USA > Massachusetts > Hampden County > Agawam > Town of Agawam, Massachusetts annual report 1936-1940 > Part 11
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acceptable plan would be to erect an entirely new school building capable of caring for the needs of Agawam Center for many years to come. Much thought must be given to the situation there in order that some form of relief from the present conditions may be offered at the earliest pos- sible moment. When real estate begins to boom again, Agawam must be ready to provide school accommodations for many new families. As Springfield grows, the Agawam part of our town will, in the future, provide the most con- venient and the most logical site for such expansion. Let's be ready for such an influx of home seekers by providing adequate and modern, up-to-date school accommodations at Agawam Center.
Your committee are truly grateful for the loyal sup- port accorded them during the year 1937 and we hope we may merit a continuance of the same for 1938.
Respectfully submitted,
CLIFFORD M. GRANGER, Chairman SIDNEY F. ATWOOD MRS. GRACE B. REED WARREN C. BODURTHA LESLIE C. MILLER EDSON A. FERRELL
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Financial Statement
DECEMBER 31, 1937
Appropriation
$ 140,000.00
Smith-Hughes Funds (Federal for
290.12
Agriculture
$ 140,290.12
EXPENDITURES
General Expense
$ 6,112.34
Salaries of Teachers, Supervisors and
Principals
85,297.40
Text Books
2,043.87
Stationery and Supplies
4,107.02
Wages of Janitors
9,366.61
Fuel
6,237.26
Miscellaneous Operating Expenses
2,743.45
Repairs and Replacements
3,300.32
School Libraries
261.83
Health
1,993.33
Transportation
10,878.45
Tuition
2,487.69
Insurance on Buildings and Equipment
1,123.80
Miscellaneous Expenses
461.98
Outlay-Buildings and Equipment
1,118.09
Agriculture
2,756.66
Total
$ 140,290.10
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COST OF SCHOOLS TO THE TOWN
Total Expenditures $ 140,290.10
Returns to the Town on account of
Schools, but not returnable to the School Department : From the State :
On account of Teachers' Salaries $ 14,100.00
For Agricultural Instruction
1,548.58
On account of Trade School Tuition
1,201.80
Tuition and Transportation of State Wards 93.10
Received from other Towns for
Tuition of High School Pupils 3,529.80 Received from Manual Training Department 262.86
Received from Rental of School Buildings
78.00
Miscellaneous Receipts
1.68
$ 20,815.82
Paid to the School Department :
Smith-Hughes Funds ( Federal for Agriculture) 290.12
21,105.94
Amount paid for Schools from Local Taxation $ 119,184.16
109
REPORT OF THE Superintendent of Schools
To the School Committee and the Citizens of Agawam :
I hereby submit the annual report of the Superin- tendent of Schools.
My report will present this year the following main topics : School Organization in Agawam, Buildings and Equipment, Enrollments, Teacher's Load and Pupil Costs.
SCHOOL ORGANIZATION
There are two main divisions in the setup of the Aga- wam public schools-the Elementary, comprising Grades 1-6; the Secondary, composed of Grades 7-12. Not all towns and cities have such an organization. In some localities there are 8 grades in the elementary school and 4 grades in the high school. In other places, we find 6 grades in the elementary school, 3 grades in the junior high school, and 3 grades in the senior high school. Many educational investigators have gone on record as favoring the 6-year elementary school and the 6-year junior-senior high school. The Strayer surveys made by Columbia Uni- versity present such a setup for the public schools as be- ing the most efficient, from the standpoint of economy and educational opportunity. In Agawam, this organization merits the following comments.
ELEMENTARY SCHOOLS, GRADES 1-6
There are six grades in each elementary school in Aga- wam, and one ungraded class called the opportunity class,
110
located in the North Agawam school. This class enrolls pupils from all of the elementary schools.
