USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1916 > Part 5
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4,085,090
4,351
121
18.00
203
5.00
219
24.74
349
Avon,
1,126,528
2,164
182
24.00
18
8.04
29
25.31
348
Blackstone,
2,465,488
5,689
99
20.60
107
9.59
4
25.85
347
Saugus,
7,137,876
10,226
60
22.30
51
8.04
28
26.31
346
Holbrook,
1,782,825
2,948
142
20.00
126
7.27
63
26.96
345
Maynard,
4,175,148
6,770
83
20.00
122
7.68
44
26.96
344
Belchertown,
1,000,855
2,062
186
22.00
64
7.76
40
27.05
343
Woburn,
13,520,865
16,410
34
24.50
10
5.71
166
27.27
342
Groveland,
1,386,298
2,377
172
22.20
57
7.78
38
27.63
341
Revere,
23,444,600
25,178
26
23.60
24
6.09
140
27.70
340
East Bridgewater,
2,901,169
3,689
130
20.70
-
104
6.80
92
27.79
339
Auburn,
1,786,575
3,281
137
17.60
217
8.45
21
27.99
338
West Bridgewater,
1,875,074
2,741
154
16.00
266
6.29
119
28.05
337
Milburn,
3,399,117
5,295
107
24.00
17
7.75
41
28.19
336
Average,
$4,367,495
5,990
121
$20.79
109
$7.11
85
$26.24
345
Palmer,
$5,369,660
9,468
64
$18.20
191
$8.67
13
$28.43
335
State Average,
$13,512,253
10,463
177
$18.33
177
$4.64
177
$41.68
177
Tax Rate 1915.
Expenditure per $1,000 of Valuation for School Support 1914-1915
14
15
Can any better or more convincing presentation of facts or figures be given to prove that Palmer is getting her educational work at an economical price? Do these facts prove that reasonable economy is being practiced?
No one would attempt to argue that more and more money is not asked for by the schools each year. Ten years ago, the schools were spending $27,801.07 ; they had an average membership of 1,039.24. Last year, they spent $48,580.19; they had an average membership of 1,671.26. The cost ten years ago was $26.75 per pupil; last year, it was $28.54, an increase of $1.79. Ten years ago, manual training and commercial work were not done in Palmer schools; to-day, they are.
The average cost per pupil for the past ten years is $28.50. For the past five years, the average cost has been $29.24 per pupil. The year previous to the incumbency of thé present Superintendent the cost was $28.91. The next year, only a part of which-less than a half-was within his time, the cost was $29.39. The increased cost during his direction has been about $.33.
In brief, while the total cost has increased to a consider- able extent, the cost per pupil-the real basis for judg- ment-has not increased perceptibly. .
EXTENSION WORK.
The extension work of the Palmer schools has broadened materially. The three distinct lines are the work of the Night Schools, of the Boys' and Girls' Clubs, and of the Vacation School.
NIGHT SCHOOLS. Evening school work has been in progress for three years. The first year provision was made only for illiterate minors. The enrollment for that year was two hundred ninety-five (295). The second year this work was extended so as to include three classes in citizenship. The following statistics for last year are given :
16
ATTENDANCE.
Three
Bonds- ville
Thorn- dike
mary
Enrollment
104
60
42
206
Average Membership
84.81
48.56
34.54
167.91
Average Attendance
74.01
44.53
29.60
148.14
Per Cent. of attendance,
87.27
91.72
85.69
88.23
Tardiness
0
0
0
0
Perfect in Attendance
23
0
0
23
COST.
Teachers' Salaries,
$654.00
Janitors' Salaries,
90.00
Textbooks and Supplies,
39.13
Other Expenses,
5.75
Transportation,
15.53
Total,
$804.41
Cost per Night-40 nights,
$20.11
Cost Based on Average Membership,
5.56
Cost Based on Average Attendance,
4.79
Cost per Pupil per Night,
.133
This year the work has been enlarged still further. Commercial work is now being done two evenings a week in the high school. It seemed advisable to utilize more fully the extensive equipment in the Commercial Depart- ment, particularly in view of the fact that many of the older young men and young women in the town were hungry for just such an opportunity.
