USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1936 > Part 8
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Budgets
The trustees of the H. H. Rogers Trust Fund state definitely that its income next year will be $19,737 ;- this is a decrease of
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$3,311. from that of last year and of $4,563. from the prospective amount planned in the budget of 1936. Your Committee feels very positively, that it must have, at least, the same sum as ex- pended last year in order to keep the high school at its present level. It, therefore, asks the town for an appropriation of $30,870.
For the elementary schools we are asking for $98,130. This is done in the hope that the income from funds used for these will not diminish again.
In the face of rising costs of books, supplies, wages of teach- ers, and everything else necessary to a school system, the Com- mittee feels that the amounts requested will meet only the most urgent needs of the schools.
Your Committee appreciates the fine spirit of its employees, and would like to pay more for the excellent quality of service they render. It hopes the time will soon come when the Town will enable it to do so.
ELEMENTARY SCHOOLS BUDGET
Budget for 1936
Expended in 1936
Budget for
1937
General Control, (Including Supt.,
Clerk, Truancy, Census, Office Expense
$ 5,000.00
$ 5,089.49
$ 5,075.00
Instruction, (including
Teachers, Books Supplies)
73,800.00
72,861.37
75,150.00
Operation and Main-
tenance (including
Janitors, Fuel, Bldg.
Supplies, Repairs and
New Equipment)
15,400.00
15,531.52
15,815.00
Other Agencies (in-
cluding Transportation, Health, Tuition, Insurance )
8,015.00
7,642.14
7,600.00
Sundries
325.00
369.85
350.00
Total
$102,540.00
$101,494.37
$103,990.00
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From Outside Sources 5,800.00 5,843.94 5,860.00
ยท Appropriation required
$96,740.00
$98,130.00
HIGH SCHOOL BUDGET
Budget
Expended in
Budget
for
for
1936
1936
1937
Instruction, (Includ- ing Teachers, Books, Supplies)
$38,600.00
$38,369.46
$38,700.00
Operation and Main-
tenance, (including
Janitors, Fuel, Bldg.
Supplies, Repairs and
New Equipment)
10,600.00
11,548.00
10,800.00
Other Agencies, (In- cluding Transportation, Health, Tuition, Insurance )
900.00
325.00
925.00
Miscellaneous
260.00
365.01
182.00
Total $50,260.00
$50,607.47
Prospective Trust Fund Receipts 24,300.00
Town Appropriation made $25,960.00
ACTUAL RECEIPTS 1936
H. H. Rogers Trust Fund
$23,048.91
Town Appropriation 25,960.00
From Elementary School Acct. 1,600.29
Total
$50,609.20
$50,607.47 $50,607.00
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From the H. H. Rogers Trust Fund, 1937 19,737.00
Appropriation required
$30,870.00
Respectfully submitted,
WILLIAM B. GARDNER, Chairman
MRS. ELLA H. BLOSSOM MRS. ELIZABETH M. KNOWLES ORRIN B. CARPENTER GEORGE F. BRALEY FRANK M. BABBITT
Fairhaven School Committee
Superintendent of Schools
To the School Committee of Fairhaven:
Herewith is submitted the twenty-fifth annual report of the present Superintendent of Schools.
ATTENDANCE AND MEMBERSHIP
The total membership of the schools for the year ending June 1936 was 2399 as compared with 2390 in 1935; the average mem- bership 2191 as against 2193; and the percentage of attendance, 91.6, slightly less than that of the preceding year.
The following table gives information regarding school popula- tion and membership trends for the past six years:
School Census, Membership, Primary, Upper and High School Grades
YEAR-OCT. Ist
1930
1931 1932
1933 1934
1935
1936
Number between
5-16, School Census
2360
2474
2479
2445
2333
2313
2258
School Membership on Oct. 1st
2170
2169
2260
2223
2273
2237
2237
Membership of Pri- mary Grades, 1-2-3
728
659
650
593
588
570
571
Membership of Mid- dle Grades, 4-5-6
667
636
639
612
649
631
580
Membership of grades 7 & 8
369
354
405
420
395
412
419
Member of 4 year High School
406
500
546
583
624 606
650
In 1936 the average membership of the schools was 1899; in 1935 it was 2193. During this period, while the average member- ship increased 15%, the total number of children in town be- tween the ages of 5 and 16 decreased 5%. The peak of school population between these ages was reached in 1932; the largest average membership in 1933.
