USA > Massachusetts > Worcester County > Athol > Town annual report, town of Athol, Massachusetts 1931 > Part 7
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10
THE HIGH SCHOOL
The Athol High School has been functioning success- fully under the direction of Principal Nathaniel Cutler and its efficient corps of teachers. The spirit of the faculty and student body has been wholesome and productive. The regular studies have been carried on effectively. Due attention has been given also to the extra-curricular activities.
The report of the high school principal gives in detail the activities of the school during the past year, also the needs for the future, so I shall limit further comment to the general statement that I have been well pleased with the manner in which affairs have been conducted at the Athol High School during the time I have been here.
SCHOOL BUILDINGS
Perhaps the greatest need in Athol is the improvement of the school housing facilities. Athol has a number of substantial small buildings, but these buildings are inade- quate to take care of the number of pupils enrolled and
148
do not permit a form of organization which can produce the greatest benefits accruing from a modern system of education. This need is generally known, and I am sure will engage the attention of the town when general con- ditions will permit.
If school is to lead the way and not trail behind, our children should receive a suitable impression from their educational surroundings aside from the other factors involved. The power of suggestion is a strong influence on children. Attractive surroundings, beautiful pictures, flowers, artistic books, all contribute their share educa- tionally in the moulding of character, even though the children may not be conscious of this influence. It has been demonstrated beyond doubt that pupils do better work amid modern pleasant surroundings. Their increased interest results in better school work.
ENTRANCE AGE
The age of entrance to school is five years and eight months. This seems to be a proper age for entrance in view of our experience, and in the light of the testimony of reading experts that the average child does not have reading sense much before the age of six. It is unfair to children to admit then when they are immature, because it means that they must repeat the first year thereby stamping them as failures at the outset of their school careers.
It is a well known fact, however, that there are some children under the entrance age who prove to be mentally, physically, and socially developed beyond their time age who may be admitted to school on the basis of an intel- ligence test. If we were not hampered by lack of room, and if the feelings of parents would not be hurt if their children did not pass, I would recommend that intelligence tests be used more or less in determining when a child
149
should enter school. In spite of the seeming handicaps, I feel that it is just a matter of time when mental age rather than physical age will be the basis for entrance to school.
Entering children during the school year is greatly to be discouraged. Children who enter during the year have missed much of the work, and do not really obtain a fair start. These children impose an unfair burden on the teacher who has to have new pupils beginning during the year. It has been decided therefore, that after this year children under seven years of age who wish to enter school for the first time must enter before October 1 in any year.
ENROLLMENT
The total enrollment in the Athol schools as of October 1 is 2150. The details of this enrollment are as follows:
High School
Seniors
34
Juniors
100
Sophomores
128
Freshmen
152
Post Graduates
14
428
Lyman Ward
Miss Hayden
III-IV
39
Miss DeRoche
I-II
30
69
150
Riverbend
150
Grade IX Grade VIII
114
Miss Harper
VII
35
Miss Safford
VII
38
337
Ellen Bigelow
Miss Glasheen
VII
37
Miss Petrosky
VI-VII
33
Miss Bonnette
VI
38
Miss Cook
VI
35
Miss Sheon
V
41
Miss Vilmont
V
38
Miss DeRoche
IV-V
40
Miss Bossidy
III-IV
42
Miss Glennon
I-II
31
335
Hapgood
Miss Hathaway
II-III
37
Mrs. Tower
I-II
40
77
Highland
Miss Rogers
VI
41
Miss Cotton
V
39
Miss Hayden
III-IV
33
Miss Ward
I-II
39
152
151
Lake Park
Miss Marsh
VII
38
Mrs. Ray
VI-VII
$4
Miss Thomas
V-VI
41
Miss T. Fitzgibbon
IV-V
47
Mrs. Swan
II-III
33
Miss C. Fitzgibbon
I-II
37
230
Main Street
Miss Duffy
IV
40
Mrs. Smith
III
39
Miss Van Rensselaer
II
45
Miss Forsaith
I
37
161
Pleasant Street
Miss Brock
I-II-III-IV
20
Sanders Street
Mrs. Young
IV
39
Miss Baker
III-IV
39
Miss Parmenter
II
42
Miss Newton
I
36
156
152
Silver Lake
Miss McManamy
III-V-VI
33
Miss Welch
IV-V
44
Miss Lamson
II-III
41
Miss Quinn
I-II
47
165
South Athol
Miss Barker
I-VI 20
Total Enrollment
2,150
CURRICULUM
The present curriculum of the Athol schools is on a thirteen-year basis for Classical students, and on a twelve- year basis for pupils taking the General and Commercial courses. I should recommend that all pupils be placed upon a twelve-year basis. Very few places are now on a thirteen-year basis. The generally accepted plan nowa- days is a six-year elementary school, a three-year junior high school, and a three-year senior high school. This plan is recommended by the State Department of Educa- tion and is in use in the majority of the school systems of Massachusetts. Those systems which do not have the 6-3-3 plan have the eight-year elementary and four-year secondary system, but these latter systems are changing rapidly to the 6-3-3 plan.
