USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1931-1933 > Part 25
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THE FINANCIAL SITUATION
(a) Our Economy Program
In common with governing boards in towns and cities throughout the State, the School Department this year has made every effort to economize in the administration of school affairs. This spirit has been carried out by the teachers by their vigilance in supervising the use of textbooks and scholars' supplies. The services of an assistant teacher at the Jenkins School were dis- pensed with at the beginning of the present school year. The Americanization classes, as mentioned earlier in the report, have been discontinued. By this policy of retrenchment where pos- sible, and by a careful checking up of expenditures during the year, the School Committee has been enabled to return to the town treasury the sum of $3,370.25.
In a further effort to reduce expenditures for 1933, the Committee voted to reduce the salaries of all school employees except bus conveyors who are under contract for a three-year period. This reduction, amounting in the aggregate to $2,115 was put into effect for teachers and superintendent on January 1, and for the janitors four weeks later. The savings thus ef- fected permit an estimated budget for 1933 of $81,850, over six thousand less than the 1932 budget.
(b) The School Dollar
It may be interesting to the general public to know how the school dollar is expended, so that, using the annual report of the State Department of Education as a basis for my figures, and taking the school year ending last June as the period for the computations, I have prepared three diagrams which divide the total expenditures into five parts as follows :
11
Report of Superintendent of Schools
A. General Control-includes
School Committee Expenses
Superintendent's Salary Superintendent's Expenses Salary of Truant Officer Other Expenses of Administration
B. Expenses of Instruction-
Salaries of Teachers Salaries of Supervisors Textbooks and Scholars' Supplies
C. Expenses of Operation-
Salaries of Janitors
Fuel
Repairs and Replacements
Miscellaneous Operating Expenses
D. Auxiliary Expenses-
Library Books Health Activities
School Tuition
Transportation Insurance of Buildings
Miscellaneous Auxiliary Expenses
E. Outlay-
New Equipment
12
Report of Superintendent of Schools
Figure 1
E A
D
1.67%
3.99%
18.45 %
C
18.31%
57.58%
E
SCITUATE SCHOOL YEAR, 1931-32 TOTAL EXPENDITURES
A. General Control $3,481.39
B. Expenses of Instruction 50,365.40
C. Expenses of Operation 16,003.20
D. Auxiliary Expenses 16,141.78
E. Outlay 1,477.71
$87,469.48
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Report of Superintendent of Schools
Figure 2
E A
D
1.69%
4.44%
17.90 %
16.33%
59.64%
B
C
TEN TOWNS SCHOOL YEAR, 1931-32 TOTAL EXPENDITURES
1. General Control $30,985.00
B. Expenses of Instruction 415,787.00
C. Expenses of Operation 113,852.00
D. Auxiliary Expenses 124,791.00
E. Ontlay 11,766.00
$697,181.00
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Report of Superintendent of Schools
Figure 3
E A
D
6.21%
31.12% .......
3.77 %
C
15.01%
73.89%
B
STATE TOTALS SCHOOL YEAR, 1931-32
TOTAL EXPENDITURES
A. General Control $2,754,031.00
B. Expenses of Instruction 53,937,210.00
C. Expenses of Operation 10,957,875.00
D. Auxiliary Expenses 4,541,893.00
E. Outlay 823,221.00
$73,014,230.00
15
Report of Superintendent of Schools
Figure 1 represents the expenditures for the Town of Scit- uate. Figure 2 shows the combined expenditures of a group of ten towns in the eastern part of the State whose size and gen- eral characteristics are similar to those of Scituate. These towns in order of population are Falmouth. Cohasset, Bourne, Manchester, Hull, Hamilton, Chatham, Yarmouth, Duxbury and Marshfield. Figure 3 represents the total expenditures for the entire State.
In all of these diagrams the E sector represents New Equip- ment only, and consequently this sector in each case is smaller than it would be if the Outlay included new construction which, however, varies so much in different towns according to their particular needs that it does not offer a fair measure of com- parison.
In the Scituate diagram (Figure 1) the C sector includes the cost of maintaining the Community Center grounds which would seem to account for this sector being somewhat larger in Figure 1 than in Figures 2 and 3.
The thing that is immediately apparent from the study of these diagrams is the striking similarity between Figures 1 and 2. They are nearly identical. Obviously the money allotted for school purposes in towns of the same type is expended in similar ways.
