USA > Massachusetts > Essex County > Saugus > Town annual report of Saugus 1945 > Part 11
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REPORT OF SCHOOL COMMITTEE
7
1945]
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8
TOWN DOCUMENTS
[Dec. 31
Report of the Superintendent of Schools
To the Honorable School Committee and Citizens of Saugus:
It is both the duty and the privilege of the Superintendent of Schools to submit his thirteenth annual report for the School Department, the same being the fifty-third annual report.
The 1945 Budget
At the annual March Town Meeting of 1945 the School Department was voted a General Budget of $279,600.00 and a Repair Budget of $10,000.00.
In addition to the above the sum of $1,300.00 was voted for the maintenance of the Stadium and, under a special article, the sum of $13,000.00 for repairs and alterations to the Sweetser School.
Net 1945 Education Cost
Although the sums of $279,600.00 (General Budget) and $10,000.00 (Repair Budget), a total of $289,600.00, were appropriated in 1945 for the ordinary expenses of education, this sum does not represent the ac- tual amount of money expended by the taxpayers of Saugus for educa- tion (ordinary School Department expenditures).
The following refunds, as far as can be ascertained at the writing of this report have been returned to the town treasury during the year 1945:
State reimbursement on account of the employment of Teachers:
Chapter 70, Part I, General Laws of Massachusetts $24,305.00
Tuition from City of Boston (Boston wards) 460.54
Tuition from Massachusetts (State wards) 1,030.00
Miscellaneous Income 465.19
Out-of-town tuition
263.26
Returned salary increase of Superintendent of Schools
430.00
Unexpended balance-General Budget
106.40
Unexpended balance-Repair Budget 117.64
$27,178.03
This total sum of $27,178.03 in various forms of refunds lessens the cost of education to the taxpayers of Saugus by that amount. To find the net cost we subtract this sum of $27,178.03 from the total amount ap- propriated ($289,600.00). The difference or $262,421.97 represents the net cost for the year 1945.
The 1946 Budget
It has been a foregone conclusion that the end of the war would mean an increase in the General Budget of the School Department.
Eight of our teachers have been on military leave of absence serving their country in the armed forces. The statutes made it mandatory to give them all salary increases and all salary increments while in the service. In almost every case their salaries are thus much higher than those of their military substitutes. We have had to include this additional money in the 1946 budget.
During the war we were unable to engage the services of a com-
9
REPORT OF SCHOOL COMMITTEE
1945]
petent teacher of Physics in our High School. We have now hired such and his salary has to be included in the 1946 budget.
During the war we had to shut down both our woodworking and our metal working classes in our High School. Competent instructors, within our salary scale, could not be hired while the war was in progress. The School Committee has now been able to engage the services of a com- petent instructor in woodworking and our former metal working in- structor will be available in September 1946. The woodworking classes will be resumed about February 1, 1946, and the metal working classes with the opening of school in September 1946. Funds for the resumption of both of these classes had to be included in the 1946 budget.
The School Department is now being obliged to pay very high prices for coal. Anthracite coal is costing us $17.14 per ton and bituminous coal is costing us $9.94 per ton. In 1933 the School Department was paying $11.95 per ton for anthracite and $5.22 per ton for bituminous. Present coal prices forced us to provide more money for fuel in the 1946 budget.
Additional money for the full $100.00 annual salary increments to teachers not on maximum salary also has to be provided in the 1946 budget. Such teachers receive their automatic increases in September of each year at a cost of but $40.00 per teacher, out of that particular bud- get. The following year the whole $100.00 for each teacher must be provided.
In the North Saugus School at present we have a double first and second grade comprising 43 pupils under one teacher. The Superintend- ent of Schools and the unanimous membership of the School Committee feel that satisfactory educational results can not be attained under such conditions. Sufficient funds have been included in the 1946 budget to split this group into a single first and single second grade.
