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THIRTY-FIRST
ANNUAL REPORT
OF THE OFFICERS OF THE
TOWN OF FRANKLIN
FOR THE
Fiscal Year ending Jan. 31, 1889.
FRANKLIN : PRESS OF SENTINEL PUBLISHING CO. 1889.
THIRTY-FIRST
ANNUAL REPORT
OF THE OFFICERS OF THE
TOWN OF FRANKLIN,
FOR THE
FISCAL YEAR ENDING JAN. 31, 1889.
FRANKLIN : PRESS OF SENTINEL PUBLISHING CO. 1889.
TOWN OFFICERS ELECTED FOR THE MUNICIPAL YEAR 1888-9.
Selectmen.
HENRY R. JENKS, WILLIAM ROCKWOOD, ASA A. FLETCHER.
Town Clerk. CLARENCE E. GRIFFIN.
Treasurer. HENRY R. JENKS.
Assessors.
ASA A. FLETCHER, WILLIAM ROCKWOOD, SABIN HUBBARD.
Overseers of the Poor.
GEORGE E. EMERSON, WARREN H. BRIGHT, CYRUS M. ALLEN.
Collector. WILLIAM E. NASON.
School Committee.
GEORGE B. DORR. GEORGE KING, WILLIAM F. RAY, MISS LYDIA P. RAY, MRS. MARY A. WIGGIN, MRS. REBECCA FARNUM.
Constables.
LEWIS R, WHITAKER, WILLIAM E. NASON, TIMOTHY PACKARD.
Fence Viewers. BRADLEY M. ROCKWOOD, ALEXANDER F. MCLEAN, WILLIAM MANN.
Field Drivers.
B. M. ROCKWOOD, WILLIAM E. CROWNINGSHIELD JOHN M. DOW.
Pound Keeper. GEORGE B. PECK.
APPOINTEES.
Engineers of the Fire Department.
GEORGE E. EMERSON, BRADLEY M. ROCKWOOD, FRANK A SHINER, WILLIAM H. SPEAR.
Auctioneers.
WILLIAM E. NASON, LEWIS R. WHITAKER, HORACE S. MORSE, DAVID W. CORSON.
Surveyors of Lumber. OTIS F. METCALF, WILLIAM ROCKWOOD, JOHN CANNEY, LUCIUS DANIELS, FRANCIS W. SMITH, J. W. WHITING, 2D.
Measurers of Wood and Bark.
WILLIAM ROCKWOOD, JOSEPH H. WADSWORTH, J. C. JACOBS, JOSEPH W. HEATON, HORACE S. MORSE, ALBERT H. HILL.
Measurers of Grain.
FRANK D. METCALF, WILLIAM ROCKWOOD, JOSEPH H. WADSWORTH, O. S. STETSON.
Weighers of Coal and Hay. JOSEPH W. HEATON, WILLIAM ROCKWOOD, JOSEPH H. WADSWORTH, J. C. JACOBS, WILLIAM MANN.
Sealer of Weights and Measures. CLARENCE E. GRIFFIN.
Board of Registration.
VINCENT LAFORME, JR., NATHAN C. NYE, JAMES W. DESMOND, CLARENCE E. GRIFFIN.
Night Policemen.
ANTHONY CONNOR, *CHARLES S. MERRILL,
GEORGE D. HEATON.
*Resigned.
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Special Policemen.
GEORGE BERBEAU, JOSEPH SMITH,
AARON R. MORSE.
JEROME B. FITZPATRICK,
JOHN W. RICHARDSON,
ALBERT W. NEWELL,
ROBERT DAVISON,
CHARLES R. GOWEN,
EDMUND J. ROCKWOOD,
JOSEPH T. HUTCHINSON,
HERMAN MILLER,
EMORY MUNYON,
WILLIAM H. HOWE,
ARTHUR D. MCNUTT,
MARTIN HUNTER.
Inspector of Oil. THADDEUS M. TURNER.
Undertakers.
R. L. McPHERSON, J. B. FITZPATRICK, HENRY BEMIS.
Forest Fire Wardens.
T. J. DANIELS,
ROBERT B. STEWART, C. A. STOCKBRIDGE. Lockup Keeper. ANTHONY CONNOR.
SCHOOL COMMITTEE FOR 1888-9.
