USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1934 > Part 7
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The per pupil cost in the State, based on net average mem- bership, year ending June 30, 1934, was $87.09; for Fairhaven it was $70.68. The cost from local taxation only was $75.76 for the State; it was $45.03, for Fairhaven.
Among 83 Towns having a population of 5,000 or over, only two, Randolph and Winchendon, have a lower cost from local taxation.
Why so low a cost from local taxation ? Because the Town received the following sums on account of schools :---
From H. H. Rogers Trust Funds $31,298.23
Mattapoisett et al for Tuition 7,757.87
Tuition of State Wards 717.75
State General School Fund 14,240.89
Miscellaneous Sources 116.56
Total $54,131.30
Total Expenditures, High School and Elementary $149,142.18
Total receipts from outside sources 54,131.30
From local taxation $ 95,010.88
$95,010.88 divided by 2110 (net av. membership) equals $45.03.
Money from the State, from every source except endow- ments, is paid into the general treasury. In effect upon the Town's taxation, it is exactly the same as if the Schools received a smaller appropriation.
The Town is compact in area, with school buildings so lo- cated as to reduce to a minimum costs of administration and transportation. A nearby town, of similar population, but larger area, pays $18,000 - $20,000 annually for transportation while Fairhaven rarely spends $5000. This, and the fact that a School Committee directs school policies, with only the general welfare in mind, enables low school costs without too great sacrifice of the interests of children.
TEACHERS
Only one resignation has occurred during the year. There is not a full-time, inexperienced teacher on our staff. This is an unprecedented situation and, because of it, a higher quality of work than previously has been made possible.
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Fifty-three teachers or principals in the elementary schools, nineteen in the high school, eight part-time instructors, and a nurse, constitute your corps,-a total of eighty. Incidentally, in this connection, it may be interesting to note that, including the high school librarian and secretary, custodians, attendance of- ficers, etc., the number of persons regularly employed by the School Department is 105.
The commendation given to teachers in last year's report for loyalty to the system, service to the community, industry, inter- est in the welfare of pupils and progressive, professional spirit, applies with equal or greater force this year. If Fairhaven schools are better than average, it is largely because of the efforts of many sincere, devoted teachers. The Superintendent of Schools counts it among his greatest blessings in these distressing times to be associated with a staff in whom, as a whole, there is found, in so high a degree, devotion to their high calling.
Additional High School Teacher
There is need of another full-time teacher in the High School. In 1929 the average membership was 352, the number of teachers 18; the present membership is 618, the number of full-time teach- ers, 19. Only one teacher has been added for an increase of 166 pupils. The more effective utilization of the staff enabled by recitation rooms provided in the "Addition" offsets, in part, the increase of students. There are still, however, many classes with a membership too large to permit satisfactory teaching. I strong- ly urge the employment of another teacher.
Low Salaries of Some Elementary Teachers
There are eleven teachers in the grades receiving for a second or third year of service less than $1,000. per year. Eight are paid only $800.00. They each have had three or four years of special training, began work at our unusually low minimum, have developed beyond the apprentice stage, are giving the Town ex- cellent service, and it is high time that their salaries began to move toward our low maximum.
Growth of Teachers in Service
A good teacher must grow continually in knowledge and skill. When he or she ceases to grow, he or she is no longer a good teacher. A staff of non-progressive teachers make a lifeless, inefficient school system. This is peculiarly true at the present time. It can be stated emphatically that your teachers feel keenly the desire and obligation to make each year of service better than that rendered previously. As one evidence of this may be men-
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tioned that a large percentage of them take professional courses each year. The corps is always represented in the University Ex- tension Courses conducted in New Bedford. Within the year forty or more of your teachers brought a State course to Fair- haven. A considerable number of teachers are taking Saturday morning courses at Boston University. Over thirty of your staff are now taking a course in methods of Teaching Reading, being given in Fairhaven by a specialist in the subject. Teachers pay for these courses; the children of the Town receive better service as a consequence.
