USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1935 > Part 7
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FINANCES
In previous years your Committee has often returned to the Town substantial balances. This year that from the high school account amounts to but $53.62; from the elementary school $925.23. The cost of high school support has been more than that of last year by $647.05; that of elementary schools by $280.38. This increased cost has not been, however, the only element in making decreased balances. The H. H. Rogers High School Trust Fund yielded $1,990.00 less than that allowed for in the budget; the Elementary School Funds and County Dog Tax $300.00 less. The appropriation for high school was increased $1,200.00 last year to enable an addition to the teaching staff ;- this was made, but to meet the reduction in endowment income, curtailment of expenditures was made in other directions. In the elementary schools, resignations of teachers receiving more that the maximum, and replacement of these by teachers paid the minimum, reduced net costs so as to leave a larger balance
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than would have otherwise been possible. The total balances, high and elementary, amount to $978.85.
The budget for 1936 calls for $510.00 less expenditure for elementary schools than for 1935. Three hundred dollars of this savings can be made because less insurance is due than this year. The high school budget calls for $500.00 less than last year. Reduction can be made to this amount from the text book account. The total reduction in the budget is $1,010.00. In making their estimates of receipts, the Committee is again han- dicapped by the uncertainty of Trust Fund incomes. It knows, now, however, that they will be substantially less. The annual statement from the City Bank, Farmer's Trust Company indi- cates at this time that the high school income will be about $24,300.00 as compared with $26,300.00 in years previous to 1935. The Fairhaven Trust Fund Commission states that due to the necessity of reinvesting bonds that have matured, the result of a less favorable rate of interest will decrease the Ele- mentary School income next year approximately $250.00; that added to the decrease this year makes a net loss of $510.00 from outside sources for Elementary Schools compared with the pros- pective amount in the budget of 1935. The total loss from endowment incomes, high and elementary schools, based on comparison with the amount allowed from outside sources in the budget of 1935 is $2,500.00. The Committee hopes to be able to maintain our present standard with an increase in the total appropriation of $1,500.00 which will be expended for high school support. It will be noted from what has been said previously that the Committee has cut its total budget $1000.00 in order to avoid asking the Town to appropriate the whole of the deficit brought about by decrease in endowment funds.
Although the budget calls for an appropriation amounting to $1,500.00 more, there is a consoling fact, - this will not mean an increase in the cost of schools from Local Taxation. Last year the State General School Fund returned to the Town $17,477.75; this year it paid into the Town Treasury $21,- 585.22, an increase of $4,100.00. This is now a part of the "surplus cash" awaiting appropriation, and it lowers the total tax rate as much as if it was used directly to reduce the school appropriation.
The School Committee wishes to express its deep apprecia- tion of the splendid service rendered the schools by Mr. James A. Stetson, who died January 5, 1936. His desire to be helpful, his geniality, unfailing courtesy and devotion to duty, made him an ideal associate on the committee. In his death, the schools have lost a friend: the members of the committee, a valued col- league; and the Town, a loyal, unselfish citizen, and a con- scientious and an efficient public servant.
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ELEMENTARY SCHOOLS BUDGET
Budget for 1935
Expended in
Budget for
1935
1936
General Control, (including Supt., Clerk, Truancy, Census, Office Expense )
$5,000.00
$4,994.22
$5,000.00
Instruction, (including Teachers, Books, Supplies )
75,000.00
73,155.49
73,800.00
Operation and Main- tenance (including Janitors, Fuel, Bldg. Supplies, Repairs and New Equipment) 14,600.00
15,180.32
15,400.00
Other Agencies (in- cluding Transportation, Health, Tuition, Insurance )
8,250.00
8,226.94
8,015.00
Sundries
200.00
310.67
325.00
Total $103,050.00
$101,867.64
$102,540.00
From Outside Sources
6,310.00
6,047.07
5,800.00
Appropriation required $96,740.00
$96,740.00
NOTE :- The 1935 Budget allowed for $6,310 from outside sources but $6,047 was received. The 1936 Budget allows for a further reduction from outside resources, the prospective amount to be received being $5,800.
