USA > Massachusetts > Barnstable County > Harwich > Town annual reports of the selectmen and overseers of the poor of the town of Harwich 1924 > Part 4
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1.75
E. L. V. & E. I. Bassett, labor
4.00
Chas. C. Allen, carting
4.50
Harwichport
J. O. Hulse Co., supplies $2.15
Nickerson & Freeman, labor and material 94.32
$609.74
9
George W. Sisson, labor 1.00
Watson B. Eldridge, supplies 2.60
W. C. Newcomb, extra labor 16.75
Wm. A. Eldredge, labor 42.30
Harwich Lumber Co., material 23.91
Standard Oil Co., supplies
4.08
West Harwich
Arthur Thivierge, extra labor $106.65
Harwich Lumber Co., material 15.80
Chas. D. Holmes, supplies 87.00
Standard Oil Co., supplies
4.08
Bassett & Kendrick, labor and material 157.48 W. P. Barnes, supplies 1.50
North Harwich
H. G. Rogers, labor
$37.75
Harwich Lumber Co., material
27.94
Alpheus Howes, supplies
9.55
Ellery Rogers, labor
4.20
Standard Oil Co., supplies
4.08
$83.52
Total repairs and incidentals $1,252.88
OFFICE
Laban Snow, attendance officer and census $123.00
Lucy H. Underwood, clerical ser- vices 45.91
$187.11
$372.51
10
Wm. F. Sims, telephone, tele- grams, travel, securing teach- ers, postage, express, etc. Samuel Small, insurance
75.88
19.10
Goss Print, stationery and printing
20.50
A. F. Cahoon, stamped envelopes 8.91
Ida M. Taylor, clerical services
2.00
$295.30
BOOKS AND SUPPLIES
Ginn & Co.
$190.56
Regents Publishing Co.
4.35
Edw. E. Babb & Co.
974.41
Hall & McCreary Co.
4.70
The Century Co.
28.00
Houghton & Mifflin Co.
17.81
Wetmore Declamation Bureau
1.11
Atlantic Monthly Press
1.05
Silver, Burdett & Co.
186.38
Milton Bradley Co.
40.04
Russell Sage Foundation
3.79
D. C. Heath & Co.
4.96
Scott, Foresman & Co.
14.08
American Book Co.
106.17
J. L. Hammett Co.
29.79
Cressey & Allen
1.96
F. M. Gifford, Exp. State Con- ference
9.00
C. H. Congdon
8.87
H. H. S. Athletic Ass'n
50.00
H. H. S. Senior Class
25.00
Masury-Young Co.
5.21
11
J. B. Lippincott Co.
2.65
The Cable Co.
8.16
Chemical Rubber Co.
7.60
C. F. Williams & Son
5.00
Wright & Potter Printing Co.
5.04
University of Chicago
3.00
Howard C. Doane, express on sup- plies
3.25
Literary Digest
14.04
Macmillan Co.
31.87
J. B. Lippincott Co.
64.93
Doubleday, Page & Co.
2.80
Rand, McNally Co.
39.32
Old Corner Book Store
47.10
$1,942.00
AGRICULTURE Expenditures
Bristol County Agricultural School, tuition John T. Wood, Jr. $168.00
Agricultural Income
State Reimbursement
$1,024.45
RECAPITULATION Available Funds
General Town Appropriation $26,000.00
Expenditures
Teachers' Salaries
$13,537.62
612.50
Music
12
Superintendent's Salary
1,240.02
Janitors' wages
1,140.00
Transportation
4,058.00
Fuel
672.57
Repairs and Incidentals
1,252.88
Books and supplies
1,942.00
Office expenses
295.30
Agriculture
168.00
Health
650.80
$25,569.69
Balance unexpended $430.31
We, the undersigned, Auditors of the Town of Harwich, have this day examined the books and vouch- ers of the School Committee and find the same correct.
FRANK I. SHACKLEY, ARTHUR M. NICHOLS
Auditors.
January 10, 1925.
ESTIMATES FOR 1925
General School Appropriation $29,000.00
Estimated income to be returned to the town treasurer on ac- count of schools (amount received in 1924) General School Fund, Part I $2,070.00
13
On Superintendent's salary
706.65
State Board of Charity, tuitions
807.25
City of Boston, tuitions
758.68
Agriculture
84.00
$4,426.58
Estimated net cost to town
$24,573.42
Superintendent's Report
Public Education
A newcomer into any field of human endeavor is generally watched, sometimes with suspicion, sometimes with great expectations. Fortunately for the happiness and welfare of all concerned in the field of education the prevailing spirit is one of helpfulness and cooperation. It is only natural that this should be so for the educator and the community have a common interest, namely, the best possible development of the children of the com- munity. The community's interest is manifested by voluntarily taxing itself to a greater degree for the edu- cation of its children than for any other community project. The educator's interest is to direct the expendi- ture of these vast sums so as to bring to the community the best possible results.
