USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1933 > Part 7
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History and Geography Grade 4.
The Acushnet River served as a basis for teaching all about the term "river,"-source, mouth, current, etc. On the floor was a representation of the river made out of blue, crinkly cloth. On th sides of this were cardboard buildings of Fairhaven and New Bedford. On the river were motor boats, row boats, sailing vessels of various kinds. The Fort was there with its cannon pointing toward the bay. The teacher took the news column known as the "Gam," mariners talk, and used it to interest the pupils in where boats went from New Bedford, and what cargoes they carried; what boats came to New Bedford, from where, and the cargoes carried. This project has in it unlimited possibilities as a point of departure to general geography and general American history. It meets perfectly the requirements for leading the chil- dren from intimate home geography and history to general geography and history. The pupils, as usual, did all the work in making the project, thus learning by doing.
History
Grade 5.
The children were studying about Lincoln. A large campaign banner hung in the room; a duplicate of one used in Lincoln's lime. The nominating Convention was dramatized, with speeches for the candidates. A chief purpose of fifth grade history is to arouse interest in history. Dramatization of episodes, even though the acting be rather poor, is an excellent method of developing interest.
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Geography.
Grade 5.
In connection with a study of industries, the subject was dairy- ing. Children had made of cardboard a modern dairy barn, clean and white; the separating room was shown, as was also the platform near the railroad station where the cans of milk were set ready to be loaded. A train stood by the platform. Beside this project an old-fashioned kitchen was shown where the woman of the home was. making butter in an old style churn. Language stories were written on paper milk bottles on the topic, "What the dairyman does for us." The class decided by vote which were the best stories.
History, Etc.
Grade 6.
On the board was a graph whereby progress of each child in each major subject is charted daily. On the sandtables was a representation of the journey of Marco Polo. This was in connec- tion with an effort to make real the condition described in the introduction to sixth grade history.
This teacher had a problem that day. How would you have solved it? The problem :- "You ask what to do in regard to the parent who requests that his child be excused from saluting the flag and be allowed to leave the room when this is done. The answer in regard to the latter is "No." The Law says that all instructors of youth in Massachusetts shall impress upon children. love of country. It says, also, that they shall lead their children to such virtues as will preserve and protect a republican constitu- tion. It provides that the Constitution of the United States must be taught and the duties of citizenship be inculcated. These things do not harmonize with permitting a child to be an isolated member of the school room, not connected with the patriotic life of the school. There is, however, a viewpoint worthy of mention, that is, that a salute to the flag made in opposition to the wishes of the parent, with no feeling behind it in the child, does not mean love of the flag. The salute to the flag in itself is worthless. As a means of suggesting loyalty to country, it is valuable and fulfills one of the purposes of a tax-supported school. Try to lead the child, insofar as his age permits, to understand what his commun- ity, state and nation do for him. If the child refuses to salute, do not make a martyr of him."
Geography.
Grade 6.
Here was a cotton project, so-called, most thoroughly worked out. There was on exhibit the different kinds of cotton, together with material furnished by the New Bedford Textile School, show- ing the different stages of cotton until it became cloth. There was
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an illustration made by the children of a cotton field and the different stages of work in that field, --- the planting, the chopping, the picking. Cut-out figures were at work in the field. Booklets had been made by the children on various topics with pasted-in pictures obtained in various places, and written descriptions ;- these were concise and clear. One of the most interesting things about the project is the movie ;- the films were made by the children. The boys had made the machine which operated with a crank. A pupil showed the pictures to a visitor while I was there, and told the story of each. It gave a very clear idea of the whole story of cotton.
Arithmetic
Grade 7.
The topic was taxation as taken up in connection with per- centage. On the floor was a large group of cardboard buildings located on streets in Fairhaven ;- some were taxable buildings and some were not. The pupil assessors came and assessed these buildings. A finance committee determined on the sum to be recommended to the town to be raised from taxation. The class figured the total valuation of the miniature town, and determined the percentage for each Department. There were real problems also to determine the tax on each of the buildings. Knowledge of taxation gained by a project like this will be more clear and vivid than by the text book method alone.
Geography
Grade 7.
This was a steropticon lesson on France. Individual pupils had prepared for the questions and were describing the pictures. Other pupils, and the teacher asked questions. Quite animated and interested discussions resulted. The atmosphere was of the informal type, most effective in this grade.
Geography
Grade 8.
The class was working on the project "My Trip to Australia." Desks were drawn together in groups of four, each group having a leader. The pupils were preparing a manual for the trip. This was an excellent way to secure self-activity and interest. Many books and pictures were being used by each group.
History
High School.
