USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1934 > Part 8
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It is obvious that the schools alone are not responsible for conditions described, nor can they alone change these. The point of emphasis implied in Dr. McAndrew's statement is, that schools have not in practice accepted their share of responsibility for the conditions that have developed. No one can deny this to be true. The problem is,-how can they do it?
Introduction of new subjects like sociology and economics in the high school curriculum will undoubtedly be a partial answer to the question, but this will not be sufficient. Knowledge and training are not synonymous.
22
The term citizenship comprehends more than one kind. Text books now give instruction in health citizenship, vocational citi- zenship, economic citizenship. Each is important. The public school has achieved a high degree of success in teaching these and other types. But, valuable as they are, they are not necessarily connected with the kind that is apparently most needed today, that is, -political citizenship. Popular government exist to serve the general welfare. To make it do so effectively requires not only good leadership, but, even more, the right kind of citizenship. It is in developing this type that the public school is accused of partial failure. If the school is to improve in this respect, at least two directions of effort suggest themselves. The first essential of good citizenship is public spirit. How can it be developed ? Pub- lic spirit is a favorable attitude toward the general welfare. Atti- tude is disposition to act in a certain way. Psychology teaches that repeated acts strengthen attitudes and tend to make them persist. Public spirit is developed therefore, not by learning words about it, nor by repeating pledges of allegiance. These are useful, perhaps, but its chief source is the habit of doing the things that requires it. If public spirit is to be cultivated in the schools, pupils need to be trained from the beginning to have regard for, and to serve the general welfare of the groups which are nearest them, the home, the school, the community. Teaching their obligations to these in words is necessary, but this is not training. Inculcating the obligation to serve, the habit of serving, and the meaning of general welfare must be made a regular and import- ant part of daily school work. Fairhaven schools have for fifteen years been developing a plan for doing this. That perfect success has not been achieved is not remarkable. Much improvement in the spirit of cooperation for the common good is noted. It is the degree of improvement in any subject, rather than its com !- plete mastery by every individual, which measures the efficiency of instruction. An illustration of this is in the teaching of English. Correct use of oral and written English is taught in the school; the incorrect and slovenly language that pupils hear and read out- side the classroom partially neutralizes the results of even the best teaching. If a right attitude toward the general welfare is to be developed in a high degree by the school, there is needed in society outside, the cooperation of every social force that makes in this direction.
Public spirit alone is not enough to insure good citizenship. There is another essential in the training of pupils to participate in government for the general welfare. The solution of a general welfare problem is not easy. There are always at least two way in which it may be solved. Every problem requires information
23
and thought. Instruction in the forms of government, through direct study of the Constitution and civics, is compulsory. This. is desirable and necessary, but possession of knowledge of the riglits, duties, and the forms under which it operates, will not insure good government. The voter deals with government in action. If he does so effectively, he must become cognizant of the personal, selfish, anti-social elements that are often operative in the solution of problems. In determining the direction of his vote he must learn to eliminate these as factors. He must be trained to. seek accurate information and to analyze propaganda. In brief, he must learn to seek out so far as possible the real meaning of the problem in terms of the welfare of the whole. If public schools. are to give training for political citizenship, actual, live political problems must be presented pupils for solution. The conservative objector says this will be impossible because it will bring the school into politics. What is politics? The dictionary defines it as the. science and art of administering government for the general wel- fare. It is true that the terms "politics" and "politician" have acquired unfavorable meanings. If so, it is because voters do not meet their civic obligations. An active, interested, public spirited, trained, citizenship can make these terms significant of the highest honor and respect. To train citizens, the school must enter politics in its best meaning. Discussion of political issues and problems in the upper grades and high school classrooms can be conducted without offense to any who desire the best government. Ques- tions can be presented impartially and discussed impersonally. The newest Civic texts present material which will be very helpful in this connection. Until pupils become aware of the elements and practices, favorable and unfavorable, which may enter into the solution of a problem of government, they are certainly not pre- pared for intelligent citizenship.