Within the system there is constant effort to provide oppor- tunities for growth. For several years the teachers of cach building, under the leadership of the Principal, have engaged in a socialized study of some topic. Some of the subjects thus treated are :- "Study of the homes of our children,," "Case studies of problem children," "Experiments to secure better teaching of spelling," "Objectives in the teaching of history and what pri- mary, middle and upper grades can contribute to these," "Pupil guidance in the high school," "How may teachers become more effective in citizenship and, thereby, become better teachers of citizenship." After the year's projects are completed, a series of inter-building meetings is arranged wherein each Principal and the teachers present a report and lead in its discussion in joint meetings with other buildings.
The Fairhaven-Mattapoisett Teachers' Association is an im- portant factor in the growth of teachers. It sponsors each year a program of addresses on professional subjects. The funds neces- sary to secure this are contributed directly or are raised through entertainments.
Growth of Teachers a Matter of Concern to Citizens
The improvement of teachers in service should be of deep interest and concern to the parent and the taxpayer. Too fre- quently it is not even thought of. One is considered a good teacher, another, an inferior one; the bases of judgment are large- ly personal, external and superficial impressions. The teacher is quite generally spoken of as one who works five hours a day, bas frequent and long vacations, and receives generous pay. There may be a few teachers whom this conception fits. But only a decadent or politically degenerate community would long tolerate a staff having many such in it. The results in terms of pupil progress would be too obvious. There is, of course, no perfect teacher, but back of every good teacher's classroom work are hours of daily planning, reading and study, expenditures for pro- fessional books, magazines and training courses, and much anxious
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thinking about means of reaching problem pupils, and winning the cooperation of non-understanding and unappreciative patrons. Because the school is related so intimately to the homes of the community, requires so much of the taxpayer's money to support it, is so fundamentally connected with its present and future welfare, it is unfortunate that so few citizens have an adequate conception of what is involved in rendering public education efficient. It is absence of this that makes a teaching position thought of as being merely another job to be given to someone that needs it. Dr. Payson Smith is right when he says, in effect, that the greatest menace to schools today is the tendency to sub- ordinate merit to pressure in the selection of teachers. When the public conceives more truly and clearly the relation between the welfare of its children and the fineness of personal qualities, the professional spirit, and the capacity for growth of its teaching staff, it will make possible a situation which will result in better schools. Good teachers need today, as never before, the glow of satisfaction that comes from recognition of the importance of their work, and an understanding appreciation of what is included in it. When this is given it is passed on to children in terms of increased happiness, interest, cooperation and efficiency ..
FIELD NOTES AND "SNAPSHOTS"
Knowledge of school work and of the efforts of teachers is needed by the public in order that there may be intelligent co- operation. Words alone cannot convey vital information, but they may stimulate an attitude that will lead to first-hand investi- gation. It is in the hope of accomplishing this that "Field Notes and Snapshots" are made a part of the School Report. In the latter, ecpecially, parents expressed an interest when they were included for the first time last year.
FIELD NOTES
Cleanliness and beauty of environment are in themselves of educational value. Through the cooperation of E. R. A. authori- ties, your buildings have been much improved in these respects. The exterior of each building, except the high school, has been re-painted, and the interiors of the Oxford, Edmund Anthony Jr. and Job C. Tripp schools completely renovated; also, in part, that of the Rogers School.
In April the Fairhaven School Band and High School Orches- tra played in a State-wide gathering of School Musical Organiza- tions held in Melrose. The meeting was not a competition for first place in any class; instead, a rating was given to each school. In appearance and performance both of your musical organiz- ations received high commendation and rank.
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An outstanding event of the year was the Celebration of the Fiftieth Anniversary of the Rogers School. This took the form of a pageant, written by the teachers of the school, and partici- pated in by every pupil. It was given on the lawn before at least 3,000 spectators. Its highly successful production was enabled by- the hearty cooperation of parents and an immense amount of- work by teachers and pupils. The program, in part, was as follows :-
Selection High School Band
Directed by Clarence Arey
SCENE I
Town Meeting
50 Years Ago
SCENE 11
50 Years Ago
Folk Dances
International
SCENE IV
Finale Leading up to the present time
Scene I is presented in the hope that you will be interested in the discussion that took place fifty years ago regarding the ac- ceptance of the Rogers School by the Town. No attempt is made. to present a complete reproduction.
