USA > Massachusetts > Barnstable County > Harwich > Town annual reports of the selectmen and overseers of the poor of the town of Harwich 1947 > Part 7
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Libraries
90.73
Health-Nurse and Supplies
365.61
Transportation
6,930.00
Lunch-High-Supplies and Services
6,718.63
Lunch-Elem .- Supplies and Services
9,477.29
Miscellaneous: Athletics, Graduation, Telephone, Carting,
Films, etc. 1,022.07
24,604.33
27,860.00
Outlay : New Grounds and Building
New Equipment 356.92
356.92
1,700.00
Total
$95,922.83 $107,912.00
Overpayment of bill-Credit applied on bill of folowing month 10.00
$95,932.83
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1947 Appropriation 1947 Expenditures
$95,935.00 95,932.83
Unexpended $ 2.17
Submitted as unpaid bills of 1947 $ 1,383.59
NET COST OF SCHOOLS - 1947
Accounts Receivable :
Mass. General School Fund Part I
$3,561.00
Com. of Mass. Dept. of Public Welfare.
Tuition $371.00
Trans. 19.44
390.44
City of Boston:
Tuition
$1,368.43
Trans.
71.76
1,440.19
Chapter 71-High School Transportation School Lunch : :
Receipts from sales-High School 5,540.39
Receipts from sales-Elementary
6,472.50
City of Boston-paid for lunches
133.80
* * Visiting Nurse Assoc .- paid for lunches 174.40 Town of Harwich-paid for lunches 20.20
3,441.85
*Federal Subsidy for school lunches Rental of Auditorium
40.00
Telephone Refunds
1.30
Town of Chatham-Rent of Gymnasium
27.00
Town of Chatham-Telephone
46.08
Town of Eastham-Telephone
8.76
Town of Orleans-Telephone
59.92
Shop materials to pupils
11.53
Destroyed book
.48
Lost locker lock
1.50
Home Economics material
.80
$23,836.24
*Federal Lunch Subsidy: Does not include $492.78 claimed for November and December 1946 but not received until 1947. Does include $257.45 claimed for month of December but which was not received December 31, 1947.
** Visiting Nurse Assoc. Includes $16.80 claimed for the month of December 1947 but was not received December 31, 1947.
1947 Expenditures
$95,932.83
1947 Accounts Receivable 23,836.24
Net Cost of Schools 1947 $72,096.59 Vocational Education for 1947
1947 Appropriation
$600.00
1947 Expenditures 284.00
Unexpended
$316.00
2,464.10
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Received on account of Vocation Education for the year ending 1946: $138.00
Requested for Vocational Education for 1948
$800.00
REPORT OF THE JOHNSON-ULM MEMORIAL SCHOLARSHIP COMMITTEE Financial Statement
Total of Fund
$35,000.00
Interest-March 15, 1947
$437.50
September 15, 1947
437.50
875.00
$35,875.00
Expended for scholarships :
School year 1946-47
$ 75.00
School year 1947-48
575.00
650.00
$35,225.00
Refund
50.00
Statement of account as of December 31, 1947 $35,275.00
Tuition Scholarships have been granted to the following : School year 1946-47 :
Cynthia Jones - Bridgewater State Teachers College Phyllis Jones - Bridgewater State Teachers College School year 1947-48 :
Frances Baker - Antioch College
Cynthia Jones - Bridgewater State Teachers College Phyllis Jones - Bridgewater State Teachers College Ann King - Simmons College
Janet Kinsley - Simmons College
Harold Nickerson - Massachusetts State College Maxine Orton - Simmons College
*Gilbert Perry - Northeastern University
* Tuition scholarship granted but not used - returned to fund.
Respectfully submitted,
NORMAN E. HOLMES, Chairman, WILBUR H. CROWELL, . MRS. CARLETON S. FRANCIS, JR., PAUL A. MORRIS, HERBERT E. HOYT, Secretary, Johnson-Ulm Memorial Scholarship Committee.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS Herbert E. Hoyt AND OF THE SCHOOL COMMITTEE Norman E. Holmes, Wilbur H. Crowell, Mrs. Carleton S. Francis, Jr.