HIGH SCHOOL BUDGET
Budget for
Expended in 1935
Budget for
1935
1936
Instruction, (includ- ing Teachers, Books, Supplies) $39,200.00
$37,296.25
$38,600.00
Operation and Main- tenance, (including Janitors, Fuel, Bldg. Supplies, Repairs and New Equipment) 10,300.00
10,563.05
10,600.00
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Other Agencies, (in- cluding Transportation, Health, Tuition Insurance)
900.00
640.00
900.00
Miscellaneous
360.00
237.67
260.00
Total
$50,760.00
$48,735.97
$50,260.00
H. H. Rogers
Trust Fund
26,300.00
24,309.59
24,300.00
Appropriation asked
$24,460.00
$25,960.00
Balance 1935
$113.05
Respectfully submitted,
WILLIAM B. GARDNER, Chairman
JAMES A. STETSON
MRS. ELLA H. BLOSSOM
MRS. ELISABETH M. KNOWLES
ORRIN B. CARPENTER
GEORGE F. BRALEY
Fairhaven School Committee
Report of the Superintendent of Schools
To the School Committee of Fairhaven:
The twenty-fourth annual report of the present Superintendent is herewith submitted.
ATTENDANCE AND MEMBERSHIP
The total membership for the year ending June, 1935 was 2390; the average membership, 2193; the average attendance, 2090, and the percentage of attendance 94. The actual member- ship on December 1st was 2215 as compared with 2235 last year.
Registration, Membership, Attendance, 1930-1935
Annual School Census of Minors
Between 5 and 16 years of age - October
1930
1931
1932
1933
1934
1935
2360
2474
2479
2382
2344
2321
Total and Average Membership, 1930-1935
1930
1931
1932
1933
1934
1935
Total Membership 2213
2152
2351
2471
2366
2390
Average Membership 1899
2097
2142
2218
2163
2193
Distribution of Children by Grades (October 1)
Grade
1930
1931
1932
1933
1934
1935
I
277
204
216
198
196
189
II
253
238
209
200
190
193
III
198
217
225
195
202
188
IV
203
223
230
195
217
200
V
262
194
210
213
210
211
VI
102
219
199
204
222
220
VII
167
203
206
218
204
211
VIII
135
151
199
202
191
201
High School
401
494
527
580
607
606
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From 1930 until the present year, the number of children in the primary grades, 1-2-3, decreased 22%. In the same period the number in the intermediate grades, 4-5-6, remained practically the same, while the number in the two upper grades, 7-8, in- creased 26%, and the membership of high school classes, 9-12, advanced 57%.
If the conditions now operative continue, there will be a small but gradual decrease in school membership in the next five years, although it will not be immediately evident in the upper grades and high school.
SCHOOL COSTS
The usual information regarding school costs follows:
Year
Per pupil in average membership of Elementary Schools
Total cost High & Elementary (Net av. membership)
Per pupil in High school only
Per pupil cost High and Ele- mentary from local taxation
1930
$65.77
$83.48
$121.91
$57.04
1931
77.41
77.41
123.33
52.85
1932
65.16
78.29
114.68
53.85
1933
60.69
71.85
90.93
49.69
1934
52.50
70.68
82.67
45.03
1935
57.31
70.29
83.86
44.43
How the Cost from Local Taxation is Obtained
The per pupil cost in Massachusetts, based on net average membership year ending June 30, 1935, was $93.74; that for Fairhaven $70.29. The State cost from local taxation was $77.90; that for Fairhaven $44.43. Fairhaven stood 317 among 355 towns and cities in its per pupil cost from local taxation, and 310 in its cost from all sources, including trust funds.
The cost per pupil from local taxation is figured as follows:
Total Expenditures, High and Elementary $148,807.86
Received from State General School Fund
$17,477.75
Received from Tuition of
State Wards
798.30
Received from Tuition from Mattapoisett
4,852.48
Received from H. H. Rogers
H. S. Trust Fund 26,495.93
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Received from H. H. Rogers Elementary Trust Fund 4,541.65
Received from Ed. Anthony, Jr. and Pease Funds 581.75
Total receipts from other than local taxation 54,747.86
Net amount raised from local taxation $94,060.00
Number of pupils in net average membership 2117 $94,060 divided by 2117 equals $44.43
Teachers
The resignations of the Supervisor of Art, one teacher in the high school and two in the elementary schools, in order to be married, and the resignations of a Principal and one teacher to accept higher salaried positions, the appointment of an additional teacher in the high school, indicate the changes in the teaching staff since the last report.
