USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1906 > Part 4
USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1906 > Part 4
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In regard to further accommodations, it becomes strongly evident that the town in the very near future will have to build another school house. It will be a great surprise to most of the citizens of Fairhaven to know that the total enrollment of children in the Fairhaven schools is nine hundred and sixty- seven (967) and the average attendance eight hundred and
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eighty (880). These are for the most part in the grammar and primary grades, and we have but four school houses to accommodate them.
The Oxford school was built to accommodate one hundred and fifty (150) pupils, and is now carrying nearly two hundred (200). The Rogers school, built for three hundred and twenty (320), is filled, while the Annex on Washington street, with its six small rooms, is housing something like two hundred and fifty (250) more, the two lower rooms of which are very low studded, dark and difficult to heat, and are not such quarters as are desirable for school room purposes.
Not an additional pupil can be put in these buildings, and in view of quite an increase in the population of Fairhaven now and in the near future, it is imperative that the town should at once interest itself in a new school building, plain but substan- tial, with the simplest possible heating and ventilating apparatus.
It is the unanimous opinion of the School Committee that a special committee should be appointed at the approaching town meeting to consider the subject and report with recommenda- tions at a special town meeting to be called later.
The committee recommend that the sum of $18,500 be appropriated for the support of schools for the ensuing year.
Respectfully submitted, JOSEPH K. NYE, GEORGE H. TRIPP, DANIEL W. KENDRICK, GEORGE W. STEVENS, LEWIS E. BENTLEY, THOMAS A. TRIPP.
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SUPERINTENDENT'S REPORT.
To the School Committee of Fairhaven:
I have the honor of submitting to you my sixth annual report, which will in brief indicate to you and through you to the citizens the essential facts concerning the conduct and organization of the schools during the past year, as well as some of the problems and conditions which confront the department. To this report is attached a detailed financial statement of all receipts and disbursements in the various departments, together with the usual statistics of enrollment, attendance, etc., etc.
The statistical tables show the present distribution of pupils at the various schools and the numbers there enrolled. At the New Boston school the first four grades are maintained; six grades are cared for in the Oxford building; while all the other pupils of the town are cared for at the Rogers school and Rogers annex. A glance at the enrollment will show that the Oxford school has been crowded beyond reasonable limits, and that the Annex has scarcely been able to house the pupils there enrolled, even by maintaining half sessions for the first grades ; while every room at the Rogers school has been used. After two small rooms at the Rogers school annex were made available by the removal of the cooking and manual training departments to the new High school, and after placing the preparatory class in one of the rooms of the High school building, it has been possible this year, by overcrowding in some cases, to make provision for all pupils. The opening of these three additional rooms involved the employment of three
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additional teachers, the necessity for which can readily be seen from the fact that the enrollment in all the schools has advanced from 821 to 967-an increase of 146 --- about 100 of which number has been in the grades below the high school.
The most important change over the organization of last year was made when the ninth grade in the elementary depart- ment was abolished, and in its place was organized the prepa- ratory class. We believe this change to be of vital importance for two distinct reasons. In most places the ninth grade has furnished a difficult problem, in that much of the work of the elementary school curriculum can be done in eight years by most pupils, and in order to make this grade more attractive many attempts have been made to obviate the uninteresting repetition and review of previous subjects by the introduction of Latin, French, Algebra and other high school subjects. This has not proved satisfactory in most cases because of the impossibility of securing grammar teachers who could teach these subjects.
On the other hand, many progressive cities and towns like Boston, Providence, Quincy and many others, including a majority of the towns of New York and the middle west, have only eight grades, not even attempting to modify the work of the ninth year. Secondly, and of most importance, is the rela- tion of this change to the high school. One of the pressing problems in the case of every high school has been the adjust- ment of the entering classes to the high school conditions. There has always been a wide gap, both in respect to the subject matter of the ninth grade and the first year high school, also a wide difference in the method of teaching. The grammar school teachers have been blamed because pupils were sent to the high school unprepared ; high school teachers have been blamed because they required too much of the enter- ing pupils. All in all, this has been the most troublesome spot in the organization of the school system.