In the past it has been assumed that special training in the analysis of political problems was not necessary. It was believed that mental discipline in other subjects carried over into this field. The theory of transfer is now discredited. Exercises in mathematical thinking develop ability along that line. Practice in formulating football strategy gives added skill in that direction. It is known now that to develop interest in, and ability to solve, the problems of government which a participating citizen must solve, requires special training for the purpose.
Sound character in every direction is of course, fundamental to good citizenship. Roger Babson financial statistician said re- cently that,-"Lack of real character building is evidenced by the fact that crime costs this country $5,200,000. annually." He said
24
further,-"The crying need of the country today is not more education along cultural lines, but in the spiritual sphere." Every thoughtful person will agree that this is true; if so, there is but one conclusion, namely, that only teachers of the highest type can contribute effectively to a program of citizenship training. "Only the spirit can teach. Only he can give who has. He only can create who is. He on whom the soul descends can teach. Courage, piety, love, wisdom can teach. But he who aims as books enable, as his interest demands, only babbles; let him hush."
Attention is called to the excellent Report of the High School Principal which follows.
CLOSING
The present Superintendent of Schools began service August 1, 1912. In the years since, the population of the town has more than doubled, and the number of school children nearly trebled. Housing facilities and teaching staff have been proportionately expanded. Low salaries to teachers, and a constantly shifting corps, the scarcity of teachers, and other problems during the World War,-meeting conditions incident to the depression,- adjusting courses of study and methods of teaching to the chang- ing requirements of education,-all these, and other matters, have furnished perplexing problems. Within the financial limitations, by which they are restricted, it is not claiming too much to say that Fairhaven schools are well housed, well taught, and abreast of the times in the best meaning of the term. These results have been made possible by competent School Committees, and by an interested, cooperative public. The Superintendent of Schools is grateful.
Respectfully submitted,
CHARLES F. PRIOR
Superintendent of Schools
REPORT OF THE Principal of the High School
To the Superintendent of Schools of Fairhaven:
ENROLMENT
The total enrolment in the High School and High School Addition on October 1st, 1934, was 832. Last year at the same time it was 788. These figures represent an increase of 44 pupils.
Because of the one session plan it was possible to continue with the same number of teachers on the faculty, with the excep- tion of two part time teachers, teaching two classes each per day.
Again we are feeling acutely the overcrowding of both build- ings. The old building and addition can accommodate comport- ably 650 pupils. As the enrolment above shows we have 182 more than this figure. There is lack of desk space and overcrowding of certain classes. Attention is called to the increase in the num- ber of pupils per teacher in another part of this report.
HOME ROOM GUIDANCE
We are continuing our home room guidance program one period a week this year. A faculty committee is in charge of arranging the topics for discussion. A change, however, is anti- cipated in the organization, beginning January Ist. Superintend- ent of Schools C. F. Prior has written a chapter in a book, called "Social Studies", and we are planning to carry out many of the ideas suggested in this chapter. There will be or- ganized a High School Civic Association. Each home room will be a member and the Student Council will be an integral part of this association. There will be representatives from the Student Council appointed to attend the monthly meetings of the Board of Directors of the Fairhaven Improvement Association. We are hoping in this way to emphasize more and more training for better citizenship. Of course, this is being done in many of our regular classes in school, but there is much citizenship training that can only be done by a special program for discussion of civic topics in the home rooms. It will be necessary, in order to be- come members of this Association, for the pupils of the school to signify their intention of keeping, to the best of their ability, the following pledge :
26
I pledge my unfaltering devotion to the public good, and I promise to support all those measures which will best serve to. bring security and happiness to my fellow citizens.
I pledge my allegiance to my flag, not as an idol to be blindly worshipped, but as the symbol of widespread cooperation. I pledge allegiance to the Constitution, and the laws of the land, contributed the best preparation that could be offored, for life realizinz that they are for the good of all.