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In the 6 year interval, the three primary grades, !- 2-3, de- creased 27% ; the three middle grades, 4-5-6, 13%, while the upper grades, 7 & 8, increased 10% and the high school 60%.
Before the depression many children left school to work, on completion of the 6th grade; a still larger proportion finished their schooling with 8th grade graduation. It may be of interest to follow through the membership of the 6th grades in and since 1929 to ascertain how many of them reach the high school:
6th grade
7th grade in 1930
8th grade in 1931 151
H.S. Freshmen
in 1932 152
22 %
6th grade
in 1930
7th grade in 1931 203
8th grade in 1932 199
H.S. Freshmen in 1933
197
21/2 %
6th grade
in 1931
7th grade in 1932 206
8th grade in 1933 202
H.S. Freshmen
in 1934
204
61/2 %
6th grade
7th grade
8th grade in 1934 191
H.S. Freshmen
in 1935
199
204 Net Gain
6th grade
7th grade
8th grade
H.S. Freshmen
in 1933
in 1934
in 1935 201
in 1936
204
204
210
Net Gain
It is assumed in the above table that usually accessions to a grade because of new families are approximately balanced by withdrawals due to removal from Town. Evidently in 1935 and 1936 either there were more accessions than withdrawals or else some who had left school previously returned to it.
Retention of Pupils in High School
Although, legally, completion of the 6th grade and an age of 14 years, are miminum requirements to go to work, since 1930 there has been, practically, no employment in mills or shops for minors under 16. Since the law requires children to attend school until 16, unless regularly employed, the result has been a marked increase in the Freshmen and Sophomore classes of the high school. To a much smaller extent the number of pupils in the Junior and Senior classes has increased. These facts are made evident by following through the membership of Freshman classes
per cent left school
in 1929
196
202
202
219
in 1932
in 1933 218
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until they reach the Senior year. To illustrate. the Freshman class of 1929 numbered 147; as Sophomores in 1930 they were 141; as Juniors in 1931, 112; and on Oct. 1, 1932 they numbered as Seniors but 90. 39% of the entering Freshmen left school before becoming Seniors.
Freshmen
Sophomores
Juniors
Seniors 1933- 72
Per Cent Loss
1930-135
1931-126
1932- 96
46 %
1931-193
1932-189
1933-124
1934- 99 48 %
1932-152
1933-187
1934-119
1935- - 82 46%
1933-197
1934-185
1935 --- 118
1936- 94
52%
The average age of the 210 members of the Freshman class of 1936, including those repeating the grade, is slightly over 14 years. It is safe to prophesy that not more than half of them will reach the Senior year. If business picks up in New eBdford, the loss may be even greater.
SCHOOL ACCOMODATIONS
For the first time in twenty-six years, or longer, the 7th grade from the Oxford School district is not housed at the Rogers School. By transferring pupils from the Job C. Tripp to Rogers, a few from the Edmund Anthony, Jr. to the Tripp, and by re- arranging grades at the Oxford School, room was made for it at the Anthony. This remedies the condition whereby these pupils from Oxford were subjected to a daily trip to the Center, involv- ing a change of cars and, for a considerable number of children, a cold lunch. Parents have expressed themselves as appreciative of the change.
Fifty pupils of the Oxford School are housed in a two-room portable. If business conditions in New Bedford grow permanent- ly better, and the financial condition of the Town improves suf- ficently, serious consideration should be given to making pro- vision for these by an addition to the main building. There is still, however, a fair prospect, unless the attendance increases. that the present building may, in the not too remote future, be large enough to include them.
There is congestion in only one building,-the high school. It could not be foreseen when the Addition was erected that there would shortly be an increase of 60% in the member- ship. One effect of this is that at present there are forty pupils who are seated in a home-room with no desks, and with no possibility, owing to the ventilating apparatus underneath the floor, of installing them. The result is that the pupils must keep
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books and papers on the floor. Another effect of the congestion is that the teacher load is too heavy in the high school to enable desirable individual attention. It would be futile to employ more teachers to remedy this situation, for recitation rooms are not available. However, it is my belief that, barring unforseen de velopments, the peak of high school membership has been reached for a time. Decrease of pupils in the primary and middle grades will soon make itself felt in the high school.
