USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1858 > Part 2
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V. SCHOOL HOUSES. - In an enlightened community, no argument ought to be needed to convince all, that the place occupied by their children while they are forming their characters, moulding their tastes, and cultivating their affections, should be attractive and
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refining in all its associations. Every thing that comes before the eye, as well as that which enters the ear, leaves its impress on the mind and enters into the sum of those influences, which, in their combination, go to make men what they are in their social, civil and religious relations. If the surroundings are cultivated and refined, we shall see their reflection in the man- ners and habits of the people ; and so the contrary. It should be an object of special attention to place our school houses in attractive locations; to construct them with that neatness of architectural beauty which shall foster the love of the beautiful in art as well as nature; and to furnish in them every needed facility for comfort and improvement. Let the place where every thing is expected to educate, exhibit in itself the grand features which we desire the youth of our town to exhibit in their maturity of character.
If this be the true view, we have a duty which can not be done too soon, in providing better accommoda- tions for at least a portion of our schools. In several of the districts, the houses, besides being too small for the number in attendance, are so badly arranged that there is no suitable place for any class-exercise. The seats are so uncomfortable that the pupils become restive and irritable. The desks are so disproportioned to their occupants, they are obliged to assume an un- natural position to write at all, and of course fall into bad habits in spite of good instruction. With present accommodations many of your children are obliged to forego the benefits of the school, or suffer the evils of sitting in a strained and uncomfortable position in the tenderest period of life ; to expose themselves to sud- den transitions of heat and cold, oppressed at the head and benumbed at the feet; to breathe a vitiated air for
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want of proper ventilation, and, in short, to violate the physiological laws of their health and well-being, which, sooner or later, must be expiated by suffering the penalty; for God has wisely connected the observ- ance of physicial laws with the enjoyment of health, strength and longevity ; and their violation with pain, sickness, premature decay, and death. If any think this statement in any degree exaggerated, we urge them to visit the schools as we have done, and they may say, " The half was never told us." A report of our predecessors uses this language with great perti- nence : "One need but read our description of the school houses, which we have endeavored to give as correctly as possible, to convince him, that a vast amount of time is almost thrown away, and in some instances, worse than thrown away, in them; that a great portion of the money raised for the support of public education is actually squandered, by being ex- pended in them ; that hundreds of children undergo as much real suffering, by being pent up in them, as from almost all other causes which bring pain upon the body and mind of the child. From this cause children hate their books, hate their school, hate every thing that has any connection with study, with acquiring knowledge; their natures become perverted, for children naturally love the acquisition of knowl- edge ; in itself, it is the most pleasing of all pursuits, and children would love it, did we not connect with it, and throw around it every thing that is disagreea- ble and repulsive."
Most of the school houses of this town, besides being too small for the number in attendance, and poorly furnished with seats and desks, are unprovided with a heating apparatus that will diffuse an equable
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warmth through the room, and deficient in proper facilities for ventilation. We are united in the opin- ion that many of your children suffer every year, more from breathing a vitiated atmosphere than from any other cause. It has been ascertained by experiment that an average of adult persons breathe about 36 cubic inches of air at each respiration, and that this is repeated once in 3 seconds, or 20 times a minute, which makes 25 cubic feet an hour. The effect of respiration is to lessen the oxygen of the air and in- crease its carbonic acid, which is an active poison. It produces the same effect as the burning of charcoal in a confined portion of common air. Respired air will neither support combustion nor sustain animal life. In
the " Black Hole of Calcutta," a room only 18 feet square, with two small windows, 146 English prison- ers were confined ten hours. Of these, 123 suffered all the horrors of death by suffocation in the vitiated air, and the 23 that were yet alive, experienced untold misery. How long it would require to produce a similar result in some of your prison-like school houses, were it not for the crevices to let in air when the door is closed, we leave you to compute. Why restrict the supply of pure air which God has so abundantly provided ? Why compel your children to inhale an atmosphere deprived of its vitalizing powers? Impure air is no doubt one of the most common and fatal causes of pulmonary consumption ; and when it is hereditary, or arises from other causes, does much to hasten a fatal termination. Many languishing suf- ferers, whose constitutions were undermined, not by hard study, but by the impure air they breathe, and the sudden changes to which they were exposed when fresh air was admitted to them or they to that, might
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find the cause of all in the pent up school room. Here too, is one of the chief reasons why so large a portion of teachers lose their health and are obliged to abandon the profession. Your Committee have been compelled to feel the grave importance of thorough ventilation in their visits to the schools ; they have heard the teachers express their sufferings for want of better accommodations, and they have seen the effects of the impure air on the pupils. The whole system becomes languid, with a sense of fatigue. The brain acts sluggishly ; the attention wanders, and can only be confined with difficulty. The child be- comes so dull and stupid he has no energy to study ; time is poorly employed, or worse than lost, and the wonder of parents excited that their children learn so slowly, or that they dislike their school, their books, their teachers, and every thing connected with acquir- ing knowledge.
