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FORTY - FIRST
ANNUAL REPORT
TOWN OF FRANKLIN,
FOR THE
FISCAL YEAR ENDING JAN. 31, 1899.
FRANKLINI
1SUL
FORTY . FIRST
ANNUAL REPORT
OF THE OFFICERS OF THE
TOWN OF FRANKLIN,
FOR THE
FISCAL YEAR ENDING JAN. 31, 1899.
FRANKLIN: SENTINEL PRINI. 1899.
3
TOWN OFFICERS ELECTED
For the Municipal Year of 1898-99.
Selectmen :
J. CUSHING GALLISON, HORACE W. HOSIE,
HIRAM WHITING.
Town Clerk : ORESTES T. DOE.
Treasurer : HENRY R. JENKS.
Assessors :
WILLIAM ROCKWOOD, JAMES O. CHILSON. ELISHA P. CHAPMAN.
Overseers of the Poor:
GEORGE E. EMERSON, SAMUEL Y. REED,
HIRAM WHITING.
Auditor : NELSON E. NEWELL.
Collector of Taxes :
EDWARD H. SHERMAN.
4
School Committee :
GEORGE KING, WILLIAM A. WYCKOFF, FRED P. CHAPMAN. ..
Term expires March, 1899
66 66
66 1900
66 66 1901
Board of Health :
GREGORY A. MARTIN, CHAIRMAN.
Term expires 1899
DWIGHT M. HODGE, SECRETARY,
. : 1901
WILLIAM H. COLBY,
1900
Constables :
LEWIS R. WHITAKER. FRED L. DAVIS.
KERVIN R. JEWETT.
Fence Viewers :
CYRUS M. ALLEN, JAMES O. CHILSON. LUCIUS W. DANIELS.
Field Drivers :
ORRIN F. FISKE, MICHAEL J. HART. JOHN H. COLGAN.
Pound Keeper. NORMAN B. STONE.
Committee of Fifteen :
WILLIAM F. RAY. CHARLES F. NYE, FRED. P. CHAPMAN. GEORGE E. EMERSON. HENRY R. JENKS.
JAMES O. CHILSON,
GEORGE W. WIGGIN. JOSEPH P. BASSETT.
CHARLES STEWART, LAWRENCE J KELLEY,
HENRY E. RUGGLES, ALFRED CLARK, JEREMIAHI J. MCCARTHY, GEORGE R. WINSOR. CHARLES J. MCKENZIE
5
OFFICERS APPOINTED.
Superintendent of Streets : CHARLES S. RAND.
Special Police :
CHARLES R. GOWEN,
WILLIAM G. CODY.
JOSEPH T. HUTCHINSON, FRED L. DAVIS,
KERVIN R. JEWETT, EDMUND J. ROCKWOOD,
GEORGE BOURBEAU, AMOS W. STONE, DANIEL W. FISHER, WILLIAM REDPATH.
GEORGE W. HILL, WALTER LOVELACE,
SILAS W. NICKERSON, CHARLES BADGER,
EDWARD P. PROCTOR.
Surveyors of Lumber :
WILLIAM ROCKWOOD. ELMER M. WADSWORTH. CLARENCE H. WOODWARD, WALTER M. FISHER.
Measurers of Wood and Bark :
WILLIAM ROCKWOOD, ALEXANDER M. HAGGART. T. JEFFERSON DANIELS, KERVIN R. JEWETT,
NORMAN B. STONE, WILTON A. POND.
CLARENCE H. WOODWARD, ELMER M. WADSWORTH, THOMAS. B. ALLEN.
Measurers of Grain :
FRANK D. METCALF, CLARENCE HI. WOODWARD, ELMER M. WADSWORTH, NATHAN B. ARNOLD. WILLIAM ROCKWOOD,
JAMES F. RAY,
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Weighers of Coal and Hay :
JOSEPH E. CLARK. KERVIN R. JEWETT,
NATHAN B. ARNOLD. ALEXANDER M. HAGGART, CLARENCE H. WOODWARD, JAMES F. RAY, THOMAS KEEFE, ELMER M. WADSWORTH.
Sealer of Weights and Measures : GRANVILLE H. ELLIS.
Inspector of Kerosene Oil : GRANVILLE H. ELLIS.
Agents for Burial of Soldiers :
EDWIN A. MASON,
WALTER M. FISHER.
Auctioneers : LEWIS R. WHITAKER. DAVID W. CORSON.
Liquor Officer : ANTHONY CONNOR.
Night Police Officer : WILLIAM REDPATH.
Inspector of Animals and Provisions : WILLIAM F. KING.
Forest Fire Wards :
CHARLES S. RAND, WILLIAM F. KING, NORMAN B. STONE, JAMES M. PARKER.