SCHOOL COSTS
In the hope, but not expectation, that it will be generally read, analyzed and understood, the following usual information about school costs is presented :
Fairhaven schools have the deserved reputation of being managed economically. It is desirable that they should be. The School Committee is entitled to more praise than it receives for its careful, conservative administration. It would be difficult to find in Massachusetts another school system, having an equal standing for efficiency, and, at the same time, so low a per pupil cost for education. The Superintendent of Schools rejoices in the non-political type of management and the local conditions that make it possible for the community to receive much for little, but he feels no sense of pride in the fact that our salary schedule is so largely responsible for the low cost. It is a source of humiliation that so many towns of similar size in the State offer higher remuneration to their teachers.
During the war, and business boom following, the cost of Fair- haven schools increased less in proportion than was the case throughout the State. In 1929, the last year of prosperity, before the gloom of the depression had settled down, the per pupil cost in the State, High and Elementary, was $117.44; that of Fairhaven only $83.48. The average cost in towns of 5,000 or more popu- lation was $91.91. The per pupil cost from local taxation in these towns was $81.21 as compared with $57.04 in Fairhaven.
On January 1, 1932, the School Department accepted a cut in the Town appropriation of $13,100. its income from Trust Funds and the Dog Tax that year amounted to $33,225. During the current year it has received from these outside sources $28, - 891. In February, 1936, the Town appropriated an additional $1,500. to offset, partially, prospective losses in high school funds, but the net decrease from an already low school budget, since 1932, is now $15,850. The total number of pupils is only (23) less this year than in 1932, and in this four year period there has
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been an increase of 20% in the number attending high school, where costs are necessarily higher than in the grades. Expressed in terms of per pupil cost, the reduction of our budget has re- sulted in a decrease from a total per capita cost in 1932 of $78.29 to $69.23 for the year ending June, 1936.
The voters determine the amount of the school appropriation. They have a right to demand that they receive an accurate ac- counting of the purposes for which it is expended. They have the privilage also of criticizing the directions of its expenditure. If they are really interested in education, this criticism will be the result of thoughtful consideration of its problems, and, therefore, intelligent and helpful. They will not merely say,-"Education costs too much." In a time when taxes are high, school expendi- tures must necessarily be lowered, but in a community which recognizes the value of education, sacrifices will be made for the sake of the children, and the future, to keep up the standard of education.
The following quotation from an article entitled "A Taxpayer's View of Expenditures" is suggestive:
"We have developed a peculiar philosophy about expendi- tures. On the one hand, we assume that governmental activi- ties are necessarily wasteful and inadequate. On the other, we assume that private business and private acts belong in- evitably to the field of progress and prosperity.
"The usual American is willing to admit that our school- houses, city halls and libraries are erected out of funds raised by taxation. But when it comes to the skyscrapers, the rail- way stations, the moving picture theatres and similar build- ings which are used by the public, he seems to have visions of private individuals dipping deep down into their own pockets.
"To say that 'education is costing too much' is to marshal for inspection the whole matter of private expenditures. Such a survey would undoubtedly show that private waste exceeds public waste many, many times. To condone the one while complaining of the other will not solve the problem."
TEACHERS
Experience in itself does not make a good teacher, but usually better teaching is done because of it. The average experience of (73) full-time members of our present staff is nine years, (7) of which have been in Fairhaven. What makes the average seem
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rather high is the presence of several who have taught here from 15-34 years. There are, however, 12) beginners in the corps and (6) who have taught only one year.
A welcome effect of the depression has been the tendency of the teacher, even if the salary was low, to continue in her position. One evidence of recovery is the fact that good, experienced teach- ers are now in demand and are moving on to better places. Fair- haven has had few vacancies in the five years preceding 1936, but in the period from January 1, to December 31 of the current year, has lost (17) teachers. Of these, (5) left to be married and (12) to accept salaries from $200. to $700. annually, higher than those received here.