In these schools all of the pupils between the ages of 6 and 12 are brought together in one building. At the present time there is no overcrowding in any room, and in a majority of the rooms there are no boys and girls too old for their grades. We have, therefore, very few cases where children are socially ill-adapted to their grade. This is a very favorable situation. Again, there are very few cases in the grades where children are mentally unable to do the work of the grade. This means that Agawam should have very few cases of retardation this year-a highly desirable consideration.
In some of our elementary schools a large proportion of the pupils are transported. Their needs, comforts, and protection in this important service are under the im- mediate care of Louis DePalma, who devotes extraordinary attention to this work and therefore our pupils are regular in attendance.
It is the spirit of the school that counts. Securing regular attendance of pupils, and placing them in groups where they are socially adapted, and creating a situation in which they can make progress in their studies are three of the greatest factors in building a proper school spirit. I am pleased to report that such a spirit exists in our ele- mentary schools.
JUNIOR-SENIOR HIGH SCHOOL, GRADES 7-12
There are more than three hundred pupils in the first two grades of our six-year high school. This is a group of sufficient size to enable the town to offer a superior type of education to adolescent boys and girls. Manual Train- ing, Domestic Science, and Physical Training are available to all pupils. Clubs in such fields as Current Events, Birds, Athletics, etc., arouse their interests and increase
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their enjoyment of school. They are present at and share in all of the school assemblies. They meet, on the average, six different teachers each day-teachers who are vitally concerned for their advancement and welfare. There is no severe break in their educational career in this high school setup. When the time comes for these pupils to enter the third year of their secondary education, they are not forced to make the adjustments demanded by the tradi- tional four-year high school. They know all the lines of approach, all of the procedures. They can set out in full sail and go places if they so will. The records show that many of our pupils have so willed. Some of them enter the College Preparatory Course. The number in this field is not very large, since many cannot go to college. Our College Preparatory Course is in the hands of capable and experienced teachers, who take pride in their work and in the success of their pupils. A graduate of the Agawam High School, with certificate grades, can gain entrance to and do satisfactory work in any worthwhile college in our country. At present Agawam is represented in many of our colleges and universities.
Many pupils enter the Commercial Course. The Com- mercial Course of the Agawam High has never, in all of its history, been the dumping ground for the rest of the school. It is a real vocational course and is selected by many of our most brilliant students. This course is not designed to prepare pupils for admission to some busi- ness college, but does aim to make it possible for its gradu- ates to take positions at once in offices and business insti- tutions. The teachers in this course are experts and they endeavor to make experts of the pupils in their charge. The work is carried on in a businesslike manner; careful attention is given at all times to the necessary finesse and detail so essential in business training.
Other pupils are found in the Agricultural Course. Under the direction of Mr. Moseley this course has proved very helpful to those boys who are interested in agricul- tural pursuits. This course is the youngest of all the
112
courses offered in our school, but it is one of great import- ance. This importance is enhanced by the splendid rec- ord made by the boys who have been and are enrolled therein. The equipment of the school is excellent and the instruction is practical.
There is need for a course in Household Arts for the girls. Such a course would parallel the Agricultural Course. for boys. The funds for this course would be furnished for the most part by our State and Federal governments. Our present equipment in sewing and cooking is sufficient for the needs of such a course. Since this course will serve to meet a valid need, and inasmuch as we could establish and maintain such a course by using available State and Federal funds, I recommend that this course be set up in the High School.
OPPORTUNITY CLASSES
This survey of our 6-6 Grade system, as it works out in Agawam, would not be complete without bringing our Opportunity Classes into the picture. The Elementary Opportunity Class is located in the North Agawam School, and enrolls pupils who for various reasons have been re- tarded three or more years and have not as yet reached the high school age. The Junior High School Class is in the Junior-Senior High School building and enrolls re- tarded pupils of high school age. These classes are prop- erly termed Opportunity Classes, for there are two very important opportunities open to such pupils. In the first place, they are classified into groups where there are pu- pils of equal age and growth. This makes it possible for them to make the proper social adjustments in their school life. Again, they are in groups of equal mental ability and their instruction is within their mental grasp. They can now have the encouragement that comes from succeed- ing in their work . The pupils of the Elementary Class are promoted to the High School Class, and whenever it is possible, pupils are promoted to the regular grades. Such
113
was the case with four pupils last June, when they were advanced to the seventh grade from the Junior High Op- portunity Class.
