USA > New Hampshire > Cheshire County > Swanzey > Annual reports of the town officers and inventory of polls and ratable property of Swanzey, N.H. for the year ending 1919-1922 > Part 21
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Number of different pupils enrolled, 263
Number under 5 years of age, 1
Number between 5 and 8, 72
100
Number between 8 and 14,
153
Number between 14 and 16,
13
Number over 16,
1
Average membership,
218
Average daily attendance,
206
Per cent of attendance,
93
REMARKS
The schools throughout the district have been very satis- factory in most respects. The salaries of the teachers were raised as necessary, so that capable teachers were retained or others hired to fill the vacancies. Grades I-IV at Swanzey Center have been accommodated in the library building. The enrollment at the library and at No. 5 has been from 18 to 20 pupils in each school, and the same conditions will probably make the extra room necessary for next year.
The expenses for the year seem large but they have been in reality about the same as usual. The deficit was caused by the method which the state used in giving the State Aid. The towns are now divided into 3 classes, based upon current ex- penditures per $1,000, of equalized valuation in the towns. From 166 towns, 117 fall in Class A and are allotted regular distribution amounting to 95% of the entire sum to be given for aid. Swanzey is graded as the 126th town and thus falls with twenty-three others in group C. This group receives the remaining 5%. Our budget was cut down $1,500 by the State Board, and although our approved claims were $4,505.59, our percentage allowance was only $2,634.18. Therefore we have suggested that the town should raise the money to make up the deficit of $3,000.
A. W. HOPKINS, H. W. BROWN, ETHEL M. DOWNING,
School Board.
101
SUPERINTENDENT'S REPORT
To the School Board and citizens of Swanzey :
I hereby respectfully submit my first annual report as Superintendent of Schools.
My first care on taking charge of the Swanzey schools in September was to ascertain as accurately as possible how the schools ranked in actual accomplishment of the work that schools are supposed to do; in other words, to find out how the schools of this district compared, grade for grade, with schools in general throughout the country.
Up to within a few years practically all school systems have been run in a more or less haphazard fashion, with no means of knowing definitely whether or not they were really accomplishing what they should in the way of pupil instruc- tion. It has been customary to build schoolhouses, equip them with furniture, books, and other supplies, hire teachers more or less properly qualified to teach, run the schools so many months per year, and then take for granted that the schools were functioning properly in the way of teaching the children the things they ought to know and developing in them the mental attitudes and habits of action requisite to social effi- ciency and good citizenship.
All too often this confidence has been misplaced. But un- til recently there seemed to be no way of checking up the work of the schools as we can measure the output of a factory. Neither was there any way of comparing directly the work done in one school system with that done in other school sys-
102
tems. This was due primarily to varying standards of grading among teachers and superintendents. Each teacher and each superintendent had his individual ideas on the subject and the standards of their particular teachers or supervisors were the ones which the schools of any particular locality were ex- pected to achieve. Hence it came about that the schools in neighboring communities, and even within the same com- munity, would vary greatly in efficiency due to lack of stan- dardization of subject matter and grades. An eighth grade in one school might not be so far advanced in their studies as the sixth grade in another school, simply because there were no definite standards of accomplishment for any grade other than those of individual teachers and superintendents.
As a consequence, a community might easily become mis- led into the belief that it had excellent schools when in real- ity its schools were much below par as compared with those in other towns. Only when parents moved to other places and their children had to be put back a grade or two did they awake to the realization that there is a vast difference in the efficiency of schools in different communities even when one community spends as much or more on its schools as the oth- ers. Sometimes the town that is spending the most money on their schools is getting the least in the way of educational re- sults.
But conditions have changed greatly in this respect dur- ing the past few years. It is no longer necessary to guess at what the schools are accomplishing, or how they compare with schools in other parts of the state or country. There is no longer any reason why any community cannot know just how its schools rank in comparison with schools in general in this country. We now have instruments with which we can mea- sure the accomplishment of pupils from year to year, not in accordance with the judgment of particular teachers of super- intendents, but in accordance with what the pupils in thou-
103
sands of other schools have done. We can tell which schools are doing more and better work per year just as we can tell which of several factories are turning out the most pairs of high grade shoes or the most yards of fine cloth in a given time. Furthermore, we have definite standards of achieve- ment for each grade in each school subject and can measure with a fair degree of accuracy, just how far any class or any individual pupil is behind or ahead of the grade standards. The efficiency of the teacher can be measured by the amount and quality of work she accomplishes, as indicated by the progress of her pupils, just as the efficiency of the woodchopper can be estimated by the number of cords of wood he can cut in a given time.
