USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1939 > Part 5
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RECEIVED AND RECEIVABLE
1939
*General School Fund
$20,671.30
*Vocational School
213.60
*State-Aided Vocational School for Girls
1,596.97
Tuition
*State Wards
4,941.23
Towns
1,690.00
Rentals
236.50
Sale of Merchandise
65.45 $29,415.05
Expenditures
155,381.94
Reimbursements and Receipts
29,415.05
Net Direct Cost $125,966.89
Average Membership 1,680.79
Cost Per Pupil Based on Average Membership $74.95 **
From State of Massachusetts.
* This, in reality, is the cost per pupil based on money raised by taxation. The appropriation was $156,950.00. A balance of $1,568.06 was unexpended, making the total expenditures $155,381.94. Our reim- bursements and received and receivable revenues were $29,415.05. The amount spent, therefore, from money raised by taxation was $125,966.89.
138
Report of Superintendent of Schools
To the School Committee of the Town of Palmer:
I herewith present my twenty-ninth report as Super- intendent of Schools in Palmer. This is the forty-seventh in the series of reports issued by the superintendents of the Town.
ATTENDANCE
The attendance statistics for the school year of 1938-39 were as follows :- Enrollment, 1,888; Average Membership, 1,751.043; Average Attendance, 1,681.824; Per Cent. of Attendance, 96.04; Tardinesses, 362.
The percent. of attendance for the past twenty-eight years has averaged better than 96.25%. A careful study on a very broad basis has set 95% as an ideal percentage. Locally, for more than a quarter of a century. the ideal has been more than attained.
THE SCHOOLS
Formerly, the schools were regarded as purely edu- cational institutions. Their only contribution was sup- posed to be mental. As civilization advanced, as a newer conception of society's duty to the individual arose, there developed the consciousness that the schools must become more than an educational agency ; that they must become a social agency. To-day, the schools are social institu- tions, an important part of which is education. Their
139
primary purpose is to teach good citizenship, which may be interpreted as the individual making his maximum contribution to the good of society. To do this, he must be trained to use his mind, to control his emotions, to insure his health, to have a social consciousness, to be broad-minded, to be tolerant, to be ethical in his actions, and to be fully conscious of his civil obligations.
There are many weaknesses in the schools-they are simply a human instrumentality, and anything human is weak. Yet weak as they are, it is an indubitable fact that no other country in the world has a system to equal it in its shaping of the individual to become a useful social unit in a society organized on a basis of the great- est good for the greatest number.
A look at the world to-day will prove such an asser- tion. America is the America that she is largely because of the type of education that has been practiced in her schools for many generations. A knowledge of the type practiced in some other countries would clearly account for much that horrifies the world to-day. What is taught to children shapes what they will do when they reach manhood. If the public at large could only sense this, the American public schools would be the last, and not, as is often the case, the first, to be attacked when fi- nances are low. Attacked or not attacked, they go on doing their duty. May this high purpose and this fine evidence of true citizenship always actuate the schools in the performance of their indispensable duty !
HEALTH WORK
The promotion of health is a social duty. The schools recognize this and are "doing their bit". Knowledge of health facts, acquisition of health habits, need of exer- cise, proper health precautions-all are part of the work. A recognition of one's individual and social obligation in health is highly important.
140
The local schools have done a fine piece of work in health for a couple of decades. The work in early diagno- sis of tuberculosis, the work in diphtheria immunization, and other preventive measures, need no additional pre- sentation. You have had the story often.
Unaided, such a program would be impossible. Many sources of co-operation have aided materially. The lo- cal Health Department, the State Department of Health, the Red Cross, the Palmer Rotary Club, and the Palmer Teachers' Association have been helpful in their partici- pation. The co-operative assistance of parents, pupils, teachers, doctors, dentists, nurses, physical education in- structors, and private individuals has been highly instru- mental in making the work a success.
One thing stands out markedly in this work-the same effect is accomplished in many other activities -- and that is the influence upon the home as a result of what the child brings home. The schools are educating parents, as well as pupils, in many instances. The part that education plays in all social progress is not properly evaluated.
