USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1911 > Part 6
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There is another evil which is more prevalent in our schools than the foregoing, an evil which is even less excus- able than absence. This evil is tardiness. The case when a pupil actually needs to be tardy is rare. The fault gener- ally, not always, lies with the parent. Parents seem prone to send their children on errands that make punctual attend- ance impossible; and many times the exercise of a little forethought would enable these errands to be done without any interference with school attendance. There are legions of people who can see no harm in a child's getting to school a minute or two late. To them, it seems to be over-zealous- ness upon the part of the teacher if she insists upon prompt and punctual attendance. They seem to feel that the school, in its needs and desires, is entirely different from, and has nothing in common with, a business or industrial concern. You never hear any complaint because the store, the shop, or the mill demands that its employees be at their stations when the time for beginning operation arrives ; furthermore, if any reduction in pay is made for tardiness, as a general thing, it is suffered in silence. The demands of the em-
19
ployer, and the consequences resultant from the violation of the same, are known and understood. Punctuality is just as essential for the proper management of schools as it is in the business world. The school has the same right to expect and demand it, and even exact it. The schools are often said to be poorly managed ; they are accused of be- ing unbusinesslike in their methods. Can they be run like business organizations unless they are accorded the same privileges and rights? Will the public stand back of their demands and exactions? If so, the school will willingly invite any criticism relative to its lack of business methods. The real test of a parent's desire to improve the school is the degree to which he will back up the school when a case of discipline, some demand, or some insistence that there bears directly upon his own child comes to his knowledge. It may seem a hardship, it may cause inconvenience, it may seem an invasion of the sacred realm of parental con- trol ; yet it is for the good of the child and the school. Will you back it up? This backing up will obviate the tardiness evil. Are you with us?
In the tables of statistics, you will note the attendance for the school year 1910-1911. These results were attained under the previous administration. The percentage of at- tendance, 95.23%, is very good. I question if this year's record will be any better. Epidemics and inclement weather have a vital influence upon the percentage of attendance. Still, under the most favorable conditions, the record last year was good.
Last year 907 cases of tardiness were recorded in the registers. This number is altogether too large. This year we hope to cut the number nearly in half. For the fall term, sixteen weeks out of the thirty-eight for the school year, 254 cases occurred. With equally good work upon the part of parents, pupils, and teachers, 450 cases ought surely to be the maximum number of cases with which we shall be charged for the entire year. I wish to call particular atten- tion to the good work that our grammar schools are doing
20
in the reduction of tardiness. With about 82% of the total enrollment, they are charged with less than one-half of the tardy cases for this past fall term. The Bondsville School easily leads ; yet it has one advantage, in that it is the only building with a large school bell. Thorndike is doing well; Palmer and Three Rivers are making vast improvement. The High School is gradually cutting down the tardiness ; in fact, the reduction is very marked. Still, there is too much tardiness in that school. Many of the worst offenders live nearest the school. Heroic measures have been adopted to eradicate it, and still more heroic measures will have to be adopted to bring about proper results. The district schools have been the worst violators by far ; especially has this been true of the Forest Lake, Wire Mill, and Shorley Schools. Carefully study these tables and draw your own conclusions ; it will be interesting, profitable, and not dif- ficult.
Enrollment A glance at the table of attend- ance, from the school year of 1889-90 to the school year 1910-II, will clearly indicate the gradual increase in the school enrollment. The average membership in 1889-90 was 980; the average membership for 1910-II was 1,243.38. The increase is one of nearly 33%. The average membership for last year was 1,298.9; the average membership for the fall term of this school year was 1,424.74 ; this is about a 10% increase. These per- centages of increase are a conclusive proof of the fact that our schools are growing numerically. The tables of enroll- ment and grade distribution will show how these pupils are dis- tributed in the various schools, rooms, and grades.
