USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1951-1957 > Part 9
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3,000.00
2,996.28
3.72
Elm Street Sidewalk
2,000.00
2,000.00
1,961.40
38.60
Street Lights
4,000.00
4,000.00
3,822.75
177.25
Bridge Repairs
1,234.52
1,234.52
753.85
480.67
Purchase & Erect Fencing
184.94
184.94
10.00
174.94
Public Welfare
5,000.00
272.37
5,272.37
5,272.37
Disability Assistance Federal Grant
724.35
724.35
724.35
Disability Assistance-Fed. Gr. Adm.
15.51
1
15.51
15.51
68
Aid to Dependent Children
3,500.00
3,500.00
2,751.67
748.33
Aid to Dependent Children Fed. Gr.
2,303.68
2,303.68
2,136.00
*167.68
Aid to Dependent Children Fed. Admin. 52.87
52.87
52.87
+1,750.00
Old Age Assistance
11,000.00
11,000.00
9,147.59
102.41
Old Age Assistance Fed. Gr.
9,211.79
9,211.79
9,090.08
*121.71
Old Age Assistance Fed. Gr. Admin.
241.02
241.02
241.02
Veterans Benefits
500.00
500.00
195.10
304.90
School Committee Expense
100.00
100.00
32.94
67.06
Schools
83,330.38
83,330.38
82,997.22
333.16
Schools-George Barden Fed.
1,656.61
1,656.61
787.03
*869.58
New Heating System
3,426.29
3,426.29
2,096.55
1,329.74
Maint. & Improve Athletic Field
300.00
300.00
300.00
School Athletic Fund
2,389.61
2,389.61
1,004.94
1,384.67
School Lunch Coll.
14,136.95
14,136.95
6,876.36
*7,260.59
School Lunch C. D. F.
3,824.29
3,824.29
3,824.29
Voc. School Tuition & Trans.
2,000.00
2,000.00
1,609.34
390.66
Library
2,500.00
191.56
2,691.56
2,691.20
.36
Library Bldg. Repairs
1,051.59
1,051.59
407.61
*643.98
Binding Town Records
100.00
100.00
50.05
49.95
Care of Town Clock
50.00
65.00
115.00
115.00
Civil Defense
925.72
925.72
49.77
875.95
Insurance
2,700.00
1,211.57
3,911.57
3,911.57
Land Purchase Adj. Sunset
300.00
300.00
*300.00
Memorial Day
350.00
350.00
287.26
62.74
69
Print & Deliver Town Reports
650.00
650.00
618.35
31.65
Reserve Fund
3,400.00
3,400.00
3,292.86
107.14
Retirement
958.30
958.30
958.30
Telephone
250.00
250.00
210.23
39.77
Unclassified
50.00
50.00
40.75
9.25
Unpaid Bills
740.35
740.35
720.35
*20.00
Water Comm. Salaries
800.00
800.00
800.00
Water Department
4,150.00
1,561.79
5,711.79
5,711.79
Water Dept .- 14" Pipeline
20,139.63
4,000.00
24,139.63
21,990.06
*2,149 57
Water Dept .- 10" Pipeline
60,000 00
60,000.00
51,291.08
*8,708.92
Improvement of Watershed
1,076.88
1,076.88
*1,076.88
Purchase Land Within Watershed
2,800.00
2,800.00
*2,800.00
Cemeteries
800.00
385.54
1,185.54
1,185.54
Land Purchase-No. Hatfield Cem.
300.00
300.00
*300.CO
Water Main Loan
4,000.00
4,000.00
4,000.00
Interest on Water Main Loan
647.50
647.50
647.50
$320,452.78
$11,748.64
$332,201.42
$296,143.30
$35,058.12
*Carried Forward
$1,750 transferred from O.A.A. to Fire Dept.