The instruments by means of which all these desirable things can be accomplished are standardized tests in the var- ious school subjects. We know what hundreds of thousands of other children in many different schools have done with these same tests and we simply compare the work of the chil- dren in our schools with that of these other children. These instruments from the comparative measurement of classroom products are not yet perfected but, even so, they are by far the fairest and most accurate means yet found with which to measure learning and the efficiency of instruction. Early in the fall a survey of the schools of this district was made by means of standardized tests in order to ascertain the condi- tions existing at the beginning of the school year. In the first three grades the work was found to be up to standard. The five upper grades averaged about a year below standard in knowledge and skill in their respective subjects as compared, grade for grade, with elementary schools throughout the coun- try.
These conditions were due for the most part, probably, to the lack of definite grade objectives on the part of both teach- ers and pupils and to the serious lack of textbooks and other
104
teaching equipment. The lack of objectives, that is, the lack of definite standards of accomplishment for each grade is a condition that exists in most school systems wherein no pro- visions are made for measuring comparatively the products of the classroom.
There was a great lack of textbooks in all the schools. Many classes had no more than half enough books to go around even in the most fundamental subjects. There were not even enough arithmetics, grammars and geographies, and there were practically no spelling books at all. Neither were there any reading books for grades above the third, and not nearly enough for the lower grades. The histories were sadly out of date. This was also true of civics and physiology and hygiene tests. Because of lack of necessary books the pupils were greatly handicapped in trying to study, and teachers had to spend much valuable time in putting lessons on the blackboard instead of helping and instructing the children.
The lack of needed textbooks has been largely remedied. The conditions necessitated a much larger expenditure of text- books than the district is accustomed to laying out in any one year. In considering this fact it should be remembered, (1), that the need for such expenditure was brought about by the failure to spend reasonably large amounts for textbooks in years past; (2), that the books were absolutely necessary if the schools were to accomplish results consistent with the amount of money already being spent on them, and if the time of the teachers and pupils was to be used to good advan- tages; (3), that, when the schools are once equipped with ne- cessary textbooks, it will be five or six years at least, before further extensive purchases need be made. Not only do books wear out, but in this age of rapid progress, they get out of date and should be replaced every five or six years in any school system that pretends to be progressive, and to give the children the best educational advantages it can afford. In
.
105
this connection, however, I may state that the purchases made this year were not to replace old books that might have been made to serve a while longer. Except in the case of some old histories and civics and geographies, they were for books that were needed and were entirely lacking. The needs of the schools in this respect are not yet fully met. It would take four or five hundred dollars more to properly equip them with texts needed to carry out the state program of studies. We also need a special appropriation for maps and globes. Geography cannot be taught efficiently without them. Yet they are either entirely lacking or so out of date as to be practically useless, in many of the classrooms.
It is too early in the year to do more than prophesy in re- gard to the results of measures taken to remedy the condi- tions revealed by the survey made in September. The mid- year tests have just been completed and the pupils' scores tabulated. The graph records show on the average much more than normal progress for the first half-year, particularly in the schools. where the teachers were quick to see the advantages offered by the standardized tests and to study the results of the tests with a view to making their work more effective. If anywhere near equal progress is made during the last half of the year, not only will a normal year's work be accomplished, but, in most schools, a large percentage of the arrears will be made up. Present indications are that the majority of chil- dren in all the schools will be found nearly or quite up to grade standards by the end of the year. The results in most schools are even better than I had hoped for. The tests are proving a mighty motivating influence in the work of teachers and pupils in schools where they are being used with interest and understanding.