BUILDINGS AND EQUIPMENT
In my last two reports I have written in regard to the need of new elementary schools in Agawam. It is now apparent that the housing conditions at Agawam Center are of such a nature that immediate steps must be taken to remedy the situation. The old buildings have served well their day and generation. Today, they are not only worn-out but they are out-moded, and altogether inade- quate to accommodate the enrollment in that part of the town. These buildings have very little to recommend for their continuance, they admit no possibility of enlargement by additions. Any attempt to make use of parts of the main building, in conjunction with a six-room appendix erected in back of the school, will cost almost as much as a modern, up-to-date, ten-room building, and still leave the town with an uninviting school appearance. It may be argued that the outside appearance does not count, but that the inside of the building and what goes on therein is of the utmost importance. It must be stated, however, that there are no parts of the old building which can be salvaged, and at the same time do justice to the pupils who are to attend the school. Reference is made to the impossibility to have proper heat, fire protection, ventila- tion, sanitation, and vision in the old building. To be sure, an approximation toward some betterment in these directions could be made, but only at a prohibitory cost. Agawam should not wish for an approximation, which later may prove inadequate. There could be no better in- vestment for Agawam than an entire new building, as par- ents like to live in a town where there are good roads and good schools. I recommend a new building for Agawam Center, because I am firm in the belief that the larger ex- pense now will, from the viewpoint of years to come, prove to be sound economy.
114
ENROLLMENTS, TEACHER'S LOAD AND PUPIL COSTS IN AGAWAM FROM 1928 TO 1937
TABLE I
Year
Average No. of Membership Teachers per Teacher (As of June 30 of each year)
1928
1544
56
27.5
82.35
46
1929
1558
58
27
87.85
40
1930
1637
64
25.6
87.64
42
1931
1723
62
28
85.90
46
1932
1728
62
28
87.64
39
1933
1784
63
28
78.23
46
1934
1730
59
29
71.10
46
1935
1687
60
28
71.19
59
1936
1679
59
28.4
74.62
60
1937
1631
58
28
77.89
58
TABLE II
City or Town
Increase or Decrease in Ave. Membership over Decade 1928-1937
Cost per Pupil in per Teacher Ave. Membership June 1937
June 1937
Palmer
235 decrease
28
79.94
Ludlow
17 increase
28
82.28
West Springfield 335 decrease
24.6
103.18
Chicopee
1038 decrease
27.3
89.42
Holyoke
1030 decrease
26
107.59
Westfield
486 decrease
27.3
88.31
Springfield
737 increase
27.8
108.73
Northampton
353 decrease
25
85.88
Greenfield
543 decrease
23
92.31
Easthampton
143 decrease
26.5
76.41
Agawam
87 increase
28
77.89
Ware
231 decrease
27
84.59
No. of Pupils
Tables I and II will give a bird's-eye view of the edu- cational picture in Agawam from the administrative direc- tion. The following comments are pertinent.
115
No. of Pupils
Cost per Rank in Pupil in Av. Group II Membership Towns
AVERAGE MEMBERSHIP
There are more pupils in Agawam today than was the case in 1928, a decade ago, the exact difference being 73 pupils. Reference to Table II will show that the average membership of most towns and cities in this vicinity has decreased remarkedly. Only two localities outside of Aga- wam show an increase over the ten-year period; namely, Ludlow with an increase of 17, and Springfield with an increase of 737. Our membership in 1937 is approximately the same as our membership in 1930. There was a steady increase from 1930 until 1933. This was due to the great influx of high school pupils because of the depression. From 1933 until 1937 there was a gradual decline in mem- bership. The cause of this decrease is the smaller enroll- ments in the elementary schools-the aftermath of the depression. It is significant, however, that the decrease in the elementary schools has been chiefly in the Plains section and North Agawam. Agawam Center has lost the least of all of the different sections of the town. A new. building in Agawam Center will undoubtedly increase our enrollment in the elementary schools.