70
ANNUAL REPORT
OF THE
SCHOOL 'DEPARTMENT
OF THE
TOWN OF HATFIELD
FOR THE
YEAR ENDING DECEMBER 31, 1952
73
School Organization
SCHOOL COMMITTEE
Edward S. Kowalski, Chairman
Term expires 1954
Term expires 1953
Dr. Robert C. Byrne, Secretary John Osley, Jr. Term expires 1955
Regular school committee meetings are held on the second Wednesday of each month at the High School.
SUPERINTENDENT OF SCHOOLS
John C. Jakobek Office in the High School Telephone 2361
SCHOOL PHYSICIAN
Alfred J. Kaiser, M. D. 33 Maple Street Telephone 551
SCHOOL NURSE
Mrs. Lucille Godek, R. N. 19 Prospest Street, Hatfield
WORK CERTIFICATES
Raymond N. Jenness School Street, Hatfield
74
Report of the School Committee
-
To the Citizens of Hatfield:
The report of the superintendent of schools has been read, approved and adopted as part of the official report of the School Committee.
The School Committee operates with the best inter- ests of the community as its foremost consideration. It is sensitive to considered opinions and represents the will of the majority opinion of the voters as it is entrusted to do. The Committee assumes the responsibility of guiding your schools to the highest level of achievement obtainable. It is mindful of the fact that the schools belong to the people, that your children attend these schools and that, in the long run, the schools of Hatfield, as the schools of all other communities, represent the will and wisdom of the citizens of their respective commu- nities. Innumerable studies have shown that good schools enhance the welfare and prosperity of their com- munities.
Several changes in the administrative duties of the school officials have occurred this year. Mr. Gordon Getchell, superintendent of schools since 1950, resigned July 31 to assume another administrative position in the schools of Ellington, Connecticut. John C. Jakobek, prin- cipal of the high school since 1946, was named acting su- perintendent of schools as of August 1. This arrange- ment was maintained until November 12 when a perma- nent consolidation of the two positions-high school principal and superintendent of schools-was adopted as both feasible and desirable.
75
When Mr. Jakobek was placed as the acting superin- tendent, two other changes in duties were put into effect. Mr. Raymond Jenness, elementary school principal, was placed in charge of issuing work certificates, and also in charge of the local school lunch program. These changes have worked out very satisfactorily.
In the spring of the year, Miss Marion Holmes, the school nurse in Hatfield for many years, resigned her position. The position was filled by Mrs. Lucille Godek of this town, who will maintain an office in the Health Room at the Elementary School.
The School Committee would like to draw the at- tention of the citizens of this community to the increas- ing birth rate in the community and its effect upon neces- sary additional classrooms in the near future. Whereas most other communities have felt the surge of increased pupil enrollments, this has not been a problem locally. However, with a birth rate of nearly fifty children per year for the last five years, the problem of adequate pro- per facilities must be faced soon. The contemplated in- crease of one classroom for the fall of 1953 can be ac- commodated in the Center School, but satisfactory class- rooms thereafter are not available.
Your attention is also desired on the subject of en- trance age for Grade 1 pupils. The entrance age for chil- dren wishing to enroll in September, 1953, is five years and six months as of September 1, 1953. This means that in order for a child to enter the first grade in 1953, the child must have been born before March 1, 1948. In comparing the local entrance age of first grade with the entrance age of other communities in this State, we find that almost without exception the entrance age else- where is five years and eight months. Your attention is directed to a paragraph relating to entrance age for pu- pils in the report of the superintendent of schools.
76
The school budget for 1953 shows a need for $88,- 047.21. This represents an increase of more than $4,000 over the budget of 1952. Most of the increase is neces- sitated by the increase in teachers' salaries. On May 26, 1952, a new minimum wage law went into effect for teachers in the State of Massachusetts. This laws calls for a minimum salary of $2,500 per year in communities like Hatfield. This necessitated a revised salary schedule to prevent inequities that would arise unless a new schedule vent iniquities that would arise unless a new schedule was adopted. The details of the new schedule will be found in the report of the superintendent. It is import- ant to point out that a serious problem of maintaining successful teachers arises unless adequate salaries are paid and a satisfactory salary scale exists. Published reports of higher salaries in nearby communities induce some of the better teachers to leave their positions.
