USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1931 > Part 6
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3.53
2.47
Per pupil cost of libraries
.12
.17
.28
Per pupil cost of promotion of health ...
1.64
1.53
1.20
Per pupil cost of transportation
2.72
3.42
2.42
Per pupil cost of tuition
1.03
.52
.005
Per pupil cost for miscellaneous ex-
.87
.93
.46
$100.76
$93.80
$77.41
Not all of the total expenditures for schools comes from the town appropriation. During the fiscal year ending Dec- ember 31, 1930 the following sums accrued to the town from sources other than local taxation.
State General School Fund $13,634.92
Tuition for State Wards 636.66
Tuition for High School Pupils 4,621.96
H. H. Rogers High School Trust Fund 26,120.57
H. H. Rogers Trust Fund (Elementary)
4,444.58
H. H. Rogers Trust Fund (Not credited) 526.42
Edmund Anthony Jr. Trust Fund 480.63
Pease Fund 366.26
Total
$50,832.00
penditures for support
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The following statements indicate the comparative status of Fairhaven in respect to its school expenditures. They are for the last fiscal year, ending December 31, 1930:
Fairhaven had a per pupil valuation of $5,774.00 and ranked 237th among 355 towns and cities in the state.
Fairhaven's total per pupil expenditure was $77.41. In this respect the town ranks 316th among the 355 towns and cities of the state, and 70th among the 83 towns of over 5,000 population.
Fairhaven raised by local taxation $52.85 for each pupil. In this respect it ranked 317th among 355 towns and cities in the state and 83rd among 83 towns of over 5,000 population.
Fairhaven expended for school support per $1,000.00 of its valuation $9.15. In this respect it ranked 241st among 355 towns and cities in the state and 70th among 83 towns and cities of over 5,000 population.
The fair-minded taxpayer who investigates school costs in Fairhaven must conclude that this department is managed conservatively, that there has not been the expansion here of school activities that has taken place in many communities, and, finally, that where there has been no inflation there is justly due no deflation.
TEACHERS
Until within recent years approximately one-third of the teaching corps resigned each year to accept better salaries elsewhere. This situation has improved much. There is rarely a loss of more than one-eighth of the staff. This is due in part to the fact that fifty percent of it lives either in Fair-
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haven or nearby towns, and in part to the fewer changes in positions made by teachers of the larger towns and cities.
In the matter of salaries paid in the elementary schools, Fairhaven ranks 54th among the 83 towns in the state with a population of 5,000 or over; in respect to high school teachers it ranks 57th in the same group. As evidences of some degree of permanency, may be pointed the fact, that 621/2% of the teachers in grades 1-8 are receiving the maxi- mum salary which indicates four years of service here.
There were seven resignations from the grades in June and three from the high school, not including that of the physical director and coach. Five of the nine positions were filled by teachers of some experience.
SCHOOL WORK
The system of teaching primary reading now in use was adopted more than twenty-five years ago. Although then marking a distinct advance in method and still having ex- cellent features, there are now much better ways of approach- ing the subject. The importance of the subject and the fact that wrong habits and attitudes in the first three grades per- sist to the detriment of future work, emphasize the desira- bility of changing to a more modern system. For two years we have been studying and experimenting in order to make a wise selection. Five or six addresses by specialists have been given and two different systems are being tested out in the schools. The fact that a change in the basal system is some- what expensive and that it can be made infrequently makes it very important to select wisely the new method. The time has come when the primary teachers, principals, and the superintendent are nearly agreed on a recommendation. It is hoped that the 1932 budget will permit the purchase of the new equipment necessary.
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CIVICS
The origin of school support is not parental but communal. Public schools were established to train for citizenship. This was the conception of our nation's founders and is the only sound justification for tax supported schools. There is at present an awakening in the schools of a feeling of responsi- bility for such training; there is a growing demand that the schools become more effective in this direction.