It is my plan to give the tests in all schools three times a year. The September tests are to find out how the schools stand at the beginning of the school year. The midyear tests
106
are to find out how the pupils are progressing in their school work and where there is failure to make proper progress so that there weak points can be given special attention for the last half of the year. In June the tests are given again for promotion purposes. In this way we can keep track of how the pupils are progressing in their studies as compared with the pupils of other school systems, and see wherein and to what extent the schools are succeeding or failing in their purpose. Permanent records are kept of the progress of every pupil by means of recording the results of the tests on graph cards, one of which for each child in the district is kept on file in the superintendent's office.
These cards show at a glance each child's standing in his or her studies at the beginning, at the middle, and at the end of the school year. Each teacher has copies of these cards for the pupils of her particular school.
The purpose of the whole scheme is to eliminate haphazard guesswork in the conduct of the communities most important and most expensive business, and to substitute therefor scien- tific accuracy in measurg the efficiency of that business so that everybody concerned may know just how the schools stand in point of efficiency at any time; that is, how they stand in re- gard to value received by the district for every dollar expended in comparison with the schools of other communities.
My own time and energy has been directed almost entire- ly so far in trying to get the schools up to national standards and in getting into operation a system of administration that will keep them there. It is only with the interested help of the teachers that superior results have been and can be accom- plished, for after all, the teacher makes the school. The district can furnish the buildings and equipment, and the superinten- dent can plan and guide and help, yet, if the teacher falls down on her end of the job, failure is bound to result. Hence the need of wide-awake, progressive teachers, with broad views of their
107
duties to the community and to the children whose future wel- fare is placed in their care.
The superintendent has asked much of the teachers during the past few months. He has asked for special effort, for ex- tra work, and for intelligent cooperation in much that was new to them in the way of plans and methods. In most cases the things he has asked for have been given cheerfully and effec- tively. This spirit of cooperation and progressiveness is ap- preciated.
In concluding I want to express my appreciation and thanks to the members of the school board for their interest in my work and their help in meeting the difficulties of the situa- tion as I found it. I request their continued cooperation and that of the citizens of Swanzey in my plans to make the schools of this district the very best that can be had for the money. In return I pledge my best services to that end.
Respectfully submitted,
SAMUEL S. BROOKS,
Superintendent.
.
108
SCHOOL TREASURER'S REPORT
RECEIPTS
From state, equalization fund,
$2,803 04
From state, 1919 railroad tax, 205 34
From state, high school tuition rebate, 571 00
From town, 1919 dog license money,
304 50
From town, appropriation for school No. 5,
100 00
From town, appropriation for officers,
275 00
From town, appropriation for tuitions,
1,500 00
From town, per capita tax to state treasurer,
566 00
From town, by law on town valuation,
8,048 52
From town, flags and appurtenances,
25 00
Tuition from town of Richmond,
12 00
Cutler school, for school book,
25
Benjamin Bowen, 1/2 on wire for fence,
5 10
Cash in treasury Sept. 1, 1920,
85 36
$14,501 11
PAYMENTS
SALARIES OF DISTRICT OFFICERS
Arthur W. Hopkins, salary, school board, $75 00
Henry W. Brown, salary, school board, 50 00
Sadie D. Carlton, salary, school board, 50 00
109
Julia E. Snow, treasurer,
25 00
Fayette F. Downing, clerk,
2 00
Arthur W. Hopkins, moderator,
2 00
Milan A. Dickinson, auditor,
2 00
$206 00
SUPERINTENDENT'S SALARY
Per capita tax, to state for superintendent,
$566 00
Calvin S. Anderson, excess salary, 50 00
$616 00
TRUANT OFFICERS AND SCHOOL CENSUS
Oliver C. Whitcomb, services,
$13 50
Walter F. Oakman, services,
9 00
W. H. Spalter, enumeration cards,
2 80
$25 30
EXPENSE OF ADMINISTRATION
Edson C. Eastman, supplies,
$5 83
George O. Smith, supplies, 5 10
Julia E. Snow, treasurer's book,
7 07
Julia E. Snow, postage and supplies,
9 18
Phillip H. Faulkner, services,
5 00
$32 18
110
INSTRUCTION
TEACHERS' SALARIES
Cora I. Mckellips, teaching,
$950 02
Marjorie L. Oakman, teaching,
800 00
Dorothy Emery, teaching,"
800 00
Gertrude Landin, teaching, 800 00
Mary Coll, teaching, 900 00
Helena Coll, teaching,
720 00
Grace L. Ward, teaching,
648 00
Alice D. Matthews, teaching,
634 00
Florence Christian, teaching,
648 00
Marion Ellis, teaching,
440 00
Myrtle Whitcomb, teaching,
612 00
Dorothy Haley, teaching,
126 00
Nahum Leonard, teaching,
132 00
$8,210 02
TEXT BOOKS
Edward E. Babb & Co., books,
$84 47
Scott Foresman & Co., books,
46 34
Benjamin H. Sanborn Co., books,
15 60
The Arlo Publishing Co., books,
22 56
Silver Burdette Co., books,
8 68
Lyons & Carnahan, books,
38 75
Ginn & Co., books,
28 69
D. Appleton & Co., books,
7 40
Standard Book Co., books,
9 00
John C. Winston & Co., books,
6 84
.
