USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1932 > Part 7
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Average membership of eighth grades and high school
September 1930-June 1931 573
September 1931-June 1932 625
September 1932-January 1933 762
There has been an increase of 33% since 1930 in the membership of grade eight and the high school.
VALUE OF EDUCATION
Capacity is "passive power". Education does not create capacity ; it develops capacity into ability, that is, active power. It cannot develop low capacity into average or high ability but it can take the capacity each one has and turn it into correspond- ing ability. Innumerable other agencies help in this direction but the school is the only agency maintained by society exclu- sively for this purpose. The chief value of education is its con- tribution to the development of the mental, moral and physical powers of the individual for usefulness to society. E. O. Holland says, "With all its defects and limitations, the public school is
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the greatest socializing agency to be found in America. Even today with millions of people out of employment we have a minimum of violence and revolutionary talk. This is the test of our democracy."
Capacity may be inherited but ability must be developed. The education of children is always development for future use. Because it does not hold promise of immediate dividends, the short-sighted are often ready to curtail or cripple it. The old lady who asked why she should do anything for posterity since posterity had done nothing for her represents a not uncommon type of thinker. Particularly in the present are there people who think of education merely as an expense. It should be thought of as an investment. Statistics tell us that the United States spends annually not less than $6,000,000,000. in insurance premiums for protection against fire, death, disease and acci- dents. Education is a social insurance, relatively low in cost. essential to the development of the town, state and nation, and necessary also to its safety and happiness. The cost of public schools in the United States was in 1930, $2,615,000,000, about one-third that of ordinary types of insurance.
Not only are the public schools fundamentally important in the preservation and protection of American institutions, but they are an aid to business. "Education is the goose that lays the golden eggs of prosperity." With a stable population in prospect, business men of the future must depend upon better customers rather than more customers. The present educa- tional program in such subjects as art, music, health education, science, literature, handwork, results in new economic demands and therefore stimulate's industry. The following from an article "Education, the Basis of Prosperity", is worth thinking about :
"The fact that public education takes a large portion (around 28%) of the public expenditures of Massachusetts causes some people to think of education as an expense rather than as a profitable investment. Prosperity is based upon the earning and spending of the ma'sses, not of the few. Rather than being a drain upon business, our school system is one of the finest aids to business, a supporting bulwark in our econo- mic structure.
Only people with considerable education
Can earn enough to buy a large amount of goods ;
Can know enough to be of value to the modern busi- ness establishment ;
Can desire the many commodities that appeal to the mind rather than to the appetites ;
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Can detect inferior propositions and goods ;
Can accumulate the capital to finance large-scale indus- try ;
Can vote intelligently enough to maintain a govern- ment which will help rather than hinder business ; Can perpetuate a society based upon democratic ideals, respect for property rights and obedience to con- stituted authority."
The public school is a human institution. Its aims fall short, therefore, of complete realization. The capacity of every individual who passes through it is not developed to its highest degree, nor are its pupils fully prepared for a life helpful to society. The school could also help the economic life of the nation more than it does. Nevertheless if its ideals cannot be completely fulfilled, it has proven to be the most effective agency there is for attaining them.
The public school of the present is the result of evolution from the first school. Throughout its existence it has been the subject of opposition and criticism and has profited thereby. Constructive criticism is necessary for further improvement. But study of its proposes and limitations is an essential of con- structive criticism. Those who are at present attacking its cost so vehemently, who are condemning its "frills and fads" often indicate by what they say or write that they have given no serious consideration whatever to the problem of public educa- tion. Their statements suggest that the schools have made and should make no progress, that the pattern of a quarter or of half a century ago is entirely suitable today. To call art, manual training, music, household arts and health work "frills" is, as someone has said, "as sensible as to classify bathtubs, sewers, good roads, and telephones as frills." Conditions have changed radically. "It takes more time and money to prepare youth for an aeroplane age than for an ox-cart age." It is just and neces- sary at the present time to curb extravagances, to curtail ex- penditures. Every individual and every department of govern- ment must do this. It is desirable, however, that we retrench wisely and in this connection the following from the World Telegram, New York, is worth thinking about :
"For every dollar we spend on schools we spend $2.61 on luxury items. Out of every $100 of national income we spend $2.74 on schools, but $13.98 on passenger autos.