In reviewing the financial status of the schools and the responsibilities for education, it is desirable to point out that schools are both a state and a local function. The state has legislated that schools must be operated for the education of children. This state has shown its obli- gation financially by reimbursements to the community for the conduct of the schools. In 1952, $22,501.78 was received from the state and a greater amount is expected for 1953.
As a committee we have endeavored to serve you with a singleness of purpose-to offer to the children of Hatfield the best educational opportunities consonant with the facilities and the financial resources available. To those who have given us their support, and their sup- port was most generous, we offer our sincere thanks.
EDWARD S. KOWALSKI, Chairman ROBERT C. BYRNE, M. D., Secretary JOHN OSLEY, JR.
77
Superintendent of Schools
To the School Committee of Hatfield:
The Annual Report of the Superintendent of Schools for the year 1952 is presented to you for your considera- tion and approval.
In reviewing the personnel situation, it is evident that this community has been very fortunate in retaining its fine corps of teachers. The success of any school sys- tem depends upon the calibre of teachers. It must be emphasized that essentially the child's educational growth in school is the result of the relationship of the teacher and pupil. Buildings, supplies, admininistrative services and the like are merely aids in assisting the teacher to perform her services. Your teachers have combined their successful teaching experience with an understand- ing of education and child development. Teachers are well aware of the major purposes of public education. which insures adequate opportunities for all children to develop those fundamental understandings, skills, atti- tudes and ideals that make for a happy and successful life.
One of the means for maintaining and acquiring su- perior teachers. is through a salary schedule by which teachers will know their rate of advancement over a peri- od of years. On May 26, 1952, a new salary schedule went into effect locally to offset the inequalities caused by the new minimum wage scale for teachers in Massachusetts. This law made $2,500 the minimum wage for a teacher in towns like Hatfield. The new wage scale for Hatfield is as follows :
78
Step
1
Non-Degree 2500
Bachelor's Degree 2600
. Master's Degree 2700
2
2600
2700
2800
3
2700
2800
2900
4
2800
2900
3000
5
2900
3000
3100
6
3000
3100
3200
. .
The annual step increases of each teacher are de- pendent upon continued satisfactory service and the com- pletion of four approved semester hours of professional study. In order to move across a training bar, as shown between steps 1 and 2, or steps 4 and 5, the teachers must have successfully completed four hours of professional study as well as performed their duties satisfactorily.
As indicated in the report of the School Committee, the entrance age for our children to the first grade is five years and six months. Keeping this fact in mind, we ask ourselves a question: What is the most important goal of any first grade? The answer - reading.
Reading is the most vital educational need of any first grade program. With this in mind we turn to re- search studies and the advice of all the leading reading experts regarding the question of when should a child learn to read. Research studies show that many children are not ready to read at six years of age; in fact, it can be shown that the optimum age for learning to read is six years and six months. A child is oftentimes not ready to read at all, if it enters the first grade at the lowest min- inum age. But if this child reports to school and is con- fronted with a task that is too difficult, as reading, the child builds up psychological blocks, dislikes reading and school, and a partial or total failure results.
79
It must be emphasized that these blocks and difficul- ties are often carried throughout the educational life of the child and every parent should weigh carefully the question of sending an immature child to school. The question the parents must face is not whether their child can enter, but is entrance, at that age, for the best wel- fare of the child.
The schools are vitally concerned with this problem, not only in Hatfield, but throughout the state. The prob- lem of immature children entering the first grade is es- pecially important because the schools are striving to prac- tice an important principle of first learning. This prin- ciple emphasizes that first learnings must be educational- The ly sound in order not to prevent future learning. function of the schools thus becomes, not the accumula- tion of facts, but the development in the child of the tools of learning and the desire for continued learning. Educa- tion is no longer concerned with limited objectives, but with the overall pattern of pupil growth and the fullest development of all the resources of the child. If we un- derstand and adopt as our own this first principle of learning, we can readily see that all parents, intent upon the maximum educational progress of the child and his future happiness within and without the schools, will per- mit their child to enter the first grade only when the child is ready to progress at a normal rate.
