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THIRTY-SECOND
ANNUAL REPORT
OF THE OFFICERS OF THE
TOWN OF FRANKLIN,
FOR THE
FISCAL YEAR ENDING, JAN. 31, 1890.
FRANKLIN : SENTINEL PUBLISHING COMPANY. 1890.
THIRTY-SECOND
ANNUAL REPORT
OF THE OFFICERS OF THE
TOWN OF FRANKLIN,
FOR THE
FISCAL YEAR ENDING, JAN. 31, 1890.
FRANKLIN : SENTINEL PUBLISHING COMPANY. 1890.
TOWN OFFICERS ELECTED
FOR THE MUNICIPAL YEAR, 1889-90.
Selectmen.
HENRY R. JENKS, GEORGE W. WIGGIN, JEREMIAH J. MCCARTHY, BRADLEY M. ROCKWOOD, EDGAR K. RAY.
Town Clerk. CLARENCE E. GRIFFIN.
Treasurer. HENRY R. JENKS.
Assessors. WILLIAM ROCKWOOD, CALVIN M. SMITH, CYRUS M. ALLEN.
Overseers of the Poor. GEORGE E. EMERSON, WARREN H. BRIGHT, CYRUS M. ALLEN.
Auditor. NELSON E. NEWELL.
Collector. WILLIAM E. NASON.
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School Committee.
GEORGE KING, Term expires March, 1890.
MARY A. WIGGIN,
1890.
WILLIAM F. RAY,
66
66 1891.
LYDIA P. RAY,
66
66
1891.
CLARENCE E. GRIFFIN,
66 1892.
REBECCA FARNUM, 66
66 1892.
Constables.
WILLIAM E. NASON, LEWIS R WHITAKER, TIMOTHY C. PACKARD.
Fence Viewers.
HERBERT M. STOWERS, WILLIAM MANN. BRADLEY M. ROCKWOOD.
Field Drivers.
AARON H. MORSE, WILLIAM A. COTTON, ALFRED CLARK.
APPOINTEES.
Engineers of the Fire Department.
GEORGE E. EMERSON, THOMAS SPENCE, WILLIAM F. BUCKLEY, LAWRENCE J. KELLY,
FRANK SHINER, LAWRENCE E. MORRISSEY.
Auctioneers.
LEWIS R. WHITAKER, DAVID W. CORSON, WILLIAM E. NASON, AARON R. MORSE.
Surveyors of Lumber.
WILLIAM ROCKWOOD, LUCIUS W. DANIELS, J. M. WHITING, 2D, OTIS F. METCALF,
WALTER M. FISHER, ORAMEL B. BLAKE,
JOS. H, WADSWORTH.
Measurers of Wood and Bark.
WILLIAM ROCKWOOD,
JOSEPH H. WADSWORTH,
J. C. JACOBS, J. W. HEATON, HORACE S. MORSE, ALBERT H. HILL, ORAMEL B. BLAKE.
Measurers of Grain.
WILLIAM ROCKWOOD, ORLANDO S. STETSON, FRANK D. METCALF, JOS. H. WADSWORTH.
Weighers of Coal and Hay. WILLIAM ROCKWOOD, JOSEPH W. HEATON, J. C. JACOBS, ORLANDO S. STETSON, WILLIAM, MANN, JOS. H. WADSWORTH.
Sealer of Weights and Measures. CLARENCE E. GRIFFIN.
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Board of Registration.
CLARENCE E. GRIFFIN. JAMESĮW. DESMOND, Term expires May 1, 1890. DANIEL W. HALLORAN, 66 1891.
NATHAN C. NYE, 66 1892.
Night Policemen.
ANTHONY CONNOR, *AARON R. MORSE, SILAS W. NICKERSON, GEORGE D. HEATON.
Special Policemen.
GEORGE D. HEATON, GEORGE BOURBEAU.
CHARLES R. GOWEN,
ALBERT W. NEWELL,
JOHN W. RICHARDSON, JEROME B. FITZPATRICK,
JOSEPH SMITH,
ROBERT H. DAVISON,
WILLIAM H. HOWE,
HERMAN B. MILLER,
EDMUND J. ROCKWOOD.