I make these pledges, realizing that my obligations do not end with rendering service to my community, but extend to my state and to my nation.
HIGH SCHOOL EDUCATION IS CHANGING
The first public high school was established in Boston in the year 1821, but it was not until 1827 that the Massachusetts Legis- lature passed a law requiring towns of over five hundred families to maintain schools of high school grade. In a little more than a hundred years the number of high schools has increased from the one established in Massachusetts, to approximately 27,000 throughout the entire country. The most rapid growth in high school population has taken place since 1920. During this time the number of pupils in high schools has more than doubled and this increase has been most rapid during the depression years. The increase has been due to two main reasons: A realization on the part of the public of the value and necessity of a high school education in order for children to be better equipped to meet the responsibilities of adult life, and, second, the establishment of the N. R. A. whereby children between the ages of fourteen and six- teen are practically denied the right of regular employment.
In our own town the average membership in 1920 was 244, in 1934 since September it is 618. This repesents an increase of 253% in membership.
Previous to 1920 high school education was a selective pro- cess. Only the children of the more fortunate famalies attended high school. A good proportion of the children attended for social reasons, or in order to prepare for college. At any rate, a large percentage of them attended school because they wanted to go to school. High School programs of study were, therefore, made up of courses dominated to a large extent by the college and normal school preparatory aim, with the exception of the so-called commercial courses. To be sure, not all of those pupils not in the commercial courses were actually preparing for col- lege, but there was a strong feeling on the part of many people.
27
that the education obtained in the college preparatory courses contributed the best preparation that could be afforded, for life beyond the school. Although this idea was errone ous, never- theless high school education was fairly successful because the type of pupil attending school apparently profited from the studies offered. The situation today is radically different. Now we have in high school pupils from all types of homes in our community. Many of these pupils are in school because they have nothing else to do, not because they are particularly interested in obtaining an education.
The problem to provide for the varied interests of pupils who are interested in obtaining an education and for those who are not particularly interested, has become extremely complex. One fact has become evident. No longer will courses dominated by the college preparatory idea meet the needs of an increasing number of our pupils. In order to meet the needs of these pupils high schools must offer much more varied programs of studies and must change radically the content of many courses now offered. In order to accomplish this adequately there must be an increase in the number of teachers employed and careful study of the content of high school courses by the teachers themselves.
In Fairhaven High School this year the faculty has been di- vided into several committees who are studying critically the courses offered in the different departments of the school, in order that recommendations may be made for reorganizing the content of many of these courses. It is safe to say that when these committees make their reports, many changes recommended will be put into practice. However, our high school cannot meet the variety of needs of many of our pupils unless, in addition to the changing of the content of studies, the number of teachers now on the faculty is increased.
It may be interesting to compare the number of pupils per teacher in 1920 in the high school with the number of pupils per teacher in the high school September 1934. In 1920 there were twelve full time teachers employed in the high school and the average membership of the school was 244 pupils. The average number of pupils per teacher during that year was 20. The number of full time teachers in the high school in September 1934 was 19. The average membership from September to December 1934 is 618. The average number of pupils per teacher this year is 32. This is an increase of an average number of pupils per teacher since 1920 of 12. In 1920 there were no classes in the- school with more than 25 pupils per teacher. This year there are 61 classes with more than 25 pupils per teacher. High School
28
teaching in 1920 required must less skill and ingenuity on the part of the teacher than it does at the present time. Nevertheless, in our school our teachers are teaching on an average of 12 more pupils per teacher than were taught by the teachers in 1920.
ATHLETICS
We have had the most successful year in athletics for some time at the high school, if success can be measured in the number of games won. This has been partically true in football this year. in a schedule of nine games, our team won 5, lost 3, and tied 1. We lost our objective game to New Bedford by the score of 6-0, but there was a strong feeling on the part of those who witnessed the game that the opposing team was outplayed.