ALMON SANBORN, T. JEFFERSON DANIELS, CHARLES E. WOODWARD, ALBERT J. NEWELL, ELLIOT POOR.
7
Board of Fire Engineers :
JOHN G. CUNNINGHAM, EDGAR A. METCALF,
GEORGE I. PECK. JAMES B. MCKINNON.
WILLIAM F. BUCKLEY.
Board of Registrars :
BRADLEY M. ROCKWOOD, *JAMES E. KELLEY,
JAMES W. DESMOND. ¡JOHN B. COLLINS,
ORESTES T. DOE. Ex-officio.
Resigned.
¡Appointed to fill vacancy.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF FRANKLIN
FOR THE
YEAR ENDING JANUARY. 31, 1899.
GEORGE KING,
Term expires March, 1899
WILLIAM A. WYCKOFF,
66
66 1900
FRED P. CHAPMAN.
..
66 1901
E. D. DANIELS. Superintendent.
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Report of School Committee.
TO THE CITIZENS OF FRANKLIN :
With the close of the fiscal year, ending January 31st, 1899, comes the duty of making our report, embracing such information in relation to our Public Schools as we may think serviceable in enabling you to judge of their management and progress, and to assist the voters wisely in determining the amount of appropriations that should be made for their sup- port for the year ensuing. Were it not for the belief that some benefits may arise from presenting subjects from different standpoints, we might feel that the obligation resting upon us in this respect might, perhaps, be fairly discharged by print- ing the more elaborate and full report of the Superintendent, with such supplementary ones as are made by teachers on subjects coming directly under their own observation.
We think it may well be doubted if there is any other department for which appropriations are made by the town, where the citizens are more dependent on their agents for information to enable them to judge of its management than that of schools.
We have formed this opinion, in part at least, from observing how few persons, even of those having children attending the schools, ever avail themselves of any opportunity of visiting them and of witnessing the work as it is daily car- ried on by the teachers. Undoubtedly some may have a more or less valid excuse for this neglect in being unable to leave their daily employments at such times as the schools are in session. Others may think that they do not possess the attain- ments requisite for making their observation useful. It may
12
readily be admitted that to fulfill their duty in this respect, as we believe they should for the best interests of their children, it may require a special effort on their part. We feel confi- dent, however, that they would feel amply rewarded by a more frequent visitation, as by so doing, they would become more familiar with the teachers and would feel less embarass- ment arising from unfamiliar faces and new surroundings, and could observe the deportment and studiousness of the scholars. two things indispensable to the best success of any school. It is unquestionably true that in some town departments the information necessary to judge of the efficiency of the work done and the economy of expenditure is more easily obtained than in this.
In the road department the people can, while walking or riding to their daily employment or for pleasure, easily make such observations as will enable them to form an intelligent opinion of the expenditures of their money. But it should not be forgotten that the greater importance of the schools for public good requires the greater sacrifice.
FREE PUBLIC SCHOOLS.
It would seem that after such a long and successful trial no doubt could arise as to the superiority of our free school system over others for the general acquisition of knowl- edge and for promoting those moral and religious sentiments deemed so essential to the welfare of our children and to the public. But it must be obvious that to secure the greatest benefits from the schools under this system, they must be brought up to and kept at a high standard. We believe that in towns like ours the standard should be so high that no one (except in rare cases) could have any valid reason for resort- ing to other schools for the purpose of acquiring any knowl- edge essential to their advancement to any institution of learn- ing above our academic schools. There seems to be a tendency on the part of some to so magnify the little inherent evils in our public schools that they are unable to fully appre- ciate their greatest benefits. But we may well leave such biased opinions to those who entertain them. to consider those
13
of some of our greatest New England men of the past in refer- ence to them.
Daniel Webster said : " That in my opinion the instruc- tion communicated in the free schools of New England has a direct effect for good on the minds of youth. It represses vicious inclinations, it inspires love of character, and it awakens honorable aspirations." Jared Spark says: "A system may fairly be judged by its results ; the system of com- mon schools in New England claims unqualified approbation. It has existed two hundred years, and I am not aware that the people of any country or community have exhibited the fruits of moral and religious culture in a more eminent degree than the inhabitants of New England." Edward Everett adds his testimony thus : "I do not know much personally of the schools, except in this neighborhood, where they are excellent. I send my child to the public school in Cambridge because it is the best within my reach. If there were private schools where he would be better taught, I might regard it my duty to send him to it ; but I should regard this as an evil."
SCHOOL EXPENDITURES.
For those interested in the cost of our public schools at the present time compared with ten years since, we have pre- pared a series of tables for the purpose of showing it in a variety of ways.