Scene II is a reproduction of the dedication of the Rogers School, which was held in the First Congregational Church of Fairhaven. Only those parts are presented which it is felt may be of interest to you.
Scene III emphasizes a different phase. At first the majority of children in attendance were native born. As time went on children of other nationalities came in; at present fully half of the pupils are from foreign stock. The folk dances aim to sym- bolize this fact, although it is impossible to do so for each nation- ality in the school.
Scene IV brings all the children together. After the pledg- ing of allegiance to the flag of America, they go through the Melting Pot to emerge as Citizens of Fairhaven ready to serve. their country in whatever capacity best suited.
The teaching of primary reading has been rendered more ef- ficient by the purchase of a modern system for each school. A report from Washington Street School, where a new system was. introduced this year, expresses the reaction of every first grade teacher. "The vocabulary and pictures have been so carefully chosen that it is not a dull task to learn to read, but, rather, a
Dedication
SCENE III
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delight. Children can now master more words, read with better comprehension and expression than ever before. One has only to hear the children read, and see how happy they are, to be convinced of the wisdom of the change."
The Millicent Library continues its splendid cooperation with the schools. Through its activities the resources of the library are made available to teachers, children are being stimulated to read more and better literature, pupils are receiving excellent training in methods of using the Library. The Book Week ex- hibit of the work of the pupils, shown in the Library this year, was of unusual excellence.
During Education Week over 1,000 people visited the schools. A well attended public meeting was held under the auspices of the Fairhaven-Mattapoisett Teachers' Association. The Junior Symphony Orchestra, and the Cavalettes and Cavaliers, high school organizations, rendered a very pleasing program, which was followed by an interesting address given by Superintendent of Schools, A. J. Stoddard, of Providence, R. I.
"Snapshots"
A Project
Grade 1.
There was much in the room worthy of favorable mention. The outstanding project was the unit of work on boats. It was original and related to many important phases of grade work. In the beginning, the teachers and children took a trip where they observed the river, the different kinds of boats, the wharf, etc. Here children made boats of walnut shells, with a bit of plasticine on which was fastened the mast-a tooth pick. Robert Louis Stevenson's poem "Where Go The Ships" was read to the chil- dren, very appropriate for the occasion. This trip was in itself worth while. It was related to the school room activities as follows: Reading, made up of stories compiled by the class in language period and printed on charts; language, which consisted of the compiling of charts in connection with the reading, and the teaching of the poem about boats; music, songs relating to boats were learned; drawing, there was cutout and free-hand drawing work involved in making a scrapbook about boats. In connection with citizenship, the service device is centered around ships-a cellophane ocean was built on the sandtable. Each child was given a sailboat when he performed his first service. After this, he was given a lump of gold for each act of service. These were "treasure ships", and the gold nuggets were small pebbles dipped in gold paint. The child dropped his nugget into the hold of his "treasure ship" after performing his service ;-- they are his treasures.
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Safety
Grade 2.
The Safety sandtable, made by children, is one of the best devices for grade 2 that I have seen. You had the school, the business blocks, the garage, the church, the fire station, and the square and street in front of the school. Automobiles and trol- lies were seen. There were signs suggested by the pupils ;- this was used as a language lesson. On the edge of the table was this inscription : "Our sandtable is about safety. The buildings on the table represent the part of the town where we go to school. The signs tell the auto drivers to look out for boys and girls. We put the signs in front of the buildings so that the children will not have to step from behind an automobile. The traffic officers tell the boys and girls when to cross the street. The boys and girls are showing also, that we play away from the sidewalk." This inscription was a class story - different pupils contributing sentences, and the class joining in their arrangement.