One of the most gratifying things about athletics this year is the condition of the finances. At the end of the 1934 season there was a balance of $291.32. This has been due to a planned economy on the part of the coach, to an increase in the number of home games, and to a gift of $206. from the Alumni as part of the proceeds from the Murphy Club game. It is hoped that for the first time in many years we will close the school year without a deficit in the Athletic Association treasury.
In closing this report, I wish to express the appreciation of the teachers and of myself for the splendid assistance you have given us in solving many of our problems.
Respectfully submitted,
GEORGE C. DICKEY, Principal ..
Report of School Nurse
The School day for the nurse begins at 8:30 A. M. in the Tripp School. Office hours 8:30 to 9:30 A. M.
Duties :
To visit each school once a week.
Keep Physical Charts. (Health of child, 1st to 7th grade)
Keep Weight Charts.
Keep Chadwick Charts (underweights) .
Keep children ready for Dental Care.
To take charge of all Clinics as:
Taunton Traveling Clinic (mentality.)
Chadwick Clinic (Tuberculosis) .
Toxin Antitoxin Clinic (Diphtheria) .
Dental Clinic (Teeth) .
Milk is given to all underweight children, and also sold to any child at three cents per jar.
All children are followed up who wish to leave school before the age of 16 years old.
Number of Taunton Clinic Test 34
Number of Chadwick Clinic Test 52
Number of School room visits
1,562
Number of Follow up Cases
201
Number of Office Calls 279
Number of cases referred to School Physician 14
Number of pupils examined for Dental Clinic
740
Number of High School visits
77
Number of Follow up visits
106
Number of Office calls 8
Miscellaneous:
Helped with Thanksgiving Baskets
Helped with Christmas Baskets.
Helped with Christmas Toys.
Helped with starting of E. R. A. Class.
30
DENTAL CLINIC REPORT
Dental Clinic has been held at the Tripp School each Tues- day and Thursday mornings.
Dr. Gilmartin in charge of Dental Work.
Number of Extractions 217
Number of Fillings 77
Number of Cleanings
206
Number of Examinations 21
Number of Treatments
8
Respectfully submitted,
LENA P. HOWLAND, R. N., School Nurse.
Present Corps of Teachers
1934-1935
George C. Dickey
Walter D. Wood
Robert C. Lawton
Mildred J. Howland
Susan B. Gifford
Margaret Siebert
Dorothy J. Williams
Mabel G. Hoyle lena J. Russell
Florence R. Griswold
Marie R. Wentzell
Mildred E. Robinson
Phyllis A. Applin
Cecile Gignere
Elva F. Cheney
Eunice E. Strong
James M. Parkinson Mildred F. Bryant (See. to Principal)
HIGH SCHOOL
Worcester Polytechnic Institute Harvard University
Clark University
Northeastern University
Boston University
Radcliffe College
University of Grenoble
Tufts College, Harvard
Bates College
Boston University
Tufts College New Britain Normal
Bay Path Institute
Plymouth Commercial School
Perry's Business School
Salem State Normal
Tufts College Tufts College
Bridgewater Teachers College Wheaton College
Oread Institute Teachers College, Columbia Univ.