SILAS W .: NICKERSON,
ALBERT J. SMITH,
CHARLES BADGER,
WARREN H. BRIGHT,
HERBERT W. STOWERS,
ORLANDO S. STETSON,
JOSEPH T. HUTCHINSON,
EDWARD P. PROCTOR.
Board of Health. DR. GEORGE KING, WM. E. NASON, AARON R. MORSE.
Inspector of Oil. THADDEUS M. TURNER.
Undertakers.
R. L. McPHERSON, J. B. FITZPATRICK,
HENRY BEMIS.
Forest Fire Wardens. T. J. DANIELS. CHARLES E. WOODWARD,
WM. F. KING, JAMES HOOD, HENRY B. KIMBALL.
Road Master, HERBERT M. STOWERS.
Undertakers, under Chap. 395 of 1889. T. M. TURNER, W. M. FISHER.
*Resigned.
REPORT OF THE SCHOOL COMMITTEE.
To the Town of Franklin :
Among the duties required of school committees by public statute is that of making, annually, a detailed report of the public schools intrusted to their care, in which they are re- quired to make such suggestions, and to give such information in relation to said schools as they may deem necessary to pro- mote the interests thereof. It will be our endeavor to dis- charge this duty in such a manner as will not only enable you to judge of the degree of efficiency with which we have per- formed our duties to the schools, and of the appropriations necessary to be made to keep them up to their present stand- ing ; but shall also induce you to provide such needed in- creased accommodations and facilities as may conduce to their higher welfare as well.
TEACHERS AND TEACHING.
We agree with the generally expressed opinion of those who have had the superintendency of schools that, other things being equal, the longer teachers, within reasonable limits, can be retained in one grade of school, the more efficient will be their teaching, and the results will be correspondingly advan- tageous to the pupils. This is what might reasonably be ex- pected where a faithful and observing teacher has a prolonged opportunity to become thoroughly acquainted with the dispo- sitions and mental characteristics peculiar to the children of the grade for which he may have a preference, or to which he may have been assigned. Not only this, but the scholars on
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entering the grade soon become familiar with their teacher's methods of discipline and teaching, and so long as they remain in that grade are, thus early, in a favorable condition to con tinue their course without interruption in this important re spect. When these relations have once been established be tween teacher and pupils we think much has been gained towards a successful progress. But notwithstanding that teachers may have this advantage, with the additional help of the best of supervision and all the most approved appliances to aid them, their success must necessarily be limited and greatly retarded for a considerable length of time, unless they had previously had some training in scientific and systematic methods of teaching. It has been well said by one of the agents of the "Board of Education" that "the character of the school is a reflection of the skill and tact which the teacher employs in its management and instruction." It should not be forgotten that the main object of teaching is to so discipline the mental powers of children as to enable each in the future, to direct his own education as he enters upon the duties of private and public life.
What would be thought of the management of a public li- brary consisting of a large number of volumes, many of which related to similar subjects, if they should be promiscuously cat- alogued and placed on the shelves, without any regard to their relative importance or convenience of reference? We imag- ine that the public would at once see that such an arrangement would deprive them of a large share of the benefits that a judicious management would bestow, and would demand, at any price, an experienced and trained librarian and a compe- tent board of management.
Desirable as this may be, it sinks into insignificance beside the importance of rightly imparting the elements of knowledge that are to be impressed on the susceptible minds of children, which by means of the memory, is to be largely the source from which to draw for the purpose of thinking and reason- ing, to guide them in the manifold duties of after life. The full importance of this can only be realized when, by the loss of those faculties through which knowledge is conveyed to the
9
mind, we come to realize how little, besides that previously acquired, is left us. In the former case, a faulty arrangement can be easily overcome ; but in the latter, it will be found next to impossible to eradicate the effects of erroneous teaching. It is for these, and other reasons that will readily suggest themselves, that we would earnestly insist on thorough preparation for teaching. It is for this object that the Normal Schools were established ; and the opinion is confidently expressed by the Board of Education, and those associated with them, as well as superintendents of schools, that they have well served their purpose. Therefore, we advise those who intend to follow teaching as a pursuit, to avail themselves, when possible, of such advantages, before entering upon their intended occupa- tion. It is freely admitted that we have many good teachers in our public schools, who have not had these additional ad- vantages, and some inferior ones who have. But it is ob- vious that the success attained in such cases is largely due to a knowledge of methods of teaching acquired, after having com- menced their work, by experience and such information as is afforded by teachers' institutes and associations, and observa- tion of the methods used in schools where the normal system of teaching prevails. While success obtained under such cir- cumstances is commendable and to be encouraged, we cannot but feel that our schools suffer-so much detriment while the experiment is being tried, that it would be better in case of beginners, at least, to select when possible from those who have had a more thorough training in the fundamental prin- ciples and methods of teaching. Is it not as necessary and reasonable that teachers should have as thorough preparation in technical knowledge and training, after having acquired a fund of general information, and before entering upon their work, as it is for those who undertake the duties of the vari- ous professions? Such a course is now regarded as so essen- tial to the successful practice of law, medicine and theology, that it is the exception that their devotees do not spend from two to four years in colleges and schools especially founded and equipped for imparting such technical knowledge as is peculiar to each profession.