"It is axiomatic that the price of democracy is education, that the quantity and quality of our democracy is in direct pro- portion to the quantity and quality of our education. Wit !! machines giving us more and more leisure we must absorb this
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in the schools or pay the price in crime, degeneracy, deteriora- tion and, hence, autocracy.
We can not afford to starve the nation's schools."
COST OF SCHOOLS IN FAIRHAVEN
The school appropriation for 1932, high and elementary, totalled $133,100. Through readjustment of salaries in June, elimination of teachers and rigid economy in every direction, the sum of $6,710.15 is being returned to the town. It equals the average reduction in the cost of education throughout the state. Another readjustment of salaries affecting every em- ployee of the school system went into effect January 1, 1933. As a result, the budget for the next year will be $13,100. less than for 1932. This, despite an increase of over 100 pupils in the upper grades and high school, where education is most expensive.
The following table gives information in regard to com- parative cost of education in Fairhaven :
For the year ending - June 1932
Fairhaven per pupil School Costs compared with nearby towns :
Town
Popula- tion
Per Pupil cost from Local Taxation
Total per pupil cost
Barnstable
7,271
$107.90
$116.96
Wareham
5,686
78.47
94.51
Somerset
5,398
80.81
89.55
Abington
5,872
76.13
86.23
Whitman
7,638
68.64
85.43
Bridgewater
9,055
64.80
82.44
Middleboro
8,608
61.65
79.23
Stoughton
8,204
66.04
75.30
Dartmouth
8,778
68.91
75.93
No. Attleboro
10,197
78.55
86.21
Fairhaven
10,951
53.85
78.29
For the year ending - June 1932
Fairhaven per pupil cost compared with State and Group II
Fairhaven
Average in 355
Average in 83
F'h'n's Rank in State
F'h'n's Rank in 83 Towns
Towns and towns of Cities
over 5000
Total per pupil cost,
including use of
all funds
$78.29
$99.15
$93.11
314
68
Per pupil cost
from local taxation
53.85
89.44
82.02
309
82
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In 1922 Fairhaven ranked 266th among 355 towns and cities in its total per pupil expenditure ; in 1932 it ranks 314.
In 1922 Fairhaven ranked 303rd in its expenditure per pupil from local taxation ; in 1932 it ranks 309th.
Total per pupil expenditures have increased in the state 27% in ten years.
Total per pupil expenditures have increased in Fairhaven 123/4% in ten years.
Private and governmental costs are being reduced to meet present conditions. The reductions should be in proportion to former extravagances or excess. An individual whose income has been comparatively small, who has been economical from necessity or habit, who has not indulged in luxuries cannot re- adjust as much as the reverse type. This is true of a town, also, and of any department within a town. It is true of schools. If economy and conservatism have characterized school adminis- tration in a community, if school costs have always been com- paratively low, reduction should be less. Nevertheless, in the present hysteria all are being "tarred with the same stick." Because the school appropriation is of necessity the largest single item in the budget, it furnishes an attractive target. If there are places where school or other costs are extravagant, there they should be reduced. Each community must decide for itself within the limits of the law and the decision should be on the merits of the local question.
There are 355 towns and cities in Massachusetts. In 303 of them the total per pupil cost including use of all funds is larger than in Fairhaven. In 313 of them the per pupil cost from local taxation is larger. There are 83 towns in the state with a popu- lation of 5000 or over. In 67 of them the total per pupil cost is larger. In 81 of them the cost from local taxation is larger. The above figures are for the year ending June 1932. With the re-adjustments of salaries and activities begun in September the cost in Fairhaven will be $5.00 less per pupil for the next school year than the figures just given.