111
American Book Co., books, World Book Co., books, 4 12
6 64
Little, Brown & Co., books, J. L. Hammett Co., books.
3 84
3 50
$286 43
SCHOLARS' SUPPLIES
Milton Bradley Co., supplies,
$84 65
J. L. Hammett Co., supplies, 21 51
Kenney Bros. & Wolkins, supplies, 16 59
Edward E. Babb & Co., supplies,
11 30
George O. Smith, supplies,
25 00
L. W. Gerrish, supplies,
1 30
Rijan & Buker, supplies,
20 67
Denoyer-Geppent Co., supplies,
3 39
C. J. Newell, supplies,
3 00
Tiffin's Business Inst., supplies,
1 50
Henry M. Berwick, supplies,
1 65
Funk & Wagnalls Co., supplies,
4 40
The A. N. Palmer Co., supplies,
2 60
J. B. Leppincott Co., supplies,
2 10
Russell Sage Foundation, supplies,
50
Helena Coll, supplies,
2 76
$202 92
FLAGS AND APPURTENANCES
G. H. Tilden & Co., flags and appurtenances, $15 45
112
OPERATION AND MAINTENANCE
JANITOR SERVICES
David Whittemore, janitor,
$106 25
Daniel Swan, janitor,
39 25
Willie Thompson, janitor,
22 00
Mertie E. Weeks, janitor,
37 50
Mrs. Louis Murray, janitor,
62 00
F. J. Ballou, janitor,
95 30
Mary Coll, janitor,
23 40
Helena Coll, janitor,
23 40
Myrtle Whitcomb, janitor,
18 00
Florence Christian, janitor,
37 50
A. L. Morse, janitor,
6 75
Mrs. Leon Ellor, cleaning,
6 00
Isabel Prentice, cleaning,
15 00
Mrs. Milan Whittemore, cleaning,
4 00
Mrs. Rilla Thompson, cleaning,
7 00
Mrs. Walter Hale, cleaning,
4 50
$507 85
FUEL
Quinn & Grogan, coal,
$511 15
Charles R. Weeks, wood,
162 50
Homestead Woolen Mills, wood,
84 81
Walter Hale, wood,
30 50
Chester Lane, wood,
24 86
James M. Ballou, wood,
21 00
Nelson Mfg. Co., wood,
10 10
West Swanzey Box Co., wood,
11 75
Edgar E. Bourne, wood,
5 50
113
P. E. Dunham, labor,
9 00
David Whittemore, labor,
2 00
E. Lewis, labor,
50
$873 67
WATER, LIGHT AND JANITOR SUPPLIES
E. L. Messer, supplies,
$42 30
G. H. Tilden Co., supplies, 15 45
Sadie Carlton, supplies,
6 42
Zina G. Taft, supplies,
6 00
Mark H. Carlton, supplies,
5 30
A. A. Woodward, supplies,
3 54
Mertie E. Weeks, supplies,
3 50
Mrs. A. M. Holbrook, supplies,
10 00
W. S. Jefts, supplies,
9 75
O. C. Whitcomb, supplies,
3 7.