These figures show the wisdom of such a step:
Number Enrolled,
121
Number taking Bookkeeping,
89
Number taking Typewriting,
71
Number taking Stenography,
55
Number taking Penmanship,
54
Number taking Arithmetic,
48
Number taking English,
45
This course is new and has, consequently, attracted some who will not "stick." A shrinkage of some size
Sum-
Rivers
17
must be anticipated. Still, it is safe to assume that a large number will finish the work of the year. Many of these are now engaged in work where a knowledge of what they are studying will help largely in their daily vocation. No better work, with the possible exception of the work for illiterates, has been publicly undertaken in town for some time than this. When the small cost, comparatively speak- ing, involved in doing such a desirable work is considered, it seems as though it were a trifle.
The work for illiterates this year is progressing well. One additional class, made up mostly of men of Polish and Italian extraction beyond the compulsory age, was opened in the high school. There are six classes for illiterate minors, and three for those interested in becoming natural- ized. The enrollment in the elementary evening schools this year is about one hundred thirty (130). Owing to European War conditions, the number of illiterate minors has vastly shrunken.
The total enrollment in all of our evening classes is at least two hundred fifty (250). A town of less than ten thousand (10,000) population, with two and one-half per cent. (21/2%) of its people in night school endeavoring to improve themselves, is not a bad town.in which to live.
VACATION SCHOOL. was in session for five weeks. Last summer a vacation school The school cared for pupils in Grades 6, 7, and 8 who had failed of promotion or who had been conditionally pro- moted. These pupils were all given an opportunity to "make good" in the next grade. Reports at this time indi- cate that many of them are doing so. The school seemed to meet a need. Its success warrants its continuance. As a school need, it was successful ; as a financial move, it was wise.
18
The statistics are as follows :
Enrollment,
39
Average Membership,
38.25
Average Attendance, 37.5
Per Cent. of Attendance, 98.3 Total Cost,
$94.07
Cost per Pupil in Average Membership,
$2.46
Cost per Pupil in Average Attendance, $2.51
The cost of ninety-four dollars and seven cents ($94.07) consisted of sixty dollars ($60) in salary and the remainder in transportation. Our average cost per pupil in the grades is about twenty-three dollars ($23) ; consequently, the "making good" of four pupils will offset the cost. Many more than four will do this.
BOYS' AND GIRLS' CLUBS. Club work was started, under the direction of the Hampden County Improvement League, about the middle of May. Although the start was late, one hundred eighty- two (182) boys and girls expressed a desire to take part in some of the home projects ; later, twelve (12) more enrolled. Every village in town was fairly well represented. Only seven failed to start something.
The pupils, in the following numbers, chose these pro -* jects :- Gardening, 109 ; potato growing, 14; chicken raising, 33 ; pork production, 4; canning, 34. The members of the canning club put up over one thousand (1000) quarts of fruit, vegetables and greens, and several of them won prizes at the recent National Dairy Show. A conservative esti- mate of the value of garden products, potatoes, and poultry produced, not including the value of the canned articles, was well in excess of twelve hundred dollars ($1,200).
The first year's work was a "tremendous success," to use the words of the official of the League directly over- seeing the work. Yet, a start only has been made. To properly carry on the work another year, an appropriation of two hundred fifty ($250) will be necessary for the services of sufficient and efficient leaders.
19
The town contributed one hundred fifty dollars ($150) ; the Hampden County Improvement League agreed to equal this amount.
The financial statement follows :
Town of Palmer :
Services of Leader,
$150.00 $150.00
Hampden County Improvement League :
Visiting Schools, Homes, etc., 14 days at $6 per day, 84.00
Office Work, Letters, Conferences, 10 days at $6, 60.00
Stenographer's Time, Letters, Reports, Bulletins, 13 days at $2 per day, 26.00
Stationery Used in Above,
12.00
Free Seeds, 200 Packages, at $0.03,
6.00
Automobile, 200 miles at $0.067,
13.40
201.40
Total,
$351.40
The value of these lines of extension work is unques- tionable. The cost is exceedingly small in proportion to the results obtained and the value of the same. That they should be continued needs no argument ; it is self-evident to all who have read the foregoing. Palmer can take a just and commendable pride in offering such opportunities to her people, young and old.