Observed a class in Modern European History. A pupil explained to me, very graciously, the meaning of the bulletin boards. Different divisions of the class were preparing bulletin boards on India and on England. Each of these was filled with
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topics and illustrations of current importance. The three divisions were contesting to see which would prepare the best bulletin board. On a table was much objective work :- A plastiscene castle; little images with costumes of medieval times; drawings of castles of Tourney Fields, etc. This was a successful effort to teach history in a vivid and interesting way.
RESIGNATION OF MISS TROWBRIDGE
Miss Anna Bailey Trowbridge, familiarly known o her associ- ates in school work as "Miss Trowbridge," retired from service in June. Her resignation was regretfully received by the School Department, the schools and the community. For over thirty- five years she served as Supervisor of Music in Fairhaven and, nearly as long, in Mattapoisett. For several years she acted in the same capacity for Acushnet, also.
In 1897-8, her first year in the position, the average member- ship of Fairhaven schools was 445; in 1932 it was 2,258. She performed the increasing duties and responsibilities efficiently and without complaint. In her report of 1898 she said,-"Only the best literature in song should be presented from the earliest years: just as we aim to cultivate a refined literary taste so, only what is best and purest in music should ever be given. The musical sense is deformed by inartistic, worthless music, just as the mind is vitiated by a trashy novel." This is true today and worthy of application. Miss Trowbridge's love of children and devotion to music caused both her and good music to be received happily by the children. In accepting her resignation, the School Commit- tee adopted the following resolutions :
"BE IT RESOLVED: That the Fairhaven School Committee deeply regrets the resignation of Miss Anna B. Trowbridge from the position of Supervisor of Music in our Schools. It appreciates the importance of her work in the field of vocal music. It knows that thousands of children have had wholesome pleasure brought to them in school through this subject and that after leaving school, the musical training received under Miss Trowbridge has brought happiness and uplift to many homes. The Committee appreciates not only the very high quality of Miss Trowbridge's work, but, also, the unusually friendly and co-operative relations existing always between the Committee and herself. There is a most cordial wish from the Committee, individually and collec- tively, that she may enjoy her well earned rest from the tasks of the schoolroom, and that her life in the future may be full of pleasant memories and happy experiences."
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BRIEF NOTES ON SCHOOL ACTIVITIES
A live, professionally-minded Teachers' Association is of valu- able assistance to any school system. The Fairhaven-Mattapoisett Association is of this type. Illustrative of its activities during the year are: Sponsoring the Albert Stoessel Concert, presentation of the play "Outward Bound," payment of part tuition for a Univers- ity Extension Course held in Fairhaven, financing and decorating a beautiful float for the N.R.A. parade, generous contributions to many funds, provision of a program of professional addresses.
Acknowledgment is herewith made to the Fairhaven Commit- tee on Street and Highway Safety, Mr. Victor O. B. Slater, Chairman, for arranging and financing the memberships of the Fairhaven Schools in the National Safety Council. Membership carries with it a most valuable service as an aid in the effective teaching of Safety.
The physical environment of schools is important. Beauti- fully decorated boards, with stimulating and attractive borders and slogans, have for years been features of our school rooms. These have been unusually fine during the current year; many hours of labor by teachers outside of school time have contributed to make them so. Funds from the F.J.I.A. and money raised by school entertainments have been used for "extras," such as sandtables, chairs, linoleum rugs, reference books, curtains for the stage, and for other things not strictly necessary but very desirable in the equipment of schools. In the aggregate the amount thus raised and expended is surprisingly large. Among noteworthy matters in particular schools may be mentioned:
Oxford School:
The sewing for sixth grade girls is continued by the teachers of the building.
With the aid of the Special Class in Manual Training a first grade classroom has been furnished with kindergarten tables and movable chairs.
From the proceeds of a Whist Party, four round tables for grades one and two, sandtables, a linoleum rug, and book covers were purchased. Teachers of this building visited the homes of 95% of the children.
Anthony and Tripp Schools:
These schools have raised money to purchase manual training and other equipment for use of "Leisure Clubs." An interesting experiment in guiding children to the intelligent use of leisure is in progress.
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In March the pupils gave the musical playlet, "Safety" before a large audience.
A project teaching care of school property was carried through very successfully at the Tripp School. Pupils raised $30.00 to plant shrubbery, make rose trellises, etc.
For the Education Week program the Tripp and Anthony Schools gave a most interesting and instructive dramatization of the old and the new in Education.
East Fairhaven School:
Very successful boy and girl scout troops are maintained through the efforts of two of the teachers.
Excellent public entertainments have been held in the Audito- rium on Lincoln's Birthday, Flag Day and at Christmas.
The branch library at this school has had a circulation of nearly 2500 books during the year.
Teachers of this building visited the homes of all the children.
Washington Street School:
This school has no auditorium but many excellent room programs have been held during the year.
The instrumental music has made unusually good progress among these children in grades 1-4.