Health
Grade 3.
The health house made by children is an excellent health pro- ject. The wall stuccoed with oatmeal; the window frames made of raisins; the tiling on the roof, of apricots. This makes an excellent subject for discussion in connection with health. Noted your health slogan and your service slogans. That was a good health pledge: "Cleanliness is the first law of health. I owe it to myself, my family, my country to keep my body clean, strong and healthy."
History
Grade 4
The topic was "Learning About Some Explorers Who Fol- lowed Columbus". On a nicely drawn map,-their points of departure, the direction of their voyages, and their destinations were indicated. Children went to the board and pointed out the routes. The teacher was direct and definite, and the children responded interestingly. Of course! Why note this? Because fourth grade history is sometimes a problem and more often than otherwise, children are inattentive and listless.
There were some excellent captions. For illustration: Citi- z.enship suggestions,-At home, In public places, On the play- ground, In school, In the street. There were illustrations and de- finite statements regarding the citizenship responsibilities in each location. Across the board was written-"This School Trains
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Good Citizens. It can succeed only when pupils bring to it from day-to-day those characteristics which will make better citizens of Fairhaven." Underneath this were straight line pictures illus- trating kindness, honesty, loyalty, unselfishness, helpfulness, courtesy, cleanliness and courage. In the center was a picture of a school building, underneath which were the words "School of Service". The sandtable was especially suggestive ;- it was about "homes". There was an illustration of a home in the time of John Cooke, the first settler of Fairhaven. There was the question "What advantages are missing?" There was a home of today, and the question,-"In which house would you rather live ?" By the side of the "Home of Today" were electric lights, hydrants, etc. There was the statement,-"This house is pro- tected by policeman, fireman, Board of Health." This project was a correlation between the History of Fairhaven-a fourth grade project-and citizenship.
Civics
Grade 5.
Pupils were holding an F. J. I. A. meeting. It is not easy to have a good meeting with children of this age, and, yet, this was a superior meeting. The children will do better in the formalities «of presiding, making motions, etc. later on, but they will not do any better in spontaneous discussion. The problem was: "How to better regulate the hanging up of coats in the basement." This was a question within their mental level, and, also, an important question for the welfare of the school. There was very free dis- cussion. The teacher guided the formalities without intruding herself. That was a sound conclusion to have a "Naming the .Coats Committee" appointed. Any thoughtful person attending such a meeting would know how important a kind it was for the development of citizenship.
Oral Language
Grade 6.
As subjects for oral language the teacher had "explanations". The pupil reciting had brought to school :- towel, washcloth, soap, toothbrush, and made a paragraph explaining their uses. Another boy brought in a small steam engine and described it. As you say,-"The problem of finding good subjects which are vital, so that the pupil is talking about something meaningful to him, is a great problem in oral English work." You solved it this morn- ång perfectly.
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Civics
Grade 7.
There was a meeting of the Junior Improvement Association. It was one of the best that I have seen in two years. The reports were very prompt and business-like. The topic of the day was a discussion of Hallowe'en. The question was asked-"What parts of our F. J. I. A. pledge apply to the right observance of Hallo- we'en?" From various pupils came this response: "I will not deface"-"I will not injure tree, shrub or lawn"-"I will protect the property of others as I would my own"-"I will be a true and loyal citizen." The teacher asked what things were done in celebrating Hallowe'en which might be dangerous. Among the answers were: "Pea-shooters", "cutting clothes lines", "putting ropes across the street", "dangerous use of jack-o'-lanterns", etc. If I had a shorthand report of every word spoken at the portion of the meeting I attended, I would make a description of this meeting which would be-a model for the time of year.
A SAND TABLE PROJECT IN GRADE 7.
WHERE DO TAXES GO? The boys and girls made a de- tailed list of the ways in which taxes are spent-not only in Fair- haven but in any community. They then checked the items which were paid for through the taxes of Fairhaven citizens. A study was then made to find out which items were paid through local, which through state, and which taxes through federal works. A model of the town of Fairhaven was then constructed on the sand table including as far as possible the buildings and projects which taxes support. Flags were then placed on each item to show whether it was supported by local, state or federal tax.
