USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1925 > Part 6
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The only excess over the State's average is in Expendi- ture per $1,000 Valuation, due to Palmer's valuation being less than the average throughout the State. The smaller the valuation, the larger is the expenditure per $1,000 thereof, regardless of the high or low cost per pupil for education.
In the cost per pupil in average membership from all sources, Palmer stands lower than all four groups and the State.
It may be interesting to compare Palmer's rank in the State in per capita cost with that of nearby towns, picked solely because of propinquity, without regard as to their rank being higher or lower. There are thirty-three (33) such towns, exclusive of Palmer, ranging in population from 15,462 to 133, with an average of 4.806. There are three hundred fifty-five (355) towns and cities in the State ; consequently, ranks may run from one (1) to three hundred fifty-five (355).
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The towns and their respective rank in the State are :- Holland, 8; Greenwich, 27; Brimfield, 33; Hardwick, 51; Longmeadow, 64; Hampden, 86; Wales, 113; Amherst, 115; West Brookfield, 137; Deerfield, 139; West Spring- field, 149; Montague, 152; North Brookfield, 156; Warren, 164; Brookfield, 170; Enfield, 174; Belchertown, 195; Greenfield, 202; Easthampton, 204; Ludlow, 216; Palmer, 229; Wilbraham, 236; Monson, 238; East Brookfield, 246; Winchendon, 248; Ware, 251; Agawam, 271; Barre, 274; Great Barrington, 217; East Longmeadow, 280; Athol, 287; Spencer, 282; Southbridge, 310; Orange, 313.
The average rank of these towns is 184; Palmer's rank is 229. Thirteen (13) of them-including Palmer, there are thirty-four (34) towns-only rank lower.
The average cost per pupil from all sources of these towns is $81.01. They range from Orange, $67.69, the lowest, to Holland, $176.23, the highest. The cost in some of the very nearby towns is :- Ware, $77.12; Monson, $18.05 ; Warren, $87.72; Brimfield, $140.39; Ludlow, $80.80; Belchertown, $83.88; Wilbraham, $78.14; Wales, $96.87; Amherst, $96.68; North Brookfield, $88.21; Brookfield, $86.83; West Brookfield, $91.50; East Brookfield, $77.44; Palmer, $19.07.
Twenty-nine (29) other towns, those comparing some- what equally in size, valuation, etc., with Palmer, are here given :- Adams, Norwood, Easthampton, Danvers, Natick, Saugus, Dedham, Belmont, Braintree, Winchester, North- bridge, Amesbury, Athol, Milton, North Attleboro, Ware, Middleboro, Bridgewater, Andover, Swampscott, Stone- hanı, Montague, Hudson, Rockland, Ludlow, Reading, Marblehead, Fairhaven and Whitman.
In population, they average 9,334 (Palmer's is 9,896) ; in valuation per pupil in average membership, $7,411 (Palmer's is $5,868) ; in per capita cost from all sources,
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$81.39 (Palmer's is $79.07). Their average State rank in per capita cost is 216, Palmer's is 229.
View cost from whatever angle you will; Palmer's will bear up well under the most intensified scrutinizing.
HIGH SPOTS
Few people realize the vast changes that have taken place in the scope and organization of school work. The present-day school system is a complex thing. This is equally true whether the system is a large or a small one. In fact, a small system is often more difficult to handle than a large one, due to the limitations placed upon those in charge in the way of assistants. In order to present to you briefly some of the many features of our school work, a classification of so-called "high spots" is here given :-
1). Good and Diversified Work is done in the various grades.
Special commendation is received from visiting school people upon our work in Reading, Arithmetic, Spelling, and Grammar. We feel we do as effective work in History, Geography, Physiology and Hygiene, Music, Drawing, Physical Education, etc.
2). Our High School is functioning, all things con- sidered, efficiently.
The school offers two (?) courses-College Prepara- tory and Commercial. The graduates of both departments, on the whole, have done well.