However, when we compare Figure 3 with Figures 1 and 2 there is a decided difference in the sizes of certain segments of the circle. While the difference is very slight in the correspond- ing sectors A, C and E, it is quite marked in the other two. B and D.
In other words, in the State as a whole nearly seventy-five per cent of the school dollar is spent for teachers' salaries and the incidental expenses of instruction such as textbooks and scholars' supplies. while in the Ten Towns and Scituate less than sixty per cent is spent for the same purpose. Also, while in Figures 1 and 2 approximately eighteen per cent of the school dollar is expended for auxiliary items, largely transportation, in Figure 3, the State as a whole, only slightly more than six per cent. is so spent.
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Report of Superintendent of Schools
It is not my purpose, in this report, to go into detail as to the possible conclusions that may be drawn from this study. It is proper to state that I do not believe we are paying an exces- sive price for the amount and type of school transportation which is being furnished in Scituate. Among the towns of the Commonwealth, our standards of transportation rank high, and this is a source of satisfaction to us all. The expenditure under this item, being about fourteen per cent of the total, is large, however, and in an analysis of the school budget it should be clearly understood that this is an auxiliary expense, and not one that contributes directly to the education of the children.
(c) Enrollment and Expenditure
In Table 1, which follows, is listed the total school expendi- tures for the past seven years. It shows a very general yearly increase from 1926 through 1931, with a small decrease in 1932. From 1926 to 1932 inclusive, the per cent of increase was 28. For comparative purposes it would be proper to deduct $4,000. from the 1928 total, as this was the amount appropriated for a capital expenditure. Likewise in 1931, $1,345 of the total was a non-recurring expenditure, and in addition $1,519 was spent for the care of the Community Center grounds.
TABLE 1
School Expenditures
1926
$66,894.65
1927
69,974.79
1928
75,012.451
1929
72,973.04
1930
79,235.17
1931
89,688.392
1932
85,573.84
1 Includes a special appropriation of $4,000 for alterations in the Hatherly School building.
2 Includes a special expenditure of $1,345 for cement curbings at the High School.
17
Report of Superintendent of Schools
Table II shows the pupil enrollment for the same period. This is divided into three sections: the elementary group, or those enrolled in Grades 1-VI, the Junior High group which comprises Grades VII-VIII, and the Senior High section, Grades IX-XII.
TABLE II
Pupil Increase
Elementary Grades I-VI
Jr. High Grades
Sr. High Grades
Total
VII-VIII
XI-XII
1926
286
104
119
509
1927
314
97
117
528
1928
361
93
137
591
1929
369
88
135
592
1930
398
77
144
619
1931
421
73
162
656
1932
436
107
165
708
During this period a very large increase is shown in the elementary school enrollment and likewise a very sizable increase in the High School. There seems to be no special significance to be attached to the decreasing enrollment in grades VII-VIII up to 1932.
The total increase over this period of seven years is ex- ceptionally large, amounting to nearly 40%, in comparison with an increase of 28% in the amount spent.
(d) Ability to Provide
All expenditure is comparative. Table III is given to show how Scituate compares with ten other Massachusetts towns-the same group as indicated in Figure 2. These towns are not chosen with the idea of magnifying Scituate's favorable position in its capacity to maintain schools of high standard, but rather to show Scituate's position among a group of towns of relatively equal ability to support an adequate educational program. On account of the extensive non-resident development of shor?
18
Report of Superintendent of Schools
property in all of these towns except one, there is a large amount of property back of each child in the schools, and Scituate ranks fifth in its valuation per pupil. Among the State group of three hundred fifty-five towns and cities, Scituate ranks eleventh in this respect. The average valuation per pupil throughout the State is $9,921, while that for Scituate is $20,796. Obviously, Scituate has the capacity to maintain good schools.
In the expenditure per $1000. valuation, in the group of eleven towns Scituate stands ninth, spending $5.66. This like- wise compares with a State average of $9.03, and Scituate's position here is three hundred forty-fourth among the three hundred fifty-five cities and towns of the Commonwealth. It seems quite true, then, that Scituate is not being extravagant in the amount of money which is being allotted to school purposes.
Considering the same group of towns, Scituate stands eighth in the expenditure for the average salary per teacher, the amount being $1,543. The State average for this period, com- puted upon the same basis as that used in Table III, is $1,884.