.
$106 01
MINOR REPAIRS AND EXPENSES
Nims Plumbing Co., repairs,
$20 56
Spencer Hardware Co., repairs,
52 06
Charles Robinson, repairs,
15 86
Alfred Anstey, repairs,
56 45
M. O. Spaulding, repairs,
4 76
O. C. Whitcomb, repairs,
45 45
Bert L. Emery, repairs,
5 50
Pearson Bros., repairs,
9 75
-
114
George D. Pollard, repairs,
33 50
P. E. Dunham, repairs, 3 00
James M. Ballou, repairs, 5 50
George H. Bundy, repairs,
2 00
Lewis R. Cass, repairs,
2 00
Charles R. Weeks, repairs,
1 02
A. J. Plummer, repairs,
1 00
Frank F. Stearns, repairs,
5 10
Jean P. Howes, repairs,
1 25
Geo. A. Seaver, repairs,
16 45
L. H. Roscoe, repairs,
1 50
W. O. Durland, repairs,
1 75
A. C. Clark Co., repairs,
1 75
New England Box Co., repairs,
3 20
Neil Robbins, repairs,
75
A. W. Hopkins, repairs,
52
W. P. Chamberlain Co., repairs,
23 15
E. A. Nelson, repairs,
1 75
Homestead Woolen Mills, repairs,
36 30
A. L. Morse, repairs,
1 00
$352 88
MEDICAL INSPECTION
A. W. Hopkins, services,
$150 00
TRANSPORTATION OF PUPILS
Albert L. Morse, services, $645 40
115
HIGH SCHOOL AND ACADEMY TUITION
Alice Kempton, 3 terms,
$45 00
Albert Pierson, 3 terms, 45 00
Irving Thrasher, 3 terms,
45 00
Mabel Woods, 3 terios. 45 00
Eleanor Grogan, 3 terms, 45 00
Leonard Holbrook, 3 terms,
45 00
Eloise LaFountain, 3 terms,
45 00
Helen Sarsfield, 3 terms,
45 00
Claire Currier, 3 terms,
45 00
Leon Emery, 3 terms,
45 00
Daniel Grogan, 3 terms,
45 00
Kenneth Grogan, 3 terms,
45 00
Bessie Jeffray, 3 terms,
45 00
Mary Louzon, 3 terms,
45 00
Kenneth Maxfield, 3 terms,
45 00
William Poor, 3 terms,
45 00
Anna Whittemore, 3 terms, .
45 00
Althea Bolles, 3 terms,
45 00
Winston Emery, 3 terms,
45 00
Eileen Grogan, 3 terms,
45 00
Faith Hopkins, 3 terms,
45 00
Jeantte Normandy, 3 terms,
45 00
Theodore Rhodes, 3 terms,
45 00
Flossie Rolfe, 3 terms,
45 00
Pauline Harris, 3 terms
45 00
Evelyn Hewes, 3 terms,
45 00
Grace Sebastian, 3 terms,
45 00
Florence Underwod, 3 terms,
45 00
Verna Davis, 3 terms,
45 00
Lillian Plummer, 3 terms,
45 00
Total at Keene High School,
$1,350 00
116
Gertrude Holbrook at Kimball Union Academy,
55 00
Margaret Nash at Kimball Union Academy, 55 00
$1,460 00
:
OTHER SPECIAL ACTIVITIES
Alfred Anstey, repairs, $50 00
Homestead Woolen Mill, repairs, 17 63
Oliver C. Whitcomb, repairs, 17 30
Charles Robinson, repairs,
9 50
H. E. Carter, repairs,
83
$95 26
ALTERATION OF OLD BUILDINGS
Robinson-Brett Lumber Co., repairs.
$237 86
George D. Pollard, repairs,
150 00
W. W. Wilber, repairs,
89 65
George A. Seaver, repairs,
36 80
Spencer Hardware Co., repairs,
28 45
Richard R. Ramsdell, repairs,
23 5€
Charles R. Weeks, repairs,
10 50
Knowlton & Stone Co., repairs.
