OF PUBLIC SCHOOLS


1955


From Commonwealth of Massachusetts :


Chapter 70


$17,000.00


Chapter 71 4,400.00


High School Agri. Dept. 2,000.00


Vocational Tuition & Trans. 750.00


Total


$24,150.00


91


SCHOOL BUDGET OF 1955


1954


1954


Approp.


Cost


Classification


1955 Estimated


Salaries


$32,841.64


$32,445.63


Elementary


$39,203.00


25,069.69


24,556.80


Secondary


25,185.00


2,225.00


2,124.88


Music, Art, Penman-


ship 2,325.00


4,164.67


3,218.63


Vocational


4,300.00


$64,301.00


$62,345.94


$71,013.00


Textbooks and Supplies


$ 3,000.00


$ 2,757.26


Elementary


$3,000.00


1,200.00


1,609.13


Secondary 1,000.00


250.00


Vocational, High


School 250.00


$ 4,450.00


$ 4,366.39


$4,250.00


Custodians' Salaries


$ 2,800.00


$ 2,804.84


Elementary


$2,800.00


2,600.00


2,599.92


Secondary 2,600.00


$ 5,400.00


$ 5,404.76


$5,400.00


Fuel


$ 1,850.00


$ 1,319.75


Elementary


$1,700.00


900.00


936.88


Secondary


900.00


$ 2,750.00 $ 2,256.63


$2,600.00


92


Miscellaneous Operational (Lights, janitorial supplies)


$ 1,000.00


$ 1,046.77 Elementary


$1,000.00


450.00


512.59


Secondary


400.00


$ 1,450.00


$ 1,559.36


$1,400.00


Plant Maintenance


$ 1,500.00


$ 2,208.17


Center School


$700.00


300.00


483.01


School Street School 300.00


$ 1,800.00


$ 2,691.18


$1,000.00


School Health


$ 1,400.00


$ 1,400.00 Salary


$1,400.00


150.00


31.42


Supplies (expense)


150.00


$ 1,550.00 $ 1,431.42


$1,550.00


Transportation


$ 6,426.00


$ 6,372.00


Regular


$6,426.00


800.00


10.00


Other


500.00


$ 7,226.00


$ 6,382.00


$6,926.00


Physical Education


$ 200.00 $ 131.00 Towels


$200.00


150.00


184.75


Supplies


150.00


$ 350.00 $ 315.75


$350.00


93


Miscellaneous


. . . . $ 237.35


Education of Crippled Children


$500.00


380.00


412.30


Athletic Insurance


420.00


29.50


Other


30.00


29.29


General Insurance


40.00


$


410.00


$ 708.44


$960.00


Vo-Ag Power


$ 70.00 $ 45.00


$70.00


Administration


$ 1,367.00


$ 1.366.56


Supt.'s Salary


$1,900.00


200.00


168.02


Expenses


200.00


200.00


200.00


Work Certificates


200.00


350.00


312.67


Postage, Tel.,


Office Sup-


plies, Station- ery 350.00


50.00


School Census


50.00


200.00


168.00


Clerk


200.00


$ 2,367.00


$ 2,215.25


$2,900.00


New Equipment


$ 750.00 $ 2,089.00


$750.00


Graduations


$ 100.00 $ 104.21


$150.00


$92,974.00 $91,915.33 Total


$99,319.00


·


94


SCHOOL CALENDAR


1954 - 1955


Sept. 7 Tuesday-Staff meeting-10:00 a. m., Center School Library


Sept. 8 Wednesday-Schools open with full sessions


Oct. 8 Friday-Schools closed-Teachers' Conven- vention


Oct. 12 Tuesday-Schools closed-Columbus Day


Nov. 11 Tuesday-Schools closed-Columbus Day Nov. 24-Wednesday-Schools close at noon for Thanksgiving holidays