Recommendation of the appointment of a teacher is, perhaps, the most difficult and important duty of a Superintendent of Schools. It involves not merely the question of who can instruct effectively thirty-five pupils in subject matter, but, also the more important problem of who can guide their life together in a way to promote best the qualities of character and citizenship which will make their knowledge an asset to the community. It is relatively easy to secure scholastic ability. The college and normal school records usually furnish clear evidence in this direc- tion. It is much more difficult to determine whether a teacher has the common sense, the love and human understanding of children, the industry and perseverance, to analyze subject mat- ter and present it in a form and by a method that will be adapted and interesting to the children who are to be taught. There are teachers in every system who possess these qualities. Fairhaven has a large proportion of such. The good teacher has. also, a high conception of her work. She thinks of it as a life undertaking; she realizes its possibilities for usefulness; she is never satisfied with the results she is securing; she knows that preparation for it can never be regarded as finished. Such a teacher is devoted, not merely to her job in its relation to her personal interests, but, also, to the cause of education; she has an appre- ciation of its relation to fellow members of her profession and the community; she is a cooperative member of the school system and the locality in which she works. There are very many teachers in Fairhaven who realize these ideals, also. They are difficult to prognosticate in a beginner.
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Not every teacher in any system approximates the ideal. There is no scientific formula which enables the infallible selection of the best. But if the problem is approached with an open mind, if the field of candidates is made broad enough, if there is thoughtful examination of records, if interviews are held with the candidate, if personal inquiries are made of people who know the candidate as a person, student and a teacher, if there is reading between the lines of the sometimes deceptive written recommen- dations, --- if these and other similar methods are followed, there is something like a sound basis for nominating a teacher. Per- sonal or political commendation of a candidate by people with little intimate knowledge of the school work the teacher is to perform does not constitute a substantial reason for appointment to a position.
The Teacher's Oath and Her Teaching
There may be reasonable differences of opinion as to the wis- dom, effectiveness or justice of the recently enacted teachers' oath law. It must be admitted, however, that back of that law is a degree of apprehension of the chief mission of the tax-sup- ported public school and a degree of appreciation of the import- ance of the teacher as a factor in the maintenance of our demo- cratic form of government. But it should be realized that lip service alone will not preserve democracy, nor will perfunctory unskilful teaching of its ideals serve to prevent the drift to fascism or communism. Something more in the teacher than a formal acceptance of and acquaintance with American institutions is necessary in order to develop an active, interested, intelligent citizenship. The Committee on American Citizenship of the American Bar Association says, - "In teaching citizenship the real essential is "atmosphere". An appeal must be made to the heart, to the spirit and the emotions, as well as to the intellect. Gratitude must be developed. We doubt whether pride can be stirred or whether love can find a place in which gratitude is not alive." This being true, it follows that only the highest type of teachers can create a school atmosphere favorable to the de- velopment of real patriotism.
There is need today of teachers who have not only breadth of knowledge and can think straight, but, also, who are themselves living examples of the best citizenship in abilities and attitudes: who are earnest, enthusiastic, skilful, vital; who through their training and personal qualities, will be positive forces in the lives of their children. When the members of patriotic associations or the citizens of a community desire to make the public schools efficient in preserving American institutions, they will demand that the highest possible standards for teachers be maintained.
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It has been truly said, - "Education itself is not minimized by Americans but the contribution of the teacher is." Again,- "The challenge to statesmanship in the present is for teachers of personality and power."
COURSES OF STUDY
Elementary
The most important subject in the curriculum is, undoubtedly, reading. Proficiency in this conditions progress in every subject taught in the school and is indispensable to self education outside the classroom. As a recent Bulletin of the N.E.A. says,-"The ability to read is scarcely less important for a child in the modern world than learning to walk or talk."
Reading is not an easy subject to teach well. Very great ad- vances in methods, especially in primary reading, have been made in recent years. In order to make use of these, new textbooks and manuals have been gradually displacing those formerly in use in Fairhaven. In September of this year, all primary grades were equipped with them.