In all respect to our first grade teachers, it must be pointed out that they have done a tremendous job with the students that were given them. Vast amounts of pre- reading and reading readiness materials were used by our first grade teachers. These are the materials used in all similar school situations where communities have adopted curriculum changes to meet this problem caused by im- mature children entering grade 1. Curriculum changes represent one solution to meet the problem. Other com-
80
munities wishing to send their children to the advantages of early schools have established pre-first grades.
The children that do enroll in our local schools are fortunate in many ways. An excellent corps of experi- enced teachers greet our youngsters when they arrive in school. Our teachers understand growth and provide the children with the proper materials for advancement. Our reading and language program is built around the latest revision of the Scott, Foresman Company Foundation Reading Series, used by eighty per cent of the nation's schools. The reading materials are built to meet chil- dren's interests and needs. They are planned to imple- ment a program for the all-around development of chil- dren. They are carefully planned for sequential develop- ment of reading skills.
Throughout our school system every effort is being made to provide the proper means and materials to meet the educational needs of our children. This necessitates the constant evaluation of the materials and methods now being used and the critical evaluation of all materials not in use at any time. Our educational program is constant- ly being evaluated to meet the needs of the children as ef- ficiently as it is possible to do so. The major topic under- going careful study at the present time is the Social Studies program at the elementary school. Progress to- ward the re-evaluation of the program and the outline for a revised program are now nearing completion. The earnestness with which our teachers approach our com- mon problems is encouraging and will keep our schools constantly in the forefront educationally.
During the past year the following repairs were made to the public schools of this town: At the Center School:
81
1. All loose and unanchored caulking was removed and then new caulking was applied.
2. New putty was applied wherever it was neces- sary.
3. All the exterior woodwork was painted with two coats of paint.
4. Necessary repairs were made to the cupola.
5. A metal flagpole replaced the old wooden one.
6. The baseball diamond was cut out and cleared. At the School Street School:
1. The classrooms were painted.
2. The hallways and stairwells were painted.
One of the many desirable changes made during 1952 was the establishment of a health room in the former of- fice of the elementary school principal. This room serves as an office for the school nurse, as an examining room for physicians and as a screening room for other exam- inations. Medical equipment and supplies are being add- ed to equip this room to meet the needs of our pupils. This room is meeting a long-felt need for increased interest in health.
A substantial addition was made in the spring of the year to the equipment of the athletic department. Through the combined efforts of the American Legion. Legion Auxiliary, Men's Club and the Lions Club, an elec- tric scoreboard to be used at basketball games was donat- ed to the school department and installed in the town hall. This gift was presented to the school authorities at a sports banquet sponsored by these same organizations.
To those who have contributed to the success and wel- fare of the many functions conducted by the schools, sincere gratitude is expressed at this time.
JOHN C. JAKOBEK,
Superintendent of Schools.
82
FINANCIAL STATEMENT FOR 1952
Regular, day schools-
Appropriation for support
$83,330.38
Total expenditures
82,997.22
Unexpended balance $333.16
Cost of regular, day schools to Town-
Total expenditures $82,997.22
Credits :
Chap. 70 (amended Chap. 643) $17,148.12
Chap. 679 (transportation) 3,369.68
High School Agric. Dept. 1,903.46
Veterans I. O. F. Training 80.52
Tuition and trans., out-of-town pupils 522.31
23,024.09
Net cost of schools from local taxation
$59,973.13
Vocational education (out-of-town)-
Appropriation for support $2,000.00
Expended-tuition and transportation 1,609.34
Unexpended balance $390.66
Cost of out-of-town vocational education to Town-
Total expenditures Reimbursement from state
$1,609.34
785.67
Net cost of voc. ed. from local taxation $823.67
83
SCHOOL BUDGET FOR 1953
1952
1952
Approp.