I take pleasure in submitting my first report as Super- intendent of the Harwich schools. The purpose of the annual report is to present an inventory of what has been accomplished in the schools during the year, to explain briefly our educational aims, and to outline ways in which we can improve the public school education of our youth. I believe that those citizens who will take the time to read the following reports and study the accompanying statistics will find much valuable information leading to better under- standing between home and school.
FINANCE
A financial statement of any business, whether indus- trial or educational, is necessary to determine whether each department is receiving proper support. Such a financial statement is included in this report. In addition it would be helpful to compare school costs in Harwich with the costs in the other 103 towns in Massachusetts with less than 5,000 population and supporting a high school. It should be pointed out that in Harwich all lunch bills are paid out of the treasury and all returns paid into the town treas- ury. These accounts together with reimbursements received from the state should be deducted to give us a net cost for the schools. Since this report is being written in November, it is necessary to estimate some of the items ..
1944
1945
1946
1947
Total expenditures
$63,980.09 $64,525.15 $75,028.65 $95,935.00
Reimbursements
13,312.73
14,913.48
18,479.75
20,000.00
Net Costs
50,667.36
49,611.67 367
56,548.90
75,935.00
Membership
349
385
404
Harwich Cost per child
145.18
135.18
146.88
187.98
Median for 104 towns
117.24
125.14
133.64
174.12
More detailed study reveals that of the 104 towns in the same classification as Harwich, 60 spend less for support of their schools per child, and 44 spend more per child than does Harwich. Since Harwich is one of the first five towns
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in valuation per pupil in the state, it is obvious that Har- wich can well afford to spend as much or more on its schools ·as it has in the past.
PERSONNEL
Four Harwich teachers resigned during the year 1947. The educational background of the new teachers can be found under the list of teachers.
The following instructors are new to our system :
1-Mrs. Orville Gray was appointed to teach Home Economics at the High School as of January 1, 1947. Mrs. Gray had had four years experience before coming to Harwich.
2-Mr. William W. Fish began his work as director of physical education and coach at the High School this fall. Although Mr. Fish had had no previous experience in public school work, he did similar work in the army.
3-Mr. Arnold Burch was appointed as English teacher at the High School beginning in September. Mr. Burch had six years experience teaching previous to entering the armed services in 1941.
4-Miss Patricia Rood began her work as a teacher in the junior high school and assistant in the physical educa- tion department in September.
5-Miss Margaret Jarden was appointed art teacher of Union No. 21. Miss Jarden had had two years experience in public school teaching and several years experience in museum work.
6-Mr. David Lynch was appointed to the new position of Director of Guidance for Union No. 21. Mr. Lynch has had wide experience in the business world, as a teacher, as a high school principal, and as a director of guidance.
NEEDS
1. Harwich's most pressing need is for a new element- ary school which I sincerely hope will be built in the very near future. It is unfortunate that the need which has ex- isted for some time, has become most urgent at a time when building costs are at such a high level. However, I believe that most Harwich parents are familiar with the over- crowded conditions and the unsatisfactory heating and toilet facilities, and will support the recommendation of their building committee. I call your attention to Mrs. Nicker-
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son's report and to the fact that the classes in the element- ary school average 40 pupils with an entering first grade this year of 50 pupils. Thirty pupils is considered an aver- age teaching load for an elementary school teacher. It is obvious that 40 pupils is far too many for one teacher and that no one teacher could possibly handle 50 pupils. There- fore I strongly recommend that two additional teachers be employed in the elementary school.
2. Since more and more business offices now expect commercial course graduates to be familiar with business machines, it has become increasingly important that these students be trained in the use of such machines. Therefore I recommend that during the next year we purchase an add- ing machine and a liquid duplicator for this department, and that a dictaphone, bookkeeping machine, calculator, and comptometer be added as soon as possible.
3. I feel strongly that Harwich should offer a more complete vocational course at the junior high level for those pupils who cannot benefit from the regular course. At pres- ent, too many students are simply waiting until they are sixteen and can leave school. Our loss of students at this age is very high. We must do something to help these students and retain them if possible. Needless to say, the presence of so many indifferent pupils is distracting in any class and substantially lowers the standard of accomplish- ment. At the same time, many of these pupils would do well in a vocational course.