This requires the services of another teacher and the equipping of a vacant room at this school with pupils' desks and chairs.
September 1945 gave us a very perceptible increase in the number of children of lower grade age attending the Roby and Centre Schools and living in the general area of upper Central Street. Many of these children have a long and dangerous walk from their homes to these two schools. Central Street, from Salter's Mills to Walnut Street, is particularly nar- row and exceedingly dangerous for small children. The School Committee, fearing child fatalities, have instituted a bus trip which brings these chil- dren to school in the morning and back home in the late afternoon. The children bring their own lunches and remain on school premises during the noon hour.
The cost of this service is $540.00 per year or 180 days times $3.00 per day. Some of the children are so small that they virtually have to climb up the two steps to enter the bus.
It would seem that this annual additional cost is insignificant com- pared with the protection now afforded these children.
The sum of $700.00 additional is requested in the General Budget for the Saugus High School Band. The present band uniforms are now nine years old and must be replaced. The approximate cost of such replace- ment is $3,200.00. An active Band Parents' Association has raised be- tween $1,200.00 and $1,300.00. The School Committee has given $1,260.00 out of athletic profits. In all $2,500.00 of the $3,200.00 is now available. The School Committee feels that the town should provide the necessary remaining $700.00.
The listings above enumerated are in the main responsible for the increase in the 1946 General Budget over the 1945 General Budget.
10
TOWN DOCUMENTS
[Dec. 31
The increase will probably be in the vicinity of $16,800.00. Offsetting this, however, is a downward difference in the amount asked for special articles in 1946 as against 1945. The amount voted in special articles in 1945 was $13,000.00, whereas the total amount requested in 1946 will be about $8,500.00. This is a difference of $4,500.00. Subtracting this $4,500.00 from the $16,800.00 leaves a net increase of $12,300.00.
Last year the town expended $15,000.00 for a revaluation of the en- tire town. This $15,000.00 will not have to be appropriated again this year. This one item alone will thus absorb the entire increase in the School Department. Those who like to worry, thus, have no occasion for alarm.
Educational Inequalities
Governor Maurice J. Tobin in his 1946 inaugural message asks for a scientific study of the whole question of the better equalization of the costs of education. It is clear that he believes that education is a concern of the State as well as of the local community. Out of this study will doubtless come much greater financial reimbursements from the State to cities and towns unable themselves to raise sufficient funds for the proper support of public education.
The whole problem is national as well as state-wide. It arises from the fact that some cities and towns have unlimited funds for education while others do not. There is a limit, for instance, to the amount of money which Saugus can raise for the support of its public schools. On the other hand there is virtually no limit to the amount that can be raised by such communities as Newton, Brookline, and Wellesley. Therefore, children in Newton, Brookline, and Wellesley can have educational opportunities which must be denied to the children of Saugus, Randolph, and Tewksbury.
I present the following table to show you the wide divergence in the per pupil costs of education throughout the state and nation. The figures are from a national survey and are for the school year 1943-1944:
Fort Smith, Arkansas
$ 68.97
Glendale, California
166.22
Spartanburg, South Carolina
73.10
Brookline, Massachusetts
195.44
El Paso, Texas
78.54
Stamford, Connecticut
178.86
Lynn, Massachusetts
152.82
Montclair, New Jersey
242.66
Nashua, New Hampshire
128.52
Medford, Massachusetts
123.78
Jackson, Mississippi
72.70
White Plains, New York
257.54
Salem, Massachusetts
147.45
Lexington, Kentucky
102.40
Dearborn, Michigan
170.70
Albuquerque, New Mexico
88.78
Hoboken, New Jersey
207.95
Holyoke, Massachusetts
175.01
Joplin, Missouri
81.72
Marion, Ohio
85.88
Davenport, Iowa
126.71
Saugus, Massachusetts
87.43
Cranston, Rhode Island
120.66
Portsmouth, Virginia
84.89
Racine, Wisconsin
127.19
Randolph, Massachusetts
92.81
Danville, Illinois
98.53
11
REPORT OF SCHOOL COMMITTEE
1945]
The above table clearly proves that in the United States children do not have equal educational advantages. In the school year 1943-1944 the child in White Plains, New York, had $257.54 expended for his education while in the same year the child in El Paso, Texas, had exactly $78.54. This does not mean that the citizens of El Paso do not think as much of their children as the citizens of White Plains. It does mean that White Plains, a very wealthy community, has the money to expend, whereas El Paso does not.