W. F. Ray, term expires 1891. Miss Lydia P. Ray, term expires 1891. Mrs. M. A. Wiggin, term expires 1890. Dr. George King, term expires 1890. Mrs. A. M. Farnum, term expires 1889. George B. Dorr, term expires 1889.
Chairman, George B. Dorr. Secretary, Lydia P. Ray.
Report of the School Committee.
The School Committee respectfully submit the following re- port of the condition of the public schools, and of their needs by way of accommodations for the coming year, with such suggestions for their improvement as seem to them proper. A financial exhibit, showing the appropriations and expenditures for the year, will be found in the auditor's report.
SCHOOLS AND TEACHERS.
As has been well said, "The school will be what the teacher makes it. The poor teacher will make a poor school, no mat- ter how good the supervision or how liberal the furnishing ; and the good teacher will make a good school, under almost any circumstances." Hence the most important duty devolv- ing on the committee is to furnish good teachers for the schools.
It has been for many years the settled policy of our school board to supply the primary and intermediate grades with teachers selected from the most promising graduates of the High School. This plan is of course open to some objection ; since taking a young girl without previous training or experi- ence, and putting her into a primary school can at best be looked upon only in the light of an experiment. It may suc- ceed, and then again it may not. Thus far the committee have been fortunate in their selection of teachers from the High School graduates. These young ladies have had much to learn. But usually they have proved apt pupils. And it is with pleasure we record the fact that some of them now rank among our very best teachers.
We would, however, earnestly recommend our young grad- uates, who purpose to make teaching a profession, to spend at least a year at one of our Normal Schools-where it is possi-
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ble to do so-both for their own benefit and for that of the schools. The training received there and the knowledge of methods would be invaluable to them in their work. We would also urge upon them, and upon all of our teachers, the need of constant reading and study, not only in the line of their chosen profession, but in the wider field of general liter- ature. By this means they will lay the foundation for a broad and liberal culture which cannot fail to be of very great value to them in their work. It will, moreover, serve to keep them out of those intellectual ruts into which teachers sometimes fall.
The true teacher is never satisfied with his present knowl- edge or attainments. He is constantly seeking for new light, for more advanced methods. In this way only can he hope to keep abreast of the times, and thus satisfy the constantly in- creasing demand that is being made upon the teacher for bet- ter work, and for wider and more far-reaching results. The time has been in this country-it was in the days of the tradi- tional red schoolhouse, or "deestrict school"- that if the teacher only knew a little more than his pupils he was consid- ered competent to instruct in "readin', 'ritin' and 'rithmetic," and that was deemed sufficient.
But times have changed. The red schoolhouse period has gone by ; and with it the old-fashioned ideas and methods have also disappeared. Now it is pretty well understood that the more a teacher knows, the wider acquaintance he has with books, other things being equal, the better equipped he is for his work.
Up to this time the committee have pursued a system of what is called promotion. by which teachers who give evidence of superior merit in the outside and primary schools are trans- ferred to the higher grades, as vacancies occur. But it may well be doubted if this plan is in accordance with the most ad- vanced ideas upon this subject. It is the opinion of many ex- perienced school officers that teachers should be especially trained for primary work, since this is the basis of our whole school system ; and if the work be poorly begun the ill effects will be seen throughout the whole course. In Prussia primary
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teachers are obliged by law to go through a three years' course in a teachers' seminary, an institution similar to our Normal schools, into which only the most promising candidates are admitted, after a rigid examination as to scholarship, moral character, and bodily health.
It has been suggested that if promotions are to be made at all they "should be from the grammar up to the lowest pri- mary grade, and the pay should increase in the same direc- tion." This may be carrying the matter a little too far. But there can be no doubt that as good teaching talent is needed in the primary as in the grammar grades ; and it would be well for our primary teachers to consider whether it is not mani- festly for their interest to perfect themselves in their present work instead of making haste to get "promoted" to one of the higher grades. If they should do this they would soon be able to command as high wages as teachers in other grades. What is needed in this town is a training school for primary teachers ; and this no doubt we shall have before many years have elapsed.
CHANGES OF TEACHERS.
The first change during the present year was occasioned by the sad death of Miss Delia M. Bailey, at that time in charge of the Primary-Intermediate school on Arlington Street. This most estimable young lady was a graduate of the High School from which she was appointed to the position of assistant in the Sub-Grammar school. From this she was promoted to the Northwest School, which she conducted for about two years with marked success. From this school she was trans- ferred to the mixed school on Arlington street, where she was engaged in teaching until a short time before her death. Her loss was deeply felt by her pupils, by the teachers, and by the entire community. Upon the death of Miss Bailey, Mrs. L. A. Harris was elected to fill her place in the Arlington street school.