Cost
Classification
1953 Estimate
Instruction, Teaching Staff
$22,110.22 $21,577.96
H. School, Academic
$24,189.43
3,362.00
3,292.93
H. School, Vocational 4,112.97
27,717.16 28,478.09
Elementary Schools
31,555.87
2,045.00
2,105.63
Music, Art, Penmanship 2,263.94
$55,234.38 $56,454.61
Total, Teaching Staff $62,131.21
Instruction, Books, Supplies
$1,000.00
$1,016.59
H. School, Academic
$1,200.00
250.00
196.97
H. School Vocational
250.00
2,100.00
2,178.73
Elementary Schools
3,000.00
200.00
498.07
New Equip. and Inst. 300.00
200.00
114.62
Audio-Visual Sup.
200.00
$3,750.00
$4,004.98
Total, Bks., Sup., Etc. $4,950.00
Janitors' Services
$2,400.00
$2,520.67
High School
$2,600.00
2,400.00
2,520.67
Elementary Schools
2,600.00
$4,800.00
$5,041.34
Total, Janitors' Services $5,200.00
Plant Maintenance
$350.00
$402.34
Janitors' Supplies
$400.00
2,417.00
2,363.59
Elem. School Repairs
875.00
200.00
183.60
Equipment Repairs
200.00
$2,967.00
$2,949.53
Total, Plant Maint.
$1,475.00
84
Heat, Light and Power
$1,100.00
$1,028.09 High School
$1,100.00
70.00
45.00
H. School, Vocational 70.00
2,650.00
2,178.21
Elementary Schools
2,650.00
$3,820.00
$3,251.30
Total, H., Light, Power $3,820.00
Transportation
$4,914.00
$4,942.50
Regular daily
$5,589.00
450.00
456.04
Athletic and other
800.00
$5,364.00
$5,398.54
Total. Transportation
$6,389.00
School Health
$1,390.00
$1,033.42
Salary of Nurse
$1,140.00
50.00
57.76
Supplies
150.00
$1,440.00
$1,091.18
Total, School Health
$1,290.00
Administration
$4,055.00
$2,847.28
Supt. of schools
$1,172.00
200.00
213.96
Telephone
260.00
300.00
246.45
Expense Accounts
200.00
50.00
55.08
Postage, Ptg., Stat.
50.00
50.00
50.00
School Census
50.00
150.00
85.00
Clerk (part-time)
200.00
$4,805.00
$3,497.77
Total, Administration
$1,932.00
Physical Education
$250.00
$172.13
Equipment, Supplies
$200.00
150.00
133.85
Towels
150.00
500.00
498.53
H. School Athletics
none
$900.00
$804.51
Total, Physical Education $350.00
85
Other Expenses
$75.00
$89.06
Graduation
$100.00
150.00
436.50
Athletic Insurance
380.00
25.00
27.90
Gen. Liab. Insurance
30.00
$250.00
$503.46
Total, Other Expenses $510.00
$83,330.38 $82,997.22
Grand Total, Schools
$88,047.21
86
SCHOOL CALENDAR 1952-1953
Sept, 2, 1952 Tuesday-Staff meeting 10:00 A. M. Center School Library
Sept. 3, 1952 Wednesday-Schools open with full ses- sions
Oct. 10, 1952-Friday-Schools closed-Teachers' Con- vention
Oct. 13, 1952-Monday-Schools closed-Columbus Day
Nov. 11, 1952 Tuesday-Schools closed-Armistice Day
Nov. 26, 1952 Wednesday-Schools closed at noon-be- ginning of Thanksgiving holidays
Dec. 1, 1952 Monday-Schools open
Dec. 24, 1952-Wednesday-Schools closed-beginning of Christmas holidays
Jan. 5, 1953 Monday-Schools open
Feb. 23, 1953 Monday-Schools closed-beginning of winter vacation
March 2, 1953 Monday-Schools open
April 3, 1953 Friday-Schools closed-Good Friday
April 20, 1953 Monday-Schools closed-beginning of spring vacation
April 27, 1953 Monday-Schools open
June 12, 1953 Friday-Elementary School Graduation Elementary Schools close
June 15, 1953 Monday-Cafeteria closes-
June 16, 1953 Tuesday-High School Class Day
June 17, 1953 Wednesday-High School Graduation- School closes
Elementary School-179 days High School-181 days
Approved by the School Committee June 9, 1952
87
School Enrollment-October 1, 1952 Center Elementary School by Grades
I II III IV
V
VI
VII VIII
1951
35
38
35
36
28
18
22
22
1952
48
38
32
31
40
26
20
21
Comparative Totals for Center School
Year
1947
1948
1949
1950
1951
1952
Total Pupils
224
229
243
233
234
256
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
Totals for Hatfield Public Schools
Year
1947
1948
1949
1950
1951
1952
Totals
296
300
317
311
322
340