We make no claim that these tables and the comments on them are absolutely correct in every respect, but believe them so nearly so that the; will serve all practicable purposes for which they were designed. Some of the data relied on was obtained from the school registers, which in some few cases are so carelessly kept that perfect results could not be arrived at. It should be remembered that the results in the tables are based on the average membership of the scholars in all the schools for the fiscal year beginning Feb. Ist. 1898, and ending Feb. 1. 1899, and not on the register year, which begins on April Ist of one year and ends at the same time on the next, and on which the tables in the secretary's report of the Board of Education are based. The object is to show the absolute, as
14
well as the relative, cost of the schools and not to show the cost as per town grant. In cases of doubt, the benefit has been given to the lesser rather than the greater cost.
COMMENTS ON TABLES.
It may be seen by Table I. that the cost for books and supplies for the year ending January, 1889, was $1,141.20. which is a much larger sum than has ever been expended for that purpose in any one year. We are not now able to give the reason for this, only on the supposition that the bills for some of the purchases of the year previous were carried over. This seems to us probable from the fact that the amount expended in that year was less than one half of that in the next. Notwithstanding the amount expended for this item, which was so largely in excess of this year's, the cost per average membership in all the schools was the same, viz. : $1.44. It is however probable that the average cost in the former year was less than in this.
The average yearly cost for each scholar in the average membership of all the schools is now greater in each class of expenditures, except that of books and supplies, that being the same. The total yearly cost per scholar is now $24.57. then $16.09.
In the last report of the Board of Education, the yearly cost for each scholar in the average membership for this state is stated to be $25.22, not including cost of repairs of school- houses. In our schools. including cost of repairs, it was, the year past, $24.57. Deduct from this ninety-six cents, which is the cost per scholar for that item, it makes it $23.21 or $2.61 less than the average cost for each scholar in the state. It seems to be the impression of some that there has been a great advance in teachers' wages. Table III. will show that the average weekly wages of teachers, not including those in the high school, has for the last ten years increased from $9.26 to $10.14, or 9 1-2 per cent. Surely this cannot be regarded as a great increase when compared with that in other employ- ments. It appears also by these tables that the weekly cost per scholar in the average membership of the high school in
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TABLE I.
COMPARATIVE SCHOOL EXPENSES.
CLASS.
1889
1899.
INCREASE.
DECREASE.
INCREASE.
PER CENT
OF TOTAL
INCREASE.
l'eachers' Wages.
$7,788.90
$8,407.10
$ 618.20
Books and Supplies.
1,141 20
824.48
Fuel
846.38
799.30
47.08
Janitors
477.15
992.50
515.35
Repairs
458 58
564.00
115.42
Miscellaneous
493.36
424.67
78.69
Supervising
428.04
1,000.00
571.96
Transportation of Scholars.
Totals
11,633.51
14,385.80
3,752.19
231/2
TABLE II.
AVERAGE MEMBERSHIP OF ALL SCHOOLS.
YEAR.
AVERAGE YEARLY COST FOR EACH SCHOLAR IN ALL THE SCHOOLS.
7.23
586
TABLE III.
Number of Teachers
not including the
Average Wages of
including the High.
Increase per cent. of
Wages in Ten years.
Scholars in High
for each in High
Per cent. of Increase.
Weekly Cost for Each
Scholar in All Schools
Per cent. of Increase.
YEAR.
YEAR.
YEAR.
YEAR.
YEAR.
1889
1899
1889
1899
91/2
1889
1899
1889
1899
28
1889
1899
11 1/2
19
14
$9.26
$10.14
49
70
.70
.90
.26
.29
number of
School.
School.
excluding High.
Average
Average Weekly Cost
High.
Teachers per Week not
1889 1899
$16.09 24.57
1,373.75)
1,373.75
TOTAL
316.92
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the same time has increased from seventy cents to eighty-nine and one-half, or about 28 per cent.
This is not owing wholly to increase of teachers' wages, but largely to increased membership and greater number of teachers employed. This increase of teachers was found necessary owing to the introduction of a greater variety of studies and the different methods of teaching them. Formerly, owing to want of room and sufficient apparatus and the little time that could be devoted to it by the teachers, the scholars acquired very little practical knowledge of chemistry. Now we have a well-equipped laboratory, which requires a large portion of one teacher's time in assisting the pupils in practi- cal experiments. No one who has not had the opportunity to study this branch of laboratory methods can ever realize its advantages over the theoretical. Other reasons for the increased cost in this grade might be given, but we trust this may suffice.
ASSIGNMENT OF STUDIES FOR SCHOOLS.
Theoretically. this is one of the prescribed duties of school committees, but. in towns where superintendents are employed. their influence so largely prevails. that in many cases it is scarcely more than nominal. But no one who reads the reports of the Board of Education. containing not only its own opinions on this subject but also that of their special agents and superintendent of schools, can fail to realize that there are great diversities of opinion as to the adaptability of some studies for use in the higher grades of school, as well as to the conditions that should be imposed for their use.