Since Athol has substantially most of the elements of the 6-3-3 plan, it would require but a few adjustments to change to the 6-3-3 plan. A Post-Graduate year in the
153
high school would still be available for any pupils who might wish for one reason or another to spend an extra year in school. It is generally conceded, however, that a school system functioning satisfactorily ought to be able to prepare pupils for college in twelve years.
Semi-annual promotions have been discontinued in the various towns and cities of the state, so that at the present time there is only one other town or city besides Athol that has continued the use of semi-annual promotions. It has been decided, therefore, by the School Committee, on recommendation of the superintendent, to discontinue semi-annual promotions in Athol in the future.
It has been customary in Athol for the first and second grades to attend school a much shorter school day than is the case with the other grades. This custom arose because of crowded conditions, and because of the fact that it was formerly felt that small children could not attend the usual school day without detrimental effects physically. The school program, however, is now arranged with more play and recreational periods so that it is felt that first and second grade pupils can attend much nearer the usual school day. Steps have already been taken to have our first and second grades attend the length of day commonly found in other towns, and it is intended in so far as pos- sible, to have our first and second grades attend school the usual school day as of other towns and cities.
EDUCATIONALLY EXCEPTIONAL CHILDREN
Periodic examinations of educationally exceptional children have been made by the clinics of the Division of Special Education of the State Department of Education. These clinics indicate strongly that Athol needs more than one teacher for mentally retarded children. Here again, however, limitations by finances do not permit at
154
the present time more than the one teacher now serving as special teacher.
A consideration of educationally exceptional children includes acceleration as well as retardation. A full and complete system of education provides for the bright children as well as the retarded children. Classes for superior children are to be desired, but here again the tax payer must be considered in our aspirations for an ideal school system.
SUPERVISION OF SPECIAL SUBJECTS
Supervision of special subjects is being carried on ex- ceptionally well in Athol in my opinion. This supervision covers music, art and penmanship. It seems to me that we have an exceptional supervisor in each of these fields.
Some people think that supervision of these special subjects is not needed. The everyday teacher, however, cannot be an expert in every field and needs direction generally in special fields. It is sometimes thought that the purpose of music is to create opera singers, that of art to create eminent artists. This is not so. Music and art are means of expression. The school is frequently the only opportunity for our future citizens to gain an appre- ciation of the beautiful and artistic in life. With regard to penmanship, I can see very definitely the difference be- tween penmanship of children in a school system having a supervisor, and one in which there is no supervisor.
EVENING SCHOOL
If finances permitted, I should recommend very strongly the re-establishment of an evening school in Athol. It is our duty to remove illiteracy from the nation, further- more, Americanization is needed in times of stress as much as, if not more than in ordinary times. The increasing
155
amount of leisure is another factor to be considered. Then, too, it is being generally conceded that education should be open to all regardless of age. I understand that a pre- vious evening school was discontinued because of lack of attendance. However, if finances permitted, I feel that an opportunity should be given, if present attendance would warrant.
EXPENDITURES FOR SCHOOLS IN ATHOL
It is perhaps not generally known that expenditures for schools in Athol have been exceedingly moderate. Accord- ing to figures from last year's state report, Athol spent $56 for each elementary pupil, whereas other towns of similar size in Massachusetts spent $73. The figures for the junior and senior high schools are correspondingiy low.