With three exceptions, the new teachers have come to us with- out teaching experience. Their selection was from a large field of candidates, and on only one basis, namely, their promise of serv- ice to the children of their schools. They are well trained, ambi- tious, fine spirited. There is not one who is failing. In twenty- five years the Superintendent has never known a better group of beginners. Nevertheless, it would be untrue to claim that these beginners can at once do as good work as their experienced pre- decessors. To achieve equal efficiency they must acquire under- standing of children and schoolroom conditions; they must learn to apply their theoretical knowledge to concrete situations; they must become more familiar with the subject matter to be taught. Furthermore, they need to become accustomed to the features of our system that are unique-every system has such -- and ac- quainted with the parents of the children they are to serve. All these things require time, and despite the interest in them, and the heip of Principals, fellow-teachers, and the superintendent, while they are getting experience, something is lost to the child- ren. It is unfortunate, indeed, when a good, experienced teacher leaves us. And more will continue to leave us unless our salaries can be raised somewhat. Many of the towns and cities in the State have returned wholly or partially the cuts made during the depression. There is at hand a survey of salaries made by the State Department of Education and brought up to 1936. It shows that the average salary of Principals and full-time teachers in the Elementary schools of (83) towns having a population of 5,000 or over, is $1,410. In Fairhaven it is $1,168. In the same group of towns the average salaries of high school Principals and teacli- ers, all taken together, is $2,258. In Fairhaven it is $1,641. The State average salary which includes all communities, and all full- time teachers and Principals, both high and elementary, is $1,697.
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There isn't a city in the State which cannot attract teachers from Fairhaven by offering a higher salary. Sixty of the (83) towns, with a population of 5,000 or over, can offer Fairhaven teachers a sufficient inducement to leave. Most smaller towns can do so.
The low salaries in Fairhaven will not be raised now or in the future merely because there is an improvement in financial con- ditions here; they will be increased when the town appreciates more fully its teachers and their value to the community.
Evidence of their keen interest in teaching, of earnestness of purpose, and a progressive spirit in furnished, in some measure, by the number of extension courses taken by teachers to supplement the good training each had when she began her work here. In the report of the Principal of the High School is listed (65) ex- tension courses taken by the present faculty in a period of five years. The office records of our Elementary school teachers in- dicate that more than (250) courses have been completed by the staff now in our schools. Some towns offer additional salary in the form of a bonus as a reward for better preparation. Fair- haven does not; the expense is met entirely by the teacher, and the improved teaching which results from further study is in the nature of a gift to our children.
SCHOOL WORK
Reading
A person may "learn to read" yet not find how to "read to learn." In the past the emphasis of the school has been on the first process, leaving the development of the second to chance. In many cases, natural interest and endowment have enabled success. In recent years there have been so many failures in high school and college traced directly to inability to "read to learn" that not only has the method of teaching the subject in primary schools been greatly modified, but even in higher institutions, reading classes have been formed. A recent investigation of the reading ability of (255) college students who were failing in their subjects, indicated that only (6) of these were thoroughly com- petent readers. They had "learned to read" of course, or they could not possibly have reached college; but they did not know well enough how to "read to learn" to do college work. One college has found by experience that it can reduce the failures of the freshmen greatly by giving a training for a few months in the art of reading. Reading is an art which has higher as well as lower levels. Deficiency in it cannot be attributed chiefly to the
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primary schools. Special training is desirable for many of both high school and college students.
Every Elementary school in Fairhaven is now using a modern system where "reading to learn" is emphasized. A high propor- tion of primary and intermediate teachers have been taking special courses for two or three years relating to the better teaching of the subject. The teachers in three buildings made it their annual study project last year. The high school is alive to the import- ance of the subject, and it is hoped that in some way additional opportunities may be provided for the further training of certain students. If certain high school pupils can have this training, it will not only enable them to do better work in their studies, but give a sounder preparation for life.