You, as a committee representing the community, and I, as a superintendent of schools, must recognize our great responsibility and work in harmony in order to accomplish the great tasks that confront us. That we are doing this is a fact of which we can all be justly proud.
The Annual Report
The printed annual report enables us to tell the community something concerning the educational mat- ters in which we all have a common interest. Most of
15
these matters have been reported to the homes by the children long before the time for the annual report of the school committee. Yet it is fitting that we refer in a general way to these matters that have been under- taken and also direct the attention of the community to other matters that may be pressing for consideration.
Our Aim
We have tried to bring about a condition and atmos- phere in the schoolroom that make it possible for the accomplishment of the best school work. We have estab- lished a systematic daily program that is definite and that tends to develop right habits of study on the part of the pupils. We have supplied the school with text-books and material that is essential to the work of a good school. Above all, we have placed the school in charge of competent, conscientious and painstaking teachers.
The Future
So much in a general way for the work of the past with its results equally as good as the conditions war- ranted. What have we to say about the future? There are a number of matters that demand our attention if we would make our school as good as we easily can.
PERFECT ATTENDANCE RECORD (Neither Absent nor Tardy)
NAME
SCHOOL
GRADE
AGE
TERM OF YEARS
Viola L. Ellis
Centre Grammar
VIII
14
1
Ralph B. Snow
Port Grammar
V
9
1
Watson J. Small
Port Grammar
VI
11
1
A. Lucille Smalley George Gomes William Crabe
Port Grammar
VIII
14
1
North Grammar
IV
10
1
Centre Primary
II
8
1
16
FAITHFUL ATTENDANCE RECORD
(Not more than three days are allowed for a very good reason. )
NAME
SCHOOL
GRADE
AGE
TERM OF YEARS
Virginia D. Small
High
XII
18
1
Mona A. Farham
High
XI
16
1
Helene S. Cahoon
High
X
16
2
Josephine Bassett
High
X
17
2
Helen B. Hall
High
X
17
1
Helen M. Robbins
High
IX
14
1
Ruth C. Tobey
High
IX
14
2
Emily H. Whittemore
High
IX
14
1
Olive L. Eldridge
High
IX
14
1
Eleanor A. Bassett
Centre Grammar
VIII
13
3
Hazel A. Chase
Centre Grammar
VIII
14
1
Myra C. Nichols
Centre Grammar
VIII
13
1
Lawrence C. Bassett
Centre Grammar
VIII
13
2
Arthur H. Bassett
Centre Grammar
VIII
15
1
Edith L. Crabe
Centre Grammer
VII
12
2
Caroline DeBurgo
Centre Grammer
VI
14
1
Ruth E. Bassett
Port Grammar
V
10
1
J. Howard L. Jerauld
Port Grammar
VII
12
1
Wallace C. Bassett
Port Grammar
VII
12
1
Edward A. Kendrick
Port Grammar
VIII
14
1
Evelyn Crabe
North Grammar
VII
14
1
Minnie Rose
North Grammar
VI
12
1
Joseph E. Gomes
North Grammor
VI
12
3
Elsie Barrows
North Grammar
V
10
1
Mary Rose
North Grammar
IV
11
1
Evelyn Lombard
North Grammar
IV
10
1
Alice Raneo
North Grammar
IV
11
1
Edmond Gomes
North Grammar
IV
10
1
Albert Hall
Ctr. Intermediate
V
10
1
Lester Strong
Ctr. Intermediate
V
11
1
Lillian Kelley
Ctr. Intermediate
V
12
1
Louis Handler
Ctr. Intermediate
IV
9
1
Paul Morris
Ctr. Intermediate
IV
11
1
Doris Bassett
Ctr. Intermediate
IV
10
2
Anthony Neves
Center Primary
II
8
1
Norman W. Perry
Center Primary
II
9
1
Earl C. Chase
Port Primary
II
9
1
Eunice Taylor
Port Primary
III
9
1
Julian Barrows
North Primary
III
9
1
Ralph Pena
North Primary
III
9
1
17 Attendance
During the past year we have had six pupils whose names are placed on the "perfect attendance" list for not having been tardy or absent during the year. On the "faithful attendance" list for the past year we have forty names. Some of these names as will be seen by referring to the lists have been entitled to a place on the honor roll for more than one year. Where the period stated is for more than one year it means consecutive years ending in June, 1924. So it is possible that some have had more years of perfect or faithful attendance than is stated in the tables.