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The organization of this preparatory class, with a new course of study greatly enriched and modified, will have two beneficial effects. First, it will hold more pupils in the school on account of the greater interest in the course, and more important than this, it will have for its aim, both in respect to its subjects and methods of teaching, a direct and specific preparation for high school work. This, we firmly believe, will obviate, to a large extent, the very prevalent and much regretted tendency for boys and girls to become overwhelmed and discouraged in the attempt to successfully adjust themselves to the first year of high school. This preparatory class should have a teacher who is a college graduate, and, if possible, having a special normal course : a teacher who knows boys and girls at this transition period ; who will have the skill and tact to accomplish the best results. We have been able to start this class, in Fairhaven. under conditions more favorable than those just outlined, on account of the location of this class in one of the rooms of the High School building. This enables the teacher of this class to teach her specialty to high school classes in exchange with the teachers of special high school subjects, so that a double advantage is gained, since this preparatory class teacher deals with nearly all the high school classes in her special subject, discovering the deficiencies and needs of high school pupils, while on the other hand, the high school teachers, who teach their specialties to the preparatory class, accustom the pupils to high school methods and more intelligently and effectively prepare them for real high school work. Moreover, this special arrangement of locating this class in the High School building has the further administrative advantage of convenience, the pupils are not obliged to travel twice a week back and forth from an outside building to the manual training, cooking and physical training classes. On the whole, this promises to be a very successful solution of many of the troubles which have been so common at this particular spot. In a word, the purpose of this class is to
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provide a year in which a large amount of elasticity of grading and treatment may be practiced, and where adjustments and corrections may be made-in fact, to furnish a sort of clearing house.
Since the last annual report ten teachers have withdrawn from the service: Mr. A. C. Cobb from the manual training department ; Miss Bruce and Miss Barbour from the high school ; Miss Helen E. Howe, Miss Lucie A. Metcalf, Miss Inez E. Howes, Miss Grace S. Dixon, Miss Gertrude S. Nash, Miss Clara E. Wellman, from the grades.
The following teachers have been added to the teaching corps : Miss K. L. Fairbanks, Miss Marion M. Sylvester, Miss Ethel L. Hodge, Miss Agnes F. Gillen, Miss Charlotte J. Bruce, Miss Stella Caouette, Miss Edith H. Fay for the grade schools ; Miss Mary A. Bates, Miss Grace M. Grant, Miss Elinor T. George, Miss Nancy L. Lincoln, Miss Louisa M. Norton, Mr. Whitney, Mr. Hill, and Mr. Belcher, for the high school; making a total of fifteen additions within the year .*
The question of providing teachers for the public schools is one of the most serious problems, and is growing more and more serious from year to year. The prevailing scarcity of even fairly successful teachers has been realized by those who are directly responsible for providing the schools with teachers, but the general public has not yet become aware of the fact, and many cannot quite understand the reason for it. Many causes may be pointed out which have been constantly working toward the reduction of the supply of good teachers. During the past ten or fifteen years many occupations other than that of teaching have opened up to young women who are seeking a livelihood ; whereas, formerly, school teaching was about the only calling which admitted young women seeking honorable employment. In the past few years many of our brightest and most capable young women have turned from the call to teach, and are engaging profitably and successfully in stenography, typewriting, bookkeeping and business ; while others, as pros-
* NOTE-While copy was in press, the resignations of Miss Maud B. Priest and Miss T. M. Butterfield were received.
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perity has favored them, are enjoying the advantages offered by our many woman's colleges whose graduates seek only high school positions.