Fairhaven has not the best schools in the state, nor has it the poorest. Its scholastic achievements measured by standard tests are fully average. In morale and character building quality we have been told by outsiders, competent to judge, that we are much above average. Be that as it may, if it is assumed that our schools are average in quality then it follows that the town is getting much more than it pays for, comparatively speaking. The average total per pupil cost in the state for the year ending June, 1932 was $99.19; in Fairhaven it was $78.29. The average
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per pupil cost from local taxation for the same period was $89.44 ; in Fairhaven it was $53.85. The difference between local and average taxation costs emphasizes again what Mr. Henry Hut- tleston Rogers has done for the schools of the town. The fact that with the help of his and other endowments the total per pupil expenditure is more than 25% less than average makes clear that economy and conservatism have governed school administration here. But if Fairhaven under present conditions cannot afford to pay a lower cost than is paid in 90% of the towns and cities of Massachusetts, how much can it afford to pay? The decision on this question will be in a high degree a measure of the value the taxpayers place on education in a democracy.
In opposing the increased cost of schools, critics frequently attack junior high schools. Your Superintendent of Schools believes this type of organization has in it much that is desir- able; he wishes Fairhaven had it. The fact is, however, that it was impossible to utilize the "addition" as a junior high school without more money to finance it. Hence, purely for reasons of economy, there is no junior high school in Fairhaven. The eighth grade is housed in the new building but is taught the same curriculum by an equal number of teachers working for no higher salaries than when it was housed in the Rogers School. Furthermore the transfer to the addition has made possible a saving in the cost of administration. With the removal of the eighth grades from the Rogers School, the salary of the principal of that school was reduced. Beginning January 1st the net annual saving in the cost of administering both high and Rogers Schools will have been decreased by nearly $600.
Another favorite point of attack on school costs is the number of supervisors employed. The Superintendent and principals do this work in Fairhaven. There is no primary supervisor, no guidance department, no supervisor of attendance and strictly speaking, no supervision except as mentioned. Teachers of physical training, drawing, music, etc., are some- times called "supervisors" but are more correctly named "special teachers" because they actually teach all the time. Nor, except in one case, is an elementary school principal merely an adminis- trator and supervisor. They teach in addition to their duties in these directions. The principal of the Rogers School teaches half time, of the Washington St. and East Fairhaven Schools, full time. The one elementary school principal who does no teaching has two buildings. Four years ago, in order to save money, the Edmund Anthony Jr. School and the Job C. Tripp Schools were united under one principalship.
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In its organization, its expenditure for general control, and in the amount spent for supervision, a searching investigation will prove that careful economy is practiced.
TEACHERS
The full time teachers and principals employed in Fairhaven schools number seventy-one, part time-seven. Eighteen of the full time teachers are in the high school, fifty-three in the grades. The average of the salaries of the elementary classroom teachers is now $1205 ; the average of the salaries of all teachers of grades one to eight, including principals and assistant princi- pals, is $1277; the average of the salaries of all high school teachers, including those of the assistant principal and heads of departments, is $1488. Reduction in the cost of living has not yet materially lessened the price of board and room for teachers. A very few exceptions now pay ten dollars per week for this; the great majority pay twelve dollars or more. In teaching experience previous to September 1932, that of the grade teachers averaged six and four-fifths years; that of high school teachers twelve years. In experience, training and professional spirit the present corps is superior to any the present superin- tendent has worked with. Evidences of professional spirit may be found in the fact that over 60% of the teaching staff are now taking university extension or other courses to enable improve- ment in their work. The expense of such courses, not an in- significant item, is borne by the teachers. But the most con- vincing manifestation of devotion to their work may be found in the classrooms. Here by thorough daily preparation, by enthusiasm and by whole-hearted devotion to the interests of their pupils, they are trying to deserve the support of the public. Teachers have to live physically; they have an investment in training; they put hours of thought into their work with the hope of securing what is desirable for every individual,-a degree of financial security; but to the best teachers-to most of our teachers-the salary is not their chief object of thought nor their chief purpose in teaching. Such teachers who work steadily, consistently and earnestly for the welfare of children in their care deserve high respect and generous treatment.