Nov. 29 Monday-Schools open


Dec. 23 Thursday-Schools closed for Christmas holi- days


1955


Jan. 3 Monday-Schools open


Feb. 21 Monday-Schools closed-beginning of win- ter vacation


Feb. 28 Monday-Schools open


April 8 Friday-Schools closed-Good Friday


April 18 Monday-Schools closed - beginning· of spring vacation


April 25 Monday-Schools open


May 29 Sunday-Memorial Day Exercises


May 30 Monday-Schools closed-Memorial Day


June 16 Thursday-Elementary school graduation ; Cafeteria closes


June 17 Friday-High school graduation


Elementary School Days-179


High School Days-180


Approved by the School Committee June 9, 1954


95


SCHOOL ENROLLMENT - OCTOBER 1, 1954


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


1954


38


54


42


32


38


34


38


26


Comparative Totals for the Center School


Year


1948 1949 1950 1951 1952 1953 1954


Total pupils


229


243 233 234 256 277


302


Smith Academy Enrollment by Classes


Freshmen Sophomores Juniors Seniors Totals


1951


25


26


20


17


88


1952


18


25


21


20


84


1953


20


16


26


19


81


1954


21


20


16


23


80


Totals for Hatfield Schools


Year


1948 1949 1950 1951 1952 1953 1954


Totals


300 317


311


322


340


358


382


SCHOOL CENSUS


As of October 1, 1954


Boys 48


Girls


Total


From five to seven


61


109


From seven to sixteen


162


129


291


210


190


400


Comparative Totals for Seven Year Period


1948 1949 1950 1951 1952 1953 1954


From 5 to 7


74


81


62


68


88


115


109


From 7 to 16


249


257


255


259


266


259


291


323


338


317


327


354


374


400


96


Principal of Center School


To the Superintendent and School Committee of Hat- field :


Bring together a number of elementary school teachers from anywhere in the country and ask them the question, "What is your most vexing educational prob- lem?" The problem of report cards is likely to be near the top of the list. Parents have indicated that they too, consider report cards a problem.


The problem of grades of any kind is complicated. However, dealing with humans, among whom there are no two alike, makes the situation difficult.


Report cards are usually discussed in impersonal, theoretical terms, with little attention paid practical problems and human values involved. We have held several discussions on these matters. I would like to re- view some of these at this time.


What to mark: Almost all cards list the various subjects taught; this would seem clear enough. If Jun- ior makes O in mathematics, the assumption is that he has done well in the subject. The report does not make clear, however, whether the O indicates superior attain- ment in quantitive concepts of thinking or merely a good memory for prescribed methods of getting the an- swer. Does O in English refer to grammatical excel- lence, deftness in composition, quality of thinking, or all three?


97


Work habits and character traits: Truly these broad objectives of education should be evaluated, but it is doubtful that evaluations of this type item should ap- pear on report cards. It is a fallacious belief that teachers can accurately evaluate character traits. Does "attitude" mean attitude toward the teacher, toward school work, or other children? The marks children re- ceive on these items are likely to be the result of rather generalized impressions made on the teacher.


How to mark: Some of the older systems give a per- centage mark for each item, such as 90 in English. The 90 may mean percentile rank in the class, or it may rep- resent nine-tenths attainment of perfection. Some peo- ple contend that all marks should be based on the nor- mal curve, but one class may be too small to represent a "normal" student population. The practice of using records of previous classes as a norm is not a commen- dable procedure for they are of the past.


The four or five point letter scale seems to be the most popular, with the letters used in grading, referring to the child's ability.


Surely sooner or later the child should come to rec- ognize how his abilities compare with others; it would be most unfortunate if a boy with an intelligence quo- tient of 92 should wish to attend a medical school where the average intelligence quotient is 50 or more points higher. Youngsters must be helped to realize that de- spite certain limitations, there is yet a chance for happy worthwhile life.


Some systems have tried having only two marks, called passed and incomplete. Such a system draws the line too closely. There is nothing to distinguish be- tween just passing and the best student.


1


98


Some reports are in reality letters to parents. Un- less the teacher has both great skill in the use of lan- guage and uncanny insight, these epistles are quite like- ly to give a fair sample of the teacher's penmanship, and little else. Some systems have the pupils write progress reports to take home. The writer cannot imagine a stu- dent being too critical of himself. Furthermore, the youngster's sincerity could depend somewhat on his re- lations with his parents at the moment.


Too frequently marks have been thought of only as statistical measurements; they should also be measured on the basis of how they affect those concerned-teach- er, parents, child.


Many teachers feel that making out report cards is the most unpleasant of their teaching duties. There are always the questions of "Have I incorrectly evaluated some pupil's work?" or "Have I included all factors in this mark ?"


Parents are frequently confused. If the child makes low marks, the parents develop guilty feelings for somehow having failed as parents. The parent feels vaguely that he should "do something." The remedies tried-scolding for low marks and rewards for good- rarely improve marks for they are not suited to the basic causes of the child's difficulties. Unfortunately relationships are frequently complicated. Marks are compared by the parents on the false premise that any child in the family can, if they wish, do as well as any other.


The child thinks of marks as representing the teach- er's evaluation, not so much of his achievement, as of himself. He is never entirely sure why he makes the mark he does. He works for marks instead of for re- wards provided by the completion of the task itself. He believes he will be judged by the mark, not by the sat- isfaction and pleasure he derives from the experience.