HIGH SCHOOL.
At the close of the spring term, owing to a want of harmo- ny between the principal and the committee, it was thought
2a
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to be for the interest of the High School to make a change of teachers. Accordingly, Mr. White failing of a re-election, Mr. Clarence A. Brodeur, a graduate of Harvard University, was appointed to the position. Mr. Brodeur carne to our place an entire stranger ; but during his two terms of service he has shown the qualities of a true teacher. He has not only succeeded in gaining the confidence and esteem of his pupils, but he has to a considerable extent, inspired them with his own zeal and enthusiasm. We believe our High School is in good hands ; and with a constantly increasing number of pu- pils, and with the new accommodations soon to be furnished -as we trust-by the liberality of the town, we look to see it take a still higher place among the public institutions of Franklin.
OTHER CHANGES.
On opening the schools in September it was found that an- other Intermediate was needed. Therefore it was decided to make the Primary-Intermediate school at Arlington street, pri- mary in both departments, and to form a third Intermediate, to take the place of Primary No. 4 in the Nason street school. This was accordingly done ; and the pupils from Miss Sawyer's school (Primary No. 4) were transferred to Miss Cleary's school (Primary No. 5) and to the new Primary school on Ar- lington street.
At this time it was also found necessary to form a new Gram- mar school. This was placed in the Town Hall which was temporarily fitted up with seats for the purpose. By the formation of these schools several changes in teachers were made necessary. Miss M. E. Davis, of Sub-Grammar No. 1, was placed in charge of the new Grammar school. To fill her place Miss M. A. Sawyer was transferred from Primary No. 4,-now Intermediate No. 3. In charge of this school Miss S. E. Young, of Primary No. 3, was placed ; and to fill her position Mrs. L. A. Harris was transferred from the Ar- lington St. Primary-Intermediate-now Primary No. 4. Fin- ally, to complete these changes, Miss Adeline McDonald, assistant in the Grammar school, was elected to Primary No.
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4. Thus was a "forward movement" made all along the line -of promotion.
On the whole these changes must have been somewhat con- fusing to both teachers and pupils. It is doubtful if any of them were quite sure of their whereabouts for a day or two. But they soon got settled to their work and, so far as we can judge, the changes made have proved, for the most part, sat- isfactory.
Other changes made at the beginning of the fall term were, Miss Ella B. Daniels elected to fill the vacancy made by the resignation of Mr. Howard at the l'opulatic school, and Miss Rebecca Dunning appointed to the place made vacant by the resignation of Miss Dorr at Primary No. 2.
Aside from these changes our teachers remain the same as last year. Some of them have been with us long, and have served us faithfully. For the most part we believe they are well equipped for their work. They have shown themselves earnest, pains-taking, and conscientious in the discharge of their duties. They are not resting wholly upon past attain- ments for success ; but, by daily preparation for their work, and by careful study of the most advanced methods, they are striv- ing to keep abreast of the times, and thus to preserve alive and burning in their own minds, and in the minds of their pupils, that love and enthusiasm for study without which school life is little better than unmeaning drudgery.
COURSE OF STUDY.
At the beginning of the fall term some changes were made in the course of study which it is believed will be for the ben- efit of the schools. In the primary grade the course has been shortened one year. In the other grades the time allotted to each remains the same. The full course now embraces a period of thirteen years, namely : three years in the primary, two years each in the intermediate, sub-grammar, and grammar, and four years in the High School.
The work in all the lower grades is now thoroughly practi- cal. The only objection we think that can be urged against our present course of study,-except perhaps in some minor
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particulars which will no doubt be soon regulated, -is that for some of our pupils it embraces too much; and the question might be raised, if even for the brightest and most ambi- tious too many different branches are not attempted in the High School. This is a problem that has puzzled our leading educators for many years ; and it is one that is likely to puzzle them for many years to come. In the case of our own course of study if it were decided to make it less comprehensive the question would be how to reduce the number of branches and yet leave out nothing essential.