NUMBER OF TEACHERS
The increase in the number of teachers from 1928 to 1930 came at the time when we were making the transition from the 8-4 plan of organization to the 6-6 plan. The number of pupils was also increasing. From that time on until 1937 there has been a decrease in the number of teachers, until we find that in 1937, with an enrollment of 1631, we have 58 teachers. In 1930, with approximately the same enrollment we employed 64 teachers. During the period of our greatest enrollments, our number of teachers was decreasing. This brings us to the point of Teacher's Load.
TEACHER'S LOAD
There are no definite standards in respect to the size of the teacher's load. It is probable that any classroom
116
enrolling more than 35 pupils gives the teacher too great load, and that a classroom with less than 20 pupils might be considered too small a load. The size of the load de- pends very much upon the teacher and the graduation of the pupils. Whether the number of pupils is small or great, the possibilities of the teacher's job are inexhausti- ble. At any rate, when the average teacher's load in any town is 28, it means that many of the classrooms enroll more than 35 pupils. Table II gives the teacher's load for the various towns and cities adjacent to Agawam. It will be seen at a glance that only two towns have an average teaching load as great as is the case in Agawam, namely, Ludlow and Palmer. In several localities the load is con- siderably less.
COST PER PUPIL IN AVERAGE MEMBERSHIP
Table I shows the cost per pupil in average member- ship for each year over the ten-year period. The costs per pupil dropped perceptibly in 1933, the year when the effects of the first ten per cent cut were in full force. In 1934 there was again a great decline in per pupil costs, due to the second ten per cent cut. In 1936 there was upturn in the costs, due to a five per cent restoration which was in effect for part of the year. In 1937 the costs continued on the upward trend, as in that year there was a full year of the restoration influence.
It is interesting to compare the present costs in Aga- wam with the costs of other towns and cities for the year ending June 30, 1937. This can be done by consulting Table II. Here we find that only one town had lower costs than Agawam, namely, Easthampton. On the con- trary, we find that most towns and cities spent very much more per pupil than was the case in Agawam.
RANK IN GROUP II TOWNS
There are 83 towns in group II. This group is made up of towns of 5,000 population and over. These towns are ranked by the State according to their per pupil costs.
117
The town expending the most per pupil is ranked first, the town spending the least is ranked last. Before the depression Agawam was ranked in this respect at about the median, that is 42. But during the depression our rank has been considerably below the median, at present it is 58. When the next State report is issued Agawam will be back again to the median, since at that time a full year of the influence of the ten per cent restoration will be operative. Our low rank in per pupil costs is influenced in some measure by the fact that most of the towns in Table II have given full restoration of salaries. In Aga- wam, the four per cent reduction is operative in the case of the Junior-Senior High School teachers', the Elementary School principals', and the janitors' salaries.
For Agawam, it should be stated that no features of the educational program have been slighted. Economy has not been practised at the expense of efficiency. With our 6-6 organization we are able to offer an exceptional oppor- tunity to our pupils at a moderate cost.
CONCLUSION
In this report I have emphasized the value of the 6-6 school organization. Its success has been achieved for the most part, because the principals, teachers and super- visors are of that quality which makes the schools worth- while to the pupils. The cooperation of the parents and school committee has been very helpful at all times.