The majority of these new openings pay better salaries and involve less responsibility and criticism. Another cause of the relative decrease of teachers is the unattractiveness of the calling and the increased and increasing difficulty of securing board and lodging at reasonable prices, and sometimes the inability to find board in the same town in which the school is located. It is also a fact that salaries in almost all the ordinary lines of employment have increased to a considerable extent, and the cost of living has rapidly advanced, while the salary of teachers has until recently remained nearly stationary. It is only within a few years that it has been realized by many of our cities and towns that an adjustment of salaries was absolutely necessary. Another factor which lies deeper than the rest and which is perhaps least thought of, is that of the large immigration of foreign population, especially to our cities, which has brought a multitude of uneducated who must be taught in our public schools. This foreign immigration has brought with it absolutely no teaching force; consequently the demand on the part of municipalities for teachers has made a serious drain upon our native teaching power. The policy of most of the states has been to safeguard the republic by providing for the education of at least the children of these immigrants, as well as of our native population. In a democracy like ours, it has seemed to the framers of legislation that the welfare of our country and the safety of her institutions depend upon the education of her people ; hence the compulsory school laws. It has naturally followed that old buildings have been overcrowded, new buildings and new teachers have been demanded faster than they could be supplied. When we thoughtfully consider the matter, it is easy to see that there are many causes why relatively fewer and fewer teachers are replenishing the ranks, and on the other hand, why there is a rapidly increasing demand for teachers.
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There is also no reason why the law of supply and demand should not apply to this problem as well as to all economical situations. As a matter of fact, this law is being seriously felt at the present time, not only in Massachusetts and New England, but throughout the country, and will be felt far more keenly until salaries are sufficient to attract to the work not only more young women, but sufficient to call into the service of education more men, who, from the very nature of the case, would remain longer and more permanently at the work. I am sure your board thoroughly appreciates the fact that the public schools cost large sums of money, and, considering the financial condition of the town, have always figured carefully and economically-sometimes too sparingly-so as to make the burden upon the tax payer as light as possible. A candid consideration of the detailed expenditures in your department would make it evident that little except the bare necessary expenditure has been made, and I can point to but one place where any reduction could be made to result in any material saving, namely, in salaries of teachers. While such a reduction could be made, it would be almost criminal, from an economic and educational point of view. It would mean an entirely new and inferior teaching force, and, should any material re- duction be made, the percentage saved would be altogether out of proportion to the decrease in efficiency which would be inevitable with the employment of inexperienced and un- trained, and in many cases unsuccessful teachers available at a lower salary. In contrast to the present high standard of efficiency in the school room, and the high standard of culture and character of the teachers who care for your children, there would be inevitable slovenly work and inferior educational and social influences. Instead of the present general satis- faction and appreciation by pupils and parents, there would arise much dissatisfaction and discord. It is coming to be more and more realized that the public school teacher occupies an extremely important place in the social and civic life of a community.
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The real teacher who is worthy of the name does far more than to teach the pupil the lesson from the book; she helps to mould character, and in many cases has to assume the larger part of the responsibility of making good citizens from those entrusted to her care. Realizing the pride which Fairhaven has always had in her public schools, and her generous support of what is best in education, I feel certain that anything less than the present quality or standard would not be acceptable or tolerated. By patient searching and careful investigation, it has been possible to keep the standard of our teaching corps upon a high level, where it can probably be maintained for some time, though with increasing difficulty, because hund- reds of cities and towns all over New England are from neces- sity raising salaries. The salary list for teachers will necessa- rily be larger from year to year, not on account of increased rate, but on on account of additional teachers necessary because of constantly increasing enrolment.
