USA > Massachusetts > Hampshire County > Hatfield > Hatfield Annual Town Report 1958-1963 > Part 23
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The trustees of Smith Academy carried out necessary maintenance and repairs to the Smith Academy building. The auditorium was painted, more electrical outlets were installed, roofing repairs were made, the furnace was re- paired, both boys' and girls' rest rooms were completely
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renovated, new troughs were installed in the laboratory, and an awning was placed over the lower front door. These were taken care of without cost to the town The trustees have been very cooperative in maintaining the building and certainly deserve a vote of appreciation.
Contracts this past year were awarded to the follow- ing concerns : the oil contract to the Maroney Oil Company and the vocational transportation contract to the Skroski Bus Company.
The regular school budget and the vocational school budget for 1963 have been carefully prepared and sub- mitted to the town accountant as required by law. The Hatfield Finance Committee and the school committee have met and discussed the school budget.
The school committee once again found that the Hat- field Public Schools were eligible for Federal Aid to public schools under Public Law 874, which assists schools with direct aid if certain qualifications are met for attendance by pupils whose parents are employed on federal property. Assistance was also received under Public Law 864, Titles III an V, which deal with the fields of guidance, science, math and languages. Applications were made for assist- ance and the aid received is used to meet current expenses. Surplus materials were also purchased from the Federal Government and were used throughout the school system.
The committee is pleased to acknowledge the inter- ests of the following citizens and civic clubs in the educa- tion of our students. The following honors are awarded to deserving members of the high school graduating class :
American Legion Post Awards Hatfield Book Club Award Lions Club Award Woman's Endeavor Society Award M. Larkin Proulx Award
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The Parent-Teacher Council Awards Woman's Club of the Holy Trinity Church Award Hatfield Teachers Club Award
Both the superintendent's and elementary principal's reports carry a more detailed account of the activities of the Hatfield Public Schools. These reports were read and approved by the school committee and your attention is called to them.
The school committee wishes to publicly thank tree warden Francis Godin for cooperating with the school committee in planting ten good-sized maple trees on the elementary school playground.
The school committee carried out its financial respon- sibilities in a business-like manner at the most reasonable cost, without affecting the educational welfare of the chil- dren or impairing the efficiency of the system. The schools receive many reimbursements for educational expendi- tures, but because of the laws of the Commonwealth, these funds are not returned to the town to be credited against educational expenditures, but are deposited in the Reserve Fund where they may be drawn upon for ex- penditures for other purposes. These figures are incor- porated in the school department reports and you are en- couraged to turn to and examine them closely.
The following letter was sent to the Hatfield School Building Committee on June 15, 1962: "Upon recognition of the completion of the task assigned the Hatfield School Building Committee appointed at the annual town meet- ing in 1959, the Hatfield School Committee for 1962 herein accepts from said Building Committee in accordance with the provisions of Mass. Gen. Laws (Ter. Ed.) Chap. 71 & 68 the general charge and superintendence of the new twelve-room Hatfield Elementary School constructed on Main Street on the property belonging formerly to George
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Zgrodnik of Hatfield, Massachusetts and now to the Town of Hatfield.
The task assigned the Hatfield School Building Com- mittee of 1959 was the construction of a twelve-room ele- mentary school which was completed in 1960. Since the Town of Hatfield has not directed that the general charge and superintendence of said new elementary school be in any other, the School Committee accepts the general charge of said building. In doing so, it wishes to express its appreciation and gratitude to the School Building Com- mittee for the wonderful job they did."
In closing, the school committee wishes to express its thanks to all school personnel, town officials and citizens of Hatfield for their continued interest and contributions during the past year. Education needs the support and guidance of all those whose lives have been enriched by it and whose futures are dependent upon its continuing suc- cess. No time in history has demanded more wisdom, more loyalty and more tolerance than the present. We urge your support in the difficult years ahead.
Respectfully submitted,
HENRY F. KULESZA ETHEL I. BYRNE JOSEPH J. WENDLOWSKI, JR.