PROMOTIONS
The promotion statistics in the grades for the last school year were as follows :- Number of Pupils, 1,017; Promoted Unconditionally, 817-Per Cent. 80.33; Pro- moted Conditionally, 136-Per Cent. 13.38; Not Pro- moted 64-Per Cent. 6.29.
The promotion statistics for the past fifteen years average as follows :- Per Cent. Promoted Uncondi- tionally 80.48; Per Cent. Promoted Conditionally, 12.45; Per Cent. Not Promoted, 7.05.
When non-promotions run seven per cent (7%), ideal conditions are supposed to prevail. Locally, over a fifteen-year span, the ideal has been approximated.
141
SCHOOL SAVINGS
The report of school savings for the last school year, September, 1938, to July, 1939, is as follows :- Number of Collections, 172; Number of Deposits, 8,950; Amount of Deposits, $2,843.65.
The combined School Savings from date of inception, November 1, 1921, to July 1, 1939, are :- Number of Deposits 345,871; Amounts of Deposits, $96,671.84.
The purpose back of this project is the teaching of thrift-a good old American habit that is rapidly dis- appearing.
WORK OF PUPILS IN HIGHER INSTITUTIONS
The quality of work done by high schools is gen- erally judged by the public on the basis of their ability to fit pupils for higher institutions-generally, colleges. This basis of judgment-if the sole and only one- is an erroneous one, wrong because it takes into consideration only one of the major objectives of a real high school. Only about ten per cent (10%) of local high school grad- uates go on to higher institutions.
In addition, many pupils who enter never graduate. A school which functions only to provide for such a small percentage of pupils is failing miserably in performing its duty to society.
Why a high school? Reduced to its lowest and simplest terms, the answer is to prepare pupils, insofar as their ability and the school's ability allow, for proper participation in a democracy such as is the United States -in other words, for citizenship. A democracy demands education for all its people-an education along lines best suited to individual abilities, individual needs, and indi- vidual differences. All can not be educated for college ; all can not be educated for trades ; all can not be educated
142
for commerce. An education that will educate each inso- far as he is educable is democracy's education.
Palmer offers only three courses-College Prepara- tory, English, and Commercial. These courses do not meet present pressing needs. Other courses for those pupils who are non-school-minded, either because of lack of ability or interest, should be provided. In these days when law and lack of jobs force many of these to remain in school, the high school is confronted with serious problems. At present, pupil-pressure, physical limita- tions, and financial stringency prevent tackling the prob- lem. It must, eventually, be tackled.
Inasmuch as college preparation is the basis of judg- ment, these statistics are submitted for such a judgment. Each year, at the end of the first semester, marks of all freshmen in higher institutions are sent us. These institutions are colleges, teachers colleges, commercial colleges, nurse-training schools, and special schools. These colleges have various methods of marking. but, in a general way, the marks may be summarized some- what as follows :- "A", which ordinarily means 90 or better; "B", 80 or better; "C", 70 or better; "D", 60 or better (passing) ; "E", below 60 (passing but not satis- factory) ; "F", considerably below 60 (failing).
A study of these marks over a nine-year period shows that 951 pupil-subject marks have been given during the first semester by these various institutions. There were one hundred forty-six (146) A's, or fifteen plus per cent (15-"); three hundred forty (340) B's, or thirty-five plus per cent (35+%); three hundred one (301) C's or thirty-one plus per cent (31+%) ; one hundred twenty- seven (127) D's, or thirteen plus per cent (13+%) ; twenty-three (23) E's, or two plus per cent (2+%) ; fourteen (14) F's or one plus per cent (1+%). Out of nine hundred fifty-one (951) marks, nine hundred thirty-
143
seven (937) or ninety-eight and one-half per cent (981/2%), were passing or better.
These pupils secured entrance to college by three methods :- (1) Certification, which means that the high school stands back of the pupil. Such pupils must secure in high school an average, practically, of 85% in each subject throughout their high school course. (2) Certifi- cation and Examination, which means that pupils take examinations in subject for which they can not receive certification. (3) Transcript, which means that high school simply sends along the marks, without accepting any responsibility.