When school opened in September, it was discovered that there were 80 pupils in the first and 60 in the second grade in the Palmer building. An assistant was employed during the previous year to take care of this large enroll- ment. Too many pupils were in these two rooms and some- thing had to be done to remedy this condition. The only remedy was to partition off the assembly hall. This was
21
done, and these two grades were then housed in three rooms. These rooms then had enrollments of 44, 49, and 45 respectively, which enrollments are still too large for the most effective work. The Palmer building has an enrollment of some 429 pupils with 10 rooms, or an average of 42.9 pupils per teacher. When you note that the enroll- ment in the three upper rooms is 33, 33, and 35 respectively, you will see that the seven lower rooms average about 47 pupils per teacher. This is a too heavy enrollment per teacher and will seriously handicap the school in its attempt to do its best work. There is still an available room, and this ought to be used ; and even then, with eleven rooms, the average enrollment per room would be nearly 40.
The Three Rivers building has eight rooms in use. With an enrollment of 308 pupils, the average per room is 38.3 pupils.
In the Bondsville building, the total registration is 241 ; there are 6 teachers. The average registration per room is 39.7. At the present writing, there are 59 in the first and 53 in the second grade. Almost every available inch of space in the school is now occupied. Something must be done, as it is little short of criminal, both from the standpoint of the pupils and teacher, to have such large numbers in care of one teacher, particularly when you consider that most of these children are between the ages of five and eight years. Our present hope is to place an assistant in these grades. This will help materially ; but the only real solution would be the addition of another room to the building.
The average enrollment in the Thorndike building is 33.8. With the exception of the first grade, none of these rooms are "over-pupiled." The rooms have a good work- ing enrollment and ought to do good work. Personally, I wish all our rooms had the same registration.
The numbers in our district schools average well. Of course, the serious drawback here is that, with the excep- tion of the Wire Mill where we have two grades to a teacher, each teacher has about six grades. Even with doubling up
22
her work as much as possible, the five hours per school day are altogether too short to do justice to each grade in each subject.
The enrollment in the High School is 146. We have 8 teachers, averaging about 18 pupils per teacher. This en- rollment is under the normal and offers our school an un- usually fine opportunity to see that each child gets consid- erable individual help. The school ought to do good work.
Based upon enrollment, our grammar schools have an average of 39.63 pupils per teacher, against an average of 37.52 last year. Based upon average attendance, the num- ber of pupils per teacher this year is 38.79. (These figures are taken from December attendance reports of both years.) The following cities and average number of pupils in the grades of each are given for comparison: Malden, 41.4; Gloucester, 40.8; Cambridge, 39.8; New Haven, 38.8; New Bedford, 38.2; Bridgeport, 37.8; Lowell, 37.7; Everett, 37.1; Lynn, 35.7; Somerville, 35.6; Hartford, 34.8; Brockton, 34.4; Worcester, 33.7; Fitchburg, 33.6; Fall River, 33.5; Quincy, 32.5; Taunton, 32.2; Holyoke, 30.4; Brookline, 28.3; Pitts- field, 28.1.
Cost The amount of money that the Town of Palmer is called upon to spend annually for the support of her public schools is often said to be excessive. The amount, as a matter of fact, is often 30 to 40 per cent. of the entire running expenses of the town; and when looked upon in this light only, it may, perhaps, from such a superficial examination and hasty con- clusion, seem to be out of proportion. But, in justice to the schools, before anyone criticizes the school department for the lack of economy, he should base his criticisms upon actual facts and conditions, upon a thorough knowledge of the expense account, and not upon the haphazard statement of someone or upon the "street-drawn" conclusion of him- self. When taxpayers know how their money is being spent, why it is being spent, and why it must be spent, and when, further, they are convinced of the wisdom of said
23
expenditure and see that they are getting a fair return upon their money, they are the last to find fault. For the purpose of affording such information as will warrant criticism, be it favorable or unfavorable, certain tables have been compiled and will be herein printed. To the study and comparison of these, the attention of every taxpayer is invited. Here you will find the facts.
