USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1935 > Part 8
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The school is an extension of the home. Children come to it with unequal capacities for the development of character. Studies have been made of large groups of children and of the homes from which they come. The results corroborate the general impression that pupils of the most desirable character come from good homes. But what is a good home? The facts are not yet sufficient for a scientific answer. This much however is known, -- A good home has art, music, refinement and wholesome recreation: it is one, also, where personal relations are harmonious, where a spirit of cooperation obtains. Economic conditions and ignorance condition the making of good homes. But every school can have art and music; it can foster wholesome recreation, and it can have an environment characterized by friendliness, love and human understanding; it can have a democratic spirit; it can have cooperation for its general welfare. To live his school life in an environment filled with planned measures to stimulate
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helpful conduct; to relate this spirit of consideration for others to direct activities in the home and community, should have some effect in training the child's character in the sense that character has been defined. It is realized that the specific objective of the Fairhaven Plan is not inclusive of all desirable character traits. But honesty, self control, industry, self reliance, moral courage and other qualities are inculcated also, as occasion arises. It is believed that incidental teaching of these becomes more effective because of their relation to the basic one of consideration for others.
Character and citizenship training are, in a degree, synonymous. Good citizenship implies the possession of information and the ability to apply it in a way to serve the community. The schools have always imparted knowledge and tried to develop the power to think, but they have made almost entirely incidental the de- velopment of an attitude which would cause intelligence to be applied to the advancement of the general welfare. The Fair- haven Plan does not minimize any of the elements that enter into effective citizenship but it tries to turn the thoughts of pupils from the utterly selfish use of intelligence by leading them to think about their obligations to the home, the taxpayers, the community, the government in general. It seeks to instill in each pupil a conception of the general welfare, to interest him in it by keeping before him activities in which he can engage and serve it; and by recognizing such efforts in a definite way as a regular part of school work.
The motto of the schools is, -- "The Noblest Motive is the Public Good;" a desire to do that which is for the public good is what the schools seek to cultivate. The motto is found in every school, its meaning and significance are analyzed and discussed. Through grades 5 to 8, inclusive, F. J. I. A. organizations have regular meetings. Pupils learn to conduct these in an orderly parliamentary way. At the meetings reports are made, discussions are held on projects for school and community service. Programs are originated by pupils to stimulate interest in the purposes of the organization. Furthermore, these associations have respon- sibilities to meet in taking care of certain routines of school man- agement. At every meeting the number of hours of civic service is recorded.
The objectives in the High School are essentially the same as in the grades, but methods are modified to meet the needs of older pupils. Emphasis continues to be laid on deeds rather than words. There is a High School Citizenship Association of which each Home Room is a branch. The latter holds weekly meetings throughout the year. At these meetings topics connected with school and community citizenship are discussed. Concrete case studies of situations involving character in its relation to these
.
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topics are made. These Associations, through Committees, par- ticipate in the management of the school routines. Precepts, pithy sayings, slogans relating to citizenship are kept displayed in prominent places and are discussed. The High School Citizen- ship Association arranges for eight or nine civic assemblies each year.
The objectives of the Fairhaven Plan constitute a "large order." Education is a slow process. The school is only one factor in it. Immediate results are often discouraging. The ideals of the home, the community, outside associations, often tend to neu- tralize what is achieved by the school. The utmost that can be hoped for is that the school output will have through this planned training, a larger degree of interest in, and a greater desire to serve, the general welfare. When schools everywhere undertake such training there is a reasonable degree of certainty that the results will furnish a leaven which, in time will leaven the whole body of our citizenship.
In closing may I quote from a recent editorial in the JOURNAL OF EDUCATION :-
"The most antiquated thing in education today is the school or classroom where nothing else is considered so important as scholarship."
"The common schools have given most Americans a common education. A common education should mean an education equipping men and women to consider the common interest in their every-day choices of what to do and what not to do."
"The main justification for the study of social and political problems and the events and trends of these times, is - not that it cultivates an ability to talk with intelligent and well informed people - but that it cultivates a habit of thinking beyond one's own little self to and about that larger self to which we all belong."