3). Special Classes for pupils three or more years mentally retarded are operated.
These are spoken of under the name "Opportunity Class." They are for the mentally under-privileged child, so to speak.
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4). Continuation School, both for boys and girls, is in operation.
Each division of the school is well equipped for its particular work.
5). Americanization Work is done with non-English speaking people.
Approximately, one hundred fifty (150) are enrolled in these classes each year.
6). During the summer months, Gardening and Can- ning Clubs are maintained.
There are several clubs with good-sized enrolments. These clubs have always carried away some of the premier honors of the county. Their purpose is the inculcation of certain habits and skills essential to successful living.
7). An excellent Health Department is a part of the system.
In this department are four (4) school inspectors and one school nurse. Annual physical examinations are made and carefully tabulated. Clinics for tubercularly inclined children are held once or twice a year. The operation of lunch rooms and the sale of pasteurized milk are a part of health work.
8). A Penny Savings System has been in operation in the Palmer Schools, except during our participa- tion in the World War, for over twenty (20) years.
This system was re-established in November, 1921, after the interruption caused by the World War. From the time of its re-establishment to June 30, 1925, the deposits have amounted to $16,801.90.
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9). The Number of Pupils Promoted speaks well of the effectiveness of the school work.
Last year, eighty-and fifty hundredths per cent. (80.50%) were cleanly promoted; eleven and seventy-six hundredths per cent .* (11.76%) were conditionally promoted and only seven and seventy-four hundredths per cent. (7.74%) were not promoted.
10). Mid-year and Final Examinations show effective teaching.
In 1922, the year of their institution, thirty-six and sixty-nine hundredths per cent. (36.69%) received an average in all subjects of seventy per cent. (70%) or better. In 1925, ninety-three and eighteen hundredths per cent. (93.18%) received an average in all subjects of seventy per cent. (70%) or better.
11). Penmanship is scientifically and effectively taught.
Last year a total of 1,833 awards were made in pen- manship. These awards are furnished by the Palmer Pen- manship Company, each being based upon a certain degree of efficiency in handwriting.
12). Excellent Work in Oral English, generally tak- ing the form of assembly work, is done in the High school.
This is excellent practice for boys and girls who are later to take their place in a democracy. Ability to think and talk upon one's feet is a prime essential.
13.) Socialized Recitation Work is conducted in many subjects in the grades.
These recitations are pupilly conducted. They give excellent training in thinking and talking.
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14). Lunchrooms are maintained in two (2) of the villages.
These lunchrooms are practically self-supporting and their prices are rock-bottom.
15). Athletics are run upon a high plane.
In the grammar schools, there is a baseball league, cleanly conducted. In the high school, baseball, football, and basketball are the major sports. The motto is "Clean Sportsmanship," which is better taught in games than in school.
16). Orchestras are conducted in nearly all the schools.
Each of the larger grade schools has its orchestra. The high school possesses an exceptional orchestra for a school of its size.
17). The high school pupils issue a paper called "The Palmer."
This paper is a publication worthy of a good school. It gives an excellent opportunity for training to those who are active in its production.
18). A strong Household Arts Department is a part of the high school.
The department is excellently equipped. When you realize that ninety per cent. (90%) of the girls are even- tually to become homemakers, the need of such instruc- tion can not be gainsaid.
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19). The high school has a Manual Training Depart- ment.
Instruction in manual training, mechanical drawing, etc., is essential for the average boy. Some of this training in former years he got by doing chores. The day of chores have gone by.
20). The State Reading Plan is in operation.
The idea is the inculcation of the habit of reading good books. The books are well graded and certificates are awarded for the reading of a certain number.
21). A very Clean Atmosphere prevails throughout all of our schools.
There is almost an entire absence of markings, espec- ially obscenities, throughout all our school buildings. Such a condition has much to do in the creation of a right moral atmosphere for boys and girls.
22). Our schools are fairly well equipped for Visual Instruction.