First, your attention is called to the table of cost, which runs back twenty-one years. The total amount paid under each account for the year is given. If you hastily glance at teachers' salaries, you will undoubtedly look at the amount in 1891-2 and then in 1910-II, and possibly comment on the heavy increase. If not, let us call your attention to it. In 1891-2, it was $11, 134.25; in 1910-II, it was $18,921.18; the increase is some $8,000. What are the causes, and are they justifiable ?
As accurately as the facts can be gleaned from the statistics of 1893-4, there were 32 teachers, an average school membership of 897.8, an average membership per teacher, all schools included, of 28 pupils. The teachers in the High School numbered three; in the grades twenty- three; and in the districts six. The weekly pay of High School teachers was about $12.50, grade teachers $8, and district teachers $7.
In 1910-II there were 42 teachers, an average member- ship of 1,243.38, and an average membership per teacher of 31 pupils. There were seven teachers in the High School, thirty in the grades, and five in the districts. The High School teachers were paid $17.50 per week, the grade teach- ers $12, and the district teachers $12.
Maintaining the same schedule of pay and the same number of pupils per teacher as in 1893-4, there would be an increase of more than $4,500 in the salary account; in other words, next to last year's salary account would have been about $15,600, instead of $18,921.18. There has been an in- crease of some $3,000 caused by increasing the teachers' salary. No one can say, surely, that Palmer is paying too
24
high salaries to her teachers. If the facts quoted are true and the conclusions drawn are accurate, is not the increase in the total amount of salaries warranted? Is the increase proportionately greater per teacher than the wage paid any other class of skilled workers then and now?
According to the Century Dictionary, the latest edition, the following average hourly rates of pay prevailed in 1893 and 1907 : Blacksmith, $.27 in 1893 and $.32 in 1907; brick- layer, $.44 and $.63; carpenter, $.27 and $.43; machinist, $.24 and $.31 ; painter, $.27 and $.40; plumber, $.35 and $.56; hod carrier, $.23 and $.32. The per cent. of increase is : Blacksmith, 19% ; bricklayer, 43% ; carpenter, 59% ; machin- ist, 29% ; painter, 48% ; plumber, 60% ; hod carrier, 39%. These trades were selected indiscriminately; and the aver- age per cent. of increase in pay for the seven was 42%. In 1893 we paid our teachers $8; in 1907 we paid them $II. This was an increase of $3 or 371/2%. Within the past five years, a further increase of $2 has been made; the present per cent. of increase from 1893 to 1912 is 621/2%. Possibly some of the trades have increased since 1907.
In further comparing the amounts paid then and now, kindly bear these facts in mind. The free textbook law, the lengthening of the school year, the teaching of draw- ing, music, and manual training, the more rigid laws upon sanitation and ventilation, the High School tuition law, the new requirements for normal school, the superintendents' law, the introduction of commercial courses, the inclusion of permissive studies, the increased enrollment,-all of these are factors in the forced increase in cost and must be borne in mind in noting any increase in any particular account. These same factors have caused an increase in school ex- penditures throughout the state.
In one of the former superintendent's reports a certain table was given to show the relative amounts spent by Palmer and several other towns in the state for the sup- port of its schools. I have taken these same towns, have given the statistics for the same year, 1894-5, and also for
25
the year 1910-II, the last year obtainable from the State School Reports. I would call your attention to the increase in total cost in each, and especially to the increased cost per pupil. You will note that Palmer's increase in this period of 16 years is $5.24, one of the lowest increases of all. Since 1909-10, the cost per pupil has increased in Palmer, owing to the introduction of manual training and a com- mercial department in our High School, and an increase in salaries.
Total cost
Average membership
Average cost per pupil
1894-5
1910-11
1894-5
1910-11
1894-5
1910-11
Palmer .
$21,042.26
$34,950.30
919.7
1,243
$22.88*
$28.12*
$5.24
West Springfield .
22,625.11
40,562.65
1,139.1
1,782
19.95
22.76
2.81
Hopedale.
6,635.03
14,228.50
228.5
383
29.04
37.15
8.11
Gardner .
26,526.47
52,464.10
1,408.
1,805
18.84
29.07
10.23
Greenfield .