While citizenship was the chief purpose of public education in the minds of our forefathers and is today the theoretical objective of leaders of thought in every field, in reality it is still a side issue of the schools. Why? When the public school system was founded the ideal was to have schools like those existing in Europe. No effort was made to ascertain the needs of an American system of education. Since those early days schools have developed unsystematically-one new subject after another,-one new aim after another-and from all the progress has emerged no one great goal. There is reason to believe that future development will focus about better and more specific training in citizenship. In connection with the work of curriculum revision which has been going on for several years, the committee on goals of the National Superintendence Association reached a conclusion that "The preponderating purpose of the public school from which all its activities get its sanction must be social, civic, and political." A host of educational writers in the last few years have agreed with and advocated this decision.
How to make the dominant purpose "social, civic, and political" is a perplexing problem. The conception of educa- tion held by our forefathers persists today,-viz. that train- ing for individual success is the best training for citizenship. It was and is believed that individuals who pursue intelli- gently their private interests promote the general welfare. The assumption is that a community or nation will be gov-
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erned well if it includes a large number of individuals well able to take care of themselves. In a degree this is sound philosophy. The prosperity of the individual does pro- mote the general welfare in an indirect way. Successful people are not likely to become public charges and they are potentially better citizens because of greater capacity to contribute to the community. It needs to be remembered, however, that civic interests do not always run parallel with individual interests. The conservation of the forests some- times runs counter to the interests of the lumberman. Com- munity health and community morals may not be preserved by the personal prosperity of the milkman, manufacturer, or movie operator; and the successful citizen, though able, may not be willing to contribute anything toward the making of a better community. Individual success without civic- mindedness cannot make a good citizen. Education for in- dividual success, however necessary, does not make a citizen who will respect the law, vote intelligently or be zealous for the general welfare. It will not in itself make a good citizen.
The question of educating for citizenship is a complicated one and has many angles. At present the material of the curriculum has little relation to this purpose. Much of it, especially in the high school, is determined by the require- ments for college entrance. The graduate of a system of public schools ought to have a real knowledge, not only of his country's history and government, but, also, of its current problems. He should have an interest in these, know some- thing of their beginnings and development, and receive thorough training in the ability to think regarding them. Adequate opportunity to give this knowledge and training does not exist at present. Under present conditions, if there is good teaching, two essentials of citizenship are being dev- eloped through the schools, namely, general knowledge and the power to think. But these qualities may be used merely for individual success. The indispensable characteristic in
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citizenship is the feeling of obligation to serve. Through the Fairhaven Junior Improvement Associations in the grades and the newly-formed Community Service Clubs in the high school, an effort is being made to develop this spirit. The Fairhaven plan for doing this is a pioneer in the field of training for the general welfare. Undoubtedly some success is attending our efforts. Although praise has been given them by writers in several educational magazines and although there are frequent requests for information in regard to the plan from various sections of the country, these facts arouse in us no feeling of complacency ; we are far from satisfied. Measuring what we do by what we ought to do leaves wide opportunity for improvement. The fact remains, however, that we are making an effort to interest children in their community, to lead them to study their town's history and needs, and are striving to make the devel- opment of the altruistic social spirit through practice a part of regular school work. Dr. William McAndrew, formerly Superintendent of Schools in Chicago and also in Brooklyn, New York, now editor of the Educational Review, spent a day in our schools in October and in two addresses on train- ing for citizenship gave much inspiration for future effort. We hope that Fairhaven school children are not, in the words of Dr. McAndrew, "so pampered with delightful club life, with their athletics, dramatics, and dancing parties, that they are vaccinated against catching the real spirit of co- operative conduct of an unselfish democracy."
Theodore Roosevelt said, "Each of us then who has an education, school or college, has obtained something from the community at large for which he or she has not paid. No self-respecting man or woman is content to rest per- manently under such an obligation when the state has bestowed education. The man who accepts it must be con- tent to accept it as a charity unless he returns it to the state in full in the shape of better citizenship."