Now how shall these evils be remedied ? How shall all the needed facilities for the most successful education be provided ? Will the districts make the improvements required ? or shall it be done by the town in its united capacity ? If we can judge of the future by the past, then there is little to encourage ex- pectation so long as the present arrangement con- tinues. If a vote to repair or build could be secured in any district, it is probable the work would be done after some defective model, easily accessible, though perhaps the best known to those having the matter in charge. But from present indications, nothing can be expected after the most improved models. The waste of time and money, and the loss of patience and tem- per from the use of poor tools by the farmer and mechanic, readily convince them of the utility and
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economy of the best. But often, when we appeal to them to make a practical application of the principle to the education of their children, they cite us to the days of yore, or to some school accommodations infe- rior to their own, and so silence their convictions of duty in the matter.
If the districts do not and will not so provide for the schools as to meet their real necessities, there will be a loss of effort on the part of the teachers, and a corresponding proportion of the funds raised and ex- pended. As the school system is a part of the gov- ernment of the town, we suggest that the school houses should belong to it, that the town may so adapt them to the wants of the schools it maintains, as to effect the desired end with the greatest efficiency and economy. We therefore recommend to the town to possess itself of all the public school property, and make such use and improvement of it as is contem- plated by the law which empowers the town so to decide and proceed.
If the town abolishes the district system, it will not necessarily alter the number of school houses, or re- move them from their present locations. It will place them under the control of the town, to be kept in re- pair and rebuilt when necessary, at the common ex- pense. The teachers would be employed as by law now provided, under the direction of your Committee: scholars would attend the schools where they could be best provided for, and could be changed as their cir- cumstances and the condition of the schools might require. The number of schools could be increased or diminished at different times, without the trouble and expense of districting the town anew. The trouble, and oftentimes the legal difficulties in raising
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taxes in districts would be avoided, and especially the perplexity of raising small sums for trifling repairs. In short, the amount of money raised and expended for educational purposes might be more equally be- stowed, as different cases might require, so as to secure a greater equality of privileges than is now possible. If any doubt the utility or economy of this arrange- ment, we refer them to the experience of those towns that have availed themselves of its benefits.
It is the opinion of your Committee that the town would reap the same benefit as now enjoyed, for hun- dreds of dollars less, or, by an equal expenditure, derive greatly increased profit to all your children in their education.
VI. SCHOOL DISTRICTS. - Should the town think best to continue the present District System, your Committee recommend the abolition of District No. 3, and that it be divided among the three adjacent, as shall be most convenient, for the following reasons :
The number of scholars is too small to create the desired enthusiasm. The salutary influence of com- panionship in study is wanting where so few are in different classes. The stimulus of mind acting upon mind, so essential to success in teaching, is here little felt ; and District No. 8, to which, perhaps, a majority of the 13 reported on the first of May, would go, is also suffering a measure of the same lack in the small- ness of some of its classes. The distance to the schools of the surrounding Districts is reasonable and convenient, being only about a mile for the farthest, and the schools in Nos. 2 and 4, are not too large to receive the few who would go to them.
The expense to the district of repairing a poor school house, and to the town of supporting an un- necessary school, would be saved.
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VII. APPROPRIATIONS .- The apportionment of mon- ey to the several schools the past year, was as follows:
High School,
$1,520
District No. 11, ..
$400
District No. 1, .
.275
66
12 and 13,
2,318
2,.
.275
66
66
14, .
235
66
4,
. 275
66
16, .
300
5,
275
275
66
7,
275
8, .
275
9,
250
Total,
$8,325
10,.