There is absolutely no tenable argument against offer- ing educational opportunities to those who work days. There is no reason why, when one reaches a certain age, that further public education in some form should not be offered him. Of course, the law says that day schools, ele- mentary and high, shall be maintained; also, under certain conditions, evening schools for illiterate minors. A town has no option in making such provision. Yet, where people who could not embrace these opportunities in their youthful days want a chance now, it is a moral obligation of the town to provide it. The implication of "ought" should be stronger than that of "must". If towns do not do what they "ought", state law will soon say "must". Sensing an obliga- tion, and then fulfilling the same, is far better and more pleasurable than following out a super-imposed compulsion.
20
MEDICAL INSPECTION.
When school opened this fall, every pupil was examined because of the epidemic of Infantile Paralysis. While such examination was in progress, the medical inspectors kept a tabulation of the names of all pupils who, in their judgment, were afflicted with defective teeth and tonsils, or troubled with adenoids.
The total number of pupils examined was about eighteen hundred (1,800). Seven hundred thirty-five (735) of these were reported as having teeth in poor condition ; three hundred sixty-eight (368) as having tonsils that needed attention ; and seventy-six (76) as having adenoids.
The tabulation, with Palmer Center and Shorley Schools missing, is :
School.
Teeth.
Tonsils.
Adenoids.
Total.
High,
33
21
-
54
Palmer Grammar,
217
155
372
Three Rivers Grammar,
220
90
66
376
Thorndike Grammar,
90
44
-
134
Bondsville Grammar,
138
43
1
182
Wire Mill,
37
15
9
61
735
368
76
1,179
-
These findings are staggering. They surely indicate that an extremely large number of Palmer pupils need med- ical and dental examination and attention. Pupils suffering from these defects can not do the kind of work that they should, nor can they indefinitely continue in good health unless such conditions are rectified. Scientific investigation of many cases in the schools throughout the country has proven these contentions beyond any point of fair disputa- tion.
Notices are being sent to parents acquainting them of the condition found, if poor, which means a large amount of work for the school department. The benefits to be derived are solely dependent upon the interest and co-operation of the parents themselves. The school has no power of com-
21
pulsion in this matter; it can advise, and advise only. It would seem that no other compulsion than a parental love, care, and duty should be needed. Yet, indifference, care- lessness, and a certain kind of ignorance often prevent some parents from doing what they ought. This is said in a spirit of kindness, and is said, because the writer believes it to be true and believes that frank and honest bluntness demands such a statement. Parents can not be urged too forcefully to do their part.
The proper way to make this work a success, in the writer's opinion, would be to enlist the services of the District Nurse to follow up these notices by personal visita- tion to each home. The success or failure of any project calling for co-operation is absolutely dependent, after being launched, upon some kind of a successful "follow-up" scheme. This may occur to some as an invasion of personal rights. Some are very sensitive about such visits. Gener- ally, people who do what they should, do not resent being asked about it, if the spirit of the interrogator is right. The first reception of its installation is not always kindly ; but, in a short time, the results obtained and the spirit shown con- vince even the most "touchy" that it is a fine institution. The Palmer schools need this badly.
COMMERCIAL DEPARTMENT.
The efficiency of this department is ably testified to by these statistics :
1912.
1913.
1914. 14
1915. 14
21
Total. 67
Graduates,
13
5
Number Now
Working,
9
5
12
11
18
53
Number Reporting,
5
5
12
10
16
48
Combined Weekly
Wage,
$76.35
$65
$152.05
$126.50
$166.50
$586.40
Combined Yearly
Wage,
3,970.20
3,380
7,282.60
6,578.00
8,658.00
30,492.80
1916.
22
Last June twenty-one were graduated, of whom twenty accepted positions. The one remaining is taking post-grad- uate work in Springfield.
Further comment is not necessary.
A CHANGED PROBLEM.
A few years ago the number of pupils who entered Palmer schools without the ability to recognize spoken English was exceedingly small. A study of the conditions existing to-day reveals that this fact is no longer true.
In the village schools particularly, a large number of the pupils do not hear English used at home. In short, English is to them practically a foreign language to be learned. In Three Rivers, Thorndike, and Bondsville, ap- proximately seventy per cent. (70%) of the pupils come from homes where English is not spoken. A close study of the tables following will disclose some unappreciated con- ditions confronting the schools.