Until character - in this sense of social thoughtfulness -- be- comes the well-nigh universal possession of mankind, civilization rests on shaky pillars."
MISCELLANEOUS ITEMS
In June the Oxford School presented on its playground a pageant on the theme "Internationalism." Every pupil had a part in the songs, dances or dialogues. An interested audience of over 500 people was present. This was not only the most ambitious, but, also, the most successful public entertainment in the history
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of the school. To make it so required many hours of out-of- school work by teachers, and the complete cooperation of parents.
The F. J. I. A. Associations of the Edmund Anthony, Jr. and Job C. Tripp schools have presented to each building beautiful pictures. Those to the Anthony are: "The Boyhood of Sir Walter Raleigh" and "The Oregon Trail"; to the Tripp, "The Sun Goes Down" and "Patience". Those who appreciate the fine influence of good pictures will understand the value of these con- tributions.
The Christmas projects of the Edmund Anthony, Jr. and Job C. Tripp Schools are worthy of special mention. Beginning with the third grades, each room celebrated the season with the children of some foreign country; - - Christmas in Holland, in Sweden, in England, in France, in Denmark, in Italy, in Spain, were some of the projects. Art work, sandtable projects, other visual aids, folk dances, dramatizations made vivid the life in these countries. The Season's Greeting, and at least one song, were expressed by pupils in the language of the country. Children becarne intensely interested, - they thought of some- thing besides their own pleasures; the seeds of understanding and good will were sown; and, in addition, a lot of real geographical knowledge was gained.
The Washington Street School has in it only primary children, has no auditorium, and very limited room for visitors. It has had its usual programs in each room. There is one activity in which the little people of this school show themselves superior, and that is in selling milk tags in the annual drive. For two years they have out-stripped the children of every building in town in the per capita sold.
The East Fairhaven School held most successful closing exer- cises in June. There was a large attendance, and the program was most interesting. The standards of work in this building are being maintained by the teachers and the new Principal.
The high quality of the assembly programs at the Rogers School has been maintained. Special mention is due also of the superior quality of project work that this building does. The regular work of the school is being carried on efficiently. The loss of the building's excellent Principal for eight years was minimized by the appointment of a successor familiar with Fairhaven meth- ods and standards, and who had proven himself a devoted and competent teacher and Principal.
The Fairhaven-Mattapoisett Teachers' Association has pro- vided, as usual, an excellent program for professional improve- ment, has given generously toward milk for under-weight children, and has arranged and sponsored a highly successful open meeting
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for Education Week. It was the largest meeting of this kind ever held by the Association. The thoughtful address by Dr. William McAndrew held the close attention of an audience of more than 700 people. The Teachers' Association is not a perfunctory organization; it is a real factor in advancing the cause of edu- cation in Fairhaven.
The Nursery School established last year under E. R. A. is being continued this year under the W. P. A. About 30 children are enrolled.
Under the E. R. A. or W. P. A., every school building in town has during the last two years had its exterior repainted and in- terior renovated. During this current year the Washington Street, East Fairhaven and Rogers Schools were completed.
In December a free vocal music program was given under the direction of Miss Ella L. Hopkins, Supervisor. Pupils from every grade and school building in Town had a part. Music appro- priate to the season was rendered in an exceedingly pleasing manner. The quality of the program, the smooth, orderly way in which 850 children participated, the cooperative spirit of the entire teaching staff shown in carrying it through, a large audience of appreciative citizens, - all these elements made it a most memorable occasion.
The report of the High School Principal, School Nurse, and the usual tables of statistics follow this report:
CLOSING
In closing this 24th annual report, I wish to express deep and sincere appreciation of the privilege of serving a community interested in its schools; of working with a School Committee actuated by only one motive in its conduct of school business, - that of giving the best to the children with the resources at its command; of being a co-worker with Principals and teachers devoted to their profession, desirous of growing in efficiency, and cooperative and loyal in their relations to the school system.
Respectfully submitted,
CHARLES F. PRIOR,
Superintendent of Schools.
Report of the Principal of the High School
To the Superintendent of Schools of Fairhaven:
I submit, at this time, my annual report of Fairhaven High School.