The children of the above communities, however, will be future cit- izens of these United States. So will the children from Brookline, Ran- dolph and Saugus. And all are of equal importance.
Whether or not we like State and Federal grants for education they are apparently the only solution of this vexing problem. Certainly the per pupil costs must have some measure of equalization.
Neither the state nor the nation can afford to allow millions of its children to suffer disadvantages in educational opportunities.
The probable solution will be found in setting up standard minimum per pupil costs. Communities unable to meet these minimum per pupil costs will be aided by State and Federal grants for education. Communi- ties such as White Plains, New York, and Brookline, Massachusetts, can continue to expend whatever amounts per pupil they desire.
When such is done it is imperative that the standard per pupil mini- mum cost be sufficient.
Yes-it will cost money. This country has just expended about $300,- 000,000,000 for war. We ought to be able to spend something for educa- tion. Education is constructive. War is destructive.
And educational equality in the United States is a myth!
Rinehart Writing System
Fifteen or more years ago an economy minded town meeting in- structed the then School Committee to eliminate what it called the fads and fancies of the school system. Among the so-called fads and fancies was the teaching of handwriting. The then Superintendent of Schools, the late Jesse W. Lambert, protested in vain and predicted that in the years to come the handwriting of pupils in our schools would suffer. Exactly what he predicted has happened.
Upon my recommendation the School Committee intends to again have handwriting taught to children in our school system. An investiga- tion has shown the Rinehart Writing System to be one of the best. It is used by such towns as Milton and Swampscott as well as scores of other progressive communities. The improvement in pupil handwriting in but one year is almost unbelievable.
Saugus will introduce this system in the first six grades in Septem- ber 1946. Thus a child in the first grade will have progressive hand- writing instruction for six consecutive years.
The Rinehart System furnishes four trained supervisors who will visit each of our fifty elementary classrooms once each month.
The service, including all instruction and materials complete, costs $120.00 per month. This is $1,200.00 for a full school year. .
I can conceive of no better investment of $1,200.00 than the intro- duction of this writing system into our public schools.
12
TOWN DOCUMENTS
[Dec. 31
The Elementary School
It is generally agreed that the characteristics of a good elementary school program are as follows:
(a). A thorough teaching of the fundamentals.
(b). A program based on the abilities, needs, and interests of the children.
(c). One that teaches democratic living and is based on democratic principles.
(d). Directed by qualified teachers with reasonably adequate facili- ties to work with.
(e). One in which social adjustment is not neglected.
(f). One that teaches children how to think and how to express themselves.
(g). A program that lays the foundation for a successful life.
Our elementary schools measure up to the above standards. We meet the above criteria of a good elementary school system.
Education for Democracy
Education in a democracy is a necessity, not a luxury. It is not an exaggeration to say that democracy cannot successfully exist without education.
Karl F. Zeisler, writing in the October 1945 edition of the Atlantic Monthly, sums it up as follows:
"A nation can't rise above the level of its average citizen any more than a river can rise above its source. And the source of citizenship in America is free public school education."
Thus the education of youth is the only hope of a better America and a better world. The level of the average citizen of tomorrow is almost wholly dependent upon the schools of today.
Why then do people often decry the costs of education? Why do people count pennies when making appropriations for the support of public schools ? One reason is that in every community the school appro- priation is the largest single item of municipal expense. In most com- munities the school budget is approximately one third that of all other appropriations combined. Many people see only the amount to be raised and give little thought to the importance of the education it makes possible.