The quality of work done must suffer. It is beyond reason to expect the high degree of purity in oral or written English that could be obtained were conditions different. A paucity of vocabulary, a lack of smoothness of diction, a failure to grasp the thought from the written page so as to explain it in English must be expected.
Yet, there is a wide field of usefulness for the schools. The conception of their service must be changed to some ex- tent. To teach the children how to live according to the best accepted American ideals of true, clean, wholesome livingand thinking, to educate them to become Americans in the best sense of the word, to give them the true standards of right citizenship in sensing privileges, obligations, duties, and opportunities for service, this is a worthy task. If anyone does this, it will be the American public schools.
The public schools welcome this task. They stand ready to be of the best possible service to mankind. They appre- ciate that the proper fulfillment of the work as mentioned above will redound more to public good than the completion of any other task.
23
The thing to be borne in mind is that, with changed conditions and, consequently, changed conceptions, a changed basis of judgment must be used.
These tables give the facts concretely :
TABLE I.
NATIONALITY OF PARENTS OF PUPILS, BASED ON NATIONALITY OF FATHER.
GRADES.
American
English
Scotch
Irish
French
Polish
Swedish
N German
Jewish
Italian 8 0
8 0 O 0
291 245
III,
89
1
1
14
14 12
79
3
4
0 6100
235 210 168
V,
51 10
2
12 10
71
3
4
2 3000
163
VII,
56
3
2
17
2
62 46
5 4
0 1 1
2 5200 0200
135
VIII,
35
3
0
10
10
2
2 1 0000
86
IX,
49
4
2
2100
88
Total,
562 37 15 115 90 695 34 15 14 34 7 2 1 1,631
HIGH SCHOOL.
X,
44
5 1
4
·
1 1
· 1
1
1
48
XIII,
21
1
2
1
1
26
Specials,
5
1
6
115 7 5 17 6 5 2 1 2 0200
162
Danish
- Hungarian ₦ Greek
Total
70
2
3
14 15 163
7 13 132
2
1
2
3 2100
IV,
82.
5
4
VI,
54
4
0
13 16
24 10 2
1 1
.
15
XII,
36
2
3
2
1
£ 0 1 1 1 67
XI,
9
5
·
14 7
4
8
II,
76
5
1
8 108
6
3
- Grade
Born
TABLE II.
PARENTAGE OF PUPILS BASED ON THE LAN- GUAGE OF THE NATIVE LAND OF PARENTS- THE LANGUAGE CHIEFLY USED IN HOME. HIGH SCHOOL.
Class
66 63 & & Freshman
Sophomore
Junior
Senior
Special
Total H 160
Pupils Born in U. S. A.
Pupils Not Born in U. S. A.
3
0
0
0
0
3
Both Parents Native Born
37
7
29
22
4
99
One Pårent Native Born
15
2
7
5
0
29
Both Parents Foreign Born
14
5
12
0
1
32
From English Speaking Homes
62
14
47
26
5
154
From Non-English Speaking Homes
4
0
1
1
0
6
Per Cent. from Non-English Speaking Homes
6.5
0
2.12 3.6 0
3.75
·
24
Total Number of Pupils
14
14
48
27
5
157
PALMER.
Grades.
Total Number of Pupils
67
64
66
68
61
65
52
40
48
531
Pupils Born in U. S. A.
65
64
64
64
55
64
50
38
48
512
Pupils Not Born in U. S. A.
2
0
2
4
6
1
2
2
0
19
Both Parents Native Born
32
22
44
35
32
33
30
22
32
282
One Parent Native Born
10
12
· 14
·8
12
11
11
11
5
94
Both Parents Foreign Born
25
30
8
25
17
21
11
.
7
11
155
From English Speaking Homes
43
42
51
47
43
47
40
37
45
395
From Non-English Speaking Homes
24
22
15
21
18
18
12
3
3
136
Per Cent. from Non-English Speaking Homes · 35.81
THREE RIVERS.
Grade.
I
II
III
IV
V
VI
VII
VIII
1X
Total
Total Number of Pupils
87
69
63
51
43
38
33
22
16
422
Pupils Born in U. S. A.
80
59
58
46
40
35
30
22
13
383
7
10
5
5
3
3
3
0
3
39
Pupils Not Born in U. S. A.
