USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1904 > Part 5
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5
16
2
Lucie A. Metcalf.
40
39
35.88
34.78
97
82
16
20
Rogers,
Grades.
Per cent.
Cases of
Rogers Annex, 6.
1
Retta R. Barrett,
40
41 39.08
94|
174
15
16
Mary A. S. Sale,
40
42
38.27
93
186
5
16
Oxford,
15-6
Myra D. Crowell,
50
37
33.55
32.26
96
96
12
16
66
3-4
Ilda T. Pope.
40
47
43.99
41.37
94
193
11
16
2
Clara E. Wellman,
40
36
33.63
31.41
93
165
49
16
Sarah L. Burleigh.
40
36
30.11
25.60
85
318
26
16
New Boston.
1-4
Elsie M. Pope,
40
25
23.44
21.46
92
136
21
16
Music,
Anna B. Trowbridge,
Drawing,
Ethel R. Browne,
35
Cooking,
Mary S. Willcox,
*50
Manual Training.
Alfred C. Cobb.
*50
Totals 1904.
$1089
831
762.
721.
95
2980
277
304
Totals 1903,
1091
810
747.
679.
92
4018
337
Totals 1902,
935
761
706.
650.
92
Totals 1901,
912
683
628.
574.
92
*Salaries paid by Mr. H. H. Rogers.
Highest per cent. of attendance, Fall Term, 97, [ Rogers School, Grade 5. ¿ Rogers Annex, Grade 2.
21
36.73 35.74
1
1
40
22
I have to mention but little which is new concerning the educational affairs of Faihaven, but rather submit to you a brief report of progress in the various branches of your school system, which by recent additions and extensions has become fairly complete.
Statistics show that 831 pupils were enrolled during the Fall term, and these have been distributed as follows :
Eighty-nine (89) were registered at the High school, where conditions are still crowded and unsatisfactory. The number at the Rogers school has reached 402, filling the eight rooms and compelling the use of the Assembly Hall for a regular class-room, and also for sewing classes. The Rogers School Annex has cared for 159 children, the limit of the building. The four rooms at Oxford have been full with 156 enrolled in the first six grades. The New Boston school accommodates 25 pupils in the first four grades.
From Oxford, pupils in grades 7, 8, 9, and from New Boston, grades 5-9 are transported to the Rogers school : while all the pupils in the Naskatucket and Sconticut Neck districts attend the Central schools. These pupils being scattered among the 13 rooms already maintained, do not call for any increased teaching force, while the expense for transportation is less than the cost of maintaining schools in these localities.
As anticipated last year, extensive repairs upon the Rogers school boiler, which had done good service for 20 years, were necessary. Besides the rebuilding of the mason work in front of the boiler and in the fire-boxes, the State Inspector ordered new valves and appliances in order to meet the Massachusetts laws. Similar requirements were made upon the Oxford boiler, which, after testing, was found to need new tubes throughout. While it was announced and expected that a special appropriation would be needed for these unusual repairs, it has been possible by
23
cutting other departments to pay these repair bills from the regular appropriation.
In addition to the regular indirect heat, coils of pipes for steam direct from the boiler have been placed in the two north rooms at Oxford so that adequate heat has been fur- nished for the entire building. The expense for repairs has been further increased by fitting the Rogers school hall with desks and blackboards.
The school department is indebted to the street depart- ment for material and labor in improving the walks at the High school : and is under obligation to the Educational Art Club which has continued its good work in making school rooms more wholesome and attractive.
To those who look upon school conditions from the dis- tance, or those who occasionally visit schools, there may seem but little change from year to year; yet a little com- parison and reflection reveals evident advancement, though this progress has often been made in spite of drawbacks and obstacles which militate against anything like ideal work or results in the schools.
Should we stop to consider the difficulties encountered by the parent in the management of two or three children, and then contemplate a teacher in charge of a room full, (40 or 50) of other people's children, irregularly developed men- tally and physically, some dwarfed by overwork or poor nourishment, some who on account of irregular attendance, general indifference or inability, have dragged through the previous year and are repeating the grade, and sometimes the incorrigible, who has never known control by love or force, there would be more wonder that so much is accom- plished, and less impatience because all children are not regularly and evenly advanced, regardless of attendance, indolence, or physical condition. Were it not for the larger and more hopeful class, which, having had better training
24
and home influences, helps to lift and leaven, it would be impossible to hope for even fair results.