275
The amount raised by the Town the past year, was $8,000.00 Received from the State School Fund, 214.20
Balance from last year's account,
104.14
Total,
$8,318.34
3,.
190
66
15, 260
17,
70
6,
18,
240
19, . 342
The liberal policy of the town in past years indicates to your Committee that they only need to satisfy you what amount is needed from year to year, most ef- ficiently to educate your children, and you will cheer- fully raise it. The economy of liberal appropriations for education, is too evident to be denied by any friend to improvement. The evils of ignorance are a tax upon community much greater than is required for their prevention. The conviction and punishment of one criminal, who would have been a virtuous and honored citizen, but for the neglect of his proper mor- al and intellectual training, may cost more than the education of many. Ignorance not only tends to pau- perism and crime, but exerts a blighting influence upon every enterprise. It not only depreciates the value of property, but it hinders the development of the material resources of the country. The moral dignity and intellectual power of an educated people, contrasted with the degradation, and inefficiency, and idleness, and recklessness of the ignorant, show most clearly that liberal appropriations for the support of
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public schools are the wisest policy and the truest economy.
Your Committee believe the amount raised the past year, need not be exceeded to meet the expenses for the year to come ; and if the improvements they have suggested are made, to give the highest efficiency to the present system of instruction, we are sanguine in the belief that your public schools will furnish educa- tional facilities that shall most fully meet the wants of the rising generation.
VIII. THE MORAL AND RELIGIOUS INFLUENCE OF SCHOOLS .- This is the last and most important topic to which we invite your attention. The formation of a good moral and religious character, is the highest object of education. Man is not only an intellectual, but an emotional being ; he not only has a head but a heart, and while he learns what is good and true, he should love virtue and delight in goodness. He should be taught to know, and do, and love what is right for its own sake, and because God requires it. The more extensive and varied the attainments, the more fascinating the manners, the more brilliant the genius, the more sparkling the wit, the more lively and picturesque the imagination, the greater the pow- er to be a blessing or a curse, according as the moral faculties have been directed, right or wrong.
There should be a united effort of parent, teacher, and Committee, in bringing the best possible influences to bear on the minds of our children and youth in their formative period. In whatever else we may dif- fer, let us here be united, for " union is strength." Let the parent feel the importance of sending his children regularly and punctually to a place of in- struction, where nothing shall offend modesty or
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vitiate the tenderest sensibility. Let the Committee select teachers of such character that they shall be desirable models for the youth to pattern after; for every teacher's influence will tend to reproduce his own prominent moral characteristics in his pupils. Let every teacher feel the responsibility of moulding mind for time and eternity. His school will have a moral character, which will in a great measure emanate from and partake of the elements of his own. It is for him to say whether his influence shall be salutary or pernicious, whether it shall elevate his scholars or corrupt and degrade them.
It has been well said, that " bad manners are easily transformed into bad morals." The mind is corrupted by vulgar and obscene forms of speech. The word or phrase becomes a thought, and by the imagination is inflamed into a vicious desire. In an evil moment of temptation it becomes an act, and this by repetition forms a habit. The habits determine the character, and the character decides the destiny. On the con- trary, pure and chaste language tends to purity of thought, feeling and desire; and when embodied in action, exhibit the excellence of virtue.
The religious element is the sure basis of sound morality and true greatness. " The increase of intel- lectual power, without moral principles to give it a right direction, may be used to forge weapons for the more speedy overthrow of our institutions." We must have the law of God instilled into the mind of every child as the rule of right. Every conscientious teacher will strive to imbue the hearts of the young with a reverence for the Supreme Being, and a sacred regard for divine things.
Singing should have a place in the order of exercises
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each day. Properly conducted, it exerts a high moral
influence. The practice of music in our schools is conducive to health, cultivates a refined taste by
" Untwisting all the chains that tie The hidden soul of harmony," .
and is a rich source of rational enjoyment.
In conclusion, your Committee hope that parents and teachers will feel the importance of elevating our schools to their highest perfection, and that all their interests will be vigilantly watched and carefully guarded.
All of which is respectfully submitted by
W. W. MEECH, School Committee ISAAC FAIRCHILD, CHAS. DREW, Fairhaven.
FAIRHAVEN, April 4, 1859.
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