The truth is that probably no investment of public funds pays richer dividends. It is, also, axiomatic that no investment pays dividends over a longer period of time. The position which America occupies in the world today is very largely due to the system of free public education estab- lished by our forefathers. May we be grateful for the vision which they possessed.
No citizen of this great country should begrudge the money he pays in taxes for the support of education.
It is his investment in the future of America.
13
REPORT OF SCHOOL COMMITTEE
1945]
Lest We Forget
Many former students and graduates of Saugus High School gave their lives in World War II. I knew them all and it is difficult for me to realize that they are no longer with us.
I believe that I know what they would ask of us, could they speak. They would not mourn their own passing. They would ask one pledge of us who live. They would plead with us to see that war never again scourges the world. They knew war as only a soldier or sailor can know it. They knew its slaughter of innocent children and helpless civilians. They would beseech us to learn to live in harmony with each other. They died because, nearly 2000 years after the birth of Christ, the world had not learned to practise His teachings.
White crosses mark their graves. White crosses which we must never forget. Should we forget, we are ourselves unworthy to live. We have a mandate from the dead. We must heed it well.
Their passing is a personal loss to me. I have talked to each boy on many occasions. They were young, vibrant and so eager to live. The memory of each shall be a treasure that I shall aways cherish.
"I wage no feud with Death For changes wrought on form or face; No lower life that earth's embrace May breed with him can fright my faith.
Eternal process moving on, From state to state the spirit walks; And these are but the shatter'd stalks, Or ruined chrysalis of one.
Nor blame I Death, because he bare The use of virtue out of earth: I know transplanted human worth Will bloom to profit, otherwhere.
For this alone on Death I wreak The wrath that garners in my heart; He put our lives so far apart We cannot hear each other speak."
Scholastic Standing
In spite of stories to the contrary, scholastically our schools remain at a high standard.
Our High School is rated a Class A High School by the State De- partment of Education.
We enjoy the privilege of certifying our high school graduates to some fourteen leading colleges which are members of the New England College Entrance Certificate Board.
Our graduates, now in higher institutions of learning, are doing a good grade of work. They thus reflect credit upon Saugus High School and upon themselves.
Recommendations
An important duty of the Superintendent of Schools is to recom- mend to the School Committee and to the citizens of the town such matters as will improve our school system.
14
TOWN DOCUMENTS
[Dec. 31
I recommended many of these in my report of last year. I now repeat last year's recommendations and add a few new ones.
(1). That a modern gymnasium be constructed so as to make possible an effective physical education program for all pupils in the junior and senior high schools.
(2). That a program for improving the play areas in all school yards be initiated so that all school play areas are ulti- mately resurfaced with modern asphaltic or cork treat- ment.
(3). The installation of new lighting systems in our school buildings.
(4). That much thought be given to the construction of a new modern elementary school building in the Oaklandvale sec- tion of the town.
(5). That detailed blueprints and plans of all school buildings be authorized so that such would be available to the School Department.
(6). The introduction of a course in domestic science for girls in the Senior High School.
(7). That the Mansfield School in East Saugus be completely repaired, renovated and re-equipped for active use. The re- opening of this school looms up as a necessity in the not too distant future.
(8). The eventual replacement of our present heating plants in all buildings or their conversion from coal to oil.
The Vocational Guidance Institute
In December 1945 the fifth annual Vocational Guidance Institute took place in our Senior High School. Sponsored by the Saugus Lions Club and the Department of Guidance this institute has attracted state- wide attention. In my opinion our institute will become the pattern for many school systems to follow. This year people from many outside towns and cities were in attendance and I have already been contacted by interested persons in Reading, Melrose and several other cities and towns. In January, at the request of the President of the Lions Club in Reading, Mr. Roger C. Rice and I journeyed to that town to explain our local vocational guidance institute.