Boston Sloyd Normal Art School Fairhaven High School
31
George L. Kane Elizabeth Hastings Marion B. Milhench Edith Kenny A. Janet Danskin
'Coburn W. Tripp
Dorothy R. Meriam
Florence Washburn
Inicie E. Reynolds
Rose Caton
Marie I. Sullivan
Helen Murley Marie C. Rousseau
ADDITION
Bridgewater Teachers College Smith College Tufts College Brown University Salein Normal
ROGERS
Farmington, Me., Normal Boston University Salem Normal
Bridgewater Teachers College
Fitchburg Normal
Hyannis Normal Hyannis Normal
Bridgewater Teachers College
Bridgewater Teachers College University of Paris
WASHINGTON STREET SCHOOL
Mary A. S. Sale
Mildred R. Hall
Mary S. Fletcher
Hazel M. Lovering
Framingham Normal
Thelma V. Kalloch
Aroostook State Normal
Evelyn M. Smith
Helen L. Newton
Louise C. Johnson
EAST FAIRHAVEN SCHOOL
Clarence E. MaGuire Miriam Davidow Dolores Rousseau
Mary E. Foley
Dorothy N. Whiteley
Plymouth Teachers College
JOB C. TRIPP SCHOOL
Mildred E. Webb
Gertrude A. Corey
Marion L. Ryder Mildred Borden Julia Mitutis Virginia Perry Frances S. Holmes
Bridgewater Teachers College Hyannis Normal Keene Normal
EDMUND ANTHONY JR. SCHOOL
Elizabeth Graham
Framingham Normal Boston Normal
Francesca W. Cleverly Rachel R. Stanley Caroline R. Gilmore Mary Toledo Edith A. McNamara
Dorothy R. Manning Doris M. Bicknell Helena I. Stanley
Boston University
Hyannis Normal
Bridgewater Teachers College
University of Paris Bridgewater Teachers College
Bridgewater Teachers College Bridgewater Teachers College Bridgewater Teachers College Hyannis Normal
Hyannis Normal Wheelock School Bridgewater Teachers College
Framingham Teachers College Framingham Teachers College
Fitchburg Normal Bridgewater Normal Bridgewater Normal
Framingham Normal Lyndon Center Normal Salem Normal
Framingham Normal Bridgewater Teachers College New Bedford Training School
32
OXFORD SCHOOL
Margaret McGuire
Mary Katkin Anna P. Malone
Katherine T. Goggin Marie Souza
Ellen E. Meal
Loretta Des Ruisseau
Elizabeth Davis
Regina Morrissey
Susan G. Livesey Ann O'D. Brow
Framingham Normal
Westfield Normal
Portsmouth Training School
Fitchburg Normal
Bridgewater Normal
North Adams Normal
Hyannis Teachers College
Bridgewater Teachers College
Hyannis Teachers College
Castine, (Me.) Normal
Hyannis Normal
Bridgewater Normal Bridgewater Normal
SPECIAL TEACHERS
Ella I. Hopkins Anna Salice
Music Art
Inne E. Simmons
Physical Education
Donald D. Dunn
Physical Education
Charles H. Johnson, Jr.
Manual Training
Clarence W. Arey F. William Kempf
Instrumental Music
High School Orchestra
33
AGE AND GRADE TABLE AS OF OCTOBER 1, 1934
Age
GRADES
Totals
I II
III
IV
V VI VII VIII IX
X
XI
XII XIII Class
5
128
128
6
55 116
3
174
7
13
50
91
8
162
8
17
60
86
163
9
5
28
75
90
1
199
10
1
15
26
67
69
3
1
182
11
3
8|
30
81
77
4 1
2
206
12
1
6
12
36
63
47
11
2
178
13
2 5
7
20
32
86
66
5
223
14
2
4
11
22
31
62
59
3
194
15
4
7
15
46|
67
30
3
172
16
1
1.
6
16
37
51
31
2
145
17
2
2
15
18
50
8
95
18
5
18
15
4
42
19
2
1
2
1
6
20
1
1 0
2
21
2
2
Totals
196 190 202 217 210 222 204 191 204 185 119
99
17 17 2273
!
Spec.
34
TABULATED GRADES, TEACHERS, ATTENDANCE, ETC.
School Year-September, 1933 to June, 1934
SCHOOL
Grades
TEACHERS
Total
Enrollment
Average
Membership
Average
Attendance
Percent of
Attendance
Tardiness
High
9-12
George C. Dickey
613
556
519
93
714
Addition
8
George L. Kane
10
38
36
94
Addition
S
Edith Kenny
10
39
3
96
21
Addition
S
Marion B. Milhench
10
38
37
96
49
Addition
S
Elizabeth Hastings
12
38
-
S
A. Janet Danskin
41
37
35
49
Rogers
5
Marie L. Sullivan
35
32
31
95
9.)