Rogers School:
The assemblies of this school continue to maintain the high standard of the past and to attract large numbers of parents.
This building has excelled in the versatility and interest of its history and geography projects.
In General: The Fairhaven public is interested in its schools, reasonable and considerate in its attitude toward them. Co-opera- tion between school and home has been marked during the current year. When intelligent parents go to the schools and analyze what they see so as to understand its purpose, higher loyalty is develop- ed. Constructive criticism by people who believe in education and who have a basis of information to enable them to interpret what the schools are trying to do, is always appreciated, carefully considered and acted upon.
CLOSING
Reasons for maintaining schools have been thoroughly rehearsed for two years; arguments for less adequate financial support are well known. The former seem unconvincing to some
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taxpayers; the latter unfair to many teachers and friends of educa- tion. Justice, perhaps; necessity, certainly, lies between the two extremes.
In respect to justice, it may be said that Fairhaven has never been extravagant in its school appropriation. It has for years ranked very low in its per pupil cost, based both on local taxation and, also, on total cost. It may be confidently aserted, also, that the quality of the schools has been high; in fact, it has been higher than could reasonably be expected considering the expendi- ture. In the minds of friends of education these considerations will receive due attention. But despite the fact that Fairhaven has good schools, pays relatively low salaries, has a teaching staff of efficient and public spirited teachers, there are those who favor further reduction. These think of teachers as receiving easy money ; they think of education as a luxury; they think it enough to think of one generation at a time; they are for this one and the present. They inherited from the past a goodly heritage, but do not care to sacrifice in order to pass it on. Lack of apprehension of the trends of earlier years of prosperity proved fatal to business; the same lack of apprehension and appreciation of the value of education can easily prove fatal to a democracy. It is obvious to those who read and think that this depression is not like those of the past. History repeats itself only when the same conditions are repeated. It is evident now that conditions are not like those of former years. It is plain that when prosperity comes it will not be the easy kind into which it is possible to drift. All the evidence indicates that the future will be to a much greater extent than ever before, dependent upon planned prosperity, attained and secured by the voluntary or compelled co-operation of all the forces in American life. Such a prosperity will demand the exercise of increased intelligence by citizens if our form of govern- ment is to be retained.
The education of the past has had its values; it has at least enabled this generation to face the present with a high degree of judgment and poise. For the future, a higher level of general training for citizenship will be needed and, also, a more specific training. There must be developed in voters the ability to inter- pret and shape the policies of a new economic era. This does not mean the indoctrination of pupils by the schools. The future will require a more thorough knowledge of history, of industry, of economics and sociology, of political principles, and other similar subjects. There will be needed, also, not merely more information, but more efficient training in the processes of apply- ing it, and this will require better teaching. Public schools have always moved slowly in meeting new requirements; they will
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move more slowly than usual if the public continues to minimize education and curtail expenditures.
When a teacher or school official argues for education the public thinks at once it is the defense of a job or a salary. Tax- payers unite themselves into associations and employ agents to protect their financial interests. It is proper for each body to defend its interests. But the problem of supporting education adequately should be considered impersonally and without selfish prejudice. For it is a problem, the solution of which involves not only the preparation of today's school children for lives of useful- ness and happiness, but, also, more important still, the success or failure of democratic government in our nation.
Respectfully submitted,
CHARLES F. PRIOR, Superintendent of Schools.
Report of the Principal of the High School
To the Superintendent of Schools of Fairhaven:
The total enrolment in the High School and High School Addition on October 2, 1933 was 788. Last year at the same time it was 770. These figures represent only an increase of 18 pupils. About 825 pupils were expected in both buildings in September, but 37 less than were expected appeared. During the summer many business concerns accepted codes under the N.R.A. so that boys and girls between 14 and 16 years of age could not obtain employment. It was expected that because of this the actual enrolment would be larger than the anticipated enrolment. When school opened in September it was found that, although there was an increase in the number of pupils from 14 to 16 years of age in attendance, there was a considerable decrease in the number of pupils over 16 years of age; many of these pupils having obtained work under the N.R.A. during the summer. I may be possible that we have reached a peak in our enrolment.
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However, this will not be in some ways unfortunate, as we are now overtaxing the capacity of both buildings. The old building and the Addition can accommodate comfortably 650 pupils. As the enrolment above shows we have 138 more than this figure. In the old building there are 114 pupils without desks and in the addition there are 24. The lack of desk space, however, is not as serious as the overcrowding of certain classes. Last year there were 45 classes having thirty or more pupils. This year there are 47 classes of more than thirty pupils. In 1931, the year the Addi- tion was opened, there were only 15 classes of more than thirty pupils. We have the same number of teachers on the faculty that we had in 1931, although the enrolment is 140 more at present than in that year. Last year I stated that although there is no agreement as to the efficiency of teaching as compared with the size of classes taught, there is still a strong feeling among educa- tors in the high school field that when classes get beyond thirty- five pupils in size, the efficiency of teaching is not maintained. The problem is still with us. We have many high school classes that are too large for individualized instruction. A teacher cannot have 200 or more pupils reciting to her every day and do for the individual pupil all that is expected of her in individualized instruc- tion. We are hoping that in the near future there will be some solution to this problem.