There has been much discussion in recent years in regard to subject matter and time-allotment in Arithmetic. The extensive and growing use in business of automatic or semi-automatic devices for performing operations with numbers has lessened the demand for human experts in speed and accuracy along this line. There is still needed, however, skill and accuracy in small business and in the daily life of the individual. Furthermore, preparation for high school mathematics, necessary for entrance to advanced study in technical school or college, continues to be required. It is generally agreed, however, that schools in the past have devoted too much time to this subject. Two or three generations ago 50% of the school day was given to Arithmetic; twenty years ago this had been reduced to 16 2/3%; at the present time a still smaller percentage is devoted to it; in Fairhaven schools about 14%. In many systems today no formal arithmetic is taught in the primary grades. In one system, the schools of Manchester, N. H., the experiment of not beginning formal work in the subject until the sixth grade is being tried, and it is claimed that the results are satisfactory. Until the current year Fairhaven schools have had formal number from the very beginning. In September a new course of study in the subject was put in force which eliminates this in the first grade, lessens it in grade two, and re-arranges the topics to be presented in succeeding grades so as to adapt their degree of difficulty better to the maturity of pupils. New text books have been provided with an abundance
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of the right kind of drill material. An effort is being made to secure 100% accuracy in the fundamental operations. Not every pupil, of course, will attain this but it is anticipated there will be considerable improvement in results.
New manuals for the teachers of penmanship have been provided and modifications of the methods of teaching spelling, in the interest of greater thoroughness, have been made.
High School
How to enable successful preparation for college and tech- nical school to a small percentage of pupils, what profitable sub- jects to offer the much larger percentage who finish their formal education in the high school, what curriculum and methods can be devised to interest pupils who have little of definite aim, who are difficult to interest in any school life, - these have always been problems of the high school. They have grown more acute during the depression and their solution is more urgent today than ever before. They are not peculiar to our high school but are nation-wide. The fact that over 50% of the young people in the United States, between the ages of 14 and 18, are at present attending high school indicates the seriousness of the problems.
Limitation of money for teachers and equipment conditions largely what can be done. If this could be overcome, there would remain the need of breaking down undue conservatism of outlook, both within and without the ranks of educators. Notable progress has been made this year in Fairhaven High, not only in revision of the curriculum to provide offerings that will be more worth while to students who are not going to college, but, also, in the intro- duction of organization and methods which will make the school more efficient in realizing the primary purpose of its existence,- training for citizenship. I hope the concise and interesting report of the High School Principal will be carefully read by every tax- payer.
Community Cooperation Necessary
Dr. Judd in his recent book, "Education and Social Progress" says, - "It has become the fashion in this country for parents to send their children to the high school. Not infrequently the children who are thus sent look upon school exercises as drudgery of the most extreme type. They are disposed to go as far and only so far as their teachers compel them to go. The business of driving a group of reluctant high school pupils becomes an arduous task for the teacher. Many blase' high school pupils,
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distracted by social engagements and uninterested in intellectual pursuits, lose all vestiges of interest in school work. The remedy for the situation in the school cannot be provided by the teachers unless they are supported by a changed attitude in society. If society will demand of young people earnest devotion to their studies, the high schools will immediately be raised to a new level of efficiency."
The "society" that Dr. Judd refers to begins in the home. The inculcation of a spirit of earnestness in high school pupils needs to begin there. The home can prevent too many social distractions, too many outside interests; pupils can be furnished with a suitable environment for study; parents can uphold the school in its maintenance of a high standard of work.
The school should provide as diversified a curriculum as possible, so as to offer useful subjects suited to different types and capacities of mind; it should have teachers of scholarship, human understanding and skill; but when these things are done, the fact remains that there can be no education without self-activity. The pupil must himself work. If he will not do so after every effort has been made by the school to inspire, lead or drive him to do so, the home and the community, "society", should expect him to fail.
There are those who advocate the simple device of dismissing summarily from high school any pupil who does not show a passing degree of industry and efficiency in his work. The wisdom and practicability of this policy seems doubtful. Among teachers there is, as in the home, the continual hope that in some way a degree of interest and industry may be aroused; there is in every good school a feeling of responsibility for arousing it. It may as well be admitted, however. that without the intelligent and earnest cooperation of home and community sentiment, it can- not be successful in all cases.