Of course it is not expected that our High School will con- fer the benefits of a liberal education upon its graduates. This can only be obtained from the colleges and universities. But its purpose is to bestow upon those whose time or means are limited as much of culture and knowledge as can be crowded into the space of four years. The question is whether more would not be really gained it less were attempted ; in other words if thoroughness is not sacrificed to comprehensiveness.
It has been urged by some that the purpose of the High School should be to fit our young men and women for the act- ual everyday duties of life. Hence the curriculum should em- brace only such studies as have a practical bearing upon the problem of how to "get on in the world." We think this is taking entirely too low a view of education. It is bringing everything down to the basis of bare utilitarianism. Those branches of study which bear intimately upon the problem of success in life are certainly important, and should receive their share of attention. But there are other capacities of the hu- man mind besides those which relate to money-getting ; and these, in a course of study that is meant to educate true men and women, should not be neglected. There is always danger in a one-sided system of education.
After all the most that can be said of any of our so-called institutions of learning is that they teach us how to read and to think. They simply lay the foundation for an education. They open the door, so to speak, to the pleasant fields of knowledge. Through this we get glimpses of what lies before
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the student ; and, if so minded, we enter in and begin to pluck the fruits and flowers for ourselves.
Our High School course may be likened to a series of fields in each of which a different kind of fruit is growing. The visitor enters and thinks to regale himself upon the feast spread out before him. But he is hurried along so fast that he has barely time to taste of the fruit of one field before he is uncere- moniously pushed into another.
But notwithstanding this defect-incident to all short courses of study which in conformity to public sentiment must be made to embrace much-we believe the course of study form- ulated for the High School is as good as it can be well made, unless some of the branches be dropped, or another year be added to the course.
As at present constituted our curriculum embraces three dis- tinct courses of study, namely : a classical, a mixed classical and scientific, and an English course. The first is for pupils desiring to pursue a collegiate course. The second is for those who wish to obtain some knowledge of foreign languages, and also to acquire a good degree of proficiency in the natural sciences. The third is for our young men and women who purpose to pursue some trade or calling in which a knowledge of business forms and methods will be of use to them. In all these the study of English literature is made a prominent feature.
MUSIC.
There is, perhaps, no branch of study taught in our schools in which progress is more clearly indicated than in music. Until within a year or two this study has been somewhat neg- lected by our teachers and school officers. Or, rather, it was not made a study at all, but was introduced occasionally, as a pastime. But for the past year and a half vocal music has been regularly taught, under the instruction of Mrs. L. T. Hosmer, whose work has been supplemented by daily drills conducted by the teachers.
At the present time the most pleasing results of this teaching are seen in the lower grades, where nearly all the pupils sing ; while in the higher grades many of the pupils, having little
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natural taste or capacity for music, and having received no training in the primary grades, take little or no part in the drill. This is the principal difficulty that Mrs. Hosmer has to contend with. But it will soon disappear as the pupils now in the primary schools advance to the grammar grades.
We would caution the teachers against yielding to the temp- tation to spend too much time in singing songs by "rote." This is a pleasing exercise, and may do no harm once in a while ; but it should not be allowed to take the place of regu- lar work. What we want is a daily drill from the chart in the elements of music, in order that the pupils may learn to read with rapidity and precision. We want our boys and girls to acquire something more than a " smattering " of music.
One thing more ; if music is to be taught in our schools,- as it undoubtedly will be,-it is absolutely necessary that our teachers should prepare themselves for this work. "As is the teacher so is the school" is not more true of ordinary school work than of instruction in music. It may not be necessary that our teachers should be experts in singing. But they should have a thorough knowledge of the science of music and be able to lead as well as to instruct their classes. They should moreover, be earnest and conscientious about this work. In teaching music. as in other branches, the teacher strikes the key note. If she is full of life and energy she will be able to inspire her pupils in some degree with her own enthusiasm. But if she performs her duties in a desultory, perfunctory sort of fashion, as if she were anxious merely to get them off her hands, the pupils will soon fall into her ways.
As the importance of music as a means of educating the tastes, feelings, and morals of our children comes to be better known and recognized more attention will be paid to it in our schools ; and if teachers expect to obtain desirable situations they must prepare themselves for teaching this branch of study as well as others. We throw out these hints not only for the benefit of those who are teaching now but for those pupils in our High School who purpose to become teachers.
TEMPERANCE TEACHING.