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INSTRUMENTAL MUSIC
The work in instrumental work continues to hold the in terest of parents and pupils. A large number of children took advantage of the opportunity to keep up study and practice during the summer. Although a smaller number than usual have begun lessons, as shown by the fact that fewer new instruments have been purchased, even in this respect there has been more progress than was expected. In this connection should be gratefully acknowledged the very substantial gift of the Fairhaven Improvement Association for the establishment of a permanent loan fund whereby instru- ments can be purchased and paid for on the installment plan. Through this and money that has been set aside for the pur- pose from the proceeds of the annual concerts, there is now available $450.00. The conditions of the gift made by the Association are as follows :
"It is hereby voted that the temporary music loan of two hundred and fifty dollars be established as a permanent loan fund for the use of the schools.
Said fund shall be under the control of the Fair- haven School Committee, subject to the check of the Superintendent of Schools.
It shall be used by pupils in Fairhaven Schools for the purpose of paying for musical instruments, pur- chasers of which shall have the privilege of paying for same by installments.
If the above fund ceases to be useful to the Schools in the above mentioned way, it may be put to some other use, if such use is recommended by the School Committee and is approved by the Executive Com- mittee of the Fairhaven Improvement Association, Inc.
A statement of the condition of this fund shall be rendered the Fairhaven Improvement Association Inc., annually by the Superintendent of Schools."
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In place of the Annual Fall Music Festival to which a small admission has usually been charged, the Junior Symphony Orchestra gave a free Musicale in December. This was attended by a large audience and the excellent music rendered was very greatly enjoyed. It is expected that in January the high school orchestra will give a similar exhibition. By these free concerts an effort is made to express to the public some appreciation for the generous cooperation which has enabled the development of the instrumental program in our schools.
RELIEF EFFORTS
No report of the year would be complete without mention of the efforts of teachers and pupils to alleviate the distress caused by unemployment. By no means all that has been done can be itemized. Fine altruistic spirit has been displayed. Illustrating these efforts :
The high school athletic association gave ten percent of the proceeds of the home games, amounting to $152.00 to the Milk Fund for undernourished children.
The Fairhaven-Mattapoisett Teachers' Association gave up its Christmas Party and donated one dollar each, a total of $86.00 to the Milk Fund.
The pupils and teachers of the grades and high school distributed at Thanksgiving time 120 basket dinners to the needy. Teachers contributed to these liberally.
At the high school a large quantity of cast off clothing was collected, cleaned and mended by the Sewing Department and distributed to those who needed it.
A large number of broken toys were repaired and painted by the Manual Training Department and given to children at Christmas. In a smaller way, the same kind of work was done by the upper grades.
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It is fitting to acknowledge here the splendid cooperation with the schools of the Fairhaven Benevolent Association. Nearly two hundred pairs of stockings were given to the children at Christmas through its efforts.
THRIFT
Knowing that the savings of children usually come from money furnished by parents, no effort has been made to increase these this year. The opportunity to deposit has been offered and that is all. Undoubtedly previous savings of children have been withdrawn to a considerable degree owing to the unemployment situation. The net amounts deposited during the year from each building are as follows :
East Fairhaven
$12.07
Rogers
435.81
Washington St.
745.81
Edmund Anthony, Jr.
790.27
Job C. Tripp
773.44
Oxford
323.30
High School
1,119.54
$4,200.24
DEDICATION OF THE HIGH SCHOOL ADDITION
In April, 1906, the high school given by Mr. Rogers was formally dedicated. The twenty-fifth anniversary of the occasion was observed last spring. In addition to present school officials, Mr. Thomas A. Tripp and Mr. Frank W. Marsh, respectively Chairman of the School Committee and Superintendent of Schools while the building was being erected, were present and gave brief interesting addresses. It was not until September that the school was opened for regular work, therefore, the first class graduated from it in June, 1907. It is hoped to observe the twenty-fifth anniversary of that occasion.