OPEN HOUSE
The large attendance at the Open House held in the school during National Education Week in November was very gratifying. Far more important than the number of visitors, was the cooperative attitude shown by the parents. The question most frequently asked was, "How is my boy (or girl) doing in school, and what can I do to help him ?" We feel that this attitude in general, and this question in particular, reveals a very healthy relationship between parents and teachers, since we are convinced that the edu- cation of children in a democracy requires active coopera-' tion between school and home.
It has been suggested by some that an Open House with children present and school in progress might be more interesting. The school department does not agree with this for two reasons. In the first place, we feel that such an
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event cannot be a normal situation and therefore is of value to the parents chiefly as entertainment. In the second place, it would defeat our primary purpose of providing an oppor- tunity for a parent to discuss his child's educational de- velopment with the teacher without the child overhearing the conversation. The popularity of our Open House would seem to justify its repetition, although we hope that the parents will not confine their contacts with the teachers to the one evening a year.
GUIDANCE
Education might be defined as the process by which an individual develops from a helpless infant to a well rounded. well adjusted member of society. This process must be co- operative endeavor between home and school. To adjust to society, a child needs to know as much as possible about himself, about his potentialities, and about the opportunities in this complex world. He needs help in educational and social-civic-ethical planning as well as in vocational plan- ning. Realizing the complexity of this task, more and more towns are employing the services of trained guidance direct- ors. The towns of Union No. 21 are following this plan, and I call your attention to Mr. Lynch's report on the develop- ment of that program.
HANDWRITING
The teaching of handwriting is one of the most import- ant subjects in the school curriculum. Poor handwriting not only makes a poor impression, but actually leads to financial loss in business. It has been estimated that illegible sales slips cost in time and effort one dollar per mistake. Real- izing the importance of sound instruction in handwriting, the school committees of Union No. 21 have contracted, with Mr. W. L. Rinehart to install his system in our schools. Under this system, trained supervisors are sent to each room in our schools once each month to lay out the work for the following month, to grade the work of the previous month, and to assist the teacher in her technique of pres- entation.
Mr. Rinehart stresses good posture at all times, and insists that the child hold his pencil so that he can see what he is writing and maintain correct sitting posture at the same time. Contrary to older systems of handwriting. the pupil uses his fingers for the small letters, the arm for
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capital letters, and a free lateral slide between letters. No time is expended on arm exercises, but all practice is on formation of letters.
In grading papers, the supervisors use eight standards of measurement, such as size of letters and alignment, and the pupil knows exactly what his mistakes were in the past month. One formal paper which is a sample of his best handwriting and four other papers from any subject chosen by the teacher are averaged for this month's rank. In other words, 80% of the rank is derived from informal work, thus stressing carry-over of good penmanship in all writing. To motivate this work, each room is given a star representing the degree of progress for the whole group. Thus improve- ment of handwriting becomes a group activity which is of importance to all members of the class.
CURRICULM
Throughout the Harwich schools there is evidence of great care in the selection of textbooks. The reading sys- tem in use in the elementary grades is considered one of the best in the country today. The present program could be strengthened somewhat by the introduction of a course of study for all grades. Realizing this fact, a beginning was made on this project last year. Committees of teachers throughout the union met and drew up a course of study in arithmetic. Many authorities in this field were consulted, and studies were made of many courses in use in other towns. The resulting course of study is being used this year, and at the end of the year, a meeting will be held to discuss possible weaknesses and suggestions for improve- ment. This work will be continued through the union in both elementary and secondary school subjects. A course of study should not be static, but should be sufficiently flexible to meet the changing needs of the pupils. The method which is being followed will insure a growing course of study, and will have the secondary value of keeping us alert to the changes made in other schools.
CONCLUSION
In closing, I wish to express my appreciation to the citizens of Harwich for the cooperation and friendliness extended to me during my first few months as your Super-
129
intendent of Schools. I sense a wholehearted genuineness in your expressed desire to cooperate in the improvement of your schools which is most gratifying to me. With this at- titude we may look forward to a period of progressive achievement.
Respectfully submitted,
HERBERT E. HOYT. Superintendent of Schools.