ENROLMENT
The following table shows the enrolment, by classes, on Octo- ber 1, 1934 and October 1, 1935.
1934
1935
Boys
Girls
Boys
Girls
Post-Graduates
8
9
6
8
Seniors
44
55
40
42
Juniors
63
61
54
64
Sophomores
95
92
96
102
Freshmen
108
96
126
93
8th Grade
104
97
101
100
422
410
423
409
Total
832
Total
832
CURRICULUM CHANGES
In my report last year I indicated that high school education was changing in order to take care of the large number of boys and girls now in school without any specific aims. Several new courses have been added to the curriculum to help solve this problem. Most of these courses have been in the social science field. The following is a brief resume of these courses:
Social Science I - A course in the orientation of high school pupils taught in the first year. It is based on a text book, "Social Studies", edited by William McAndrew. The purpose of this course is stated in the preface of the book by the Editor. He says: "This book is intended to contribute something to satisfy that hunger for knowledge of self and life which is healthily active at high school age. It considers how to get on in school, and dis- cusses the problems of the days immediately following." Some of the chapter headings in the text book are: "What Your High
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Schools Offer," "Why You Have High Schools", "What You Can Make High Schools Do", "You and Your Person", "Your Home and Your Crowd", "You As A Citizen", "You and Your Politics", "You and Your Community".
Social Science II - This course is taught in the second year and is based on a text book, "Civics Through Problems". In this course real problems and actual investigations of a civic nature are stressed. The course is so constructed as to stimulate the pupil to self activity and to guide him in his study of com- munity problems and political situations. The year's work is divided into five units: Unit I. How Group Life Has Grown In Meaning And Obligations. Unit II. How The Citizens Benefit From the Service of the Government. Unit III. How Our Nat- ional Government is Organized and How It Functions. Unit IV. How The Social and Economic Well-Being of Every Citizen is Improved. Social Science III. This course is taught in the third year and is based on the text book, "Our Economic Life". It is a combination of Economics and Sociology. In the introduction of the text book the purpose of the course is stated as follows: "This book does not pretend to give complete exposition of the economic, sociological and political principles underlying our group life. But it does try to give a basis upon which boys and girls may build a better understanding of each science from their own activities and from the information which they glean from books, magazines, and newspapers.
The enrolment in the new social science courses is as follows: Social Science I-186; Social Science II-136; Social Science III -107.
Courses in Junior and Senior Business Training have been added to the commercial curriculum, and a course in Public Speaking, Dramatics and Debating, to the English Department. The latter course is only a half year in length, but could easily be planned for a full year. Closely allied to, and probably as much in the social field as any, a course in Public Health and Sanitation has been added to the Civic Curriculum.
In the Manual Arts Department, under the direction of Mr. Johnson, courses in Elementary Navigation, Model Shipbuilding, and Household Repairing, have been added. These three courses have proved very popular, particularly the one in Elementary Navigation. There is also a course this year again in Manual Training for girls.
It seems as if in only one year we have made a rapid stride in the right direction in the matter of curriculum re-organization, as has been indicated by the new courses just described. In ad- dition to these new courses, changes have been made in the con-
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tent of several courses in the curriculum. This has particularly in the English Department. New literary material to the extent to which finances have permitted has been introduced. However, there is still much to do in this direction.
It is hoped that courses in sewing can be again offered soon. As an economy measure, sewing was dropped from the curriculum three years ago. There is a need for it at present and many girls would take courses in this subject if the opportunity was offered.
THE PROBLEM OF COLLEGE PREPARATORY ENGLISH
Preparing pupils for the study of English in colleges is ex- tremely difficult and the best English teachers everywhere are finding this problem increasingly hard to solve. Much of the preparation must be done in the senior year. For this reason, it would seem necessary to have in the senior college English sections only those pupils who have the ability, as has been shown by their previous English marks, to do college preparatory work of a B or certification average. I recommend in September 1938 no pupils be permitted to continue fourth year college English unless they have received B averages in English during their junior year.