Complaint has been made that the subject of temperance has
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received less attention from our teachers than its importance demands. There may be some truth in this. But the teachers have not been wholly to blame. There have been difficulties connected with this branch of study that are not very well un- derstood except by the teachers and school officers. These will no doubt be overcome in the future.
We believe the duty of teaching temperance and hygiene in our schools is a binding one, both in a legal and in a moral point of view ; and we think new text books on these subjects, adapted to the different grades, should be procured, and a por- tion of time set apart in each school for this work.
There can be no question but that in all measures of reform we must begin at the bottom if we would accomplish results. The reason why "prohibition does not prohibit" in this state is because public sentiment does not fully sustain it. What we need then is to manufacture public sentiment by educating the children in principles of total abstinence.
ATTENDANCE.
The census of our school population taken last spring shows that the number of children in town of the school age was 923. If all of these children attended school regularly we should have nearly fifty pupils to each school. But as a matter of fact the registers show that the average attendance falls much short of this number. Absenteeism is now as it always has been the crying evil of our schools. So far as enrollment is con- cerned the law is usually complied with ; that is, the children are sent to school a part of the time-enough to "clear the law."
In speaking of absenteeism it is generally supposed, doubt- less, that we mean illegal absenteeism. But such is not the case. There are always a few instances of this,-enough to occasion a good deal of trouble to the school officers. But the loss to our schools from absenteeism comes mainly from irreg- ular attendance on the part of those who are supposed to at- tend school the entire year.
In this matter the committee are powerless to act, except in so far as they may be able to bring moral influences to bear
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upon the parents. These have an undoubted legal right to keep their children from school a portion of the time. But we believe they have no moral right to do so unless it be for some sufficient cause.
If the fault were confined to those parents who are suffering from sickness or poverty we should have little to say, except to encourage them, for the good of their children, to send them to school as many days in the year as possible. But when the children of well-to-do parentsare kept from school on the most trifling pretexts,-such, for instance, as attending a picnic, go- ing to a circus, visiting their friends, or for any other purpose the object of which is merely recreation,-we must enter our earnest protest against the practice, as not only a wanton in- jury to the pupils, but as destructive of the best interests of our schools.
We speak of this matter thus plainly because we believe this particular phase of absenteeism is the cause of more injury to the schools than all others combined. It is the result, doubt- - less, in a great measure, of thoughtlessness on the part of parents. They do not fully realize the injury to their children or to the schools that results from irregular attendance. ' They probably think an occasional absence of half a day or a day will not make much difference. These parents should visitthe schools and talk with the teachers on this subject. Then, un- less we are greatly mistaken, they would change not only their views but their practice.
There is another phase of irregular attendance that we must speak of, although it is doubtful if much can be done to abate the evil at present; we mean the loss to our schools from parents sending their children only the twenty weeks required by law. This is a great misfortune,-in many cases an abso- lute wrong,-to the children, since, in effect, it breaks up their school life. As a result they get behind in their classes ; they become discouraged, and lose all interest in study ; finally they come to hate school, and take every opportunity to escape from it. Thus they not only lose all benefit of the school themselves but by their influence and example they injure it for others.
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As an instance of how far this irregular attendance is some- times carried we cite two cases. The first is the Populatic School, where the average attendance during the spring term was only 68 per cent. The second is the South Franklin school, where during the winter term (1887) the average at- tendance was only 54 per cent. These are of course extreme cases. In both there were special causes for this low average, chief of which was the fact that many of the pupils were small and had a long distance to go ; and as the weather was severe a part of the time they were kept at home. We wish to make all the allowance possible in such cases. Nevertheless there was on the part of some parents inexcusable neglect.
We are glad to be able to say that quite a number of the parents in both of these schools have usually sent their children punctually to school, unless prevented by causes beyond their control. We must also say that the attendance at the Popu- latic School is now very fair ; while that at South Franklin has improved, although it is still far from what it should be.
From these examples as a basis it would be easy to figure out a great waste of the town's money. Of course in the cen- ter schools, where the attendance has been fair, the loss is much less. Still it is enough to give abundant food for reflection to all students of public economy.
But what shall be done? It will not do to say that we must spend less money for schools. It is the duty of the town to provide accommodations for all children of school age, no mat- ter whether they attend or not. It must also pay the teachers' salaries and other expenses. It costs just as much to run a school of 50 pupils when the average of attendance is only 75 per cent. as when it is 100.
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