TABLE III Statistics of Group of Towns (with Scituate) For the School Year Ending June 30, 1932
Name of Town
Popula- lation 1930
Valua- tion 1931
No. of Teachers Full Time
Part Time
Number of Pupils 1,424
Valua- tion per Pupil
Expendi- ture per $1000. Valuation
Teachers' Aggregate Salaries
Average Salary per Teacher*
Falmouth
4,821
$21,426,876.
59
0
$16,147.
$6.29
$95,102.
$1,612.
Scituate
3,118
13,517,263.
28
1
682
20,796.
5.66
45,522.
1,543.
Cohasset
3,083
10,769,712.
28
1
625
18,040.
6.60
48,195.
1,691.
Bourne
2,895
9,502,079.
26
2
649
16,105.
7.37
44,688.
1,655.
Manchester
2,636
12,664,945.
23
1
559
24,403.
4.89
41,342.
1,760.
Hull
2,047
18,445,145.
16
4
460
35,134.
4.96
33,540.
1,863.
Hamilton
2,044
5,801,537.
18
2
399
15,108.
7.02
27,798.
1,463.
Chatham
1,931
5,742,200.
12
3
363
16,596.
5.99
20,937.
1,551.
Yarmouth
1.794
4,648,175.
14
6
397
15,757.
7.34
25,601.
1.506.
Duxbury
1,696
7,188,183.
16
2
360
21,651.
6.19
26,096.
1,535.
Marshfield
1,625
7,464,053.
12
3
332
23,546.
5.97
20,896.
1,548.
*The figures in this column were secured by dividing the Teachers' Aggregate Salaries by the number of full-time teachers plus one-half the number of part-time teachers.
Report of Superintendent of Schools
19
20
Report of Superintendent of Schools
(e) School Credits
May I call your attention to the fact that there are certain credits that the town receives from various agencies during the year as a result of school activities. The following list shows the sources and amounts of these credits based on the school year ending June 30, 1932.
From State of Massachusetts
Teachers' Salaries
$5,572.00
Household Arts 938.33
Americanization
168.65
Vocational School Tuition
556.46
State Wards
476.69
From Federal Funds
Household Arts
153.47
From City of Boston
City Wards
191.81
From Private Agencies
Elementary Tuition
76.00
From Collections
Use of Auditorium
195.00
Miscellaneous 48.20
Total
$8,376.61
The total amount-$8,376.61-is impressive and the only part that comes directly to the use of the schools is that portion from Federal Funds for the use of the Household Arts courses.'
Instead of having the usual reports of Principal and Super- visors covering the routine work of the departments during the year, I have followed a somewhat different procedure in this report. All the teachers in the Junior and Senior High Schools this year reported on some particular phase of their work, or
21
Report of Superintendent of Schools
on some special project being carried out in their classes. A few of these are being published as a part of this report, and I think they will be of interest to the general public.
May I also call your attention to the reports of the School Physician, School Nurse, School Dentist and Attendance Officer. The usual statistical tables and the Financial Statement for the year 1932 are included.
Respectfully submitted, HAROLD C. WINGATE, Superintendent of Schools.
22
Report of High School Principal
REPORT OF HIGH SCHOOL PRINCIPAL
Mr. Harold C. Wingate
Superintendent of Schools
Scituate, Mass.
Dear Sir:
I have the honor to submit my sixth annual report as prin- cipal of the Scituate High School for the scholastic year 1932-33.
The total enrollment for this year numbers one hundred and sixty-seven pupils as shown in the following table of pupil distribution according to sex and grade :
Grade
Boys
Girls
Total
Freshman
18
20
38
Sophomore
22
28
50
Junior
16
26
42
Senior
16
16
32
Post Graduate
5
5
Total
72
95
167
The work of the various departments has maintained dur- ing the past year its usual quality of efficiency, no radical changes having been introduced to destroy the balance of the general organization.
Last year's report included a summarization of the plans and work of each department. By increasing the teaching load of each teacher we were able to carry on this year's work with- out the aid of an additional teacher as recommended last year. An appreciable increase in pupil enrollment in the future would necessitate an additional teacher because of the limited pupil
23
Report of High School Principal
accommodation in some of the rooms and because some of the classes contain as many pupils as can be seated.
This year we have been making a study of the economic conditions as they apply to the high school to learn if retrench- ment can be made in any phase of our work.