7 84
$584 66
PAYMENT OF INTEREST ON DEBT
Cheshire County Savings Bank, interest, $125 00
117
RECAPITULATION
Salaries of district officers,
$206 00
Superintendents' salaries,
616 00
Truant officers' and school census,
25 30
Expense of administration,
32 18
Teachers' salaries,
8.210 02
Text books,
286 43
Scholars' supplies,
202 92
Flags and appurtenances,
15 45
Janitor services,
507 85
Fuel,
873 67
Water, lights and janitor supplies,
106 01
Minor repairs and expenses.
352 88
Medical inspection,
150 00
Transportation of pupils,
645 40
High school and academy tuitions,
1,460 00
Other special activities,
95 26
Alteration of old buildings,
584 66
Payment of interest on debt,
125 00
Total expended.
$14,495 03
Total receipts,
$14,501 11
Total expended,
14,495 03
Cash on hand July 1, 1921,
$6 08
LIABILITIES
To Cheshire County Savings Bank, amount due by notes, July 1, 1921, $2.500 00
118
RECAPITULATION
Sept. 1, 1921 to Jan. 31, 1922
RECEIPTS
From state, 1920 railroad tax,
$222 34
From state, per capita tax,
566 00
From town, 1920 dog license money,
308 22
From town, appropriation on debt,
1,000 00
From town, appropriation, interest on debt,
75 00
Fram town, by law on valuation,
8,537 45
From town, appropriation, tuitions,
1,500 00
From town, one room, school at Center,
1,200 00
From town, salaries district officers,
300 00
From town, 2 fire escapes, Cutler school,
250 00
From town, flags and appurtenances,
25 00
Tuition from town of Chesterfield,
36 00
Cash in treasury Sept. 1, 1921,
6 08
$14,026 09
EXPENDED
Superintendent's salary,
$732 67
Truant officers and census,
13 75
Expense of administration,
123 95
Teachers' salaries,
5,174 25
Text books,
61 01
Scholars' supplies,
31 86
Flags and appurtenances,
4 00
Other expense of administration,
123 66
Janitor services,
243 23
Fuel,
780 90
Water and janitor supplies,
24 67
119
Minor repairs and expenses,
406 39
Medical inspection,
150 00
Transportation of pupils,
770 50
High school and academy tuitions,
1,298 00
Other special activities,
53 05
Lands and new buildings,
40 53
Alterations of old buildings,
470 57
New equipment,
41 08
Payment on principal of debt,
1,000 00
Payment of interest on debt,
42 36
$11,586 43
Total amount received,
$14,026 09
Total amount expended,
11,586 43
Balance on hand Jan. 31, 1922,
$2,439 66
JULIA E. SNOW, Treasurer.
Having examined the foregoing accounts, I hereby certify that I find them correctly cast and the payments correspond to the orders drawn by the School Board.
GEORGE T. RUSSELL,
Auditor.
120
1
(TOWN WARRANT) THE STATE OF NEW HAMPSHIRE
To the inhabitants of the Town of Swanzey, in the County of Cheshire, in said state, qualified to vote in town affairs.
You are hereby notified to meet at the Town House in said Swanzey on Tuesday the 14th day of March next, at nine o'clock in the forenoon, to act upon the following subjects :
1. To choose all necessary officers for the following year; to elect one Selectman for term of three years.
2. To raise such sums of money as may be necessary to defray town charges for the ensuing year and make appropria- tions for the same.
3. To see if the town will vote to instruct the selectmen' to employ three road agents instead of one as heretofore.
4. To see if the town will vote to raise money to secure State Aid on its highways or take any action thereon.
5. To see if the Town will vote to raise $2,569.50, and state to give $642.25, total $3,211.75 for State Aid construc- tion.
6. To see if the town will vote to raise $750, and state to give $750, total, $1,500, for State Aid maintenance.
121
7. To see if the town will vote to raise $3,000 and state to give $7,000, total $10,000, for Trunk Line maintenance.
8. To see if the town will vote to accept the provisions of Chapter 117, Laws of 1917, on a section of the Monadnock Road, so called, and appropriate or set aside from the amount raised for highway work the sum of $500.
9. To see if the town will vote to erect two electric lights on the Monadnock Road, so called, near the Keene line.
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