Four resignations from the grades and one from the high school have occured since the last report. This is in marked contrast to conditions three or four years ago when it was usual to lose 25% or more of the corps annually because of election to better paying positions. The four elementary positions were filled by appointment to them of young people of Fairhaven who graduated last June from normal school or college with grades which ranked them in the upper fourth of their classes.
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In June Mrs. Ruby R. Dodge after a long, faithful and efficient service on the high school faculty retired from active work. She is greatly missed. The following resolutions in regard to her were adopted by the Fairhaven School Committee :
BE IT RESOLVED: That the Fairhaven School Committee deeply regrets the resignation of Mrs. Ruby R. Dodge from the faculty of the high school. It appreciates the very great service to the child- ren of a town performed by her during thirty-five years of continuous teaching in the same school. £ It realizes that the subject of Latin is of unusual difficulty to teach and that those who have prepared for college in this subject have shown the results of instruction under a devoted and scholarly teacher. If there was an available record of the comments of the boys and girls who have been in the Latin or history classes of Mrs. Dodge during the long period of years she has been a teacher in Fairhaven, we know that the well nigh unanimous opinion would be expressed in some way to this effect: "She knew her subject; she did her best to help us; she was always fair; although our marks may not have been high, we feel that we profited greatly by her instruction." The School Committee can say no more in a brief resolution than that it appreciates the very excellent work Mrs. Dodge has done and hores that her retirement will be full of pleasant memories of the satisfaction that comes from long years of exceed- ingly useful service.
BE IT RESOLVED FURTHER: That a copy of this resolution be spread on the file of the School Committee and a copy sent to Mrs. Dodge.
*
The position left vacant by Mrs. Dodge was filled by the election of Miss Mildred J. Howland, a graduate of Radcliffe with nine years of experience in public and private schools.
BRIEF NOTES ON SCHOOL WORK
The school savings system has been continued in the schools but under present financial conditions the amount of money banked has decreased somewhat. In connection with the teaching of thrift an effort is being made to apply it through greater economy and more careful planning in the use of school supplies.
Safety Education which is becoming more and more im- portant for the protection of children has been stimulated and made much more effective through the cooperation of Chief of Police. Walter H. Francis and Victor O. B. Slater, Chairman of the Town's Safety Committee. The former has given safety talk's in several schools, instructed the safety patrols in their duties and originated an instructive card which has been printed by the Safety Committee and presented to each child. At an assembly recently Mr. Slater presented to the Safety Patrol of each building new belts for use in connection with their duties as traffic officers.
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The work in instrumental music continues to develop, al- though the purchase of new instruments is less than formerly. On four Sunday afternoons various orchestras-the high school or junior symphony or elementary school orchestra-have given concerts open to the public with no admission fee. The public has attended these in large numbers and, I am sure, has enjoyed them greatly.
Character education is receiving more emphasis than ever before. The visitor to any building in Fairhaven will find where all can see, these words,-"The noblest motive is the public good." To develop the spirit of these words in children so that it will issue in deeds is the objective of the training given. A typical effort in this direction was the Hallowe'en project in the various buildings whereby an effort was made to direct the activities of children toward a celebration that would not result in damage to property or annoyance to citizens. An- other effort with the same spirit was the ragweed drive in the fall for the purpose of helping in the elimination of this pest.
Grateful acknowledgement is herewith made to the Fair- haven Players Association for its benefit performance of "Grumpy" given last June. By it one hundred and fifty dollars was raised for the School Welfare Fund. A large part of this fund will be expended in the purchase of milk for under- nourished children.
At the Washington St. School through the interest and efforts of one parent, new instruments were purchased to enable the organization of a school rhythm band of thirty pieces.