First as regards our curriculum. In an accredited high school the courses to be given are quite largely predetermined. The demands or requirements of higher institutions make it necessary that specified subjects be taught and of the fifteen units usually required for entrance a limited number are elec- tive. vet even these electives are confined to a somewhat re- stricted field.
It is also required by law that United States history and civics be taught to every pupil in the high school. The require- ment for graduation of this school is the completion of sixteen units of work. Sufficient subjects must be offered to supply these requirements. For practical illustration we might state that we serve two groups of pupils : first, those pupils who are preparing for study beyond the high school, and secondly, those who are to receive only a general high school education.
It is quite conceivable that the subject matter taught these two groups differ in content. The first group represents the smaller number of pupils in all high schools yet the standard of high schools is to a large degree established by this group or perhaps more correctly by having in its curriculum those sub- jects which prepare for higher institutions of learning.
Can we ignore the second group who represent the majority of pupils in our school ? Subjects differing from those prescribed for the first group must be offered to meet the needs of those pupils who come to school for a general education.
Our high school at the present time has a Class A rating, given by the State Department of Education for certification to normal school. It has the certificate privilege to the following colleges, granted by the New England College Entrance Certifi- cate Board : Amherst College, Bates College, Boston University, Bowdoin College,. Brown University, Clark University, Colby College, Mass. Agricultural College, Middlebury College, Tufts
24
Report of High School Principal
College, Wesleyan University, and Williams College. We have also been granted the certificate privilege for the entrance of our graduates who have maintained a rank of "A" or "B", by Simmons College, Dartmouth College, and Worcester Poly- technic Institute. In addition to the above, we are privileged to send to Harvard College pupils in the upper seventh of the graduating class without examination.
The elimination of subjects or departments from our high school under our present system of education affects directly the pupil by taking from him the opportunity to secure suffi- cient credits for graduation in the subjects he can best do or by preventing him from receiving the required preparation for entrance into higher institutions.
Radical changes in our curriculum should not be brought about by outside pressure unless modification has been made in the requirements by the State Department of Education and by higher schools of learning; otherwise, we will be giving our boys and girls a disjointed and restricted opportunity for their education.
I desire to express my thanks to all those who have so generously contributed to the conduct and welfare of the Scituate High School during the past year.
Respectfully submitted,
A. RUSSELL C. COLE.
25
Instructor in Commercial Subjects
ECONOMICS FOR CITIZENSHIP
NETTIE E. ELLIOTT Instructor in Commercial Subjects High School
Commercial work to most people means stenography and typewriting, but in our department in the high school one of the subjects in which the students take a great deal of interest is economics.
Until this year the work has been required of commercial students only, with the result that the size of the class has been limited. In the spring it was suggested that all commercial students still be required to take the work, but that any student in the senior class be allowed to elect it if he so desired. As a result, more than half the senior class are enrolled in the course.
The aim of the work is to make the boys and girls realize that they are potential citizens and as such will be the voters and taxpayers of the near future, and that the problems which are now facing the leaders of our community and our Nation will soon be their problems.
In a recent speech in the House of Representatives in Wash- ington, Edith Nourse Rogers told the House that in order to balance the national budget, our citizens should be taught to balance their personal budgets. She spoke of the good work being done in the Brookline Schools to teach the children to budget their allowances, and through them, to teach the parents. In- vestigation was made to find out just what was being done there, and before the year is over, we shall spend some time on per- sonal budgets.
We have had an informal debate on the advantages and disadvantages of the chain-store system vs. the independent merchant.
26
Instructor in Commercial Subjects
When we were studying tariffs, one of the students, on her own initiative, wrote to the Customs House in Boston to find out if a shipment of goods from Alaska would be free of duty. This came about because some of the students did not quite agree with their textbook. Another student, also voluntarily, wrote to the Treasury Department in Washington and secured a com- plete copy of the Hawley-Smoot Tariff Act of 1930. A third student reported that her folks had just paid a 50% ad valorem duty on a gift from Canada, thus making application of the work done in class. (Mention is made of these instances to show that they are really thinking about these important problems and linking them with their daily interests.)
During the Thanksgiving recess, a group of students visited the Boston Stock Exchange and Faneuil Hall Market, where they had explained to them how the Stock Exchange operates, and where they saw the marketing of foodstuffs on a large scale.