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Superintendent of Schools
To the School Committee and Citizens of the Town of Hatfield:
I hereby submit my fifth annual report as Superin- tendent of Schools of Hatfield.
The tremendous growth of educational systems in the last ten years has presented many varied and complex problems. The overwhelming expansion of knowledge in all areas, enrollment increases which have resulted in crowded classrooms and double sessions in many commu- nities, the rising costs of services and supplies, the de- mands of automation and the complex pattern of business and industrial development have created a challenge which will require initiative and energy if the accepted stand- ards of the public schools are to be maintained.
The most crucial problem of all is perhaps the present nationwide shortage of well-trained certified teachers. Thousands of children enter classrooms in our nation every year with a wide variety of individual differences in backgrounds, abilities and interests. Teachers are faced with the daily task of creating a diversified classroom at- mosphere giving scope and incentive to the academically talented, encouragement to the slow learner, understand- ing to the unhappy and confused, and hope to the handi- capped. The success or failure of an educational system depends to a large extent on the training and skill of a classroom teacher. Today a bachelor's degree is a mini- mum requirement for teachers in most states. Require- ments for certification are becoming more rigid and short- cuts into teaching through accelerated teacher training
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programs and receiving emergency teaching certificates are slowly being discarded for a truer approach to solving the shortage of classroom teachers. Salaries of teachers are rising and placing school systems in a better competi- tive position with industry and business for the year's college graduates. Teachers' salaries account for a high percentage of the total school expenditures. Communi- ties are overburdened with tax increases on property to support education. A reviewed and revised tax base is necessary so that the future needs of public schools can be provided for adequately. The legislature of our nation is faced with this problem. If their belief is that our chil- dren receive the best education possible, then the heritage of free public education will continue to be the strongest force in maintaining peace in the world.
The Hatfield School Committee, every late fall, is faced with the problem of preparing a budget for the com- ing year. Many hours are spent in studying the various accounts and the committee has made every effort to pre- sent a reasonable and true budget to the people of the Town of Hatfield, without sacrificing quality and contin- ued growth of the school system. The largest account of the school budget is teachers' salaries. A good salary schedule serves two purposes. The first and more impor- tant is to retain as many as possible of the experienced teachers presently in the system, and secondly, the short- age of certified teachers has created a competitive situa- tion and with a good salary schedule and facilities, Hat- field is in a good position to compete in the recruitment of new teachers. Over the years, the Hatfield School Com- mittee has been able to employ professionally trained and certified teachers to fill vacancies. There is a low per- centage of teachers leaving our school system to seek higher salaries in other communities. While Hatfield can- not compete salary-wise with larger communities, it also cannot afford to lag behind and maintain a salary sched-
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ule which will not recognize the loyal service of teachers in our system and to attract new teachers as the need arises. With steadily increasing enrollments and the eventual need of more classrooms, and therefore more teachers, the problem will require careful study and eval- uation in the immediate years ahead.
Changes in the junior high program of studies took place and are so listed in the principal's report. Curricu- lum changes also took place in the high school. For the first time in the history of the school we have two sections of English, problems of democracy, and U. S. History in each grade. Because of the large number of students re- questing typing, another section was added, making a total of four sections of first-year typing. New courses added are economics for the commercial prep student and humanities for the college prep student. In addition to these and the regular program of studies, high school stu- dents also have the opportunity to participate in several extra-curricular activities.
Academically, we can point with pride to the accom- plishments of the graduates of Smith Academy. This fact can be best illustrated by making an analysis of our most recent graduating class in terms of furthering their edu- cation. Thirty-four were graduated and of this number, twenty-one have gone on to further their education. This is a percentage of approximately 62%, about 50% better than the state average. Consideration needs to be given also to the fact that of the remaining 38% not continuing for- mal education, there are four boys who have entered the armed services and may, at a later date, continue their schooling. Also to be mentioned is the fact that our at- trition rate is practically nil. These results show that even with obvious limitations, the students entrusted to our care have grown emotionally, socially and academical- ly in creditable fashion. No greater tribute can be given to the devotion, understanding and efforts of our staff.