These marks tell their own story.
A comparison between the graduates of 1930, 1931, 1932, 1933, 1934, 1935, 1936, 1937, and 1938, in the first half of their freshmen year is as follows:
1930 Per Cent.
1931 Per Cent.
1932 Per Cent.
A's
26
22.8%
14
14.4%
9
9.28%
B's
38
33.3%
31
32.0%
39
40.2 %
C's
33
28.9%
38
39.2%
26
26.8 %
D's
16
14.0%
14
14.4%
16
16.5 %
E's
F's
1
0.8%
114
97
97
1933 Per Cent.
1934 Per Cent.
1935 Per Cent.
A's
12
14.29%
15
10.79%
3
7.69%
B's
20
23.81%
60
43.17%
9
23.08%
C's
32
38.09%
46
33.09%
12
30.77%
D's
15
17.86%
11
7.91%
10
25.64%
E's
4
4.76%
3
2.16%
3
7.69%
F's
1
1.19%
4
2.88%
2
5.13%
84
139
39
7
7.22%
-
144
1936 Per Cent.
1937 Per Cent.
1938 Per Cent.
A's
11
11.23%
33
17.6%
23
23.95%
B's
33
33.67%
70
37.4%
40
41.64%
C's
26
26.53%
61
32.6%
27
28.12%
D's
18
18.37%
21
11.2%
6
6.25%
E's
6
6.12%
F's
4
4.08%
2
1.0%
-
98
187
96
REDUCED BUDGETS
This year, instead of the usual statements and com- parisons on cost, as presented year after year, showing what a relatively low cost per pupil in relation to the three hundred fifty-five cities and towns in the state that Palmer has maintained for years, a different approach is made. Presented, is a comparison of budgets for the past eight years.
These budgets are presented somewhat in detail so that those interested can see where reductions have taken place.
In order that the headings-Requested (without 10% salary cut) ; Requested (with 10% salary cut) ; Granted; Expended; Balance-be properly understood, brief comment is necessary.
Requested In 1932, a 10% cut on the entire budget was
Without voted. This amounted to a little more than $18,000.00. Three moves met this contin- gency-a salary contribution of $13,000.00; a $2,000.00 saving in insurance premiums; a $3,000.00 saving in transportation. An additional saving of nearly $6,000.00 was made by abolishment of music and drawing super- visorships and curtailment of expenditures all along the line.
145
In 1933, 1934, 1935, and 1936, a 10% salary con- tribution kept the budget down about $13,000.00 each year.
In 1937, salaries were restored.
The School Department in 1933, 1934, 1935, and 1936, submitted two budgets-one without salary restoration and one with salary restoration. In order to show that real economies have been effected, these two budgets are used for comparison purposes.
A drop from $181,454.40 requested in 1932 to $149,787.49 requested in 1940 amounts to $31,666.91, or an average of $3,958.36 per year. This decrease has not been a steady one, year by year. It was a marked one in 1932 and 1933. There was an upward tendency in 1935 and 1936. In 1937, even with salary restoration, the requested budget was about $6,000.00 less than that of the 1936 "requested without 10% salary cut". Since 1937, the "requested" has dropped from $164,262.99 to $149,787.49 this year, a three-year drop of $14,475.50, or an average of $4,825.17 per year.
Requested With Even in the case of these budgets, the salary cut of 10%, amounting in 1934, when the lowest budget ($151,160.00) under this heading was asked, to $13,134.00, has been offset by approximately $1,372.00. To overcome such an amount has been a task of constant scrutiny, care, and weigh- ing of relative values. Much that should, and could to great advantage, be done has not been, and cannot be, done. An endeavor to lower costs with the least possible damage has been honestly and thoughtfully made. There have been educational losses-none know it better than we. Balances have been turned in when crying needs have been left unmet. In brief, an honest effort to meet the financial stringency has been made. Economy, not education, has often been the goal.