Athol is in class Two, towns of 5000 or more population. There are 79 towns in this class. Athol ranks No. 33 in size, but No. 71 in expenditures for support of schools.
In spite of the fact that the amount of money spent for schools in Athol is low, the School Committee has made strenuous efforts this year to economize, and is turning back from the present budget, a substantial amount. To do this, it has been necessary to scrimp and save in all directions, the minimum amount being expended for books, supplies, repairs and other items. The School Committee realizes the many needs of the School Depart- ment, and yet has wished to show the town its desire to co-operate in the present economic situation.
The sum devoted to education in Athol, even though it is much less than other towns our size are spending, may seem rather large when considered in the aggregate. Consider it, however, in the manner in which the instal- ment man presents his picture. Seen in this light, it costs each man, woman and child less than 4 cents a calendar
156
day for the support of the Athol schools. Is this amount, less than the cost of a package of chewing gum, or a carfare, too much to spend for the future citizens of Athol?
LOCAL COST OF OPERATION
Many of the citizens of Athol may not exactly under- stand the cost to the locality of school operation. They vote a certain amount for schools, the school reports show a certain amount expended for schools. A careful examination of the reports, however, will reveal that the town of Athol does not bear all the expense for the operation of its schools.
According to last year's school report, a gross amount was expended for schools amounting to a little over $157,000. The net cost, however, for the education of more than 2,000 school children was a little over $132,000. The cost of local operation was reduced by $25,000, this sum coming to the town chiefly from the General School Fund of the state, tuition of state wards, and tuition from other towns. This $25,000 is returned to the town and is not available for school purposes.
BOOKS AND SUPPLIES
I feel very strongly that the amount of money which has been spent on books and supplies in Athol has been altogether too economical to do justice to the children of Athol. Many texts and supplementary books are in use in the schools which are 25 years or so old, in spite of the fact that tremendous changes have taken place in text book construction in recent years.
Pupils in many of the school rooms have no arithmetic books, language books, spelling books, or text books in other subjects. Is it fair to expect our teachers to do a good job and not give them the proper tools with which to work?
157
Teachers in the primary grades are not suitably supplied with seat work for their pupils. One may appreciate the difficulty in keeping 40 or 50 first or second grade children in school all day without proper seat work, so that one group may keep busy while another group is reciting.
TEACHERS' SALARIES
In these days when the person with a stable income is envied by many, it is no wonder that attention is given to the salaries of teachers. Teachers in the past have been greatly underpaid, and it is only recently that teachers might be said to have come into their own. I should like to call attention, however, to the fact that the salaries of teachers in Athol are still lower than the salaries of teachers in other places the size of Athol. We pay our elementary teachers an average of $1250. The ten towns in Massachusetts nearest in size to Athol pay their teach- ers $1398. Comparative figures for the junior and senior high show a similar discrepancy. Eighty per cent of the school budget goes for salaries. It is greatly to be hoped that Athol teachers' salaries already lower than other towns the size of Athol will not be still lowered. The amount to be saved would be negligible on the tax rate compared with the amount of damage which might result in lowered standards. Teachers are alive to the needs of the present situation, and are voluntarily making a fixed contribution regularly to the relief of the unemployed.
MISCELLANEOUS
A school calendar has been adopted for this year which eliminates the necessity for separate calendars for the elementary and secondary grades. This calendar has been evolved after several years experimentation, and it is be- lieved will prove more satisfactory than separate calen- dars for the grades and the high school.
158
Instruction in instrumental music has been carried on under the auspices of the School Department at no expense to the School Department. About 125 pupils en- rolled at the beginning of the year to study piano, violin, banjo, cornet and other instruments. Through class study, the cost to the individual pupils was very low.
School savings have been carried on in the Athol schools during the past year. The total amount saved by the pupils was $1344. The school savings system was installed in 1922, and since that time over $16,000 has been saved by school children, approximately 80% of which has re- mained in the pupils' bank accounts.