24,129.34
50,082.54
973.
1,638
24.86
30.58
5.72
Concord. .
21,317.62
41,537.09
715.6
1,027
29.83
40.45
10.62
Stoneham .
21,576.71
31,792.36
946.1
1,132
22.80
28.09
5.29
Westfield .
43,085.28
73,958.86
1,592.
2,342
27.69
31.58
3.89
Andover .
21,749.74
38,363.94
895.2
1,142
24.34
33.59
9.25
Dudley . .
6,979.96
12,992.04
309.
349
22.58
37.23
14.65
Millbury .
13,588.82
19,323.66
845.
742
16.08
26.04
9.96
Middleboro
22,600.95
34,540.29
974.
1,290
23.20
26.78
3.68
Monson .
11,864.89
16,412.01
579.
661
20.48
24.83
4.35
Increase in cost per pupil
.
27
In last year's report, a table showing the salaries paid to teachers in 18 towns of approximately the same size as ours was inserted. These same towns, irrespective of the outcome, favorable or unfavorable, are taken for further study relative to cost; the figures are taken from the State Report of 1910-II.
This table, No. I, shows the total expenditure for school support, the average membership, the cost per pupil, and the relative rank in the state and in this group of 18 towns. There are 354 towns and cities in the State and Palmer ranks 148th in the cost per pupil raised by local tax. The average amount per pupil raised by local tax in the state is $32.98; Palmer raised $27.48, again well under the aver- age. When due consideration is given the fact that the nature of our town's lay-out is such as to prevent centraliza- tion in our schools, as it does in every other department of town work, this cost per pupil does not indicate extrava- gance. Our rank among the towns compared is 9th.
Table Showing Comparative Amounts of Money Expended for Support of Schools. same 18 towns were used last year for salary comparison.)
Table I.
Rank in State.
Local tax only.
Local tax plus State and
other contributions.
Number of children in average attendance.
Amount yielded for
each child in
average member-
Rank in comparison.
Montague.
83
$33,354.89
34,415.69
1,059
$31.50
$32.50
1
Greenfield .
102
49,372.36
50,082.54
1,638
30.14
30.58
2
Ware.
107
33,665.13
34,055.08
1,121
30.03
30.38
3
North Attleboro .
111
41,802.09
41,802.09
1,406
29.73
29.73
4
Great Barrington
112
30,317.74
31,635.74
1,020
29.72
31.02
5
Braintree.
117
43,377.54
44,777.57
1,480
29.51
30.46
6
Danvers .
129
42,407.43
44,005.43
1,480
28.65
29.73
7
Orange .
133
27,592.18
27,592.18
970
28.45
28.45
8
Palmer .
148
34,155.08
34,950.30
1,243
27.48
28.12
9
Whitman
159
33,373.61
34,399.11
1,240
26.91
27.74
10
Saugus
183
39,982.59
40,720.01
1,565
25.55
26.02
11
Athol.
203
30,169.61
32,029.60
1,242
24.29
25.77
12
Northbridge.
221
33,949.10
34,025.10
1,451
23.40
23.45
13
Easthampton .
244
23,837.98
25,233.92
1,089
21.89
23.17
14
Amherst .
246
19,873.94
21,946.04
909
21.86
24.14
15
Methuen .
250
38,891.56
41,643.13
1,801
21.59
23.12
16
West Springfield .
253
37,731.14
40,562.65
1,782
21.17
22.76
17
Monson .
260
13,721.79
16,412.01
661
20.76
24.83
18
State
354
32.98
34.36
. .
* These are the actual cost per pupil.
(These
ship.
Local tax.