Visual instruction is essential. Many people are "eye- minded." They learn better through the picture than through the printed word.
23). All our schools are carefully safe-guarded.against Contagious Diseases.
The children are under excellent medical supervision. Paper towels, bubblers, disinfectants, deodorants, liquid soap, etc., are used.
24). Careful attention is given to Under-weight Children in the schools.
In fact, we were practically the pioneers in this sort
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of work which is now being done throughout the State. Our under-weights are fairly few and far between. All our schools, except the districts, have scales for weighing children.
25). The Salute to the Flag is given in every room in every school every morning.
This salute has been in effect since September, 1911.
26). Schools maintain a Close-Co-operation with the Hampden County Improvement League.
Courses for adults in millinery, dressmaking, clothing, nutrition, etc., are operated annually.
27). Close Co-operation is also given the Hampden County Tuberculosis and Public Health Associa- tion.
Clinics are held two or three times a year in the schools. Children tubercularly inclined are carefully watched. When necessary, they are X-rayed. Some are sent to the sanatorium at Westfield. Many attend the summer camp for under-nourished children. Generally, excellent results are secured.
28). The schools have Good Equipment throughout.
This is true of not only the furniture, but also of the books, maps, reference books, etc.
29). The Physical Condition of the buildings through- out the town is good.
Within the past two (2) years, some twenty thousand dollars ($20,000) has been specifically spent for this pur- pose.
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30). A most Excellent Spirit upon the part of the teachers and pupils prevails throughout the sys- tem.
Every visitor-schoolman or layman-comments upon the fine spirit prevailing. In fact, they marvel at it. "Fair Play" and "The Square Deal" are really at the bottom of this spirt.
31). Palmer has an excellent New High School.
It has been pronounced "the most high school for the least money since high prices in New England." It pos- sesses many most admirable features. Were it larger, it would still better serve the purpose or purposes it should than it does.
32). There is quite a wide Community Use of school buildings.
This is as it should be. A very liberal policy is used in this matter. Free use of buildings is given for edu- cational and civic purposes, where no charge is made for admission. Other charges are based largely upon cost of operation. The buildings belong to the townspeople. Why shouldn't they use them?
33). Outlines in all subjects in the grades are in existence.
These are very complete. They tell what to teach, when to teach it, and how to teach it. They give a certain uniformity of method, yet not so uniform as to be deaden- ing.
34). A Complete Physical Record is kept of every child.
As time goes on, such records will be valuable.
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35). The School Department is operated upon a care- fully Worked-out Budget.
Rarely is the budget over-spent.
36). The Palmer Schools have always had a Low Cost per Pupil.
Any study of cost over any period of years will prove this.
37). The meetings of the School Committee operate upon a carefully Drawn-up Schedule of Business, with sufficient Comments to give every mem- ber a proper setting of each question.
Nearly every matter of prime importance is presented to the Committee in typewritten form, with the necessary statistics, tabulations, etc.
38). The Attendance of school children is carefully watched.
Regular attendance, when possible and advisable, is demanded of every child.
39). £ School laws relative to Employment Certificates for children are impartially enforced.
The certification of children for employment entails a great deal of office work.
40). The Expenditure of All School Money is care- fully kept track of.
The exact financial standing of each account in the budget can be given anyone at any time.
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PART II
HIGH SCHOOL CURRICULUM CHANGE
Historically, the origin of the secondary or high school was due to the existent need of a fitting school for college. Its sole purpose was the fitting of the pupil for college entrance. It was a preparatory school, maintained in con- nection with the college or run independently. As time went on and as the peculiar nature of our form of govern- ment-a democracy-was better understood, new and addi- tional needs were discovered. It was realized that the com- mon or grammar schools were not sufficiently wide in scope to meet these needs. Additional years were added to them until the public high school emerged.