I hope that in the future both the "perfect" and "faithful attendance" lists will be larger and that suit- able certificates will be awarded at the close of school in June to such as deserve them.
Drawing
The subject of drawing is not receiving the atten- tion it should. The work is so technical that only an expert is capable of directing it properly. In failing to provide this expert direction we are causing an irre- parable loss to the children in our schools. Instruction in this subject is neither a luxury, fad or burden. It is a necessity which can be easily supplied.
Longer School Year
Forty weeks constitute the legal and almost uni- versally accepted school year in the Commonwealth of Massachusetts. Places with better school facilities than
18
the average find it advantageous to keep their schools open for forty weeks each year. In some places the plan is to have a fall term of sixteen weeks with a little break at Thanksgiving followed by three eight-week terms after Christmas separated by two vacations of one week each. The fall term of sixteen weeks is not a hardship for the children as it is broken up by a number of holi- days that make some of the weeks only three or four days in length. I have every reason to believe that our plan of a school year of forty weeks will meet with universal approval.
Better Housing and Better Grading
In my report to you last year I refrained from dis- cussing the greatest and most outstanding need for the betterment of your schools. The chief reason for such action on my part has since been removed and I feel that by discussing the matter now I will not be usurping any prerogative belonging to another. The special investi- gating School Committee has now made public its report, and while I as a member of the committee am in sympa- thy with most of its findings and recommendations yet, nevertheless, I feel constrained as the paid director and leader of the educational activities of the town to give this matter a fuller discussion than is embodied in the published report of the investigating committee.
No one denies that our present school buildings to- day are unfit for school purposes. There is no difference of opinion as to that. Neither does anyone deny that it is possible to make them fit in every particular so far as the buildings themselves are concerned. Our differ-
-
19
ence of opinion concerns the wisdom of such a procedure. Those who have not given much thought to modern methods of education seem to think it better to put our old buildings into such condition as would satisfy all the demands of law and health and feel that this is all that is needed to have an efficient system of schools. On the other hand those who have observed the trend of modern methods in education know full well that the problem of better schools for the town of Harwich needs for its solution something more than improved buildings. That something is an opportunity to so organize the schools as to get the best results from the efforts of the teachers. They know that such an organization is impossible with the present buildings even though we make them fit dwelling places for the children of royalty. If the class- room work of your schools is below standard it is not due wholly to unsanitary housing. Indeed. that is a very small part of the difficulty. The greatest factor of your poor classroom work is the fact that each teacher has too many grades of work. The present buildings do not permit of any reduction along this line. Nor would any considerable number of new buildings, even though they met with every specification for a modern school building, permit you to organize your schools with a single grade to a classroom. So, while we may be in urgent need of new classrooms we are in greater need of an entirely new organization.
No great improvement in our schools need be ex- pected until the organization is improved by reducing the number of grades assigned to each teacher. The better grade of teachers cannot be induced for any great length of time to teach in an ungraded school. The de-
20
mand for good teachers for graded schools is too great. Teachers of great promise and without experience upon graduating from the normal school have no difficulty in finding acceptable graded schools in which to begin their teaching career. So while we are seeking to improve our schools let us make satisfactory the conditions for keeping a good school. When we have done that the problem of finding and keeping good teachers for our schools will be less difficult.
Objections to a New School
It may not be amiss if I attempt at this time to file an answer to some objections that have been quite gener- ally offered to a better organization of our schools.
Expense
First there is the matter of expense. The objectors to a better organization say that the expense is too great. They say this without knowing what the expense will be and likewise without knowing what we are able to pay. It is stated on good authority that next September one seventh of all the children attending the public schools of Massachusetts will be housed in buildings erected within the last six years, the most expensive period for schoolhouse construction in our history. In very many of the municipalities where these buildings have been built it has been necessary to obtain from the General Court of our Commonwealth permission to exceed the municipal debt limit as specified by statute law. Some of these municipalities were already under heavy bonds for various other public improvements. Yet, under
21
these adverse conditions, they have not thought the expense of providing a better school for their children too great.
Again, the tax rate in some of these places was already above the average. Yet they have been willing to increase that already high tax rate for the sake of giving a suitable education to their children.