Four bulletins, one on each side of the table summed up the outcome of our study: Our taxes provide education; Our taxes insure good health; Our taxes provide recreation; Our taxes help to protect us.
Civics
Grade 8.
Read some of the papers on "A Trip to Fairhaven High School." This was a splendid thing to do in connection with Civics. Pupils examining their own school carefully, and its privileges, become aware of what is being done for them. You had some excellent slogans and Civic stimulators. I liked this one: It had at the top the word "Look", under it,-"A simple act of citizenship, like the one suggested below, is more helpful to your community than pretty speeches and vain promises. You
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be that kind of citizen!" Below was a poster admonishing: "Pick up glass from the streets." The fact that the eighth grades have pulled 865 1/2 bushels of ragweed indicates that you are carrying out our Civic program splendidly.
Physics High School
Pupils were studying the eye, especially eye defects; and just before my visit closed were taking up the visual angle. The type of recitation was ideal. As has been said by someone about col- lege education, -"A class should be in the nature of a conference, with the teacher as leader of the discussion." That's just what this class was-in an impersonal way that did not inhibit pupils, but invited them to participate, the teacher asked challenging questions, and pupils entered into it with attention and interest.
English High School
Pupils were reading "Hamlet". By skilful and intelligent questions the teacher reviewed conditions of the theatre, plan of the play, reasons for the first scene, etc. A pupil drew a picture of the stage of the time, and talked as she drew. I came away from the class with the feeling that the teacher understood the necessity of tuning the pupils' minds into the atmosphere of the play as it was given. In too many English Literature classes pupils read without the preliminary work being done. Your class will be interested, even in Hamlet. One must be saturated with litera- ture in order to teach it to high school pupils.
CHANGES IN EDUCATION
Public schools are supported by taxation because they minis- ter to the general welfare. The problem of how this may best be done is never wholly solved. Changes in social and economic life modify what is demanded of them. The school of itself does not initiate social changes; it is the product of them. It is not the task of the school to create a "new social order"; its task is to evolve to meet the needs as far as possible of the evolving social order, of which it is a part. It is not strange that the school has partly failed in doing this. Industry, government, and every other social institution, have failed in the same way. Changes as rapid and drastic as those taking place in recent years are natur- ally not yet reflected in the schools. The need of modification is, even now, clearer than knowledge of how to meet it. In this res-
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pect, also, the school is like other social institutions. Many theories are being advanced, but careful examination, thorough analysis, and experimentation are necessary before their validity can be determined.
Educator and layman alike, are in agreement as to the neces- sity of change in one direction, namely, -there must be more direct and better training for citizenship. If a form of govern- ment is to continue to exist wherein the people themselves are to be rulers: wherein not a few but all of the people must continual- ly be deciding what measures are best suited to the general wel- fare, what leaders are most competent to administer their laws wisely, it is obvious that the men and women to whom these re- sponsibilities are given must be trained to meet them. The founders of our government set up free public schools, primarily, to meet this need. It has always been assumed that they were meeting it. The have certainly achieved some success in this direction. This generation faces its problems in a way that would have been impossible without the training received in the schools. The plain fact is, however, that their training is now inadequate. So many other demands have been placed on the schools by the public that the original purpose of their establishment has become in practice, only an incidental one. Present conditions reveal clearly the need of changed emphasis and changed methods. Dr. McAndrew states the problem that confronts the schools thus:
"Washington and the builders of our republic pro- posed to make the schools public and free, to be de- voted to creating a citizenry so guardful of its rights as to prevent the tyranny of self-seeking officials. Public education was to be established for political ends in the best sense. Promising that education would be so devoted and would prevent crime and the election of spoilsmen, our predecessors got laws passed taxing parents and the childless for the support of schools. We spend more on this than any other nation. We have more crime and political corruption. Why is this?"
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