The preparatory school was a fitting school ; the newly conceived school was a finishing school. The former focalized upon those subjects prescribed for college en- trance. The finishing school adopted a more extensive program in an attempt to give all lines of training necessary to proper equipment for citizenship. One looked to ulti- mate values ; the other, to immediate values.
The modern high school has attempted a combination of these two types of schools-a very difficult task as the two functions conflict in all respects and are mutually ex- clusive in some respects. The public demands that both types of students-the smaller number preparing for col- lege and the larger number who will complete their for- mal education when through high school-shall be served at the some time and generally in the same classes. In large schools, this demand has been met-more often in name than fact-by offering parallel courses. In the smaller schools, the emphasis has been upon college preparation. Some liberalizing has taken place with the result that neither type-the two (2) per cent. who go to college and the ninety-eight (98) per cent. who fit immediately for life -has gotten what it should.
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It is unfair to neglect either type. The gifted few must be trained for leadership; the larger mass must be given general intelligence to support such leadership. It would be suicidal to neglect either, especially in a democracy. Therefore, the high school must perform both functions and thus make possible the continuance of a real American democracy. To do this, it must in itself be a democratic institution.
To be democratic, it must serve all who are sufficiently mature to derive benefit from attendance thereon. The conception of the present-day high school is that "it must bring to each pupil, whatever his social or economic or men- tal status, the opportunity to engage in those lines of study and participate in those varieties of experience which will contribute to the fullest realization of his capacities for wholesome, happy and useful living. The point of view involved is that the high school is the highway along which all the youth may travel, each at his own gait, and each going as far as his own abilities and social situation may determine. Some, blessed with fine abilities, will travel this highway on up and through college and university out upon the higher and broader fields of activity. Others, less favored by nature, will leave at the end of the highway for the middle ground levels of life; while very many others of limited ability will take to the side roads after one, two, or three years. It is the duty of the high school to make provision for each of these types, and such provision that the individual shall find it easier to live the life into which he settles, to be truly useful, and to be a better man in and of himself for the time he spent in school."
Education in the United States must be guided by a clear conception of the meaning of democracy. Democ- racy is attained only when society is so organized that each member may develop his own personality through activi- ties designed for the well-being of his fellow members and of society as a whole. Human ideals must be placed upon
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a high level of efficiency. There must be an appreciation of the significance of these activities. Each must choose that vocation and those forms of social service in which he can best use himself to the advantage of society.' To do this, there must be developed in each individual the knowledge, interests, ideals, habits, and skills whereby he will find his place and use it to help place both himself and society on a higher plane. This is the work of education in a democracy.
An analysis of the activities of the individual show that an education to fit him for such must have these objectives :
(1). Health
(2). Command of Fundamental Processes
(3). Worthy Home Membership
(4). Vocation
(5). Citizenship
(6). Worthy Use of Leisure
(7). Ethical Character
Recognition of these objectives necessitates a reorgani- zation of the high school curriculum. There are other factors which compel it. Some of them, briefly stated, are :---
1). Changes in Society. The complexity of social, economic, and political organizations, the change toward increased democratic control, and the loss of effectiveness of other agencies-industry, home community, etc .- de- mand a higher level of intelligence.
2). Changes in the Secondary School Population. These are both quantitive and qualitative. In 1890, five (5) out of every one thousand (1,000) of the population attended high school; in 1920, nineteen (19). Formerly, there was a relatively homogeneous and select group, in respect to intelligence and economic and social status ; now there is a heterogeneous type, with widely varying capaci- ties, aptitudes, social heredity, and destinies in life.
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3). Recognition of Retardation and Elimination. Nearly thirty (30) per cent. of all pupils are one or more years retarded ; less than fitfy (50) per cent. ever reach the ninth grade; fewer than sixteen and two-thirds (1633) per cent. ever reach the last year of high school.
4). Recognition of Individual Differences in Capaci- ties and Aptitudes. Pupils vary widely in native intelli- gence, even in upper grades and high school-all the way from the borderline of the moron to that of genius. School work is geared too high for the duller pupils ; consequently, there is retardation and elimination.