At this time when some of our ward statesmen in various municipalities are crying about "fads" in the public schools, hoping that by cutting out various branches more money may be available for their own pet schemes, it may not be untimely to state that we have no "fads" in the school system of Fairhaven ; nor have the people acquired the fad of talking about such fads. We do have drawing, music, manual training, sewing, cooking, and school gard- ening. However, these like the older, better known sub- jects are so organized and presented as to furnish genuine training and development for the child, and give as never before, the opportunity to "put the whole boy to school."
The child of today is entitled to the aesthetic and cul- tural values derived from drawing and music, and to the eminently practical and vitalizing effects of such subjects as sewing, manual training, cookery or school gardening, whereby boys and girls discover that they can execute mental orders-can do things-generating interest and enthusiasm which, thus aroused, often leaks over into the more formal, less attractive work.
For a moment the subject of school gardens seemed to some absurd, but when results appeared and the effect upon the children noted, to say nothing of the local pride and loyalty that was engendered among them by winning the first prize from the Massachusetts Horticultural Associa- tion, the doubts disappeared.
In spite of the occasional cry of the unsympathetic or uninformed, who like to indulge in such phrases as: "too much fancy work," "don't emphasize the essentials" "back to the rudiments," etc., the standard of teachers and teach- ing, as well as results accomplished, has never been higher.
It has never been possible to get any definite statements
25
as to what constitutes these so-called "rudiments," but the schools of Fairhaven are proceeding on the plan which makes possible, not only a knowledge of the "tools of edu- cation" (the 3 Rs), but also an opportunity to use these tools in acquiring a more all round elementary education than was formerly hoped for or considered necessary.
In the time once spent in learning the alphabet and the spelling of a few small words, pupils are now learning to read and are reading two or three primers and often a first reader. As pupils advance they read far more material, and those who do not have to learn a new language read better. In fact, this has been a decade of supplementary reading from books that are rich in content and inspiration.
The English language, both spoken and written, a subject formerly unknown as a definite systematic study, but which was confined to formal English grammar, with parsing and a few meaningless rules of syntax, has now become a prom- inent feature in the program of all grades. The subject of arithmetic has an important place in the every day work of the schools, and while many of the irrational and obsolete topics have been eliminated from the text books, the whole subject was never taught more practically than at present. We hear occasionally about poor spelling, of which I see much, both in the case of those who were in the schools of a decade ago, and from those now in school; yet, honest efforts are constantly made to accomplish the impossible and turn out all "good spellers."
However, in spite of efforts on the part of the schools, we shall continue to have a few pupils who cannot learn to spell or solve problems in arithmetic ; and others who will not make the necessary mental effort to be accurate in any sub- ject. Such cases of deficiency and inaccuracy become more numerous and glaring in a graded system where all children of school age are under compulsory attendance laws ; but
26
should not be used as criteria in judging the standard of the schools.
Great advance has been made in regard to the time and place which has been allotted to geography and history. Not long ago it was thought sufficient to teach the states and countries, with their boundaries, capitals, chief cities and with little else. The new geography treats of the earth in its relation to man and his various activities, connects the different countries and their capitals by commercial routes and political interests, comparing their industries, and un- derstanding something of the physical features with their relation to production and transportation, the subject as thus presented being fruitful and no longer an empty shell.
The subject of history was usually taught only in the upper grades, and then paragraph by paragraph was learned by rote and thus recited. In no other branch has there been greater improvement in text books, both in subject matter and accurate illustration. From the study of Columbus, the Indians and the Pilgrims, in the lower grades, the children, by means of surprisingly interesting stories and textbooks, are led through the thrilling history of our country, gaining considerable knowledge of the cause and sequence of events, and learning to love the heroes and the principles for which they contended. In the highest grades our country's history is studied with some correlation with its English sources, where lies the background and roots of many of our insti- tutions. Surely, if the increased experience and conscien- tious efforts which are being applied to teaching reading, spelling, language, arithmetic, geography and history do not approach the so-called essentials and rudiments, they at least furnish a rich field from which the normal child may gain a fair elementary education.