School Census As of October 1, 1952
Boys
Girls 47
Total
From five to seven years
41
88
From seven to sixteen years
148
118
266
Total by sex
189
165
354
Comparative Totals for Five-Year Period
1947
1948
1949
1950
1951
From 5 to 7 years 56
74
81
62
88
From 7 to 16 yrs. 257
249
257
255
266
Totals
313
323
338
317
354
88
"NO SCHOOL" SIGNAL
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 safety of the bus pupils shall be the deciding factor in determining whether or not school shall be held on a questionable, stormy day.
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) on the Dawn Patrol program at 7:15, 7:30, 7:45, 8:00 and 8:15 in the morning.
89
Principal of Center School
To the Superintendent of Schools and the School Commit- tee of Hatfield :
In several earlier reports I have spoken of the work attempted by our elementary school in the field of read- ing. Therefore, it seems fitting that the opening para- graph of this report should carry an announcement to the effect that in some measure, the reading ability of our up- per grade students appears improved. One good indica- tion of this is brought to light by children often answering their own questions and solving their problems through reference reading. True, some pupils read just well enough to meet the minimum requirements for their grade level. Pupils who are left to themselves without further help in reading may get a very low return on this invest- ment.
There remains in many places the belief that junior- high school pupils need very little guidance in reading. The idea is fairly prevalent that a sufficient level of skill in reading is achieved at the completion of the sixth grade and that further instruction in reading is a waste of time. We all too readily accept the idea that "reading to learn" occurs in the upper grades, after pupils have "learned to read," in the lower grades.
Pupils may leave the middle grades able to handle without undue difficulty the material in those grades. Some people, however, find in their upper-grade work heavier vocabularies, new technical terms and materials, presenting a greater number of abstract and unfamiliar:
90
concepts. Therefore, while we can give a report of prog- ress, we shall continue to place emphasis on reading abil- ity.
The teachers of Center School are engaged in a search for a curriculum of social studies applicable to our set- up. We have apparently embarked on this project at a most opportune time, not through choice but by reason of necessity. Every teachers' magazine or professional periodical received by us the past month has had at least one article or study on social conditions, i. e., "Democracy as an Issue in School Administration," "The Content of the Social Studies Program" or "Evaluation of the Social Studies in the Elementay School."
There is a good deal of debate as to the title to be giv- en any social study. However, this writer likes the term social science. Under such a heading we might be justi- fied in keeping courses of geography. Whatever we use as a title, we realize many standards of conduct have broken down in almost every aspect of society, so that it is difficult, if not impossible, for people to know in con- crete social situations what they should do. "In a conflict between labor and management, what stand or stands should be taken."
Last June the children of grades six and eight, with their teachers, instituted a phase of school work that may pay large dividends. The pupils and teachers traveled to the capital city of our state and spent the day becoming familiar with some historical places and famous exhibi- tions. The outline of the trip reads as follows :
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