5). Realization of the Attainment of Meager Results. Tests and scales, modern educational instruments, have clearly shown the ineffectiveness of the forms of education formerly employed.
6). Understanding of Laws of Learning and Nature of Development. A better understanding of these laws makes necessary a modification in methods of instruction and organization of educational material. Development is now recognized as a continous and gradual process.
Some of the purposes in the reorganization of second- ary education are :- (1). Getting pupils into high school and keeping them there as long as possible. (2). better classification by grades and recitation groups ; (3). broadening and diversifying the course of study with due regard to character of pupils and economy of expenditure ; (4). meeting aims of secondary education as now recog- nized ; (5). organizing subject matter in terms of laws of learning and the ways in which abilities developed are to be employed in the activities of life ; (6). reforming methods of instruction to conform to psychology of learn- ing and of individual differences; (?). minimizing deferred values; (8). laying greater emphasis on functional and less on formal values; (9). recognizing values of educa- tional diagnosis and guidance; (10). establishing closer
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relationship between study in school and activities of life for which they should prepare; (11). adapting second- ary school administration to make possible the purposes stated.
The principles which should determine the content of the secondary school courses are :- (1). The courses of study should be sufficiently broad and diversified to pro- vide suitable training for all normally constituted children of high school age; (2). there should be the proper balance of the major aims of education with reference to the training of the citizen, of the worker, and of the individ- ual as a somewhat independent personality ; (3). spec- cialized education should be preceded by a form of diag- nostic education ; (4). provision should be made for specialization, with sufficient flexibility for proper re-ad- justment ; (5). certain studies, called constants, should be pursued by all pupils-those that deal with objectives of health, command of fundamental processes, worthy of home membership, citizenship, and ethical character; (6). there should be as many others, called variables, as the nature of the enrolment and due economy demand; (7). no attainment of a smattering of many subjects, without fol- lowing any through, should be allowed ; (8). each sub- ject should be so organized and taught as to make its maxi- mum contribution ; (9). the laws of learning and the manner in which the knowledge, skills, ideals, and powers involved are to be used in later life or study should con- trol the organization of the content and method of each study; (10). the content and method of studies must be adapted to the major capacities and needs of the pupils.
Briefly-and in an assertive, rather than an argumenta- tive style-the factors, purposes, and principles underlying the re-organization have been set forth. They are not the product of my thinking, but are, rather, the thoughts and conclusions of those who are, by far, more expert than I. Education is a science, with as many specialized fields as
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any other science. I have borrowed freely and, often, almost verbatim. These conclusions, in a large degree, concern us and our high school situation as much as they do any. They are pertinent. With them as a basis and guide, we hope "to put our house in order" so that in the fall we can do what we should by our boys and girls.
We should provide suitable instruction for all pupils who are in any respect so mature that they would derive more benefit from the secondary than from the elementary school. Proper opportunity for the right development of the physical, intellectual, emotional, and ethical characteris- tics of all should be given. Nothing less than complete and worthy living for all our youth should be our aim.
RECOMMENDATION
I make this recommendation :
That the Town erect a new school building to care for the pupils in the Wire Mill Section and also, as occasion demands, for pupils living between this section and some designated street, as Knox or Thorndike.
I shall not enlarge upon this suggestion inasmuch as there is to be a report by a Specal Committee, which has gone thoroughly into the matter. I will say this :- The present building and portables are not a credit to Palmer ; Palmer can take no pride in them. This section of Palmer deserves better accommodations, and should have them at once.
CONCLUSION
I have endeavored to give you a brief, yet compre- hensive, picture of the "doings" of the past year in Part I.
In Part II, I have dealt with what I consider the out- standing problem confronting us at this time. I trust I have handled it, in such a brief space, in a manner that has made it readily understandable.