3
9
5
8
8
3
6
4
3
49
Both Parents Native Born
3
3
4
4
1
2
4
6
2
29
One Parent Native Born
81
57
54
39
34
33
23
12
11
344
Both Parents Foreign Born
15
14
16
19
13
12
17
12
11
129
From English Speaking Homes
72
55
47
32
30
26
16
10
5
293
From Non-English Speaking Homes
Per Cent. from Non-English Speaking Homes 82.76
79.71 74.6
62.74
69.77
68.42
48.48 40.9
31.25
69.43
V
VI
VII
VIII
1X
Total
I
II
III
IV
34.38
22.73
30.88
29.51 27.69
23.08
7.5
6.25 25.61
25
THORNDIKE.
Grade.
I
II
III
IV
V
VI
VII
VIII
1X
Total
Total Number of Pupils
53
44
42
40
31
27
27
13
12
289
Pupils Born in U. S. A.
53
44
41
39
28
27
27
13
12
284
Pupils Not Born in U. S. A.
0
0
1
1
3
0
0
0
0
5
Both Parents Native Born
6
10
9
8
6
10
3
0
4
56
One Parent Native Born
3
1
4
1
2
1
4
1
2
19
Both Parents Foreign Born
44
33
29
31
23
16
20
12
6
214
From English Speaking Homes
11
11
10
15
8
10
9
1
9
84
From Non-English Speaking Homes
42
33
32
25
23
17
18
12
3
205
Per Cent. from Non-English Speaking Homes
79.25
75
76.19
62.5
74.19 62.96
66.67 92.3
25
70.93
26
BONDSVILLE.
Grade.
I
II
III
IV
V
VI
VII
VIII
1X
Total
Total Number of Pupils
53
52
43
31
29
31
19
9
13
280
Pupils Born in U. S. A.
51
49
42
30
27
28
18
9
13
267
Pupils Not Born in U. S. A.
2
3
1
·1
2
3
1
0
0
13
Both Parents Native Born
9
5
9
12
4
7
16
4
5
71
One Parent Native Born
4
4
3
1
5
3
3
5
8
36
Both Parents Foreign Born
40
43
31
18
20
21
0
0
0
173
From English Speaking Homes
11
9
10
11
11
8
10
5
11
86
From Non-English Speaking Homes
42
43
33
20
18
23
9
4
2
194
Per Cent. from Non-English Speaking Homes
79.25
82.69
76.74 64.52 62
74.2
47.4
44.44
15.38 69.28
·
.
DISTRICTS.
Total Number of Pupils
32
17
20
21
1
3
94
31
17
19
20
1
3
91
Pupils Born in U. S. A.
Pupils Not Born in U. S. A.
1
0
1
1
0
0
3
5
6
8
7
0
0
26
Both Parents Native Born
7
4
2
4
0
0
17
One Parent Native Born
20
7
10
10
1
3
51
Both Parents Foreign Born
25
13
16
18
0
0
72
From English Speaking Homes
7
4
4
3
1
3
22
Per Cent. from Non-English Speaking Homes
31.25
23.53
20
14.28
100
100
23.41
ALL GRADES-SUMMARY. Exclusive of High School.
Grade.
I
II
III
IV
V
VI
VII
VIII
1X
Total
Total Number of Pupils
292
246
234
211
165
164
131
84
89
1616
280
233
224
199
151
157
125
82
86
1537
Pupils Born in U. S. A.
12
13
10
12
14
7
6
2
3
79
Pupils Not Born in U. S. A.
55
52
75
70
50
53
55
30
44
484
Both Parents Native Born
27
24
27
18
20
17
22
23
17
195
One Parent Native Born
210
170
132
123
95
94
54
31
28
937
Both Parents Foreign Born
105
89
103
110
75
77
76
55
76
766
From English Speaking Homes
187
157
131
101
90
87
55
29
13
850
From Non-English Speaking Homes
Per Cent. from Non-English Speaking Homes
60.95 63.82 56
47.87 54.54
53.05
42
34.52
14.83 52.6
From Non-English Speaking Homes
27
28
COMBINED UPPER GRADES.
One change that would strengthen our school system markedly would be the establishment of a central grammar school, sometimes called an Intermediate School or Junior High School, for the accommodation of all pupils in town in Grades 8 and 9, and later, possibly, Grade 7. This pol- icy of caring for the upper grade pupils has two distinct merits locally : (1) It would relieve congestion in all of the village grammar schools; (2) it would make the school work more efficient.