Respectfully submitted,
BENJAMIN J. PHELPS, Superintendent of Schools
118
ATTENDANCE REPORT FOR THE FIRST FOUR MONTHS OF THE PRESENT SCHOOL YEAR
SEPTEMBER 8-DECEMBER 23, 1937
Total Mem- bership
Average Mem- bership
Average Per Cent
Daily At- tendance
At- tendance
Tardi- ness
High School
Senior High III
68
67.16
65.14
96.99
51
Senior High II
124
120.95
115.88
95.81
86
Senior High I
121
115.92
111.20
95.93
66
Junior High III
163
159.53
152.50
95.58
22
Junior High VIII-1 39
38.30
37.32
97.43
3
Junior High VIII-2 39
38.83
37.55
96.68
5
Junior High VIII-3 39
38.44
36.57
95.14
9
Junior High VIII-4 38
37.57
35.98
95.76
24
Junior VII-1
39
38.90
37.89
97.40
4
Junior High VII-2
37
36.13
34.70
96.06
8
Junior High VII-3
38
36.63
35.01
95.58
19
Junior High VII-4
25
24.29
22.89
94.23
6
Special Class
23
20.87
20.00
95.85
8
Agawam Center School
Grade VI
39
37.20
36.09
97.02
19
Grade V
40
38.62
36.64
94.90
5
Grade IV
41
40.43
38.31
94.75
6
Grade III-IV
33
31.31
30.59
97.69
4
Grade III
39
37.31
35.41
94.91
5
Grade II
40
34.90
33.37
95.62
3
Grade I-II
24
23.30
21.42
91.96
34
Grade I
38
34.99
33.51
95.77
35
North Agawam School
Grade VI
43
41.93
40.88
97.50
3
Grade V
34
31.86
30.77
96.60
1
Grade IV
40
37.62
35.49
99.33
1
Grade III
32
30.37
28.55
94.02
6
Grade II-III
25
24.37
22.75
93.38
2
Grade II
34
32.59
30.96
94.99
6
(irade I
36
34.47
31.33
90.81
4
Special Class
19
17.03
15.99
93.92
7
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Springfield St. School
Grade VI
36
34.31
33.51
97.67
6
Grade V
38
35.07
33.65
95.94
12
Grade IV
37
36.26
34.81
96.00
9
Grade III
26
25.85
24.65
95.36
10
Grade II
27
26.54
25.24
95.10
20
Grade I
35
34.13
31.80
93.21
25
Feeding Hills School
Grade VI
24
22.88
22.15
96.89
4
Grade V
29
28.70
27.87
97.10
2
Grade IV
23
22.69
21.29
93.79
5
Grade II-III
29
26.66
25.33
95.01
0
Grade I-II
30
26.13
25.94
94.25
2
Total Membership for Town
1684
Average Membership for Town
1621.04
Average Daily Attendance for Town
1550.93
Per Cent Attendance for Town
95.67
Total Tardiness for Town
547
120
REPORT OF THE DOMESTIC SCIENCE DEPARTMENT
To the Superintendent of Schools :
The course of study pursued in the cooking classes for the past year has been much the same as in the pre- vious year. It has been said, "The proof is in the eating," and surely this statement means a great deal. However, the method used to obtain results should have some con- sideration, and therefore the accuracy and cleanliness in- volved in preparing foods for the table are important factors.
Naturally, in this department thoughts are turned to- ward activities related to the home other than the study of foods. Since the class meets only once a week for a short period it is impossible to do a great deal, but every opportunity to demonstrate and put in practise methods of cleaning and housekeeping in general is grasped. Each girl has a chance to act as housekeeper two or three times a year.
After completing the work given in this course, the girls should be able to prepare the common foods used for each of the three daily meals. They should also have some knowledge of what these foods do for their bodies and what it means to have balanced meals. Lessons concern- ing Table Setting, Serving and Table Etiquette have also been presented to the classes. These lessons apparently aroused considerable interest among the girls. The annual cooking exhibit was held in June.
121
In the Sewing Department, the first girls to receive instruction were those from the seventh grades. During the first part of the year these girls were taught the com- mon stitches used in hand sewing. After applying these stitches to a dish towel and stove holder, instruction was started in the use of the sewing machine. Cooking aprons were then cut out and sewed together by machine.