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Attestation is here made to the fact that those con- ducting your schools are giving earnest, faithful, and con- scientious service. They are honest, frank, friendly, and fair in all their acts, insofar as human frailty will allow. They are human.
I make due acknowledgement to the School Committee for its friendly and strong support; to the teachers for their loyalty and co-operation; to the public for its fair- ness and patience.
Respectfully submitted, CLIFTON H. HOBSON
Superintendent of Schools.
Palmer, Mass., January 11, 1926.
Appendix
GENERAL STATISTICS
1. Population
Census of 1923.
11,042
School Population, April 1, 1924, 5 to 16 years of age,
2,823
School Population, April 1, 1925, 5 to 16 years of age,
2,911
11. Pupils
Number of children in Town, April 1, between:
1923-1924
1924-1925
Ages 5 and 7,
450
472
Ages 7 and 14,
1,904
1,955
Ages 14 and 16,
469
484
2,823
2,911
Aggregate Enrolment, September to June
2,173
2,315
Average Daily Attendance,
1,885.78
2,028.19
Average Number Belonging,
1,959.17
2,106.25
Per Cent. of Attendance,
96.25
96.32
Average Number of Pupils per Teacher :
In High School,
20.43
20.89
In Other Schools
33.70
31.10
Attendance Statistics
Attendance by Schools 1924-1925
Average
Membership
Average
Attendance
Percent of
Attendance
Tardiness
Enrolment
High
271.55
262.36
96.73
61
286
Thorndike Street,
268.59
258.48
96.05
31
313
Park Street,
413.41
393.17
95.1
66
460
Three Rivers Grammar,
213.10
207.06
97.11
33
234
Wenimisset,
135.01
130.16
96.41
20
149
Thorndike Grammar,
275.85
265,12
96.11
18
285
Bondsville Grammar,
383.58
371.72
96.91
26
409
Wire Mill,
97.28
94.05
96.84
11
104
Palmer Center,
22.11
21.70
98.14
18
38
Forest Lake,
25.77
24.37
94.
3
37
2,106.25
2,028.19
96.32
287
2,315
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INSURANCE
I. Total Estimated Value of Buildings and Contents School
Building
Contents
Total
Palmer High,
$188,750.00
$44,100.00
$232,850.00
Thorndike Street Grammar,
54,540.00
6,550.00
61,090.00
Park Street Grammar,
60,460.00
6,178.00
66,638.00
Thorndike Grammar,
49,388.00
5,423.00
54,811.00
Three Rivers Grammar,
48,384.00
4,662.00
53,046.00
Bondsville Grammar,
55,955.00
6,919.00
62,874.00
Wenimisset,
50,000.00
4,169.00
54,169.00
Wire Mill,
5,500.00
1,131.00
6,631.00
Palmer Center,
1,675.00
487.00
2,162.00
Forest Lake,
1,550.00
381.00
1,931.00
Total,
$516,202.00
$80,000.00
$596,202.00
II. Insurance Upon School Buildings
Palmer High,
$151,000.00
Thorndike Street Grammar,
43,550.00
Park Street Grammar,
48,400.00
Thorndike Grammar,
39,500.00
Three Rivers Grammar,
38,750.00
Bondsville Grammar,
44,800.00
Wenimisset,
40,000.00
Wire Mill,
4,400.00
Palmer Center,
1,350.00
Forest Lake,
1,250.00
Total on Buildings,
$413,000.00
Insurance on Contents,
$72,000.00
Total Insurance,
$485,000.00
Amount of Insurance,
$485,000.00
Rate-Five Years,
1.72%
Premium,
$8,342.00
Average Yearly Premium,
$1,668,40
TABLE OF COSTS-EIGHT YEARS COMPARED
1918
1919
1920 $ 5,810.64
1921 $ 7,223.33 72,072.06
1922 $ 8,670.89 77,859.29
1923 $ 9,152.81
1924 $ 9,022.67 89,001.04