HOME ROOM PROGRAM
As a part of a guidance program one period each week is de- voted to a home room program in each home room in both build- ings. A faculty committee is in charge of arranging the topics for discussion. In the eighth grade rooms character problems are being discussed. The first of these problems is on honesty. A problem a week is covered. Such topics as, Honesty in Politics, Honesty in Commercial Dealings, School Honor, Honesty and Other People's Property, are in the program. The room is under a student leader and a general discussion is carried on by the members of the room. The first year class is working on the problem of the Worthy Use of Leisure Time. In order to accom- plish the purpose of this program pupils were asked, at the begin- ning of the year, to demonstrate to the pupils in their rooms any hobbies they were interested in. After the demonstration all pupils wre required to select hobbies to work on. In one room the following list indicates the selections pupils made: Knitting, chicken raising, current events, lettering, handicraft, sports, art (costume, scenery, etc.), first aid, ship modelling, interior decor- ating, travel.
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The sophomore home rooms are working on a problem of How to Study. Through a questionnaire filled out by each pupil an attempt has been made to discover the defects in methods of studying. The results of the questionnaire will be put on a card filed with each home room adviser, thus registering the pupil's habits at the beginning of the project. This card will also place the pupil in his definite group and be of service through the year in understanding his failures or difficulties. It will also assist the home room teacher in guiding and advising each pupil during the year. The general topics of the questionnaire will be followed by brief experiments and selfguiding exercises based on the weak- nesses shown by the answers on the questionnaire in an endeavor to teach correct habits of study.
In the junior and senior home rooms political and economic problems are being discussed; problems with which they, as think- ing citizens of the future, will come in contact; problems that, because of lack of time, cannot be included in the regular courses of instruction in high school. An example of the topics to be discussed is: "Restrictive Immigration Laws are to Labor What Protective Tariff is to Industry." The following is in part a comment written by a pupil of the senior class: "In the Fairhaven High School there has been inaugurated a new idea. It is designed to teach the students the importance of the social problems which are ever in the face of the world. It is folly to presume that the students will be able to solve these problems, but since they are so widespread and becoming so pressing, it is a fine scheme to present them and let the younger generation think about them."
CLASS ADVISERS
This year a class adviser system has been established. In previous years the Principal has acted as adviser of all the different classes, but has found that, with the increase in his responsibili- ties, this can no longer be done. The following teachers were appointed as class advisers : Senior class, Miss Siebert; Junior class, Miss Applin; Sophomore class, Miss Howland; Freshman class, Miss Wentzell.
Each class organizes under the class adviser and makes out a social program for the year. The program must be approved by the Principal and then carried out under the direction of the class adviser. Only a limited social program, however, is permit- ted. Since the beginning of the year, three classes have had parties. We hope by establishing a social program for each class to develop a better class spirit and to make our public social affairs better attended by our pupils.
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ATHLETICS
We have just completed another football season. Our team lost both to New Bedford High School and Durfee High School, the two major games on our schedule. From the standpoint of victories the football season has not been very successful. For many years the number of games won, and particularly the result of the New Bedford game, determines for some the success of the football season. However, to those who look at the game of football from the broad point of view, our season was successful. The team was made up of a large amount of "green material."" These boys have gained a year of valuable experience and we should find them, in another year, making a much better showing than they have this year. Why do we have football in our high school athletic program? To give our boys an opportunity to obtain physical training and thereby develop physically in a game that requires courage, quick thinking, ability to co-operate with a group for a definite end, and for many other factors. These objectives may be realized in a season of many defeats as well as in a season of many victories. I am sure this has been true this year.
In concluding, I wish to express my appreciation for the splendid co-operation of the high school faculty. In these depress- ing times of large classes, and extra duties, the high school teach- ers have responded with untiring effort. Never in my experience have I had a group of teachers who were so conscientious about their work, professionally alive, and willing to work, sometimes almost beyond their strength. Their efforts have certainly been appreciated. Also, may I express for both the members of the faculty and myself our deep appreciation for your inspiration and helpful leadership.
Respectfully submitted,
G. C. DICKEY, Principa !.
Report of School Nurse
The health of the school children in general has been good.
The object of health education in the school is to teach the chilren to think and do the things necessary for good health, and form good health habits.
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The schools are visited on regular days each week. State Physical Charts also weight charts are kept for each elementary school child.
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