Our Financial Condition
Now what are the conditions in Harwich? We are out of debt with a tax rate below the average. The cost of this undertaking according to the report of the inves- tigating committee will not cause us to exceed our debt limit. We can redeem the bonds in less than half the time that the law permits them to run. It would be difficult to find a municipality where the financial conditions affecting a school building proposition are more favor- able. Then it is idle to say that the proposition is beyond our means.
Foreigners
Some object to the proposition of the investigating committee because it permits of no race segregation. They know of course that segregation can be accom- plished only by evading the statute law. Yet they earn- estly desire to do this very thing and thus by example have the school teach contempt for law when it should be the first to teach respect for the established law of the land. "Obediance to rightful authority is the first law of liberty." History teaches that the decline of nations begins with disrespect for established law.
This objection to a better school organization on account of racial hatred is hardly worthy of a reply
22
because the new organization so far as this question is concerned makes the solution of the racial problem less difficult. For in the graded school each grade is divided into several divisions according to ability. The quick advancing division is not held back by the slow division, nor is the slow division dragged along faster than it can advance with profit. Not so in the ungraded school, where on account of so many grades the teacher cannot find time to divide each grade into several divisions. The result is the brighter children lose interest because the class advances so slowly, and the other portion of the class loses interest because the class advances so rapidly. Inefficiency, then, is the net result for every- body, and there is no segregation either.
Many other places have this same problem and have been able to solve it only by the graded school. Why not profit by their experience and do likewise? Do we refuse to build roads because a despised minority race will use them? Do we refuse to let a light and power company come into our town because it may sell its service to some of these people? Or would we refuse to have other public improvements because some of these same people might use them for the improvement of their homes? Not at all, because their improved homes would mean more revenue for the public treasury. Did you ever think that a modern graded school might create a desire in these people for improved home conditions and thus give us more property from which to collect taxes ?
Social Contact
But you say the school is unlike other public im- provements on account of the social contact. Perhaps
23
so, but does attendance at school under the constant supervision of trained and selected teachers, who should direct all the activities at school, carry with it the obli- gation to bring the schoolmates into the social activities of the home? Of course not. Besides, there is no agency better suited than the school for teaching a proper ob- servance of the social customs of the community.
The racial objection, then, unsustained by law, unjustified by experience in Harwich and in other muni- cipalities, contrary to the dictates of conscience and rea- son, and opposed to the best American ideals, like the expense objection, fails to satisfy as a reasonable excuse for denying to our own children the benefits of a better education than that which they are now receiving.
Tests
During the past year I have given a number of tests in the schools in order to ascertain the relative standing of the work done. Some of these tests have been standardized so that comparison is an easy matter. When we consider some of the disadvantages confront- ing our schools we are surprised to find them so close to the usually accepted standard for good schools. Too many grades per teacher is our largest hindrance to the attainment of a higher standard of accomplishment.
According to the intelligence tests given most of our children come within the normal group while some are found in the group above this and a very few in the sub- normal group.
In all these tests I have found that they seldom reveal anything that the teacher had not already dis-
24
covered. They, however, serve a useful purpose in modi- fying or strengthening the judgement of the teacher. They also show whereunto effort should be directed to overcome as far as possible any undesirable findings. I have not carried this matter as far as it should be carried for the simple reason that it may duplicate or nullify to some extent the survey that is about to be made by the Cape Cod Chamber of Commerce.
School Survey
It may be of interest to note that plans for surveying the schools of Cape Cod by the Cape Cod Chamber of Commerce are about completed, and I am told by Pro- fessor Cummings of Harvard University, who will have charge of the survey, that the work will be started in the near future. I doubt not that from this survey will come some suggestions which, if acted upon, may improve the standing of our schools.
Table of Comparative Finances
I present herewith a finance table comparing the finances of the Cape towns with each other and with the State average. A study of this table shows us two facts; first, what we are able to do in comparison with other towns; second, what we are actually doing for the sup- port of our schools.
In population we are the fifth town on the Cape. In valuation we are the sixth. In the amount of property per pupil in the net average membership of the public schools there are eight towns with a higher rating, al- though we are $1,164 above the State average, which
25
tells us that we can by more than 121/2 per cent. do more for each pupil in the public schools than can the average town. The next column shows us that there are only 63 towns and cities of the other 354 in the Commonwealth able to do more than Harwich for their public schools.
So much for what we are able to do in comparison with other towns. Now as to what we are doing. We are taxing ourselves at the rate of $7.61 per thousand dollars of valuation for the support of schools, which is a little less than the average. 269 towns have a higher tax rate for schools, and only 85 have a lower. For each pupil in the net average membership of our schools we have spent from local taxation $79.22. Only 69 towns have spent more. With the help of the State and tuition from other sources we have spent $91.95. 124 towns have spent more.