REQUESTED BUDGETS
General Expenses
1932+ 8,110.00 $ $
Teachers' Salaries
106,468.14 6,000.00
1933* 8,085.00 $ 106,228.51 5,400.00 9,575.00
1934* 7,985.00 $ 103,441.88 6,500.00 10,455.00
1935* 7,985.00 $ 103,184.97 8,400.00 9,640.00 10,571.31 7,700.00
1936* 7,678.00 $ 104,049.25 7,800.00 10,700.00 10,331.18 6,710.00
1937 7,669.00 97,698.45 7,400.00 11,200.00 10,331.18 7,460.00
$ 7,189.00 $ 94,749.80 6,900.00 11,200.00 10,405.00 7,460.00
1939 7,189.00 $ 93,326.74 5,900.00 11,500.00 10,405.00
11,700.00 10,362.00
Janitors' Salaries
11,275.00
11,222.69
11,126.86
Fuel, Light and Power
6,125.00
6,016.50
4,755.00
6,450,00
4,870.00
Maintenance of Buildings and Grounds
2,400.00
2,160.00
2,260.00
2,260.00
2,260.00
2,260.00
2,160.00
2,160.00
1,920.00
Repairs
1,500.00
1,350.00
1,700.00
1,500.00
1,500.00
1,500.00
1,500.00
1,500.00
1,400.00
Music, Manual Training and Drawing
3,800.00
315.00
948.00
2,100.00
2,100.00
2,100.00
4,020.00
3,520.00
3,520.00
Commercial
8,040.00
7,030.00
8,192.00
8,550.00
8,552.00
8,595.00
8,550.00
8,450.00
8,450.00
Furniture and Furnishings
500.00
450.00
450.00
750.00
750.00
650.00
400.00
300.00
Other Expenses
7,877.55
6,247.50
6,480.98
7,372.77
7,589.91
750.00 6,799.36
6,618.30
5,650.00
5,807.63
Additional Week Salary
3,420.61
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Vocational
0.00
0.00
0.00
0.00
0.00
4,091.80
4,534.77
4,100.00
3,100.00
$181,454.40
$164,080.20
$164,294.72 $170,014.05 $170,020.34 $167,854.79 $165,936.87 $160,550.74 $152,937.49
Less Vocational
0.00
0.00
0.00
0.00
0.00
3,591.80
4,034.77
3,600.00
3,100.00
$181,454.40 $164,080.20 $164,294.72 $170,014.05 $170,020.34 $164,262.99 $161,902.10 $156,950.74 $149,837.49
A flat 10% cut on entire budget was voted by Town. These years, two budgets were submitted-one, with, and one, without 10% salary cut. These amounts are without 10% cut for comparison purposes.
1938
1940 7,139.00 89,368.86 5,000.00
Textbooks and Supplies
Transportation
15,938.10
GRANTED BUDGETS
1938$
1939
General Expenses
$ 7,299.00 $
1933* 7,353.00 95,605.66
1934* 7,263.00 $ 93,090.50 6,500.00
7,263.00 $ 92,866.00 8,280.00
1936* 6,983.00 92,877.91 7,800.00
1937 7,669.00 97,698.45
$ 7,189.00
Teachers' Salaries
95,821.33
Textbooks and Supplies
5,400.00
5,400.00
Transportation
14,344.29
9,575.00
10,455.00
9,640.00
10,700.00
11,200.00
11,500.00
Janitors' Salaries
10,147.50
10,104.18
10,014.18
9,514.00
9,274.18
10,331.18
10,405.00
Fuel, Light and Power
5,512.50
6,016.50
4,755.00
7,600.00
6,710.00
7,460.00
6,450.00
Maintenance of Buildings and Grounds Repairs
2,160.00
2,160.00
2,260.00
2,160.00
2,260.00
2,260.00
2,160.00
1,350.00
1,350.00
1,700.00
1,400.00
1,500.00
1,500.00
1,500.00
Music, Manual Training and Drawing
3,420.00
315.00
948.00
1,850.00
1,950.00
2,100.00
3,520.00
Commercial
7,236.00
7,335.00
7,491.00
7,032.00
7,845.00
8,595.00
8,450.00
Furniture and Furnishings
450.00
450.00
450.00
650.00
750.00
750.00
400.00
Other Expenses
7,089.80
6,007.50
6,233.32
7,745.00
7,349.91
6,776.37
5,650.00
Additional Week Salary
3,078.55
0.00
0.00
0.00
0.00
0.00
0.00
Hurricane
0.00
0.00
0.00
0.00
0.00
0.00 $
2,300.00
0.00
Vocational
0.00
0.00
0.00
0.00
0.00
4,091.80
4,100.00
$163,308.97 $151,671.84 $151,160.00 $156,000.00 $156,000.00 $167,831.80 $163,434.77 $160,550.00
Less Vocational
0.00
0.00
0.00
0.00
0.00
3,591.80
4,034.77
3,600.00
$163,308.97 $151,671.84 $151,160.00 $156,000.00 $156,000.00 $164,240.00 $159,400.00 $156,950.00
10% less than whole budget requested.