It is becoming debatable as to whether more than three years of English should be required of all pupils who are graduated from high school. College preparatory pupils and commercial course pupils need this fourth year. English probably should be elective for the rest of the pupils. Three years of English should be sufficient to train pupils to write and speak simple idiomatic English and give these pupils an elementary literary background. In place of the course now required in English, elective courses should be offered in the senior year. For example; a course in Modern Literature could be made useful and attractive. Such a course would consist of reading for appreciation the Modern Novel; Drama; Biography; Poetry; Newspapers; Magazines. There would only be included in this course material that the pupil would probably continue reading after leaving school. The more literary periodicals would have no place in this course, and very little writing would be required.
A course in Dramatics, Public Speaking and Debating, was introduced this year in the curriculum. It has been an extremely valuable course. It was planned to cover only one half of the year, and I have on my desk now a request from the pupils in the class to continue during the whole year. This course could also be made elective in the senior vear to those pupils who have not been required to take English.
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CITIZENSHIP PROGRAM
We are continuing this year our active Citizenship Program. In the High School report last year it was stated that a Civic Association would be formed. This Association was formed last September. It is called the Fairhaven High School Citizen- ship Association. Each home room is a branch of this Association and weekly meetings are held throughout the year during the school session. The officers of the Association are: President,
Vice-President, Secretary and Treasurer. The standing com- mittees reporting each week are: Program, Social, Welfare, Citizen- ship, Good Citizenship Deeds, Care of Home Room, and Service Points. At each weekly meeting some special topic of school, community, or character interest is discussed. The Student Council, which is now called the Fairhaven High School Citizen- ship Council, as the name indicates, is a part of the Citizenship Association and each home room is represented in this Council. The Council this year is planning to work out a Code of Ethics for Social Affairs at Fairhaven High School, and, as usual, is assisting in the conduct of many social and extra-curricula affairs of the school. As part of the Civic program, the following civic assemblies have been planned.
October 31 Flag Etiquette
November 14
Speaker
December 19
Debate
January 30
Civic Program by Public Speaking Class
February 20 Panel Discussion
March 19 Courtesy Assembly
April 16 The Constitution of the United States
May 21 Report of Civic Activities
June 4 Vacation-Use of Leisure Time
CLUB PROGRAM
An interesting development is the Club Program of the eighth and ninth grades. Each teacher in these grades sponsors a club and pupils are required to make a selection of one club. Thir- teen clubs are offered for choice to the pupils: - Hobby, Music Appreciation, Knitting, Art, Nature, French, Model, Dramatic, Glee, Stamp, Amateur Photography, Science, Homecraft.
At the end of ten weeks pupils are given an opportunity to change club membership. These changes are to be made two or three times during the year. In this way it is hoped that each pupil will be given an opportunity to explore his interests and perhaps develop an interest that may prove valuable in the future for the use of leisure time.
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FACULTY
There were two changes in the faculty this year. Miss Mildred Howland, after a splendid service of three years as teacher of Latin and History, resigned to be married. Her place has been filled by Miss Katherine Talley, a graduate of Centre College and formerly teacher in the Mattapoisett Junior High School. Mr. Raymond Robinson, a graduate of Dart- mouth College, 1932, and Keene, N. H. Normal School has been engaged to teach Social Science classes previously mentioned in this report.
I wish to take this opportunity of expression the appreciation of my teachers and myself for the splendid assistance you have given us this year in solving our many difficult problems.
Respectfully submitted,
G. C. DICKEY,
Principal.
Report of School Nurse
The object of health education in the schools is to teach the children to think and do the things necessary for good health and form good health habits.
DUTIES OF SCHOOL NURSE
Office hours 8:30 to 9:30 A. M. Tripp School.
To visit each school once a week.
Keep Physical Charts (Health of Child) .
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 or Toxid Clinic (Diphtheria) .
Dental Clinic (Teeth).
Milk is given to underweight children, also sold at three cents per jar.
Orangeade is also sold at some schools, and given by our Orange dealer to some children.