Due attention has been given to fire drills in all the schools. The fire extinguishers in all school buildings have been replenished recently.
Special primary report cards have been issued in the primary grades. Heretofore there has been no regular way of notifying parents regarding their children's pro- gress in the lowest grades, particularly the first grade.
The School Department has been co-operating with the public library in the issuance of childrens' reading certifi- cates.
A Superintendent's Council has been organized consist- ing of the principals of the larger schools who meet periodically with the superintendent and discuss ways and means of instituting further progress in the Athol School System.
THE TESTING OF RESULTS
Measuring our educational product is a difficult but im- portant matter. In respects like the development of character, the measurement of results is complex. As to health, the measurement of results ought soon to be ac- complished. Insurance companies have lately been giving us facts about mankind in general. All of our educational
159
objectives are gradually being measured as to results with more or less reliability. That we are making progress in measuring cannot be denied. Rapid strides are being made in the measurement of native ability and in the acquisition of knowledge. We plan to do some measuring each year as time and money permit. Our goal will be to build up a testing program which will determine and increase our efficiency.
IN CONCLUSION
I feel that we have made successful progress so far in this school year. My thanks for my part of the work are due the School Committee, teachers, parents and children, all of whom have co-operated in the interests of the high- est development of the school system of Athol. The gen- eral inclination of all has been to help and not to hinder. There can be no doubt that Athol is sincerely interested in the welfare of the schools.
I earnestly believe that Athol Schools are good schoo's. We are not, however, satisfied. Our aim, if it is possible, is to make the schools of Athol better.
Respectfully submitted,
LEON M. FARRIN,
Superintendent of Schools.
160
Report of High School Principal
Athol, Mass., January 1, 1932.
To Mr. Leon M. Farrin,
Superintendent of Schools.
I hereby submit the annual report for the High School for the year 1930-1931.
It will be interesting to notice the average attendance for the last five years.
Year 1926-1927 356
Increase
Year 1927-1928 358
2
Year 1928-1929
364
6
Year 1929-1930
382
18
Year 1930-1931
424
42
This shows a consistent growth in spite of the fact that what was the Freshman class has been taken out of the High School and kept in the Junior High. Without this change the High School would now number about six hundred. The average attendance for the first four months of the present year is 418. This is a falling off from the attendance of last year. The decrease is on account of the large class graduated last June due, also, to reorganiza- tion brought about by the introduction of the Junior High School.
161
The financial report of the Lunch Counter is as follows:
Recepits
Balance from year 1929-1930 $ 221.19
Sale of lunch checks
1,639.37
$1,860.56
Expenses
Bread
$221.06
Groceries
605.92
Chocolate
464.01
Meat
104.99
Milk
122.06
Incidentals
38.04
Overhead
22.93
$1,579.01
Balance at End of year
281.55
$1,860.56
All the receipts at the lunch counter are from the saie of numbered lunch checks. This makes a complete audit on receipts, as the amount of money taken in has to cor- respond with the number of lunch checks sold during the year. All bills are paid by bank checks, and the cancelled checks act as vouchers for all expenditures
The following are the balances brought forward from the close of each preceding year.
September, 1925
$431.87
September, 1926
172.24
September, 1927
591.10
September, 1928
451.73
September, 1929
140.54
September, 1930
221.19
September, 1931
281.55
162
There are no expenses for service, as all the work is done by members of the domestic science classes. An effort is made to charge only enough to cover the cost of the food sold. The profits have not been enough to pur- chase additional equipment for the lunch room.
Of last year's graduating class forty-two are continu- ing their education. Of these fourteen returned to the High School as post-graduates, either to get more train- ing in commercial work, or to complete their preparation for advanced schools.
There have been no important changes in the program of studies, as the present building does not furnish oppor- tunities for such subjects as should be first introduced.
Respectfully submitted,
N. A. CUTLER, Principal.
Report of Music Supervisor
Mr. Leon M. Farrin, Superintendent of Schools, Athol, Massachusetts.
Dear Sir:
Everything seems to be moving smoothly and har- moniously in my department. Our new teachers being very co-operative.