2a
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CHANGE OF TEACHERS.
Ali the changes in our corps of teachers for the past year have been made in consequence of voluntary resignations on their part. By this announcement we would not have it un- derstood that we think no changes could have been made for the better, provided we had had the means at our command to pay such wages as experienced and thoroughly equipped teach- ers command. It is our experience that in some cases it is better to tolerate some minor defects in teachers than to attempt to overcome them by changes which are frequently liable to evils that we cannot foresee.
At the close of the spring term in June, Miss Martha E. Davis, Miss Clara M. Craig, Miss Edna A. Bright and Mrs. Jennie H. Mann tendered their resignations and were accept- ed. Miss Davis' place in the 2d Grammar School was filled by Miss Clara A. Smith, who after struggling along bravely under the adverse circumstances to which this school is sub- jected in consequence of unsuitable accommodations was, one week before the close of term, under the necessity of resigning by reason of ill-health and death in her family. Her short term of service and the somewhat impaired health from which she suffered during the time, as well as the circumstances to which we have already alluded, were not favorable to a full display of those excellent qualities for teaching, which we have reason to think she possesses. Her successor was Miss F. E. Brown, who came highly recommended for ability and success in teaching that grade of school. But unfortunately for the school as well as herself, she also, after two or three weeks' stay, resigned, feeling that she was not equal to the situation. To take her place, we have secured the services of Miss Flor- ence E. Holt, who we trust is installed for a prolonged stay with us. The vacancy occasioned at Unionville by the resig- nation of Miss Craig was filled by the transfer of Miss Stock- bridge from South Franklin, at her request for a change. To take her place we appointed Miss Annie A. Williams, who is a graduate of Dean Academy, and has had several terms of successful experience in teaching ungraded schools. £ Her
11
work so far has been highly satisfactory. The position in the High School, vacated by Miss Bright, has been assigned to Miss Grace C. Whiting, who has had not only the advantages of a post-graduate course at the Worcester High School, but also a special course at Smith's College, where, by entering in advance, she was able to complete the full course in French and literature required in that institution. Judging from her methods of teaching and what she has accomplished while with us, we are sure that she is thoroughly well equipped and adapted to the position which she holds. And we feel that we were fortunate in securing the services of one so well qual- ified to help keep up the high standard which our High School has already attained under its present management. The school at the Northwest is being taught, since Mrs. Mann left, by Miss Alma A. Knowlton, who is a teacher of much expe- rience and ability. Her teaching, so far, has been highly sat- isfactory to both parents and committee. The remaining seven- teen teachers are the same that have faithfully served us, from nearly two to more than ten years consecutively.
SCHOOLS AND SUPERVISION.
We find that the village schools have, during the past year, been gradually increasing in membership. On comparing the average membership of all these schools, excepting the High, for the 5th, 6th and 7th months of this year with the corre- sponding ones of last, we find the increase to be nearly 7 per cent. ; while that of the High School has been 20 per cent. The average membership of all but the High has been 40.35. The average membership of the High is 56.1. The average membership must not be confounded with the total member- ship. This varies in consequence of scholars entering and leaving school and is of course larger than the average mem- bership. The average attendance has been considerably re- duced by an epidemic of scarlet fever and "la grippe." Not- withstanding we think it up to that of past years.