* 10% salary reduction. Flat $11,900.00 cut made it impossible to allocate amounts to various sub-divisions.
$157,331.31 $151,378.18 $151,159.00 $155,975.48 $155,995.48 $164,180.39 $159,397.31 $155,381.94
1932+
1933*
1934*
1935*
1936*
1937*
1938*
1939*
Requested (without 10% salary cut) Requested (with 10% salary cut)
$181,454.40 $164,080.20 $164,294.72 $170,014.05 $170,020.34 $164,262.99 $161,902.10 $156,950.74
0.00
151,671.84
151,160.00
156,000.09 1 56,000.00
156 000 00
0.00
0.00 159,400.00
0.00
Granted
163,308.97
151,671.84
151,160.00
156,000.00
164,240.00
156,950.00
Expended
157,331.31
151,378.18
151,159.00
155,975.48
155,995.48
164,180.39
159,397.31
155,381.94
Balance
5,977.66
293.66
1.00
24.52
4.52
59.61
2.69
1,568.06
1932+
1935*
$
7,400.00
93,326.00 5,900.00
148
COMMUNITY USE OF PALMER SCHOOLS
Few realize the extent of use made of local school buildings outside of school hours by the people of Pal- mer. Even those who use the buildings never give it a thought.
It has always been the intent of the school author- ities that the widest possible use of school buildings be made. The investment of the Town in such buildings is too great to limit use to five hours per day, five days per week, forty weeks per year, or a total of one thous- and hours per year.
In the school report of 1923, shortly after the erec- tion of the new high school, the following appeared :-
"The new high school is daily proving its value as an asset to the schools and the town. The building, with its auditorium, lunch room, and other modern necessities, makes possible many things which have much to do with the success of a real high school. The building is also proving a boon to the entire town. The auditorium and gymnasium are being used quite largely by the people. This is in line with present-day tendency throughout the country. The greatest possible community use of these buildings is a very desirable thing. The buildings are owned by the people, financed by the people, and should be used by the people. They should be placed at the service of the people at a reasonable expense whenever such use does not interfere with school work. No attempt to make money should be tried.
"The School Committee have drawn up rules and regulations for the use of the building. Upon this basis, the community is welcome to the widest possible use of the building. The auditorium and gymnasium are open to any and all people, provided the purpose is a good one and someone will become personally responsible for the use of the building."
149
The new high school building is, in reality, a com- munity center. No one thing has added more to the community life of Palmer. Without it, or some other place for similar use, Palmer would be, indeed, in a sad plight.
As a sampling of the variety of organizations making use of the high school building and other school buildings, this list of users in 1938-39 is given, though, by no means, claimed as complete :- Town-primaries, elections, finance committee, registration of voters, assessors; Fire District No. 1-elections, special meet- ings; Girl Scouts ; Boy Scouts; St. Thomas Church; Con- gregational Church; Baptist Church; Hampden County Improvement League; Palmer Teachers' Association; Palmer Rotary Club; C. C. C .; Palmer District Nursing Association; Wing Memorial Hospital; Palmer Woman's Club; Knights of Columbus; Palmer Chamber of Com- merce; Palmer Red Cross; American Legion; Veterans of Foreign Wars; W. P. A. Recreation; Basketball Groups; etc.