Last March Mr. A. G. French of Revere, Mass., visited me in the sixth and seventh grades. He was most compli-
163
mentary in the way the children of Athol could sing, and the response they gave me during the whole time he was in the different rooms. Mr. French felt it was most un- usual, but I assured him, he would find it the same in any room he might go into, from the lowest to the highest grades.
The instrumental classes that were organized last year, are continuing this year with 125 registering this fall against 61 a year ago.
Music is composed of rhythm, melody and harmony.
The rhythm is the pulse in music, the recurring of cer- tain fixed accents, the mark-time march, the spirit of music which makes you want to move in time, or stamp in time, the breathing of the music. Rhythm is the first requisite to a composition. The most savage of music is full of rhythm. Rag time is packed full of rhythm. Negro music is almost all rhythm.
Melody is the sweet-sounding theme of the music, the solo, the outstanding idea. Melody is what the average man remembers in a song, the thing he whistles or hums. It is the outline of the story, the face in the picture.
Harmony is the structure of the music. It is the frame- work, the building, the solid foundation. Harmony grows around the surface of the melody and fits in with the rhythm.
Popular music is all melody and rhythm and little har- mony. Harmony is the soul and heart of the classic masterpieces.
At this time I wish to express my sincere gratitude to you for your loyalty as a superintendent, to the school committee for their support, and to the teachers for their wonderful spirit of co-operation.
All of which is respectfully submitted,
HENRY R. WHEELER,
December 31, 1931.
Supervisor of Music.
164
Report of Art Supervisor
Mr. Leon M. Farrin, Superintendent of Schools. Athol, Massachusetts.
Dear Sir:
Many times the question is asked, "What place should Art hold in Education?" There are some of us who might say that before we teach Art, we should be sure that we teach the fundamentals in education. Should we not con- sider Art a fundamental? Every day we are asked to choose between articles which are good and poor in design and color. Every day in our lives it is necessary for us to use taste in our dress and in our home.
Art Education aims to cultivate the taste of the child and make him able to appreciate and use the principles of harmonious color and appropriate design.
Manufacturers realize now as never before that for them art in their product is an absolute necessity. The public is now demanding that the things they buy must have beauty of line, color and design.
Mr. Kirby, who is Director of Art Education in Pennsylvania says, "The Art taste of a community will be
165
no better or worse than the art standards established in its public schools."
Art when correlated with other subjects is an excellent means of adding interest. It also fixes in the mind of the child facts to be remembered.
Drawing teaches us to see correctly. It brings to our attention things that otherwise would pass unnoticed. It also trains the muscles and helps the mind and muscles to work together.
Art touches all phases of life, without it we would have no beautiful homes, nothing but rustic furniture, no cook- ing utensils, no coin or paper money, no attractive clothes. Everything that is made by hand has first to be planned and designed.
It is well then for us to have an Art course which will help enrich the community by raising the standards of desire for all that is good and beautiful in life.
Respectfully submitted,
EVELYN G. KIRKWOOD,
Supervisor of Art,
166
Report of Supervisor of Penmanship
Mr. Leon M. Farrin, Superintendent of Schools, Athol, Mass.
Dear Sir:
I have had four objectives in my penmanship work this year: First, that the pupils in our schools write easily; second, that their writing be readable; third, that their writing have character; and fourth, that they write a certain number of letters to the minute.
Large simple movements in any kind of manual skill, are easy to execute; therefore a part of each lesson has been utilized in writing and tracing big forms at board and at desk.
Almost all writing is readable if it is not too small and not too close together; hence size and spacing have had special emphasis.
Writing shows character if size and slant are uniform; and if the words have a good upward ending; therefore these points have been stressed in the writing lessons and in all the written work.
Speed, of course, comes from practice. Each week speed and legibility tests have been given by the home room teachers, and each month speed and legibility tests have been given by me. These marks have been recorded on accomplishment charts.
That good penmanship should carry over into all phases of the school work, three papers have been saved each
167
month from the regular school work. These papers have been corrected by me, and these marks have also been recorded on the accomplishment charts.
Each child has a container in which he keeps his written work. At the end of the term, this work has been assembled, in the order written, in booklets. These book- lets show the progress made by the child from September to February.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.