While the High School has been increasing in numbers, we think there has also been a corresponding increase of effort on the part of its teachers and scholars to advance its standard
12
of scholarship. £ This has been made conspicuous by their successful efforts in procuring valuable reference books for the library. There is now in the High School library a total of 154 volumes, at an estimated cost of $139.54. Since Sep- tember, 1888, the scholars have, by their own exertions and at their expense, added 99 volumes at a cost of $98.15. Be- sides this, there is a balance of $15 on hand to be expended in replenishing it. As there was no suitable accommodations for this valuable and generous contribution, your Committee felt that they should supply this demand in a manner worthy of it. Consequently we have had made a book-case, ample for any additions by future classes who may desire to emulate such praiseworthy efforts. The case is constructed of dark ash, and has glass doors above and paneled ones beneath. The trim- mings are in good proportion, which give it an artistic appear- ance. We can but hope that the teacher and scholars who in- itiated and carried forward this highly commendable enter- prise may soon have the pleasure of seeing it installed in a library room in a new building. The special committee hav- ing this school in charge, thought that scholars manifesting such a spirit of enterprise and interest in the welfare of their school, were worthy of more permanent record ; and conse- quently they have devised and procured a suitable blank book for the purpose, to be entitled "The Franklin High School Record," in which is to be recorded the names, with the schol- arship and standing of all scholars who have entered the school since September, 1888, as well as those who may enter in the future.
We cannot but hope that the day is not far distant when the public will be so aroused to the importance of our free public schools to the welfare of the nation, that our philanthropic and wealthy citizens may be induced to contribute as liberally for the purpose of sustaining and advancing them, as they have for other higher institutions of learning, of which these are the very foundation, and without which they would have but a precarious and feeble support. If the awards of fame as- signed to individuals for their liberal gifts for the promotion o
13
public education are in proportion to the good which the needy derive from them, then surely the name of Mrs. Mary B. Young, who has had erected, at her own expense of about $750,000, one of the finest and best equipped public High School buildings in this State, if not in the United States, and has presented it to her native city of Fall River, should be ranked with that of a Harvard, Yale, Girard, Peabody, Dean and many others whom a grateful public delight to honor.
While we believe that our schools, as a whole, have attained a fairly good standing in comparison with those which have had like advantages, and are in a more rapidly progressive condition than formerly, yet we are forcibly reminded by our observation that many outlays and improvements must be made before they will attain to that degree of efficiency in imparting knowledge that all well-wishers of our public schools so ear- nestly desire should be realized. We trust that our well- intended efforts have, in some due degree, been the means of accelerating their progress towards that higher standard which we have ever kept in view. As we have made no radical changes in the general course of school management which had been previously pursued, we are led to think, that the greater progress, which seems to us so apparent, may fairly be attrib- uted to a more careful attention given to the details of school work on our part, in connection with more efficient methods of teaching adopted by our teachers. Of the changes which we have made, that in relation to a course of study may, per- haps be regarded of the most importance. Although there had been, at some former time, one adopted and introduced into the schools, we found that it had so lapsed by reason of disuse as to exist only by a vague understanding between teacher and Committee. Regarding it of the first importance that our teachers should have a well defined course of study before them to enable them to more successfully carry forward their work, we, during the early part of last year, placed the matter in the hands of a sub-committee to carefully consider and report. After a careful examination of several courses that had been adopted by different cities and towns, a draft was formulated
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such as was thought best adapted to the condition of our own schools, and presented. This, after careful scrutiny by the full Board, was, with the exception of a few minor changes, adopted and introduced into the schools. The importance of this will be readily realized when it is remembered that there are a large number of scholars belonging to the same grade being taught by different teachers in schools isolated from each other ; and, unless there was some well defined course of study which each teacher was required to follow, there would be comparatively little uniformity of progress made by the differ- ent ones. After a year's trial or more it has been found so satisfactory that we take pleasure in inserting it in detail as an appendix to our report.
We will mention a few other changes only, in connection with improved methods introduced, which have, we think, tended to produce the results to which we have already allud- ed. In all the grades of schools below the. High Grammar, we have insisted on greater attention being paid to the study of language. For this purpose we have provided the schools with language charts, and a more full supply of dictionaries, and have also required the scholars to devote more time to the copying of sentences from the black-board ; as well as to write others of their own composition. We find by such a course of training that they soon become habituated to the correct use of language, and so are enabled to speak and write it with greater facility. We can already see much improvement in the ease and correctness with which they express themselves in their written examinations and other written exercises.