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Twenty-five years from the opening of the "new" high school its membership had quadrupled and its capacity be- come outgrown. There was urgent need of additional room. The facts were presented to the town. By an almost unanimous vote in a time of business depression, the con- struction of the "Addition" was authorized. In October of the current year a fine modern building was formally dedicated. The program of exercises was as follows:
PROGRAM
Invocation Rev. W. H. Parker
Overture-Fortune Teller Herbert
High School Orchestra
Presentation to Building Committee William A. Tallman, Architect
Acceptance of Building for the Town Isaac N. Babbitt, Chairman of Building Committee
Acceptance of Building for School Committee William B. Gardner, Chairman
Address Dr. Payson Smith State Commissioner of Education
American Hymn-Speed Our Republic Keller Chorus of Eighth Grade Pupils
Presentation of National Colors and State Flag Fairhaven Post 166 American Legion Harry W. Noyes, Commander
Acceptance for the School George C. Dickey, Principal
Music-National Anthem by Audience
Inspection of the Building
The chorus is directed by Miss Anna B. Trowbridge, supervisor of music and the orchestra by Mr. F. William Kempf.
- -
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The building is one of which any community may be proud. Its exterior harmonizes with that of the "old" school and its interior is skillfully arranged so as to secure a maximum of school facilities. It is a masterpiece of planning to meet difficult conditions. The architect, Mr. William Tallman, deserves the highest praise for this piece of work. Consider- ing the quality of the building and the requirements, its cost is considered by those competent to judge as relatively, very low.
Additional room was urgently needed. Without it the double shift plan of session would have been necessary this year, thus seriously handicapping the work of the pupils. I believe that the future will prove it was sound judgment to have built at this time.
It is obvious that Fairhaven has been extremely fortunate in respect to expenditures for high school education. Not only was the town furnished an excellent plant without cost, but for the first fourteen years of its existence the donor gave the funds for its maintenance and operation. It was not until 1921 that it became necessary to ask for any appro- priation for high school support. In the twenty-five years since it was built, over $600,000 has come from Mr. Rogers or his estate to be applied toward high school education. Compared with most communities in this period of rapidly increasing demand for secondary school training, our high school problem has been easy to solve. It is sometimes be- lieved that philanthropy breeds selfishness and a tendency to inaction on the part of those who profit by it. That has not been the case in Fairhaven as the response of the Town to the need of the "Addition" amply testifies.
The report of the Principal of the High School follows :
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REPORT OF THE PRINCIPAL OF THE HIGH SCHOOL
To the Superintendent of Schools of Fairhaven:
At the opening of school, September fourteenth, the addi- tion to our present building was completed, with the exception of the auditorium, shop, and a few smaller details in other parts of the building. During the summer, by careful plan- ning, the new furniture was installed as soon as construction was completed in the classrooms, and typewriting and draw- ing equipment moved from the old building to the addition.
The addition contains eight classrooms, a typewriting room, a mechanical drawing room, a shop, a printing room, an auditorium with a seating capacity of 650, and locker rooms. Each classroom contains forty desks, making the pupils seating capacity in the addition 320. Four classrooms in the west end of the building, two on the first floor and two on the second, are used for eighth grade work, and the four remaining rooms on the second floor are occupied by the 9th grade or first year high school pupils. The pupils in the three upper years of high school occupy the old building.
The opening enrolment in the addition was 307, leaving 13 unoccupied seats. The opening enrolment in the old building was 335 leaving 17 vacant seats. The enrolment of the four years of the high school by the end of September was 501, a gain of 74 pupils over the preceding year. This gain was due, in part, to the small class graduated the preceding June, and to the difficulty pupils who wish to leave school to work have had in obtaining positions.
The two buildings are organized as one unit and not as two separate schools. It has not been the intention of the administration to make a junior high school of the addition
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and a senior high school of the old building. The organiza- tion is a five year high school in which the first year pupils are doing eighth grade work.