99


Some sort of records must be kept. Therefore, some sort of report. Many authorities suggest a diag- nostic letter containing facts about the child and his work. Faculty committees may work out a guide for the preparation of such letters. Any form of report must be based on continuous and comprehensive evalua- tion. The school should evaluate the child by various instruments in order to be able to strengthen his weak- nesses and build on his strong points.


Irrespective of what form of written report is used, it can never be a substitute for personal contacts. A friendly, informal, conference at which teacher and parent discuss ways in which they can work together for the best interests of the child is the real answer to the whole problem.


In last year's report we noted the continuance of a Boston trip for grade six plus an expected New York trip for grade eight. Both trips were taken under the direction and guidance of Mrs. Edward Breor and Miss Jean Kempisty.


ITINERARY OF GRADE EIGHT TRIP


6.00 a. m. Left Hatfield by Peter Pan bus.


10.45 a. m. Arrived at United Nations Building for a Guided Tour.


12:30 p. m. Visit to the Statue of Liberty and China Town.


2:00 p. m. Guided tour of N.B.C. studios where "Behind the scenes of broadcasting and television" were seen.


3:15 p. m. Visit to Rockefeller Center.


4:00 p. m. Empire State Building Observations.


100


The children used the New York trip as the theme for their graduation program last June. The program was well prepared, well given, and above all forcefully highlighted the benefits gained by the experiences en- countered.


Such trips are completely financed with funds raised by the sale of magazine subscriptions to town folks. Therefore, we, with more than usual vigor, wish to thank the citizens of Hatfield for the large measure of support extended to us.


Respectfully submitted, RAYMOND N. JENNESS, Principal, Center School.


101


Report of the School Building Needs Committee


January 21, 1955


On February 15, 1954, the annual town meeting au- thorized the moderator to appoint a committee of twenty- five, including the school committee and the superintend- ent of schools, to study the school building needs for the town; said committee to report back to the town on or before the next annual town meeting.


In compliance with the vote of the town meeting, Moderator Gordon Woodward announced on March 17, 1954, the following list of names as members of this com- mittee: Eugene Proulx, Herman Southard, A. Cory Bard- well, Edward T. Kostek, Mrs. William G. Blyda, Frank Malinowski, Jr., Mrs. Joseph Baceski, Paul Cernak, Mrs. Marcus J. Boyle, Stephen Bruscoe, Alex Celatka, Mrs. Richard Belden, Ralph Pickett, Thaddeus Kabat, Mrs. Theodore Blauvelt, Mrs. John Cantwell, John W. Mullins, Sr., Edward S. Dickinson, Mrs. John Burda, Bernard Don- nis, John Osley, Jr., Edward Kowalski, Zygmunt Jawor- ski, John Cernak, and John Jakobek.


The School Building Needs Committee met on March 22 and organized as follows: secretary, Mrs. Theodore Blauvelt; chairman, John Jakobek. Several committees were formed at this time to investigate the various as- pects of the task given to the group. These groups in- vestigated their purposes and reported back to the whole committee from time to time.


102


In all, the Building Needs Committee met five times, various members of the committee met three times with Mr. John Marshall of the Massachusetts School Building Assistance Commission, and several other meetings of the various subcommittees were held.


Present Conditions


At the present time, the elementary school classes are arranged as follows: two first grades meet in the School Street School, and nine classes, distributed in the following manner, are held at the Center School; one sec- ond grade classroom is being conducted in the basement of the Center School; one second grade is on the first floor of the building, along with two third grades and the eighth grade. The second floor of the Center School has a fourth, fifth, sixth, and seventh grade classroom.


During the last year it has been necessary to in- crease the number of classrooms by two to accommodate the increasing enrollments. During the summer of 1954, the school authorities had to appropriate the Center School library to adequately house and educate the in- creased enrollments. After the beginning of school in September, the School Committee found it necessary to divide the first grade to relieve the overcrowded condi- tions in that grade. The basement room mentioned above was remodelled and appropriated as a classroom, to meet the increasing need for room.


Although the basement room which has been re- modelled for classroom usage makes a reasonable ap- pearance, Mr. Lane, the State Building Inspector, has given the school authorities to understand that this room will receive temporary approval for usage only so long as the town is making progress toward the alleviation of its overcrowded conditions.


103


Recommendations


On the basis of the present enrollment figures and the projected figures based upon the actual number of children living in Hatfield, a complete summary of which follows, this committee goes on record as favoring imme- diate action to relieve the future housing needs for the children of Hatfield. It is not the task of this committee to define the form of the exact needs; therefore, this com- mittee does not attempt to do so. The exact form that will meet the pressing school enrollment needs must be decided by a building committee.