Number of jars of milk free 10,170
Number of Taunton Clinic Test
49
Number of children given Toxid
273
Number of School room visits
1,624
Number of Follow up visits
275
Number of Office Calls
293
Number of cases referred to School Physician
12
Number of pupils examined for Dental Clinic
712
Number of High School visits
56
Number of Follow up visits
42
Number of Office Calls
15
Miscellaneous :-
Christmas Toys (given from schools).
Bundle Day (clothing given out) .
Thanksgiving Baskets (given from each school).
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DENTAL CLINIC
January 1, 1935 to December 31, 1935
Extractions
331
Fillings
60
Cleanings
164
Examinations
25
Treatment
12
Temporary Extractions
276
Temporary Fillings
18
Permanent Extractions
55
Permanent Fillings
42
Children cared for
491
Respectfully submitted,
LENA P. HOWLAND, R. N.
School Nurse
Present Corps of Teachers 1935 - 1936
HIGH SCHOOL
George C. Dickey
Walter D. Wood Robert C. Lawton
Katherine W. Talley
Susan B. Gifford Margaret Siebert Dorothy J. Williams
Mabel G. Hoyle Lena J. Russell
Florence R. Griswold
Marie R. Wentzell Mildred E. Robinson Raymond L. Robinson
Phyllis A. Applin Cecile Giguere Elva F. Cheney Eunice E. Strong
James M. Parkinson Edith Rogers Mildred F. Bryant ; (Sec. to Principal)
Worcester Polytechnic Institute
Harvard University Clark University Northeastern University
Boston University
Centre College (Ky.)
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
Dartmouth College
Keene, (N. H.) Normal
Tufts College Bridgewater Teachers College
Wheaton College, Columbia University Oread Institute
Teachers College, Columbia University
Boston Sloyd Normal Art School
University of Vermont Fairhaven High School
George L. Kane Elizabeth Hastings Marion B. Milhench Edith Kenny A. Janet Danskin
ADDITION
Bridgewater Teachers College Smith College Tufts College Brown University Salem Normal
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ROGERS
Clarence E. MaGuire
Boston University
Dorothy R. Meriam
Salem Normal
Florence Washburn
Bridgewater Teachers College
Lucie E. Reynolds
Fitchburg Normal
Rose Caton
Marie C. Rousseau
Bridgewater Teachers College
University of Paris
Helen Murley
Bridgewater Teachers College
Dorothy N. Whiteley
Plymouth Teachers College
WASHINGTON STREET SCHOOL
Mary A. S. Sale
Framingham Normal
Mildred R. Hall
Lyndon Center Normal
Mary S. Fletcher
Salem Normal
Hazel M. Lovering
Framingham Normal
Thelma V. Kalloch
Aroostook State Normal
Evelyn M. Smith
Framingham Normal
Helen L Newton
Bridgewater Teachers College
Louise C. Johnson
New Bedford Training School
EAST FAIRHAVEN SCHOOL
Arthur P. Bixby
Miriam Davidow
Dolores Rousseau
Bridgewater Teachers College
University of Paris
Bridgewater Teachers College
Wheaton College
Mildred E. Webb Mary A. Corey Marion L. Ryder Mildred Borden Julia Milutis Virginia Perry Frances S. Holmes
JOB C. TRIPP SCHOOL
Bridgewater Teachers College Bridgewater Teachers College ยท Bridgewater Teachers College Hyannis Normal Bridgewater Teachers College Hyannis Normal Keene Normal
Mary E. Foley Priscilla Browne
Fitchburg State Teachers College Hyannis Normal
Hyannis Normal
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EDMUND ANTHONY JR. SCHOOL
Elizabeth Graham
Francesca W. Cleverly
Rachel R. Stanley
Caroline R. Gilmore
Mary Toledo
Framingham Teachers College
Framingham Teachers College
Bridgewater Teachers College
Bridgewater Teachers College
Bridgewater Teachers College
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
OXFORD SCHOOL
Framingham Normal Westfield Normal Portsmouth Training School Fitchburg Normal
Bridgewater Teachers College
North Adams Normal Hyannis Teachers College Bridgewater Teachers College Hyannis Teachers College Castine, (Me.) Normal
Hyannis Normal
Bridgewater Teachers College Bridgewater Teachers College
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