Rogers
6
Rose Caton
11
37
35
94
27
Rogers
7
Lucie J. Reynolds
51
47
15
94
51
7
Florence Washburn
50
15
15
95
Job C. Tripp
1
Mildred J. Webb
38
35
33
92
8
Job C. Tripp
3
Mildred Borden
2S
27
25
91
11
Job C. Tripp
5
Julia Milutis
10
39
36
94
Job C. Tripp
6
Virginia Perry
39
37
36
97
14
Job C. Tripp
7
Frances S. Holmes
30
29
28
97
7 2
Edmund Anthony, Jr.
2
Rachel R. Stanley
29
27
25
91
11
Edmund Anthony, Jr.
3
Caroline R. Gilmore
29
26
21
93
33
Edmund Anthony, Jr.
4
Mary Toledo
28
27
26
96
Edmund Anthony, Jr.
4-5
Dorothy R. Manning
26
25
24
96
Edmund Anthony, Jr
5
Edith McNamara
42
39
37
95
8
Edmund Anthony, Jr.
G
Doris Bicknell
36
34
32
94
24
1
37
Oxford
1
Mary Katkin
33
27
25
91
23
Oxford
2
Elizabeth Davis
29
24
22
93
13
Oxford
3
Regina Morrissey
32
29
28
96
28
Oxford
3
Marie Souza
35
30
37
94
16
5
Ellen Meal
10
38
36
96
14
Oxford
6
Susan G. Livesey
38
36
34
96
11
Oxford
Spec.
Ann O'D. Brow
21
17
16
96
23
Washington St.
1
Mildred Hall
36
31
28
91
1
Washington St.
1
Mary A. S. Sale
38
30
27
89
24
Washington St.
2
Hazel M. Lovering
32
27
25
92
Washington St.
2
Mary S. Fletcher
29
28
25
90
8
Washington St.
3
Evelyn M. Smith
35
33
31
92
11
Washington St.
3
Thelma V. Kallock
35
33
31
92
Washington St.
4
Louise C. Johnson
30
29
2S
96
0
East Fairhaven
1
Dorothy N. Whiteley
25
17
15
86
62
East Fairhaven
2
Mary E. Foley
32
25
91
33
East Fairhaven
3-4
Miriam Davidow
33
30
25
93
35
East Fairhaven
4-5
T. Dolores Rousseau
10
3S
36
95
ยท)3
East Fairhaven
6
C. E. MaGuire
25
23
22
96
1
Totals
2366
2163
2032
- 04
1819
6
Marie C. Rousseau
40
37
34
94
23
Rogers
7
Dorothy R. Meriam
49
47
93
39
Rogers
Gertrude A. Corey
37
31
94
19
Job C. Tripp
Marion Ryder
12
39
37
94
31
Job C. Tripp
Francesca Cleverly
19
18
16
92
Edmund Anthony, Jr.
1
7
Helena L. Stanley
36
34
33
96
Oxford
1
Katherine T. Goggin
33
28
25
92
95
44
Oxford
4
Anna P. Malone
43
39
Oxford
Loretta Des Ruisseau
29
2G
25
95
18
Oxford
Helen E. Murley
27
26
24
95
19
Rogers
95
23
Addition
Washington St.
4
Helen L. Newton
35
31
33
96
26
Edmund Anthony. Jr.
Rogers
Elementary School Expenditures (Itemized)
SUPERINTENDENT
Charles F. Prior $3,750.00
CLERK
Beatrice DeCoffe
$702.00
Mildred Bryant (Substitute)
30.00
$732.00
TRUANT OFFICERS
Walter G. Spencer
$
8.00
Charles H. Lawton
175.00
Joseph B. Silva
7.50
$190.50
SCHOOL CENSUS
Thomas Martin
$ 83.33
Walter G. Spencer
41.67
$125.00
OFFICE EXPENSE
F. S. Brightman Co.
$
2.25
New England Tel. & Tel. Co.
10.07
Fairhaven Star, Inc.
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