REPORT OF THE HIGH SCHOOL PRINCIPAL
Paul A. Morris
In looking over the reports that I have written for the past ten years that we have been in the new school building I find that in seven of these reports I have mentioned in one way or another a need for the teaching of the skills of vocational trades for boys, and for the development of the domestic arts courses for household and institutional uses for girls.
Perhaps the time has come to be more specific and defin- ite as to just exactly what I mean. For this is a situation which we as educators should face squarely and honestly. To sum it all up in one comprehensive statement, it is : There are too many boys and girls in Harwich who leave school at the legal age of sixteen who have not been trained sufficiently in the various means of gaining a livlihood to enable them to gain a constructive place in our local econ- omie set-up.
Naturally, this statement needs breaking down and ex- plaining. The first consideration is: Why do they leave school at sixteen? The second consideration is: What pro- vision is now made in the schools for those who may leave at sixteen ? The third consideration is: What can and should the schools do which will be for the advantage of this group ? The fourth consideration is: What effect will this have on the group of pupils who intend to complete the twelve years of school ?
Consideration 1. Why do they leave school at sixteen ? The pupils who leave school at sixteen fall into two groups : First, those who should really get a job because their finan- cial assistance is needed by their family; Second, those who through low intelligence, or lack of application, or lack of any interest, or long continued illness, have failed to make
130
a satisfactory achievement in scholastic work, consequently have gotten behind their class, failed of promotion and final- ly "flunked out." The supervisor of guidance tells me that at the present time in grades seven and eight, there are seventeen pupils who are three or more years retarded.
Consideration 2. What provision is now made in the schools for those who may leave school at sixteen ? At the present time we divide these grades into ability groups as far as possible, and this is done for two reasons: First, it isn't fair for the better group to get instruction on a plane which is leveled for pupils one, two, or three years retarded ; and second, it is a waste of time for the slow group to get in- struction which is leveled for the faster group. They can't keep up, and some don't know what it is all about. So, at the present time, one division gets the normal or regular in- struction for its scheduled grade, and the other gets work assigned to it of an ungraded nature at a level where it cau learn and make progress.
Consideration 3. This is the important one. What can and should the schools do which will be for the advantage of this group? In my opinion, every pupil entering grade seven should be tested by our new testing program for his capaci- ty to learn and for the achievement which he has already made. Then I think these pupils should be placed in homo- geneous groups. I would place those whose capacity and achievement warrant it, in regular grades for the usual in- struction at that level, with the expectancy that they will complete our local schools and probably continue their train- ing elsewhere in vocational lines or regular colleges.
For those whose capacity and achievement are not at the expected level, or who definitely plan to leave school at sixteen, I would place them in an ungraded learning group. A study of their individual differences should be made, and a program of work planned for each separate pupil accord- ing to his own needs. I would provide this group with the finest teachers available. I would emphasize training for employment as a junior worker, giving them every oppor- tunity in the shop and household arts laboratory, and build- ing the rest of their instruction around this practical work as a core curriculum. They would be advanced in school placement strictly in accordance with their achievement, with little or no consideration for the usual conceptions of grades.
I believe that this reorganization of the school can be
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accomplished without increasing the number of teachers or materially affecting the cost of the school in any way.
Consideration 4. What effect will this have on the group of pupils who intend to complete the twelve years of school? To my mind, the answer to this is obvious. They will be able to learn as a group on a level where they should be. They should progress in a satisfactory way, and make an achievement commensurate with their ability. The town should have a better school as a result.
I take this opportunity to acknowledge, and express appreciation, for the gifts to the school which are listed herewith. Mrs. L. B. Baker, Boston. a subscription for the magazine "American Forests," The Cape Cod Council of the Junior Red Cross, making it possible for four pupils to at- tend a camp in Brewster; The Cane Cod Trust Company, a subscription for the magazine "Banking'; The Christian Science Society of Brewster, for a subscription to the Christ- jan Science Monitor; The Goose Hummock Shop of Chat- ham, for baseball rule books: The Harwich-Dennis Post, American Legion, sending a Harwich boy to Boys State at Amherst ; The Massachusetts All-Nurses Post, American Le- gion, Boston, sending a Harwich boy to Boys State at Am- herst; The Mondanite Club, for a subscription to the maga- zine "Popular Mechanics"; The Harwich Parent-Teachers Association. for interior decoration of the Teachers Room; Dr. West of South Harwich, tivo radios for the shop.