HIGH SCHOOL
The high school has been more fortunate in its retention of teachers this year than has the elementary. Only one full-time teacher has resigned and it was possible to secure one with ex- perience as her successor. There were two changes in part-time instructors, both in the Physical Education Department. Teacher- coach-physical director for boys, Donald Dunn accepted a posi- tion in Andover at an immediate increase in salary of $500., with a larger maximum in prospect. His position was filled, first by the appointment of Hilton Holland of Fairhaven. Mr. Holland resigned in July, before taking on the duties of the position, to accept the Principalship of the school in which he had been acting as coach. After a thorough investigation of a large field of candi- dates, Samuel Sezak of Rockland, Maine, was appointed. His services in the three capacities as teacher of two science classes, physical director of high school boys, and of 8th grade pupils, coach in all sports, have been thus far eminently satisfactory. It is hoped that he may be retained for a period of years.
The civic curriculum instituted last year is developing satis- factorily. The high school would, in my opinion, be more effec- tive in achieving the primary purposes of its existence if all pupils were required to take it, or a similar course. Liminations of tradition, of time, space, and teachers, now prevent this. When secondary education has evolved further in the direction it is now moving, there is little doubt but that direct preparation for citizen- ship in a democracy will be given much more attention than it receives today.
The high school has had one of its best years. Statistics given earlier in this report relative to "retention in school of high
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school pupils" indicate the presence of a considerable number of freshmen and sophomores who are not particularly interested in education. They are there because the law requires it, and they anticipate the day they can leave. The courses of study offered these pupils hold greater variety and interest than those in most of the smaller schools, but much more of pre-vocational or hand work would appeal to them and is highly desirable from an edu- cational point of view. Since this is at present impossible, teach- ers are faced with the difficult problem of arousing interest in book subjects. The situation is made more troublesome by the neces- sity of having large, mixed groups in one class. Earnestness of purpose, tireless industry, and good methods of teaching are ne- cessary to attain even a fair degree of success in securing effort from such pupils. It is my conviction that the high school teachers, have achieved better than average results during the past year. The spirit and conduct of the student body, within the school, are excellent.
In the Report of the Principal, following this, details of school progress are given. I cannot refrain, however, from mention- ing here one of the "high spots" of the year,-that is the Panel Discussion which was given in June instead of the conventional type of graduation program. It was a splendid example of what is now termed a "vitalized commencement." Relatively few high schools and colleges have thus far had the initiative to use such a plan. The exercise is called "vitalized" because it aims to present something that comes directly from the training received in the school life of pupils. This one did. The discussion of the "Problem of Crime" was not merely worked up for gradua- tion. It began in the history class, was carried over into home- rooms, and was presented, in part, as a program for a citizen- ship assembly. The high school is trying successfully to develop an interest in and knowledge of social problems. The graduation program was, in reality, an effort on the part of pupils to show parents and citizens something directly resulting from their train- ing in school. I hope this type of commencement, in various forms, will eventually supersede entirely the formalized, often meaningless, older kind.
MISCELLANEOUS ITEMS
The Fairhaven-Mattapoisett Teachers' Association has contin- ued its helpful activities. It has contributed liberally to the Milk Fund and to other charitable purposes, and has arranged for its usual program for professional improvement.
Each year the Association undertakes to sponsor some form
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of wholesome entertainment for children. Last spring it brought the Clare Tree Major Players here to give Hans Brinker, a classic: read by all the school children. Beginning in the fall, a series; of four dramatizations by this Company has been arranged. Two, Pinnochio and Little Women, have already been presented to delighted audiences. Numerous adults, also, have enjoyed them.
During Education Week, under the leadership of the Associa- tion, Principals, teachers and music supervisors cooperated to train selected pupils from each school to present in the form of dialogues, pageants and tableau the seven cardinal objectives of education. The largest audience that ever attended an open meeting of the Association was entertained and instructed by a. superior program.
The study projects carried on annually in each building under the guidance of the Principals have been mentioned in a previous report. They have proven very valuable to teachers and the school system. This year three schools made a rather careful study of remedial reading, one of arithmetic, one of visual aids. The High School completed a report on its Home Room Guidance Plan.
The term "activity program" as related to schools means that children have an opportunity to participate in concrete, purpose- ful experiences in various fields of knowledge. By means of these interest is aroused and real knowledge is gained. Fair- haven schools do not carry on an organized, graded series of activities but more and more teachers are using this type of teaching to supplement textbook instruction. This year there has been a marked advance in this direction.
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