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The identification of aptitudes and abilities was the purpose of the testing program that was held during the year. The program used the Henmon-Nelson Tests of Mental Ability in grade 10 and the California Achieve- ment Tests in grade 11 as a basis. Results of these tests are available to parents so that they and the school may intelligently plan for the student's future.
A great deal of time was spent by the administration discussing the staggering problem of procedure in the event there is a nuclear attack while school is in session. Until there are directives available, plans have been tenta- tively established and are available in the principal's office of each school building. First Aid kits and transistor radios have been purchased by the Civil Defense Depart- ment for the three school buildings.
The rule regarding the entrance age of pupil is as fol- lows: Any child who attains the age of six during the year in which entrance to the first grade is sought may attend school beginning in September of that year. For example : a child having his sixth birthday on any day, in- cluding or between January 1, 1963 and December 31, 1963, may enroll and attend school beginning September 1963.
It is the policy of the Hatfield School Department to hold regular sessions when it is practicable to operate the school buses. Parents are asked to use their own discre- tion as to the wisdom of sending their children to school on stormy mornings. In the event that it becomes neces- sary to cancel school sessions, the "No School Signal" will be broadcast over radio station WHMP starting at 6 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 announcements.
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National Education Week was observed from Novem- ber 13-16, 1962. Special times were set aside throughout the week for private parent-teacher conferences. The school held open house on Thursday evening of that week. The large number of parents who scheduled conferences and visited the schools was heart-warming and once again it showed that interest in the children and schools is high. Education Week was concluded by the showing of the senior high school play entitled "Tattle-tale" under the direction of Mr. John Naumowicz of the Smith Academy faculty.
An open-door policy is a vital part of our community- centered schools. Our teachers are an integral part of the open-door policy and are willing to help any parent. Parents are invited to visit us and see what and how their children learn in the classroom but are requested to check through the principal's office first.
The Massachusetts Division of Employment Security again administered vocational tests to all concerned sen- iors and consulted with each student prior to graduation regarding the results of these tests. The College Board tests are taken by the college seniors at a neighboring school. These are administered nationally and arrange- ments are made on an individual basis. Also given at the high school was the Preliminary Scholastic Aptitude Test and the National Merit Examination.
Mid-year and final examinations were once again held in the high school.
The bus routes were revised in September and the routes will be adhered to for the remainder of the year. A copy of the present routes follows this report.
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Released time for religious instruction was offered again this year. The following times are set aside each week so that pupils may benefit from religious instruction in denominations of their own choosing. Released time started on September 26, 1962, and will end on May 16, 1963.
Wednesday 10:45-11:30 Smith Academy students
Wednesday 12:45- 1:30 Grades 6, 7, 8, and 9
Wednesday 1:50- 2:40 Grades 2, 3, 4, and 5
The annual pre-school census again shows that our school population in Hatfield will continue to increase. Charts concerning past enrollments and predicted future enrollments follow this report and are placed there for your information and consideration.
The entire staff of the junior and senior high schools has been conducting a self-evaluation under the New Eng- land Association of Secondary Schools and Colleges. This evaluation consists of a study of curriculum, plant, sup- plies, materials, equipment, and personnel. It is probably one of the most comprehensive studies ever made and a visiting committee will evaluate our secondary system in May of 1963.
On behalf of the school system, I sincerely wish to express our appreciation to the Hatfield Firemen's Asso- ciation for their donation of a beautiful and useful bas- ketball scoreboard. I also wish to express appreciation to the Class of 1962 for its gift of a speaker's stand and I'm sure the students at Smith Academy will benefit from its use.
For a more detailed report about our elementary and junior high schools, your attention is directed to Mrs. Breor's principal's report.