We are able to report that excellent opportunities are still offered at the High school, and, in most cases, pupils are
FAIRHAVEN SCHOOL GARDENS Awarded First Prize by Massachusetts Horticultural Association
27
appreciating these advantages for extended training and mental development. It was a source of no little satisfaction to have so large a first year class, thirty-seven entering in September.
After carefully investigating the standard of the school, the New England College Entrance Certificate Board, which represents nearly all New England colleges, has placed the Fairhaven High school upon the approved list, and here it will remain until our graduates fail to do honest and effect- ive work after they have once been admitted to the college classes. Recently Vassar College has granted the certificate privilege for a term of three years. The maintenance of this high standard will not involve overstrain in school work, but will require faithful daily attention to school business, with energies unimpaired by too many outside demands and diversions.
The plan, which was adopted by your Board, providing for half day sessions and smaller divisions of the larger first grades was begun in September and has been carried on during the year without friction and with benefit to the children. Attendance has been more regular, pupils have worked in less crowded rooms and have had greater personal attention from the teacher, thus accomplishing fully as much work as formerly and have had the other half of the day in which to grow normally, and play naturally. I feel that the plan, from all points of view is wise and suggest its continuance.
The general work of the year has been carried on quietly and as efficiently as necessary limitations would allow. Whatever results have been accomplished have been due to an earnest, well equipped body of teachers, the large majority of whom have been serving the town with increasing ability for two or more years.
28
The cordial support and confidence of your Board has, at all times, been appreciated.
Respectfully, FRANK M. MARSH,
Superintendent of Schools.
February 15, 1905.
29
GRADUATING EXERCISES, CLASS '04 FAIRHAVEN HIGH SCHOOL WEDNESDAY, JUNE 22, 1904, AT 2 P. M.
PROGRAM
Prayer.
Rev. M. B. Wilson.
Chorus. The Morning Ramble.
Essay with Salutatory. A Search for Heirlooms.
Emily Bearse Austin.
Essay with Valedictory. Twentieth Century Heroes. Gertrude Marsh Ellis.
Chorus. The Clang of the Forge.
Announcement of Winners of Prize Essays.
Reading of First Prize Essay.
Semi-Chorus. The Swing Song.
Address.
William E. Hatch. Superintendent of Schools, New Bedford, Mass. Award of Diplomas.
George H. Tripp, Sub-Committee on High School.
Chorus. The Home of Freedom.
GRADUATES
LATIN COURSE
Gertrude Marsh Ellis, Ella Frances Sherman, Grace Covell Tripp. ENGLISH COURSE
Grace Evelyn Ball, Louvisa Hall Hawkins, Bertha Harriet Crafts, Helen Louise Lawrence, Lotta Conrad Wanner COMMERCIAL COURSE
Emily Bearse Austin, Grace Isabel Babbitt.
30
REPORT OF THE SUPERVISOR OF MUSIC
Mr. F. M. Marsh, Superintendent of Schools.
DEAR SIR :- I submit, as requested, the following report in music.
In the first place, I wish to speak of the individual sing- ing. This line of work was started last year, the pupils taking it up with much interest, and a good beginning was made. This year the results have been exceedingly gratify- ing, especially in the primary grades. By this method the pupil feels that the music is a part of the individual work, and that he cannot escape, consequently it requires closer attention than when he was simply one of a number with opportunities to shirk.
Although the individual singing has by no means reached perfection, we hope and feel that we are working toward that much'desired end.
In all grades the pupils show great interest in their work and are ready and willing at each lesson to strive for the best results possible.
In the fourth grade new books were much needed this year, and the new First Reader of the Educational Series was introduced. This book contains many of the beautiful poems of Robert Louis Stevenson, Jean Ingelow and others illustrating the different moods of child-life, with equally beautiful melodic settings. The exercises which precede the songs are melodious in themselves and are strong in the presentation of difficulties suited to the grade.
In the ninth grade, the young bass voices needed simple work in the F clef, so a coda, formerly used in the High school, is now being used in this class with good results.
The High school offers a strong chorus this year.