"Money" presented many interesting discussions. More than half the class brought different kinds of money to exhibit. This money included coins and paper money no longer made-$1.00- gold pieces, $3.00-gold pieces, 25c-paper pieces, 2-cent pieces, 3-cent pieces, half-pennies, and Confederate paper money. There was also an English pound note exhibited.
The War Debt has furnished an interesting and vital topic of study and discussion since the first notes came from abroad. Of course our textbook does not specifically mention the current debt, but does include a study of trade balances and gold settle- ments. The newspaper and magazine clippings and cartoons, and the radio reports, however, have given sufficient first-hand mate- rial for study.
An effort is made to present all the material with an un- biased opinion, but the students quickly take sides on nearly every question of importance.
While we cannot solve the economic problems which sur- round us today, the boys and girls are becoming acquainted with, and thinking about, the current economic facts, and realiz- ing that perhaps they may later, through their votes and in- fluence, help to solve some of them.
27
Instructor in Manual Training
MANUAL TRAINING PROJECTS
ROBERT F. RILEY
Instructor in Manual Training
The completion of five typewriting tables for the commer- cial room, seating twenty-five girls and accommodating a like number of typewriters was our first general shop project of the year. The addition of a bulletin board and magazine rack to the library followed. The interest of the department is now centered on the high school stage where we are constructing new scenery, the latter to be used in the senior class play and other produc- tions to follow.
The most difficult and popular projects, the pieces of work- manship in which the parents as well as their children take pride are the models of the Mayflower, Constitution, Flying Cloud and other historic ships. Aviation, of all sizes, types and kinds, plays a splendid part in our model making. Some of these models are now under construction, while a great many more ar. being planned.
This has led to the Model Club, an organization planned a month ago and rapidly growing. Any boy is eligible to join pro- vided he begins to build and construct a model of some particu- lar interest. The purpose of the club is to provide the boys of Scituate with some outside activity of real value and which enlists their interest. We hope to exhibit the work of this club near the end of the school year.
28
Instructor in Home Economics
HOUSEHOLD ARTS
DOROTHY E. MACFARLANE Instructor in Home Economics
There are seventy-two girls taking Household Arts, twenty in the high school and the remaining number in the junior high. The senior high school girls take the regular homemaking course. The requirements are three periods a day of Household Arts; the remainder of the day is spent in taking some academic work, as English and History and related work as biology and science. Two out of the three periods are spent in the laboratory either sewing or cooking and the single period is used for recitation.
The work is so divided that concentrated effort is spent on clothing for two months, then on foods for two months, alter- nating in that way throughout the year.
All lessons are planned so that the girls can make practica! use of them in their homes. This year the sophomores spent some time on canning and jelly making. Later on in the year this same class will study the principles of nutrition. This includes such practical subjects as : Relative Values of Different Foods, Ab- sorption of Foods, Planning of Balanced Menus. On completion of this course each girl takes a test which is sent to the American Red Cross at Washington, D. C. If they feel she has a thorough and workable knowledge of nutrition they will give her an American Red Cross Nutrition Certificate. For the past two years each girl has received one of these certificates.
In the freshman class they learn the principles of prepar- ing and serving well balanced breakfasts. They put these into actual practice by serving several breakfasts to members of the faculty or mothers.
29
Instructor in Home Economics
Last spring the classes organized their year's work in cloth- ing and gave an exhibit. Aprons, head-bands, slips, coolie coats. pajamas, children's dresses, skirts, and cotton dresses were products of the freshman class. The sophomore table had a dis- play of guest towels, scarfs, luncheon sets, smocked dresses, wool skirts, blouses, silk underwear, and silk dresses.
In the single recitation periods some of the following sub- jects are discussed : child care, textiles, dress appreciation, nutri- tion. laundry and home hygiene and care of the sick, all of which have a definite place in training girls for home life.
In the eighth grade the girls learn the fundamental stitches of sewing and the proper use of the sewing machine. Later, practical application of this knowledge is made in the making of holders, towels, pillows, luncheon sets, and other useful problems. These girls spend two forty minute periods a week on this work.
The seventh grade girls have one period a week for discus- sion of assignments from the book "Junior Home Problems." They study various units with the following aims in view-"A consciousness of their responsibility in family and community life, to guide them to see and enjoy the pleasure of participation to their own family life. and to lead them to practice more healthful habits of living." Various projects are carried out by the pupils individually and as a group.
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