1925 $ 8,398.63
Teachers' Salaries,
32,668.48
42,830.68
57,474.37
94,315.32
Textbooks and Supplies,
3,485.86
4,075.97
5,356.89
5,889.20
5,951.94
7,014.25
7,006.93
8,147.72
Transportation,
3,478.46
4,341.01
4,925.60
5,708.00
5,997.30
6,862.85
8,204.52
9,951.60
Janitor's Services,
3,196.00
- 3,708.08
4,424.34
5,566.86
5,618.82
6,667.32
7,843.57
8,474.66
Fuel and Light,
6,567.72
5,131.47
7,274.27
9,516.71
7,579.23
13,347.73
14,597.24
15,796.46
Maintenance Bldgs. and Grounds, 2,122.82
2,381.11
2,103.05
2,475.11
2,340.37
2,253.79
9,007.41
3,180.27
Repairs,
1,551.09
1,574.07
1,352.58
2,582.29
2,174.94
2,823.70
3,784.35
3,848.53
Music, Man'l Training, Drawing,
1,500.75
2,163.97
3,532.61
3,564.13
3,838.61
3,885.22
4,013.83
4,513.74
Other Expenses
1,836.26
2,152.72
2,547.73
3,612.41
4,637.93
11,340.92
7,891.72
6,809.33
Furniture and Furnishings,
474.10
777.19
1,929.80
1,374.97
1,970.72
2,365.85
1,065.69
1,527.59
Rent,
810.00
75.00
308.00
245.00
Commercial,
3,720.97
4,312.31
5,537.94
7,271.74
9,062.99
9,098.95
9,659.97
7,410.50
Special Heating
791.28
2,100.77
5,551.52
Bills Payable,
3,506.94
2,846.65
Special Alterations at Palmer
Grammar School,
1,895.00
Improvement of Wenimisset Grounds,
20.00
Special Repairs
4,120.49
Special Wenimisset Repairs
4,590.60
Total,
$65,208.94
$78,088.25
$103,369.10
$132,709.52
$140,464.68
$159,598.37
$171,098.74
$181,102.28
General Expenses,
$ 3,796.43
$ 4,264.67
79,233.46
Americanization, Vacation School, Playgrounds, Continuation School,
61.75
237.38
3,329.33
658.05
1,511.19
1,870.44
2,085.70
3,501.88 2,359.27
6,612.68
6,119.92
*6,668.57
6,951.96
$65,270.69
$78,088.25
$103,606.48
$141,900.00
$147,735.41
$167,229.48
$182,006.01
$181,763.10
Average Membership,
1,868.41
1,972.98
2,144.93
2,169.90
1,984.11
1,945.65
1,959.17
2,106.25
Average Attendance,
1,702.31
1,886.51
2,044.19
2,104.23
1,899.62
1,867.78
1,885.78
2,028.19
Cost per Pupil Based on
Average Membership
$34.90
$39.58
$48.19
$61.16
$70.79
$82.03
$87.33
$85.98
Cost per Pupil Based on
Average Attendance,
$38.31
$41.39
$50.57
$63.07
$73.94
$85.45
$90.73
$89.30
*This includes Smith-Hughes Fund, $292.74
2,368.26
COST PER SCHOOL
High
Thorndike Street
Park Street
Three Rivers
General Expenses
$ 177.40
$ 44.64
$ 44.09
$ 39.29
Teachers' Salaries
19,806.00
10,364.63
13,184.60
8,891.05
Textbooks and Supplies
2,795.74
1,231.89
837.83
660.80
Transportation
4,169.45
1,196.70
1,181.30
445.75
Janitor's Services
3,197.64
1,100.00
1,100.00
356.10
Fuel and Light
5,224.79
1,723.59
1,934.19
1,689.64
Maintenance of Buildings
Grounds
1,061.19
371.59
408.16
297.21
Repairs
376.42
198.94
637.24
220.78
Special Repairs
Special Wenimisset Repairs
Music, Manual Training Drawing
630.14
576.58
530.01
544.44
Commercial
7,410.50
Furniture and Furnishings
32.70
14.90
223.16
507.14
Other Expenses
2,370.60
1,441.33
317.12
710.17
Day Schools,
$47,252.57
$18,264.79
$20,397.70
$16,165.64
Americanization
Continuation
Average Membership
271.55
268.59
413.41
213.10
1
Cost per Pupil, based
average membership
$174.01
$68.00
$49.34
$75.86
In addition, $292.74, a Federal Grant, was expended on Continuation School.