31
Thanking the teachers of Fairhaven for their hearty support in my work, I am
Very respectfully yours,
ANNA BAILEY TROWBRIDGE,
Supervisor of Music. February 12, 1905.
32
REPORT OF THE SUPERVISOR OF DRAWING AND SEWING
Mr. Frank M. Marsh, Superintendent of Schools.
DEAR SIR :- I herewith submit my fourth annual report of the Drawing and Sewing in the Fairhaven schools.
I would like first to call attention to the constructive work in the elementary grades. It is understood that in order to grow evenly, the pupil must grow in power to execute, as well as in the power to conceive, and that as he develops constructively, he also develops mentally. Formerly the standard was excellence of execution, but now childish effort is the aim. Much of our work has been along this line, the children have been encouraged to cut freehand- with no previous drawing-various subjects ; and the con- structive work has been planned out in the class, the teacher not dominating, but freely guiding.
In December the Grammar grades made some interesting and attractive baskets ; those with the colored raffia woven in gave a wide scope for ingenuity.
The work at the High school considering the great dis- advantages under which we work has proved quite satis- factory. Leather, which is a material not too difficult for high school pupils to handle, has furnished a basis for pocket books, card cases, opera bags, etc., the designs are first outlined and then pressed and rubbed smooth with steel tools. The mechanical drawing class has been divided into three sections; besides the freshmen, one section is working from a model engine, while the third is studying architectural work.
The progress which is quite marked in many of the rooms is due to the efficient help rendered by the teachers and to them I wish to extend my thanks.
The system of sewing that was introduced last year, has
33
been continued ; the seventh grade girls are now working on their cooking caps and aprons to be used next year, drafting their own patterns when possible. In the fifth grade the boys have taken up sewing and their interest is as strong as that of the girls ; we hope by June that they will be able not only to sew on buttons, but also to darn stockings and sew on patches.
Sewing is now considered as educational as any other subject in the curriculum, as it tends to train the hand as well as to develop the mind and judgment.
Yours respectfully,
ETHEL ROGERS BROWNE.
Feb. 16, 1905.
34
REPORT OF COOKING TEACHER
Mr. Frank M. Marsh, Superintendent of Schools:
In compliance with your request, I submit the following report of the work done in Cooking in the Fairhaven schools. The work has been carried on in the same grades as during the previous year. The pupils in the eighth grade are given thorough instruction in the principles of cookery-with a special effort to make the course both attractive and practical -for this reason only the simplest dishes are prepared-and much attention is given to serving, and care of the kitchen and utensils. The foundations of a four years course in cooking, such as the children of Fairhaven are given, cannot be too carefully laid : therefore the work in the eighth and ninth grades is perhaps the most important of all.
In the High School classes, more advanced practice work is given, and toward the end of the year, classes receive instruction in planning and carrying out menus for break- fasts, luncheons, and dinners.
Most of the pupils show a genuine interest in the work, and have made a decided advance in planning and carrying out their work.
I wish to express my appreciation of the cooperation of the superintendent, and the teachers, and to thank also those parents who have signified their interest by visiting the classes.
Respectfully submitted,
MARY ST. JOHN WILLCOX.
February, 1905.
35
REPORT OF MANUAL TRAINING TEACHER
Frank M. Marsh, Superintendent of Schools :
I submit the following as my third annual report of the work in the Manual Training department.
During the first part of the year the original plan was carried out with the eighth and ninth grades and the High school pupils.
At the opening of the school year in September the seventh grade was included in the list of pupils.
This grade and the eighth grade have been following the course laid out for the first year.
Recently, however, I have thought it best to omit the last few first year models with the eighth grade and to go on with the second year work. I have no doubt this plan will prove satisfactory.
The ninth grade and High school pupils are following the course as it was originally planned.
We attempt to encourage as much original work as pos- sible, and something has been done along this line during the year. On the whole, I can report the work in this de- partment as progressing well and that good results are being accomplished.
I should like to make the suggestion that if time would permit, more work in mechanical drawing might be profit- ably done with the sixth grade, so that the pupils may learn the general principles of such drawing, and acquire more skill and accuracy in measurements.
Yours truly,
ALFRED C. COBB.
Feb. 1, '05.
1
M
م:
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.