The burden of expense in the school department will increase less rapidly than would otherwise have been the case, now that such timely and extraordinary provision has been made for the high school pupils of the town. Little can be said, for words are not adequate, to express how much the new Fairhaven High School means, and will continue to mean, to succeeding genera- tions in this community, which has already been blessed with many advantages. The school building with all its various de- partments and appointments speaks eloquently for itself. The . results that are, being accomplished through the efforts of an intelligent and devoted corps of teachers, will manifest them- selves more powerfully in the years to come in the lives of the boys and girls who have been here influenced and moulded dur- ing their student days. Since authority was given to plan and organize a new high school for the town, a most important and interesting problem has demanded the wisest and most devoted attention of the school department. It may be safely said, I think, that never before has just such a problem presented it- self, the failure or success of which meant everything.
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When the customary foresight and wisdom of Fairhaven's most famous graduate made a new building possible, it became necessary to carefully and wisely consider the present and future educational needs of the town; to make sure that those needs and requirements were amply provided for in the ar- rangement and planning of building. It was necessary that the best institutions of New England and the country be studied, that the best thought of the practical school men be obtained, and from all the acquired data that the most desirable and profitable be selected and woven into one comprehensive plan, which should be peculiar to the needs of Fairhaven. More- over, when the best appointed and most stimulating material surroundings had been provided by the skill of artist and artisan, when the wisdom of school men rich with thought and experience had been drawn upon in the planning of depart- ments with their equipment and apparatus, and when the educational aims and policies of the various departments had been co-ordinated and correlated so as to provide the best possible opportunities for a well rounded education of our boys and girls, the next and most vital problem of all was the discovery and selection of a cultured and capable corps of instructors, who should, under the direction of a wise and tactful master, carry out the policies and aims thus determined.
The problem has been at once unique and replete with op- portunities : a new building, new departments, new equipment, new courses of study, practically an entire new corp of teachers, with a majority of new pupils. The transformation of the con- ditions which had prevailed in the old building to the conditions of the present, has been so wonderful as to seem almost unreal. The accomplishments and experiences of a half year and the promise of what is bound to be accomplished after further systematizing and organizing, may well be a matter for con- gratulation and satisfaction. A glance at the accompanying table of enrollment shows that 36 pupils have been enrolled in the preparatory year, and 138 pupils in the four high school
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classes. It is as pleasing as it is unusual that throughout the year there has been a larger number of boys than girls in attendance. It is also interesting to note that one of the troubles in most high schools has in our own case been reduced to a minimum : namely, the constant complaint that boys and girls too frequently leave the school, dropping by the wayside. The experience in Fairhaven has proven quite the contrary, for an unusually small percentage has withdrawn, while several pupils have returned to complete their courses or take advanced work.
With the new stimulus that has been furnished at this crown- ing point in the school system, there is evidenced all along the line a keener interest among the pupils, who will doubtless in increasing numbers avail themselves of the unusual advantages now offered. With the burden of high school support removed from the town, the excellence of the Fairhaven schools may be maintained with less difficulty. One means of making all school efforts more effective will be a more careful provision for improving and safeguarding the health of the public school children, first by suitable buildings and school room conditions, and second, by proper attentiou to the physical welfare and development of the pupils. The recent act of the legislature, extracts from which are appended to this report, provides that school committees shall appoint medical inspectors or school physicians, whose duties are clearly outlined ; a policy which has already been voluntarily adopted by many towns and cities. A small appropriation for this purpose must necessarily be asked for. The saving by possible prevention of epidemic conditions might in one year more than repay the cost for several years. To those who are familiar with some of the conditions which prevail in the cases of altogether too many children and homes, afflicted with infectious or contagious diseases, this legislation will seem not only wise but necessary for the protection of the large majority of children who are compelled to attend public schools. Under the guidance of the
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physical director, a beginning has been made toward a more intelligent and systematic supervision of the work in physical training among the pupils of the lower grades.
Perhaps the most serious matter which your board and the citizens will be obliged to consider immediately is the provision of further school accommodations. From all present indications it is almost certain that, in September, a temporary school room will need to be provided at Oxford and possibly at the centre of the town, while plans for permanent accommodations should at once be seriously considered.