Local tax plus other money .*
29
A table, No. II, giving the population, valuation, amount appropriated per $1,000 for support of schools, the rank in the state and in the 18 towns compared, is given. In this, it will be noted that Palmer ranks 7th, well up in the first half of the 354 towns ; and 2d among the 18 towns. The average amount raised for the whole state is $4.09. The burden of taxation does not fall equally upon all. Hull, for instance, pays $59.12 per pupil; and to raise this, her tax is only $1.74 per $1,000, because of her high valuation. She is 5th in the cost per pupil and 344th in the amount of taxation per $1,000 to pay this cost. The question of valua- tion and the number of pupils to be educated seriously bear upon the amount to be raised per $1,000; either our valua- tion is lower, or we average more pupils in proportion to our population than other towns. My belief is that it is due to the fact that towns with a small valuation in proportion to their population, as Monson, Northbridge, Montague, are compelled to raise more per $1,000 than North Attleboro, Great Barrington, and Greenfield, whose valuation in pro- portion to population is high. A careful study and com- parison of this table and the one previous will furnish much interesting information ; such a study will throw a new light upon the cost of Palmer's schools. The average cost per pupil is well below the average state cost, $32.98; the amount raised per $1,000 for the support is well above the state average, $4.09. It is the former, the cost per pupil, that bespeaks the economy of the school department; it is the latter that bespeaks the unfortunate situation of the town, a valuation out of proportion with its population.
II. Table of Tardiness.
'94-5
'95-6
'96-7
'97-8
'98-9
'99-1900
'00-01
High School.
186
150
97
69
140
150
237
478
401
184
175
215
184
267
Palmer Grammar
303
273
211
174
87
86
93
Three Rivers Grammar .
691
136
92
101
78
37
32
Thorndike Grammar .
179
108
53
42
56
41
128
Bondsville Grammar .
95
75
44
49
53
54
23
Wire Mill .
200
54
51
69
68
145
91
Center .
83
39
0
0
13
25
1
Mason. .
99
12
37
56
155
22
10
Shorley .
46
8
19
Forest Lake.
36
Blanchardville .
2,314
1,248
802
806
911
752
937
Total .
'01-2
'02-3
'03-4
'04-5
'05-6
'06-7
07-8
High School.
374
254
80
68
63
51
222
Palmer Grammar.
860
535
239
176
166
149
327
Three Rivers Grammar .
182
5.4
70
36
71
32
106
Thorndike Grammar.
70
24
29
28
22
19
28
Bondsville Grammar .
43
8
7
11
24
14
x
Wire Mill .
109
65
30
39
29
17
37
Center . .
0
2
3
7
11
Mason. .
4
25
24
27
16
Shorley .
29
29
50
60
79
Forest Lake
Blanchardville .
-
Total.
1,704
1,013
535
494
519
308
747
.
3
42
38
26
27
33
17
33
71
-
- School closed. x Register missing.
31
After the completion of the tables showing the com- parative amounts of money expended for the support of public schools and the proportion of taxable property to the amounts spent by 18 towns, it became possible to secure some valuable figures for 1910-II along a similar line from the 15 towns in the state whose size numerically is about that of Palmer. As still further evidence that our actual cost per pupil, in 1910-II $28.12, is not excessive or out of proportion with that of towns of our size, this additional table is printed. Kindly note that the actual figures are given under each heading; that the rank in each of each town is also given; and that the average of each is further given at the bottom of each column. Note that Palmer ranks 8th in population, 15th in valuation, 10th in amount of local tax raised, 10th in amount of local tax and other contributions (dog money, tuition, etc.), 12th in average membership, 9th in cost per pupil based on local tax only, 9th in actual cost per pupil based on all money spent for school purposes, and Ist in the amount raised on every $1,000 of valuation. Our cost is below the average; our valuation is extremely low; and therefore our amount per $1,000 of valuation is high. As previously stated, it is the actual cost per pupil, and not the amount raised per $1,000, that bespeaks the economical management of your schools.
Population
1910
tir
Valuation
1910
North Attleboro .
9,562
$7,732,240
$41,802.09
$41,802.09
1,406
$29.73
$29.73
$5.41
Danvers.
9,407
6,470,425
42,407.43
44,005.43
1,480
29.73
28.65
6.55
Winchester
9,309
12,758,750
59,583.37
60,170.82
1,700
35.39
35.05
4.67
Dedham.