Special watchfulness and care have also been given to the methods of instruction in the primary departments, particu- larly in regard to the methods of learning to read. There is a strong tendency among inexperienced teachers, as well as some others, to adopt the former method of first teaching the scholars the words of a sentence before teaching them to read it at sight as a whole. By the former method the pupils were very apt to acquire the habit of pronouncing the words in a drawling and monotonous tone of voice without any feeling of
1
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interest in the exercise. In the latter case the child's interest is aroused hy first comprehending the thought conveyed by the sentence, which stimulates him to learn the words which are used to express it, and consequently read in a more natural tone of voice like that in conversation.
Another step in advance has been made in the schools out- side of the village, by a more rigid classification of the schol- ars, which has considerably lessened the number of classes, much to the relief of the teachers and advantage to the schol- ars. We have always regarded the greater number of classes in these schools as one of the greatest obstacles to progress with which they had to contend. We have therefore made strenuous efforts to lessen it.
We would respectfully suggest to those who may be inclined to accept our estimate of the progress and condition of the schools, that they take into the account the increased number of our Committee over former boards, as well as the greater amount of time devoted by us to the work.
Notwithstanding the opinion of those who have had the best opportunity to judge that our public schools have made great progress under the present system of management, they are equally positive in the opinion that it has its defects. In fact, it is quite unreasonable to suppose that the members of a school committee, who for the most part have to devote their time and thoughts to some profession, or established business, or family cares, can acquire that technical knowledge best cal- culated to fit them for the duties pertaining to such a respon- sible and important position. Even if, in exceptional cases, some members did possess such rare qualifications, there would still be wanting that unity of direction and efficiency of execution so essential to the greatest success of an important undertaking. To make this appear obvious in this case, we need only mention that the members of the School Committee are in a great degree quite independent of each other in their action. While a majority of two-thirds may determine the kind of text-books to be used in the schools, they cannot re-
16
strict a member as to the advice or the direction he may give a teacher in the methods of teaching from it.
In regard to the methods of teaching, at least in our schools, it would seem quite as necessary that there should be one per- son peculiarly fitted by training and experience to give direc- tions, as that an army should have a commander-in-chief to guide its combined forces in battle. It is the universally ex- pressed opinion of the agents of the Board of Education, who visit the public schools throughout our Commonwealth, that much greater advance is made in schools under the care of superintendents than in those under other supervision. And, since the State has made it possible for towns to unite in the employment of a Superintendent of Schools, and has so lib- erally provided pecuniary assistance, there would seem to be no valid reason why towns situated as our is should not avail themselves of the proffered aid. We would therefore advise that you give the subject your careful consideration, and take favorable action at the earliest possible opportunity.
MUSIC.
We have made no change in teacher and but little in method the past year. Mrs. Hosmer has been enthusiastic and as suc- cessful in producing good results as we could have hoped for.
The teachers of the several schools have worked faithfully in drilling their pupils in the weekly lessons assigned by Mrs. Hosmer, and the improvement has been marked in most of the schools. As has been before observed we must wait until the scholars of the lower grades take their places in the High School before we can realize the full benefit of their musical instruction.
We have tried to give the pupils in the ungraded schools the advantages enjoyed by those in the centre of the town, by giv- ing to the teachers of those schools one hour's lesson each fortnight. During this hour Mrs. Hosmer gives to those teachers a careful drill which they are able to give to their pu- pils. To those who are interested in music we commend the following outline of work pursued :
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The primary work for the first year will complete the first series of charts. The intermediate schools will finish the first reader, and will also begin work upon the second series of charts which have been introduced into all the upper grades. The work on the second series of charts will explain and com- plete the chromatic and minor scales. The second reader is yet in the Grammar grades and as preparatory work for the High School. The drill work in chromatic tones must be continued in the High School, but illustration of all this is needed in a collection of more elaborate works for instruction in expression, style and in the necessary exercises of gradua- tion days, which we hope soon to supply.
SCHOOL-HOUSES AND SCHOOL ACCOMMODATIONS.
The liberal appropriations made for the purpose have ena- bled us to keep the school-houses and their surroundings in a fairly good condition. The roof of the South Franklin school- house has been newly shingled, the front newly clapboarded and the whole exterior has had one coat of paint and a part two. The interior needs repairs by way of new plastering and painting.
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