The School Department is always ready and willing to assist in any movement or event designed to be help- ful to the community.
AMERICANIZATION-ADULT EDUCATION
The Palmer School Department was one of the early pioneers in this work. Back as far as 1913, before the State reimbursed, this work was in progress. With but an occasional interruption, the work was continued until 1931. The depression killed it.
Until 1938, it was optional with a town or city whether or not it would support this work. The Legis- lature in 1938 passed this act :-
150
CHAPTER 442
"Section 1. Section nine of chapter sixty-nine of the General Laws, as appearing in the Tercentenary Edition, is hereby amended by striking out, in the third line, the word "adults" and inserting in place thereof the words :- persons eighteen years of age or over,-so as to read as follows :- Section 9. The department, with the co-operation of any town applying therefor, may provide for such instruction in the use of English for per- sons eighteen years of age or over unable to speak, read or write the same, and in the fundamental principles of government and other subjects adapted to fit for Ameri- can citizenship, as shall jointly be approved by the local school committee and the department. Schools and classes established therefor may be held in public school buildings, in industrial establishments or in such other places as may be approved in like manner. Teachers and supervisors employed therein by a town shall be chosen and their compensation fixed by the school committee, subject to the approval of the department.
"Section 2. Said chapter sixty-nine is hereby fur- ther amended by inserting after section nine the follow- ing new section :- Section 9A. Upon application of twenty or more residents of any city or town who are eighteen years of age or over certifying that they desire to attend a class for instruction of the type described in section nine, the school committee of such city or town shall establish and cause to be conducted such a class or classes for a period of not less than forty sessions ; pro- vided, that, in case the attendance of any such class falls below fifteen, such school committee may discontinue such class."
Now, there is no option in the matter; the work is compulsory, if twenty people petition the Committee. Such a petition has been received. The work must be done
151
The term "Americanization", never satisfactory, has been changed to Adult Education, more satisfactory.
The work is on a 50-50 basis for instruction. The Town pays all and is reimbursed one-half by the State.
IMPULSE STIFLED
It is difficult, in these days of world unrest, when rights of nations and peoples to live is trampled on by dictators, in many instances supinely followed by people, either uneducated or miseducated, not to write exten- sively upon the importance of the right kind of education. The outpouring of one's soul almost demands a treatise upon American Education. Time, space, and cost forbid.
Still, these brief quotations from these men seem demanded :- (1) "Popular education is necessary for the preservation of those conditions of freedom, political and social, which are indispensable to free development."- Woodrow Wilson. (2) "Popular government could only be predicated on popular education."-Calvin Coolidge. (3) "On the diffusion of education among the people rests the preservation and perpetuation of our free insti- tutions."-Daniel Webster. (4) "I consider knowledge to be the soul of a republic."-John Jay. (5) "The most striking manifestations of progress in modern civiliza- tion are found in the extensions of educational facilities to the masses of the people. The very right arm of all future national power will rest in the education of the people."-Benjamin Hill.
Let "Education" Speak-"I AM EDUCATION. I bear the torch that enlightens the world, fires the imagination of man, feeds the flame of genius I give wings to dreams and might to hand and brain.
"From out the deep shadows of the past I come, wearing the scars of struggle and the stripes of toil, but bearing in triumph the wisdom of all ages. Man, because
152
of me, holds dominion over earth, air and sea; it is for him I leash the lightning, plumb the deep and shackle the ether.
"I am the parent of progress, creator of culture, molder of destiny. Philosophy, science and art are the works of my hand. I banish ignorance, discourage vice, disarm anarchy.
"Thus have I become freedom's citadel, the arm of democracy, the hope of youth, the pride of adolescence, the joy of age. Fortunate the nations and happy the homes that welcome me.
"The school is my workshop; here I stir ambitions, stimulate ideals, forge the keys that open the door to opportunity. I am the source of inspiration; the aid of aspiration. I AM IRRESISTIBLE POWER."
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