This plan, in a somewhat similar way, is being carried out in many places. It has been in operation sufficiently long to be beyond the merely experimental stage. By those who know boys and girls at these ages, its wisdoni is not questioned. Not only is it better fitted to the pupils at this stage of life, but also it better fits them for later life.
The conditions confronting pupils who pass from ele- mentary to high schools, with their attendant dangers, are. ably set forth in this extract :
"The causes of the gap between grammar and high school are : Change from one building to another ; change in studies ; change in methods of study ; change in methods of recitation ; change in method and spirit of discipline ; change in the pupil himself ; change in quality of teaching ; and de- ficient preparation.
"The change from one building to another involves the getting acquainted with new scenes, new faces, and above all, new teachers. The pupil is confused by these changes. He is unable to do good work. Before he has become ad- justed he has lost more ground than he is able to regain.
"Algebra, Latin, Physical Geography, and English are almost as strange to the pupil as though they had no con- nection with what he had previously studied. The informa- tion contained in them is more technical and formal. Every lesson must be thoroughly prepared or the following lesson cannot be mastered. Then, too, these new subjects make
29
larger demands upon the imagination and power of rea- soning.
"The pupil no longer finds that his teachers are in such close touch with his work that they can tell him just what he should be studying at a given time. His study-room teacher may not be a specialist in that subject in which he needs assistance. It is not as convenient to get help as formerly, so he postpones the matter or slides over it in a superficial manner. This results in disaster.
"The method of recitation in high school frequently militates against the success of the pupil. There is more of the topical method. He is not likely to be called on so frequently, and has a better opportunity to escape a thorough knowledge of each day's assignment.
"Upon his arrival in the high school, the pupil is made to feel that he is called upon to govern himself. He is thrown more on his own responsibility. He must learn to study independently as well as with a teacher at his elbow ; must have accuracy as an ideal; must be faithful and per- severing; and by his own initiative must renounce present pleasure for future joys. He is more frequently dealt with according to the letter of the law and less frequently accord- ing to the spirit. Under this regime he is likely to feel that his teachers do not understand him and have but little sym- pathy for him. He becomes dissatisfied and unhappy, and will soon quit attending school unless he has some very potent motives for continuing the work.
"These changes, with their attendant burdens and dis- turbing influences, come as a heavy drain upon many pupils at an age when they are least able to bear such a strain. They have just entered upon a period of rapid growth, and are well advanced in adolescence-the storm and stress period of life. Any extra taxing of their endurance or nerves may prove to be the straw that breaks the camel's back."
Briefly stated, the advantages are these :- (1) Differ- entiation of courses ; (2) departmental work; (3) promotion
30
by subject; (4) more effective teaching; (5) better disci- pline ; (6) fewer withdrawals from school; (7) possible sav- ing of a year of schooling.
A full discussion of this subject would require lengthy exposition. It would demand a setting forth of the physio- logical factors involved ; it would require a complete study of the characteristics of pupils at this stage of life; and then it would entail a long account of a pedagogical attempt to meet these transitional periods most effectively. Without any attempt to prove, it is safe to say that such conditions are physiological facts and must be pedagogically met.
A brief study of enrollments in our upper grades will be helpful in considering this proposition. Whereas this change, if carried into effect, would doubtless involve only Grades 8 and 9 at present, the enrollments of the last three grades are given.
ENROLLMENT.
Grade 7.
Grade 8.
Grade 9.
Palmer,
53
40
49
Total. 142
Three Rivers,
37
22
17
76
Thorndike,
28
13
12
53
Bondsville,
21
19
13
53
139
94
91
324
-
Were Grades 8 and 9 combined, such a combination would make a school of one hundred eighty-five (185) pupils. It would relieve the present Palmer building of eighty-nine (89) pupils, making two rooms available; the Three Rivers building of thirty-nine pupils, making one (1) room available; the Thorndike building of twenty-five (25) pupils, making one (1) room available ; the Bondsville build- ing of thirty-two (32) pupils, making one (1) room avail- able. With the possible exception of Three Rivers, these additional rooms would allow for some expansion of enroll- ment in our lower grades.
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