At a meeting of principals held in September it was sug- gested that the teachers in each building undertake a project for the year. Each building has now selected one. The subjects are as follows :
Guidance. This is the high school project and is an ef- fort to investigate how pupil guidance can be carried on most effectively without a specialist.
The worthy use of leisure. This is to be a study of the problem of how the school can contribute to the formation of tastes and right habits in this direction.
Character training through the F. J. I. A. This is to be a study by the teachers of one building with the idea of organ- izing a more specific program and perhaps of expanding the present purpose of the organization to include other objectives.
Securing cooperation through a visit to every home. Two buildings have selected this project. If it is carried through it ought to lead to a better understanding between the school and the home, between the teachers and pupils.
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An especially notable feature of the school work in Fair- haven this year is the unusually large amount of objective material prepared by the teachers. This is evidence of their keen desire to have instruction interesting and vital.
To detail all the ways in which the schools and teachers have cooperated in relief work during the year would require much space. Over one hundred Thanksgiving dinners were sent out to the needy and at Christmas special efforts were put forth to bring cheer to children who would otherwise not have been remembered. The teachers have taken three hundred yards of the Red Cross allotment of cloth to Fairhaven and are making it into garments for those who need them. Through the teachers, clothing collected by the Boy Scouts on Bundle Day was distributed to needy children. Contributions from the Teachers' Association to the Welfare Fund have amounted to over one hundred dollars in addition to the amount raised through the Fairhaven Players Benefit performance.
CLOSING
Explanation of the causes of the present depression are numerous,-so numerous, that they do not explain. The con- clusion grows that thi's is as one writer says, "no passing depres- sion but a deep seated change in the center of gravity of human affairs which requires readjustments on the part of mankind as a whole." If this is true, and it seems to be, it means that an epoch in human history has passed and that a new one is dawn- ing. It is the knowledge that no one can foretell what the new epoch will be like that brings apprehension to thoughtful citi- zens, especially to parents. Deeper than the wish for immediate relief from the ills of unemployment and losses of business and income is a desire that the future may hold something of pro- mise, something of opportunity and something of security for our young people, our children. It is this desire, coupled with a belief that the social well-being of tomorrow is dependent in large measure upon the school of today, that should lead to strengthening rather than weakening the schools at the present time.
Respectfully submitted, CHARLES F. PRIOR,
Superintendent of Schools.
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Report of the Principal of the High School
The total enrolment in the High School and High School Addition on October 4, 1932, was 770. Last year at the same time it was 651. These figures represent an increase of 119 pupils.
It was necessary to open another eighth grade room in the addition and transfer one room of first year high school pupils from the addition to the old building. These first year high school pupils were assigned the small lecture room on the first floor of the old building, a room in which there are no desks. The pupils in this room must keep their school equipment and books on the floor of the room underneath the chairs.
By eliminating German and combining classes, and in that way making larger sections, no increase was made in the teach- ing staff of both buildings. The services of one teacher was dispensed with, but it was necessary to engage another teacher for the additional eighth grade room. However, the total number of teachers remains the same.
There are in the four years of the high school forty-five classes having thirty or more pupils. Although there is no agreement as to the efficiency of teaching as compared with the sizes of classes taught, there is still a strong feeling among educators in the high school field that when classes get beyond thirty-five pupils in size, the efficiency of teaching is not main- tained. The problem, however, can be considered from another angle, that is, the number of pupils reciting to a teacher in a school day. There is one teacher in the high school who meets in her classes in a single day as many as 204 different pupils. It can be easily seen that in this teacher's case individualized in- struction, which is being strongly advocated at present, is rather a difficult thing to attain. The correcting of papers for a group of this size presents no small problem, especially when one con- siders that this teacher is a teacher of history, where frequent tests and written assignments should be made. This is an extreme case, but there are other teachers who have as many as 150 to 175 reciting to them every day.
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