9,284
13,328,702
58,240.51
60,762.73
1,709
35.55
34.08
4.37
West Springfield
9,224
7,319,159
37,731.14
40,562.65
1,782
22.76
21.17
5.16
Northbridge .
8,807
4,594,600
33,949.10
34,025.10
1,451
23.45
23.40
7.39
Ware.
8,774
4,814,775
33,665.81
34,055.28
1,112
30.38
30.03
6.99
Palmer .
8,610
4,364,687
34,155.08
34,950.30
1,243
28.12
27.48
7.83
Athol .
8,536
4,643,701
30,169.61
32,029.60
1,242
25.77
24.29
6.50
Easthampton .
8,524
5,961,261
23,837.98
25,233.92
1,089
23.17
21.89
4.00
Middleboro
8,214
4,644,805
31,968.67
34,540.29
1,290
26.78
24.80
6.89
Braintree .
8,066
6,265,880
43,377.54
44,777.57
1,470
30.46
29.51
6.92
Saugus.
8,047
5,510,516
39,982.59
40,720.01
1,565
26.02
25.55
7.26
Norwood .
8,014
14,033,280
47,746,82
47,953,32
1,533
31.28
31.15
3.40
Milton .
7,924
26,689,650
76,821.08
76,821.08
1,410
54.48
54.48
2.88
Average .
8,687
$8,608,829
$42,363.79
$43,480.66
1,443
$30.19
$29.42
$5.75
Local tax plus State and
other contributions.
Number of children in
average membership.
Local tax plus
Amount yielded for each child in average membership.
other money.
Local tax.
Amount appropriated per $1000 of valuation.
Local tax only.
Rank in population.
WIA YOU Rank in valuation.
29 ~ Rank in local tax.
Rank in local tax and
Rank in average mem-
Rank in cost per local
Rank in cost per local
tax and other money.
Rank in $1000 of valua-
tion.
North Attleboro
2
Danvers. .
3
2
12
Dedham .
5
6
co
West Springfield.
6
14
11
1362291
81
13
13
2
Northbridge .
7
11
12
10
12
0
9
1
Palmer .
9
13
14
14
13
12
12
00
Athol.
10
0
15
15
15
14
14
coco
Easthampton
11
12
13
Middleboro.
12
00
5
7
7
01
woor
Braintree .
13
10
00
Saugus.
14
2
4
Norwood .
15
1
1
1
9
1
1
15
Milton .
8
00
8
00
00
00
CO
8
Average .
1
10
o.
~
26
9
8
00
11
Winchester .
4
3
2
3
15
15
10
4
Ware. .
00
15
10
A CO cr ão
4
10
11
14
5
4
4
3
2
3
6
14
5
11
11
10
other money.
bership.
tax only.
34
The American public schools have always been criti- cized and considered expensive. Yet, through all the years of their existence, and to-day more than ever, they com- mand the respect and confidence, imperfect as they are, of the American people. Theodore Parker once said: "The common school of America is the cradle of all her great- ness." Most of us get only that amount of education which the public school supplies. Education is expensive ; but no matter how expensive it is, we must have it, and we can well afford to do it. It is not nearly as expensive as igno- rance.
School Visitation
There are three essential constit- uents of every successful school, -teachers, parents, and pupils.
The three must work harmoniously together, or the school is bound to suffer; constantly friction will be produced by some one of these component parts because of failure to understand the motives and actions of the other part or parts. Especially is this true concerning the parent and the teacher. They both have a common bond of union; they are both working for the same and with the same in- dividuals; their work, then, should be done as much in uni- son as possible. How can this be done? By every parent visiting as often as possible the school in which his child is, by conferring with the teacher and comparing notes, by helping her to understand the nature of his child. This is extremely important, for in order that a teacher may manage her room and her pupils in a fair, just, and harmonious manner, she must make a study of and understand the dif- ferent natures of her many pupils; and any parent who has tried to solve this problem with his own children will real- ize what a tremendous task stares each teacher in the face throughout the entire year. You can make her burden lighter by aiding her in this respect.
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