1,803.27
Wenimisset
Thorndike
Bondsville
Districts
Office
Ttoal
$
52.65
$ 40.19
$ 62.05
$ 36.94
$ 7,901.38
$ 8,398.63
7,017.29
10,641.26
17,020.14
7,390.35
94,315.32
700.17
710.61
1,039.19
171.46
8,147.72
246.90
289.50
476.50
1,945.50
9,951.60
355.00
890.92
1,100.00
375.00
8,474.66
830.27
1,489.36
2,024.02
880.60
15,796.46
279.01
238.59
380.06
144.46
3,180.27
595.86
617.76
882.20
319.33
3,848.53
2,000.10
317.12
4,120.49
4,590.60
4,590.60
357.98
730.27
731.90
412.42
4,513.74
7,410.50
135.00
219.21
395.48
1,527.59
512.80
602.52
628.11
226.68
6,809.33
15,673.53
$18,470.32
$24,739.65
$12,219.86
$ 7,901.38 $181,085.44
2,085.70
6,299.22
$189,470.36
135.01
275.85
383.58
145.16
2,106.23
2,106.25
$116.09
$66.96
$64.50
$84.18
$3.75
$85.98
146
FINANCIAL STATEMENT FOR YEAR 1925
General Expenses
$ 8,310.00
$ 8,398.63
$ -88.63
Teachers' Salaries
95,833.50
94,315.32
1,518.18
Textbooks and Supplies
7,000.00
8,147.72
-1,147.72
Transportation
10,200.00
9,951.60
248.40
Janitor's Services
8,175.00
8,474.66
-299.66
Fuel and Light
15,700.00
15,796.46
-96.46
Maintenance of Buildings
and Grounds
2,200.00
3,180.27
-980.27
Repairs
3,000.00
3,848.53
-848.53
Special Repairs
4,477.28
4,120.49
356.79
Special Wenimissett Repairs
4,500.00
4,590.60
-90.60
Music, Manual Training and Drawing
4,250.00
4,513.74
-263.74
Commercial
8,150.00
7,410.50
739.50
Furniture and Furnishings,
1,500.00
1,527.59
-27.59
Other Expenses
6,989.22
6,809.33
179.89
Continuation
7,215.00
6,299.22
915.78
Americanization
2,000.00
2,085.70
-85.70
$189,500.00
$189.470.36
$ 29.64
Smith-Hughes Fund
*292.74
*292.74
$ 0.00
$189,792.74 $189,763.10
$ 29.64
*This $292.74 is a Federal grant from the Smith-Hughes Fund, which cannot be turned into the Town Treasury, but must be added to the regular school appropriation and exppended for Continuation School salaries.
INDEX
PART I.
Report of
Assessors
60
Auditors
98
Board of Health
72
Care of Soldiers' Graves
56
Cemetery Commissioners
49
Chief of Police
57
License Commissioners
59
Overseers of Poor
67
Road Commissioners
62
Sealer Weights and Measures
¥1
Selectmen
78
Tax Collector
76
Town Bookkeeper
23
Town Clerk
5
Town Officers-Expiration dates
3
Town Treasurer
47
Town Warrant
87
Tree Warden
48
Trial Balance
44
Young Men's Library Assn.
83
PART II. SCHOOL REPORT
Report of
Appendix
139
Calendar
107
School Officials
106
Superintendent of Schools
108
Attendance Statistics
140
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