The course given to Senior High School classes is much more intricate. During the first part of their work problems are involved which are essential in helping each student to plan and make her own costume. An advanced class made up of juniors and seniors who had completed three years of sewing spent some time studying such topics as Good Grooming, Care of Clothes, Shopping Wisely, Home-made Clothes versus Ready-made Clothes, and others. They then made a basic dress with different accessories. The cost of every dress was estimated by each girl who exhibited one in June.
122
CAFETERIA REPORT
The following table gives the financial status of the Cafeteria from September, 1936 to June, 1937.
RECEIPTS
Stock on hand June, 1936 $ 28.18
Cash on hand June, 1936
66.24
Receipts from September, 1936 to June, 1937 4,938.15
Total
$5,032.57
EXPENSES
Salaries from September, 1936 to June, 1937 $1,170.00
Food from September, 1936 to June, 1937 3,561.15
Supplies from September, 1936 to June, 1937 51.65
Stock on hand June, 1937 27.73
Cash on hand June, 1937
222.04
Total $5,032.57
Respectfully submitted,
HAZEL C. ALDRICH, Domestic Science Supervisor
123
REPORT OF HIGH SCHOOL PRINCIPAL
To the Superintendent of Schools :
This is my eleventh annual report on the Agawam Junior-Senior High School :
GENERAL COMMENT
Since the early days of secondary education when the objectives were purely academic and highly restricted, the high school has gradually assumed, or had thrust upon it, more and more responsibility in the complex task of pro- ducing successive generations of well orientated, effective citizens in a rapidly changing world. At the present time the functions of secondary education seem to center around the following nuclei: retaining each student in school as long as there is a reasonable return for the time and money spent ; gradually increasing differentiated education in the upper grades; using classroom methods demanding inde- pendent thought and research; building wholesome and worthwhile social relationships and bringing about neces- sary personality adjustments ; developing many and varied interests; showing the significance of knowledge gleaned and its underlying laws and principles ; considering the in- dividual characteristics and aptitudes of each student ; get- ting along with other people, and a willingness to accept social responsibilities; satisfying the basic needs of the student ; and finally, of passing to the youth a reasonable amount of the cultural heritage of the race.
From this summary it is of course evident that the potentialities of the high school are practically limitless and that only an approximation of the desired outcomes can be hoped for with our present organization. Each year we have endeavored to meet the local situation more ade- quately, and to have our outgoing students as well fortified as possible to cope with the world as it is.
124
GUIDANCE
To the extent it is true that effective learning of any kind takes place only when the individual is ready and desirous of learning, it is equally true that when it comes to guidance work and the subjecting of a student to an analytical study with its comcomitant observations and suggestions, the student must really feel the need of this direction before the outcome can be classified as valid and meaningful. The mere routine of interviewing and trying to diagnose students alphabetically may occasionally fan a latent spark into a steady flame of endeavor and set a few individuals definitely on the road toward some worthy objective. However, the ideal situation is, of course, to have the student first experience a real need for educational or vocational guidance, and then actually go to a coun- sellor voluntarily and even hopefully for specific and per- tinent advice. Unfortunately very few high school stu- dents have enough experience or maturity to take the initiative in this important problem of qualifications versus opportunities, and so must be dealt with in a more or less perfunctory manner. It would seem that the most meaning- ful guidance is given here every Monday when all students who have failed in two or more subjects during the past week are interviewed and advised. It seems to me this is an example of "striking while the iron is hot," and is really a positive type of educational guidance. We continue to interview all freshmen and all seniors each year. In con- junction with these personal meetings we use a new per- manent record card upon which has been transcribed the complete school record from the very first grade. This card also contains information regarding the student's family, his health, I. Q. scores, personality traits, vocational preference, etc. Needless to say, this card is a real achieve- ment, not only because it gives an adequate picture of an individual's home background, potentialities and attain- ments, but it also displaces several other cards formerly necessary for each student. More than that, the cards will carry the follow-up record of the student after graduation. In years to come, it will be interesting and profitable to
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