REPORT OF THE HARWICH ELEMENTARY SCHOOL PRINCIPAL
Mrs. Ethalene B. Nickerson
To the Superintendent of Schools :
In this, my fifth annual report as Principal of the Har- wich Elementary School, I wish to write of the very crowded condition of the school and the inadequate buildings in which we are housed.
We are greatly in need of two more class rooms, thus enabling us to divide four rooms in which are now seated around 170 pupils into six class rooms. With the variation of ability that we find among our children it is impossible for the over-worked teachers to give special help to the lower groups and at the same time provide the excellerated pro- gram which the upper groups should have.
As I walk around from room to room I realize how much
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our little children are missing in not having teacher time and floor space for folk dancing, games, construction and library corners and many other activities which are so es- sential in the development of small children's health, hap- piness and even to the building of their characters.
A few years ago we opened a lunch room which has been very successful and better patronized than we ever expected. In order to serve two hundred lunches a day in our very small quarters, we must eat in two groups. The children are crowded together on benches with coats, hats, etc. trailing the floor, as we have no coat rooms for the one hundred children who must cross the road in the snow and rain for their lunches. During this period I feel that we should often have fire drills. That condition was greatly improved last summer by making an exit directly from the cafeteria but I sometimes shudder to think what might happen on the inside stairs and in the narrow halls in case of a fire. For remember they are only little children.
May I add my plea to the voters of the Town of Har- wich for a new Elementary School and if anyone is inter- ested or in doubt of the need of such a building, I cordially invite him to visit us and inspect our class rooms, lunch room and very unsatisfactory underground toilets.
REPORT OF THE SCHOOL GUIDANCE PROGRAM
David O. Lynch, Guidance Director
To the Superintendent of Schools, the School Committee, and the people of Harwich :
The newest aspect of education in your school depart- ment is the guidance program. With this thought in mind, I feel you should be furnished with rather full explanation of the guidance service and how it effects the school children, how it can help mold their future life, and what it can mean to your community.
WHAT IS GUIDANCE ?
The guidance service is aimed at assisting the student to make good adjustments, wise decisions, and intelligent plans in dealing with problems in education, occupation, social contacts, and personality through understanding his abili- ties and interests and the realization of the importance of self-action.
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WHAT HAS BEEN DONE IN SETTING UP THE GUIDANCE SERVICE ?
There has been a comprehensive testing to determine in- dividual scholastic capacity. This helps tell our teachers what kind of scholastic performance to expect from each student. The tests we use have been designed as "tools" for the teacher. They furnish the means for determining the status and needs of each pupil, the class as a whole, and each grade. A limited expenditure for test materials has been proven beyond doubt to provide a means for obtaining as improved, efficient, and more suitable education program.
A cumulative record has been set up for each student to provide accessible information that will serve as a basis for guiding each student toward his highest development. It hardly seems necessary to emphasize the importance of such recording. Our schools need complete records to operate at full efficiency. We must have an adequate understanding of a student's needs and possibilities, his handicaps and ad- vantages, his physical, mental, social and spiritual makeup. Such information, understood and wisely used, can some- times save a life from failure and can often add greatly to its richness and value.
Our eighth graders meet every week to learn the faculty of self-analysis, the possibilities ahead in high school, and how to plan for education and a job. A complete battery of tests will furnish the needed information. On the high school level we have had scholastic ability and interest tests. Group guidance classes are planned for all senior high students and our teachers are working on study units. We plan to cover educational planning and adjustment, voca- tional planning and adjustment, family relationships, effect- ive use of leisure time, development of personality, personal values, finances, health, and social relationships. Each student will be counseled at least once each year.
WHAT IS PLANNED IN GUIDANCE FOR THIS SCHOOL YEAR ?
A basic testing program has been designed for the guid- ance of secondary school pupils which will consist of tests of occupational interest, scholastic ability, personal and social adjustment, competency in basic skills, and special aptitudes and abilities. Occupational information will be added to your school library to furnish students with material for research. Since field trips to industry are almost impossible
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