It is the considered opinion of this survey committee that an absolute minimum of five additional classrooms will be necessary by 1959 to adequately house the classes at that time. In order to meet other desirable education- al criteria and secure the approval of the State School Assistance Commission for financial help for the allevia- tion of these overcrowded conditions, additional facilities, such as an all-purpose room, will be expected.


As a result of a detailed study of the future needs of the schools of Hatfield, your School Building Needs Com- mittee recommends that the Annual Town Meeting accept the recommendation of this committee and vote to estab- lish a Building Committee of seven members to further study the School Building Needs; to draw plans and spe- cifications to accommodate the increasing school enroll- ments expected in the near future; and to present these additional building needs to the Town of Hatfield on or before the Annual Town meeting in 1956.


Approved by the Committee


January 21, 1955


104


STATISTICS FURNISHING BACKGROUND FOR SCHOOL BUILDING NEEDS


Vital Statistics


Present School Enrollment


Year


No. Born


Grade


Number


1941


23


8


26


1942


40


7


38


1943


36


6


34


1944


34


5


38


1945


28


4


32


1946


45


3


42


1947


53


2


54*


1948


44


1


38*


Total


303


302


It is the considered opinion of educational authorities that 25 elementary school pupils per room is the most satisfactory for instruction.


No. to enter Grade One as of November 1, 1954 49* 1955


1949


49


1950


44


41


1956


1951


58


55


1957


1952


36


42


1958


1953


43


38


1959


1954


40


39


1960


Estimated Enrollments


(Grades 1 through 8)


Year


100% Expected


1955


325


1955


83


81


1956


328


1956


105


100


1957


349


1957


119


110


1958


353


1958


136


125


1959


359


1959


142


132


Possible Enrollment: High School


* Indicates a year in which, due to a change in entrance age, entering pupils were from an 11-month period only.


105


CORPS OF TEACHERS 1954-1955


Superintendent of Schools


John C. Jakobek


Smith Academy


George Feiker: Agriculture


Florence Muller : French I, II & III, Latin I, World His- tory


Margaret Pruzynski: Typing I and II, Shorthand I and II, Bookkeeping, Secretarial Practice, General Busi- ness


Mary Ryan: English


John Skarzynski: Algebra I and II, Plane Geometry, Chemistry, Plane Trigonometry, Solid Geometry Mary Spakowski: Biology, Home and Family, Home Economics


John Symancyk: General Science, General Mathematics, Physical Education, United States History, Prob- lems of Democracy


Center School


Raymond Jenness : Principal, General Science Dorothy Breor : Grade 8, English, Grades 6, 7 and 8 Sarah Kiley : Grade 7, Social Studies, Grades 6, 7 and 8 Jean Kempisty : Grade 6, Arithmetic, Grades 6, 7 and 8 Constance Willhite, Grade 5 Hilda Fortsch : Grade 4 Mary Donelson, Grade 3 Jane Blauvelt, Grade 3 Martha Boyle, Grade 2 Eleanor Stenglein, Grade 2 Lena Fitzgerald, Grade 1, School Street School Helen Kostek, Grade 1, School Street School


106


School Nurse


To the Superintendent and the School Committee :


The main objective of school health is to develop a comprehensive health program which will produce prop- er health habits and attitudes so that our children will be self-directing in maintaining their own health and the health of the community. Teachers contribute a great deal in the field of health through their classroom instruction of good health habits, personal cleanliness, good nutrition and posture; through their daily morning inspection of pupils; and in keeping the classrooms prop- erly ventilated and lighted at all times.


The aim of physical examinations, today, is to make the examination an educational experience, by encourag- ing each child to discuss his health with the physician. The examining physician not only checks on the physio- logical functioning of the child, but assists the child to better understand his own health and health problems.


This year, parents of pupils of Grades One and Four were invited to be present at the time of examination of their child. A number of parents attended. In this way, the physician had an opportunity not only to dis- cover but also to assist in the correction of physical handicaps, as well as to become acquainted with each child-with each child's special problem and with the child's environment, including his parents. All the


107


grades were examined and defects that were found were reported to the parents through a home visit by the school nurse. Parents have been very co-operative in seeking advice and correction as recommended.


A Tuberculosis Survey was conducted in May. Patch testing was done on pupils of grades two through twelve. Notices were sent to the parents of 8 students in the grammar school who had preliminary positive re- actions, urging them to consult their own physician or the school physician for further examination or X-ray.


There were three students in the high school who had positive reactions on the Patch Test. X-ray exam- inations revealed that no pulmonary infections were present.


As a result of the physical examinations, six stu- dents were recommended and accepted to Camp Hodg- kins for a four-week period during the summer. Re- ports received from Camp Hodgkins indicate that the X-rayed children tested negatively at that time.




Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.