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In conclusion, I wish to express my sincere apprecia- tion to the school committee for giving so unselfishly of their time and ability, without which progress in our educational system could not have been realized, to the school staff, town officials, town departments, and parents and citizens of the Town of Hatfield for their cooperation, support and guidance during the past year in effecting an educational program to meet the needs of each individual pupil.
Respectfully submitted, JOHN A. SKARZYNSKI Superintendent of Schools
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Bus Route
Junior and Senior High School
Run #1
From High School to Bradstreet, to main highway in North Hatfield, left on main highway, left to go down Prospect Street, down Chestnut Street to junior and senior high schools.
Run #2
From High School, up School Street, up Chestnut Street, right on main highway to Wolfram's Corner, left to Dickinson's, left down Pantry Road, down main highway, left at State Police Barracks, down Elm, left on Dwight, turn around at end of Dwight Street, back down Dwight, left on Elm, down Elm, down Maple, down Main Street to schools.
Elementary
Run #1
The bus leaves the high school, up Bridge Street, left on Dwight Street, right on Elm Street, and then turns around at the town line. It continues down Elm Street, down Maple Street to Main Street and to the elementary school.
Run #2
From Northampton, the bus continues down the main highway, turns left on Linseed Road to the Stoddard residence. It then turns around, goes down Linseed Road to the main highway, turns left and
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goes down the main highway to Harubin's Service Station. Here the bus turns around, takes a right at Wolfram's Garage to Dickinson's, left down Pantry Road, down the main highway, left down Chestnut Street, down School Street, down Main Street to the elementary school.
Run #3
The bus leaves the high school, up School Street, up Chestnut Street, up Prospect Street and to Whit- comb's Corner on main highway, right and down Depot Road to the Bradstreet Cafe, left to the town line, turn around and back down River Road, down Pine Nook, down Main Street to the elementary school.
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Principal of the Elementary and Junior High Schools
To the School Committee and the Superintendent of Schools:
I wish to submit this seventh annual report as princi- pal of the Center School and the Hatfield Elementary School.
This past June completed our first year with the new organization at the Junior High level. It was a year of careful observation, evaluation, and adjustment. The new organization proved highly successful with grades seven through nine adjusting readily to the program. Very few changes had to be made before we opened our doors for the fall term.
Conversational French, first introduced as an experi- mental program last year, was very rewarding to the pupils. This year French I was introduced at the eighth grade level with grades seven and nine offering Conversa- tional French. Next year the French program will be sta- bilized. Then the seventh grade students will have the opportunity to take Conversational French; the eighth graders, French I; and the ninth grade, French II. This year we were fortunate to have Miss Iris Hubbard, who has taught all the French classes and ninth grade English. This eliminated the problem of having the instructor from the high school come to the junior high. It also meant that all French classes could meet five days a week.
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This year Mr. Leary, a ninth grade teacher, teaches world history, general science, and general mathematics in the morning and handles all physical education classes in the senior and junior high schools in the afternoon.
The penmanship program was eliminated from the schedule at the junior high. Although we realized the values derived from such a course, it could not be includ- ed in the program without eliminating some other area of study.
This September sections of the seventh and eighth grades were introduced to a new mathematics program. This program acquainted the pupils with some of the new mathematical concepts, but it also kept much of the regu- lar mathematics that has been taught and will continue to be taught in any good program. New algebra books were purchased for the ninth grade.
During the fall physical education program the stu- dents were given a physical fitness test and program, which was recommended by the federal government. The. activities included sit-ups, standing broad jump, fifty-yard dash, softball throw, etc. To indicate to you the results of this test, I have taken the results of the sit-ups to prove that physical education and physical fitness programs are necessary if we are to have healthy students :
100 or more sit-ups
2 pupils
70-99
3 pupils
40-69
30 pupils
20-39
67 pupils
Less than 20
32 pupils
Reading at the junior high level is a great concern of ours. Through tests and teachers' judgments we have tried to provide each student with materials suited to his own reading level. We not only have used basic reading materials but have also introduced, as part of our pro-
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gram, individualized reading, which has been discussed in many national publications. Under this program a wide range of books at various reading levels is provided. Each student selects books to read that are suited to his read- ing needs and interests. A student has a variety of meth- ods to use in reporting his readings to the instructor. The teacher keeps a careful check on the student's reading skills, his vocabulary development, comprehension, etc. The enthusiasm and interest shown by the students in this phase of the program make us feel confident that the end results will be satisfactory.