The Fairhaven Character-Citizenship Training Plan
Public schools were established in the first place to enable the success of the American experiment in the democratic form of government. How they were to do so, except by the general dif- fusion of knowledge, was not specifically set forth by the founders. It is generally admitted that sound individual char- acter and intelligent interest and action in political citizenship are essential to the successful maintenance of our government. Until recently it has been assumed that the school's part in developing these qualifications was done satisfactorily if they were regarded as incidental products. Increasing crime, and cor-
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ruption in government, while by no means attributed wholly, or in large part even, to defective education, have now led to an insistent demand that the schools undertake more ser- iously the problem of remedying these conditions. In response to this demand, character training plans, as well as more compre- hensive civic courses of study, have been initiated in many systems. Among character training plans well known are the Boston Plan, the Pittsburg Plan, the Los Angeles Plan, the Birmingham Plan, and several others. The plan evolved in Fairhaven schools during the last fifteen years has received much favorable comment. Allusion has been made to it in previous reports but no real description of it has been presented to the community. The following is a brief outline of its basic prin- ciples and methods.
What is character? There is no scientific definition available. Fairhaven schools accept the following as the foundation of their work. "Character is a way of life. It is a habit of looking beyond one's own personality and personal well being to the effects of one's conduct upon the well being of others. Consid- eration for others including individuals and the welfare of the group, small and large, to which one belongs, is assumed to be the basis of good character. The objective of the Plan is, there fore, the development of a favorable attitude toward social use. fulness and civic responsibility.
How may this attitude be developed? One underlying prin- ciple of method is contained in the following from Dr. Briggs of Columbia: "We mean by one's character the sum of his atti- tudes toward problems of conduct. Repeated action leads not only to habits but, also, to attitudes that are defined as "sets' or disposition to act in certain ways ;- these attitudes persist long after their causes are forgotten." The Fairhaven Plan assumes that imparting knowledge about the desirability of social usefulness and civic responsibility is not enough; this must issue in action or worth while training does not take place.
Among scientific conclusions in regard to character is this, that school morale is definitely associated with it. For illustra- tion, it has been proven that in schools where the morale is high there is much less cheating than where it is low. In connection with development of morale, it has been found that the accumu- lative effect is marked of group influences that persist from year to year in the same group. There is such a thing as a group code. The code is closely related to group conduct. Experience indi- cates that when moral knowledge is incorporated into a code, written or unwritten, it becomes more effective. The effective- ness of it is due to the sanction placed by the group upon it. The purpose of the Fairhaven Plan is to incorporate consideration of others, into the code and life of each grade.
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The ideal is not new. Good teachers have always held it. The development of cooperative effort for the school, pupil participa- tion in responsibility, the spirit of democracy, have been the in- cidental achievement of the best teachers in all times, and the quality of the teacher will ever be the chief factor in the success or failure of any plan. The Fairhaven Plan seeks by planned procedures to incorporate a basic factor of character into the code of conduct of every grade and to profit by the accumulative effect of the group sanction of that code. Furthermore, it seeks consciously to make the spirit of consideration for others, of social responsibility, carry-over into the home and the com- munity. The method is direct in the sense that it involves a definite conscious purpose on the part of the teacher. It is direct, also, in that effort is made to cause pupils to think of their con- duct in terms of social responsibility, and that it includes recog- nition of successful achievement. In other aspects the method is indirect. Little moralizing is done. Through precepts, slogans, borders, sandtable projects and other visual aids, by which he is continually surrounded in the school room, and which he has a part in conceiving and constructing, attempt is made to lead the pupil to think and feel that unselfishness, service, social usefulness, civic responsibility, thinking of others first, are desirable char- acteristics for the school and community citizen. The effort is made, imperfectly, of course, to have every teacher base her management on the code of consideration for others. The fundamental element in the whole plan is emphasis on deeds rather than words about deeds. Opportunities are constantly kept before the pupil which enable him to carry into active practice efforts for the welfare of others. Deeds of good will and service in each group of which the child is a part, - the home, school, neighborhood, and community, are recognized by the use of both informal and formal tokens. .
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