Although the past year has been filled with many responsi- bilities and changes, calling for new policies and decisions, the cordial co-operation of your board, together with the faithful and effective labors of a trained corps of teachers, have made the results of the year most interesting and gratifying.
Respectfully submitted,
FRANK MONROE MARSH.
Feb. 20, 1907.
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An Act relative to the Appointment of School Physicians CHAPTER 502, ACTS OF 1906.
SECTION 1. The school committee of every city and town in the Commonwealth shall appoint one or more school physicians shall assign one to each public school within its city or town, and shall provide them with all proper facilities for the perform- ance of their duties as prescribed in this act.
SECTION 3. The school committee shall cause to be referred to a school physician for examination and diagnosis every child returning to school without a certificate from the board of health after absence on account of illness or from some unknown cause ; and every child in the schools under its juris- diction who shows signs of ill health or of suffering from infectious or contagious disease, unless he is at once excluded from school by the teacher.
SECTION 4. The school committee shall cause notice of the disease or defects, if any, from which any child is found to be suffering to be sent to his parent or guardian. Whenever a child shows symptoms of small pox, scarlet fever, measles, chickenpox, tuberculosis, diphtheria or influenza, tonsilitis, whooping cough, mumps, scabies or trachoma, he shall be sent home immediately, or as soon as safe and proper conveyance can be found, and the board of health shall at once be notified.
SECTION 5. The school committee of every city and town shall cause every child in the public schools to be separately and carefully tested and examined at least once in every school year to ascertain whether he is suffering from defective sight or hearing or from any other disability or defect tending to prevent the full benefit of his school work, or requiring a modification of the school work in order to prevent injury to the child or to secure the best educational resuls. The tests of sight and hearing shall be made by the teachers. The com- mittee shall cause notice of any defect or disability requiring treatment to be sent to the parent or guardian of the child, and shall require a physical record of each child to be kept in such form as the state board of education shall prescribe.
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No School Signals
For the benefit of those who have difficulty in remembering the significance of the school signals, the following is submitted for reference :
The signal at 8.00 a. m. indicates no school for grades one to four, inclusive.
The signal at 8.15 a. m. indicates no school for all grades.
The signal at 12.30 noon indicates no school for grades one to four inclusive.
The signal at 12.45 noon indicates no school for all grades.
Schools are often in session when weather conditions make it unfit for some children to attend, in which case parents must make their own decisions. At such times the schools are available for those pupils who are able and wish to attend.
TABULATED STATEMENT - GRADES, TEACHERS, ATTENDANCE, ETC. SCHOOL YEAR, SEPTEMBER, 1905 - JUNE, 1906.
SCHOOLS.
TEACHERS.
Whole No.
enrolled.
bership.
Average
Per cent.
attendance.
Total days'
absence.
tardiness.
No. weeks in
year.
High,
10-13
Albert B. Kimball.
89
86.21
81.61
95
770
248
40
..
Ruby L. Rich,
:
Jessie M. Barbour.
. .
Margery C. Bruce,
Rogers,
9
Sara B. Clarke.
41
35.33|
33.05
94
419
3
39
66
Marjorie Baker,
43
40.71
38.85
95
339
6
39
:
1
T. M. Butterfield,
42
38.89
37.08
95
331
15
39
49
45.01
42.44
94
470
-1
39
66
5
Helen E. Howe,
40
34.90
32.55
93
427
23
39
5
Harriet E. Mitchell,
39
37.26
34.84
93
439
39
4
M. Louise Norris,
39
33.12
31.50
95
282
A-1
39
4
Barbara R. Dow,
45
39.50
37.29
94
414
10
39
: : :
3
Florence B. Fitz.
43
37.75
35.45
94
421
14
39
3
Mary P. Story,
44
37.18
35.00
94
399
12
39
Average mem-
attendance.
Grades.
Cases of
-
110
6
Maud B. Priest,
Rogers Annex,
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