There is an interchange of both pupils and teachers between the two buildings. Pupils come from the old building to the addition for mechanical drawing, manual training, type- writing, first year Latin, algebra, printing and orchestra. The pupils in the addition go to the old building for science classes, library work, art, sewing, cooking, gymnasium classes, and for lunches in the cafeteria.
There are 22 full time teachers and the five part time supervisors of drawing, physical training, manual training and music in both buildings. Thirteen teachers and supervi- sors have work in both buildings; 17 have work only in the addition, and 22 have work only in the old building. At times there are as many as 150 pupils passing from one building to the other.
It seemed to be advisable to have two sessions in the addi- tion and one in the old building. The morning session opens in both buildings at 8:30. The morning session closes in the addition at 11:36. The afternoon session opens at 1:15 and closes at 3:05. All the academic work in the old build- ing is completed at 1:30, but cooking, sewing, and manual training classes continue until 3:00. In the addition and old buildings there are four 41 minute periods until 11:36 A. M. In the addition there are three afternoon periods of 35 minutes until 3:05. One of these periods is devoted to super- vised study.
There were four faculty resignations last year. Miss Mary E. Heald, teacher of English and Dean of Girls, Miss Marion L. Barker, teacher of history, Miss Helene Ernst, teacher of English and German, and Linn S. Wells, director of physical education and coach. Their resignations were received with
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much regret as two of the teachers, Mise Heald and Miss Barker, had been members of the faculty for several years, and Miss Ernst had done excellent work in her short experi- ence. All three teachers went to more lucrative positions.
With the opening of the addition there has been an increase in the faculty of six teachers. The actual increase, however, is only two because four of the teachers were needed for the eighth grades that were moved from the Rogers School to the addition. It was thought that with these additional teachers it would be possible to reduce the size of classes to approximately 25 or 30 pupils. Due to the unusual increase in enrollment in the high school there are still 15 classes of more than 30 pupils. Although there is some controversy at the present time as to the advantage of the small section over the large section, until more objective data is obtained it is being assumed that an ideal teaching section for high school work is somewhere near 30 pupils. At the present time there is need for at least one more teacher for use in both buildings.
ATHLETICS
At the close of the school year, Linn S. Wells, physical director and coach resigned to accept a position as assistant coach at Bowdoin College. His resignation was accepted with much regret because of his success as a coach and physical director and his wholesome influence on the boys. His place was filled by Donald D. Dunn, a graduate of Springfield College, Springfield, Massachusetts, Class of 1931. During his training period Mr. Dunn had experience in physical training and as an athletic coach, and, in addition served two years as coach and physical director in South Hadley, Massachusetts. On the whole, the football season was very successful. We lost our objective game to New Bedford but won from Durfee, Attleboro, Barnstable, Well-
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esley, De LaSalle Academy of Newport, Weymouth. We were beaten by New Bedford, Rogers High School of New- port and LaSalle Academy of Providence. To some of our supporters the loss of the New Bedford game was a stunning blow. However, after the completion of the season we are realizing more and more that the New Bedford High School team was not of average strength but far superior to the teams of previous years. Our strength this year was just ordinary, somewhat below what it has been in previous years. The defeat by New Bedford will give us a little broader outlook than we have previously had. No team can go on winning or tieing its objective game indefinitely and it is rather remarkable that Fairhaven has done this for so long. A more wholesome spirit and interest will develop, I am sure, if the spoils are more evenly divided.
There were no serious injuries during the 1931 football season. The spectators supported the team well and after the close of the regular schedule a number of closely con- tested interclass games were played.
With the exception of football and track our success in athletic contests was average or below. Last year we were not very successful in basketball as measured by the number of wins. We played 18 games, lost 10 and won 8. There seems to be a fairly good interest on the part of the spectators in basketball but the home track meets and baseball games are very poorly attended and incur large financial losses.
COLLEGE PREPARATION
Pupils from Fairhaven High School may obtain college entrance by passing entrance examinations or by certificate without examinations. Most of our pupils enter by the second method as all but a few colleges now admit pupils in this way. Yale University, Harvard University, Massachusetts Institute
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