TABLE OF COMPARATIVE FINANCES
Population U. S. Census
1920
Valuation as of
April, 1923.
Valuation of 1923 per
pupil in net average
membership year
ending June 30, 1924.
State Rank.
Expenditure for School
Support from Local
Taxation year ending
Dec. 31, 1923, per $1,000
State Rank.
Expendiure per pupil
in net average member-
Local Taxation.
State Rank.
Expenditure per pupil
in net average member-
ship from all sources.
Total Tax Rate 1923.
Barnstable
4,836
$ 11,987,670
$11,988
45
$ 6.72
312
$ 80.62
66
$ 89.14
140
25.80
Provincetown
4,246
3,823,421
4,640
285
11.16
88
51.77
254
58.14
341
27.50
Falmouth
3,500
12,084,761
14,938
23
7.42
282
110.81
9
120.62
48
25.00
Bourne
2,530
7,121,515
12,278
39
7.35
286
90.18
44
102.25
90
21.20
Harwich
1,846
2,915,970
10,414
64
7.61
270
79.22
70
91.95
125
27.00
Chatham
1,737
3,632,330
14,948
22
4.97
343
74.26
94
84.36
170
20.20
Dennis
1,536
1,749,735
8,293
100
8.57
223
71.03
113
94.55
113
29.00
Sandwich
1,458
1,882,400
7,268
133
9.31
179
67.66
138
96.65
105
29.60
Yarmouth
1,229
2,372,825
12,045
43
8.36
235
100.66
26
119.79
51
27.60
Orleans
1,012
2,055,905
12,613
36
7.90
255
99.60
30
127.66
32
11.00
Wellfleet
826
931,659
7,112
142
7.44
281
52.81
248
85.72
161
32.10
Brewster
688
1,180,476
10,732
57
6.66
314
71.49
108
94.62
112
22.00
Truro
554
733,527
7,335
128
10,06
144
73.83
98
110.68
72
19.00
Eastham
430
719,633
9,109
83
7.61
269
69.30
124
118.36
53
25.80
Mashpee
242
614,719
13,363
33
7.28
288
97.25
35
111.94
68
26.50
State
3,852,356
$5,978,152,428
9,250
8.02
74.22
83.65
State Rank.
Valuation.
ship 1923.
27
New Program of Studies
I am presenting herewith for your earnest consider- ation a new tentative program of studies. It is not ideal. Neither will it be possible for you to undertake its im- mediate enforcement. Yet it is highly desirable that we turn our efforts in this direction if we wish our schools to attain to such a standard of excellence as we all desire. This is a differentiated program of studies and offers enough work to satisfy the desires of practically all pu- pils of junior and senior high school grades.
A faithful performance of this program will streng- then and improve our work in the languages, sciences, mathematics, and history. But the work in the domestic and manual arts suggested by this program cannot be undertaken at the present time or in the very near future on account of a lack of suitable facilities. Our facilities for doing work that requires little in the way of equip- ment are good. But the majority of our pupils would find greater interest in those types of work which we at present do not offer. This greater interest is due partly to the fact that it is easier for the pupil to see in it a prevocational aspect and partly because it is easier for him to see the immediate results for his endeavor. Yet this work has a large educational value, and if presented in the right way it will bring highly desirable results that are not always realized by the pupil.
There are no frills or fads offered in this program. It offers nothing but what is to be found in the better school systems of this Commonwealth. Then, is it not worth while for us to undertake such a program, and could we not have it if all concerned were willing to make the necessary effort?
28 Course of Study for Harwich High School Requirements for Graduation
1. No pupil will be allowed to graduate from the Harwich High School, whose average rank for the last four years in less than "C".
2. No pupil will be allowed to graduate from the Harwich High School who has acquired less than sixteen diploma credits in the last four years' work .*
3. No pupil will be allowed to graduate from the Harwich High School who has less than three diploma credits for any one year.
4. No pupil will be allowed to graduate from the Commercial Department who has spent less than one half of the senior year in attendance at the High School.
5. No pupil will be allowed to graduate from the Commercial Course who does not pass the entire work of the senior year in English. If absent for part of the year doing commercial work, the school work must be made up in a manner satisfactory to the Principal either by recitation or examination or both.
6. No pupil in the Commercial Department will be permitted to be absent from school for the purpose of doing commercial work whose class standing is less than B.
7. A pupil absent from school for the purpose of doing commercial work will be given a passing mark in book-keeping, if said pupil is doing work in book-keep- ing that is satisfactory to his employer. A pupil will be
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