The library at the junior high, which was opened for the first time this past year, has become an integral part of the school. All books and periodicals have been selected so that they definitely support the curriculum. Although the books are limited in number, it is our desire to add to the volumes each year. New tables and chairs were pur- chased to accommodate the many students that use this reference room. The Library Club members have done a commendable job of organization and management of the school library. This year we were very grateful to Mr. and Mrs. Harry Blauvelt, who contributed the Sunday New York Times each week. Mrs. Stewart Watson also gives us many issues of the National Geographic Maga- zine. Both of these contributions were invaluable to the student body who were always looking for current articles on various topics.
This past year we introduced a detention period, which is supervised by the teachers on a rotating basis. Any student whose conduct is not acceptable or whose as- signments are not done to the best of his ability invites himself to stay for a half hour detention. During this time the students are expected to study. It also provides an excellent opportunity for a student to receive extra help with some difficult problem. Each student that is
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detained has the privilege of calling his parents to arrange transportation for either that day or the following day. It is an unusual student that has more than one detention. This year has been an exceptionally fine one. The spirit of co-operation that prevails at the school is tremendous; therefore, there are very few student that frequent the detention period.
The junior high and the elementary school had ac- cess to the small school bus, which was used for a number of field trips, which offered much enrichment to the stu- dents' experiences. The bus was also used to provide transportation for the junior high baseball and basket- ball teams.
At the elementary school there were very few prob- lems that had to be resolved this past year. There was an acoustic problem in the auditorium, but this was solved with the installation of a public address system by the building committee.
During the school year we used the following tests :
Metropolitan Achievement-Primary Grades 1-2 Metropolitan Achievement-Elementary Grades 3-4 Metropolitan Achievement-Intermediate Grades 5-6 Metropolitant Achievement-Advanced Grades 7-9 Grades 1-6
Scott, Foresman Reading Pupil Record of Educational Progress Grade 8
Grade 1
Otis Alpha Otis Beta Grade 6 Grade 9
Otis Gamma
These test results are used throughout the year for diagnostic and guidance purposes. They are one means to determine the progress and growth each child makes towards attaining desirable educational goals. These re- sults are used in the fall at the parent-teacher conferences so that the parties involved can intelligently evaluate
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each student's progress and development, his needs, his strengths, and his learning difficulties. With both home and school aware of the child's individual profile, they can more effectively work together to aid each pupil toward his educational goals.
Throughout the year we had student teachers at various times from the University of Massachusetts and from Westfield State College. Although the direct con- tact with the pupils and the school classroom is an inval- uable experience for the student teachers, they, in turn, have much to offer us because they have just completed three or four years at the School of Education of these colleges. Here the teachers were acquainted with the most recently published educational materials, new methods and procedure, etc. Therefore, they come to us prepared to do their first teaching.
At the present time we are contemplating using the Joplin Plan in our reading program in the upper elemen- tary grades. This plan does not necessitate a change in basic materials, which the teachers are presently using, but it is a change in organization. This plan cuts across all grade levels. A definite time is set aside for reading with each teacher instructing at one reading level. All pupils reading at the same level move to the classroom where it is being taught. By this plan we hope to have a more concentrated effort to help each and every child with his reading problems. At the present time each teacher has approximately three reading groups within her class. Therefore, much of her time is devoted to read- ing. The Joplin Plan has been used throughout the coun- try, and research has proven it to be a very effective plan.
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