Scores of high school students have told me that they have been greatly aided in the choice of a vocation through the medium of the institute.
College, school, and municipal officials have told us that the Saugus Vocational Guidance Institute is the best they have seen in active operation.
Credit for its success belongs primarily to Mr. Roger C. Rice, Chair- man of the Saugus Lions Club Vocational Guidance Committee, and to Mr. Edward Gibbs, 3rd, Mr. Stephen Lovett, and Mr. John A. Taylor representing the Guidance Department of Saugus High School.
Guidance
Under the able direction of Mr. John A. Taylor, Acting Head of the Guidance Department, Saugus High School has made rapid strides in this particular phase of modern education.
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REPORT OF SCHOOL COMMITTEE
1945]
All members of the freshman and senior classes now have classes in guidance once each week. For the freshmen students the emphasis is upon orientation. Students are taught their relationship to the school, their teachers, and their parents. They are guided in the proper methods of study both at home and in the school. In short they are orientated or adjusted to their new school home, the senior high school. For seniors the emphasis is upon vocational and educational guidance. Through tests, consultations and observation they are guided towards a vocation for which they are best suited by interests and abilities.
The Guidance Department is also serving the veterans of World War II. Its service is reaching those veterans who have graduated from high school and those who have not. It is serving those veterans now out of the service and those still in the armed forces. The department has re- ceived letters from Saugus veterans all over the world. Discharged vet- erans are coming to the Guidance Department daily. On one day recently the director aided ten veterans. Advice is given on higher education, courses to take to complete credits for a high school diploma, and a wide range of other subjects. It is probable that few high schools in the state are providing such efficient service for the veteran.
Many veterans entered the service without having completed their high school education. The School Committee has set up a method whereby veterans are encouraged to complete their credits and obtain their diploma. Two credits are allowed for service to their country and two more credits are allowed for their basic or boot training. In addition these veterans are allowed credits for all types of courses taken by them while in the service. These courses are evaluated and translated into terms of high school credits. Some veterans, through the method set up by the School Committee, have already received their diplomas. A sur- prisingly large number of others are well on their way toward receiving theirs.
The Guidance Department is in close co-operation at all times with Mr. John Leahy, Director of Testing for the school system. The testing program is closely allied with guidance.
I shall discuss our program of testing under the heading "Tests," which follows.
Tests
Under the capable direction of Mr. John B. Leahy, Director of Test- ing, much good work is being accomplished in our school system.
In the elementary grades and in junior high pupils are being given intelligence, achievement, and reading tests. All are of great value in aiding us to get the most out of our school program.
In High School interest inventory (vocational), and mechanical apti- tude tests are being given. These are especially valuable in connection with any well organized guidance program.
We very much desire to give social and clerical tests as time and finances will permit.
In the near future Mr. Leahy plans to test pupils in the second grade. These will be the youngest pupils we have ever tested in our school system.
Any educator with common sense knows that no tests are perfect. In recent years, however, they have been so developed and so perfected that in most cases they are amazingly accurate as instruments of measurement.
16
TOWN DOCUMENTS
[Dec. 31
Testing is a scientific way of determining many things about a child. The more we know about a child the better we are able to educate him.
That is the real value of a testing program.
Two Members Retire
In March 1946 two veteran members of the School Committee will retire from service on this important town board. They are Waldo B. Russell and Harry F. Wentworth. Both have served their town long and faithfully without a penny of financial remuneration.
It is the wish of the three remaining School Committee members and the Superintendent of Schools that both may have good health and happiness in the days to come.
The School Department has lost the services of two faithful public servants.
Gymnasium
Year after year I have emphasized the urgent need of a gymnasium for the use of our boys and girls.
It would be superfluous for me to rewrite again what I have said so many times before.
There is probably no high school in the State, the size of Saugus High School, without a gymnasium. Without it any worth-while program of physical education for high school students is impossible.
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