At the commencement of the last school year your super- intendent advised the addition of Latin to the 9th grade course of study as an elective study. This was unanimously assented to by your school committee, mainly for the reason that we thought it would be of special advantage to those scholars who intended to pursue an advanced course of study after leaving that grade. It was more readily assented to also for the reason that it had been tried in schools in some of the cities and larger towns of the state with fair success. At the
17
commencement of this year, we were asked by him to sanction the study of Latin and German in the 8th grade as required studies for all the children, leaving the choice between them to the scholars and their parents. After considerable deliber- ation and discussion, the request was granted by a majority vote. When the time came to make the choice. so few decided on German, that the superintendent thought best not to accede to their wishes.
The result is that all the scholars are devoting time to Latin that was formerly spent in the study of the English branches. We must admit that this is an untried course, as we know of no public school of this grade where it is in use as a required study for all. But it is on trial, and if continued, time will determine its advantages or otherwise. As relevant to this subject, we introduce the following quotation from one who has for a long time made the free schools of our state. as well as those in other countries, a special study. He says : "There is also no question as to the desirability of making elementary science or nature study a requisite study in all grades. In respect to a foreign language, whatever we may think of it as desirable for all pupils in the higher grades of grammar schools, we cannot look upon it as one of the great co-ordinate subjects or group of subjects necessary to the interest of all. There are those who regard time spent upon anything but English branches as an absolute waste, especially for those who are to leave school at the end of the grammar school course. It would seem best, therefore, to make the study of foreign languages optional, either by making it an extra study or by permitting it to be taken in place of some part of the work in English grammar."
MUSIC.
Instruction in this branch of study is still conducted with much zeal and success by Mrs. L. T. Hosmer, who has been the special teacher in this department for more than ten con- secutive years. To those of us who were familiar with the former methods of instruction. when it was the custom to have in every school a second-hand reed organ, which, when played
18
upon by some of the scholars (seldom by the teachers), brought forth a great variety of asthmatic sounds, which not only grated upon musical ears, but caused the listener to feel that the internal mechanism of the instrument was in danger of falling in pieces like the deacon's " One-Hoss Shay," the success seems so great under the present system and instruc- tion that we can scarcely imagine how the former was ever tolerated at all.
For the singing by " rote," which usually accompanied the playing, the more scientific and useful method of singing by " note " has been substituted to the unquestioned advantage of the scholars. These changed methods of conducting the teaching have not only been of great advantage to the pupils. but also to the teachers as well. Formerly very few teachers were qualified to teach music by any method ; now those not qualified to teach it by the best modern methods are the excep- tion. This change, in our schools at least, has largely been brought about by a determined persistency of the school con- mittee that all teachers should be so qualified as a requisite for retaining their positions. Some of the teachers, least qualified, felt this to be an unreasonable demand and manifested a decided inclination to ignore it, even neglecting to attend the means of instruction provided for them free of cost. A few dropped out, but others persevered, and are now some of our best teachers in this department.
JANITORS.
After the introduction into our larger school buildings of new methods of heating and ventilating, it was found neces- sary to employ for janitors such persons as should be able to manage them so as to secure the best results for which they were designed. In consequence of this, and the largely increased demands on them for other duties, the cost has been greatly increased. It should not be overlooked, however, that a considerable portion of the increase is apparent rather than real, as they have done a large amount of work which was for- merly done by others, and the cost charged to the repair and miscellaneous accounts,
19
Our janitors have so faithfully performed their duties the past year that there has been very little occasion for complaint. Where one janitor has charge of two or more buildings, hav- ing several rooms in each, it will occasionally happen on some cold and windy mornings that he will fail to have for a short time some one of them up to the desirable standard of heat. On such rare occasions, it becomes the duty of the teacher to have the scholars keep on their outer garments, and before dismissing them, notify the janitor, as in most such cases the room can be made comfortable in a very short time. In some cases it is only necessary to divert the heat by change of dampers. As a general thing, more complaint is made from too much heat than too little. In cases where the heat is excessive, the teacher should regulate the dampers for letting in cold air, rather than run the risk of danger by letting it in directly from open windows and doors upon some of the chil- dren. Some teachers excuse themselves for neglect in this respect on the ground that their thoughts are so absorbed in their work that they do not think of it. But neglect in a matter so important to health should admit of little or no excuses.
INDUSTRIAL SCHOOLS AND MANUAL TRAINING.
It gives us pleasure to invite your especial attention to these subjects so clearly and convincingly presented by our superintendent in his report. Although the town may not consider it advisable to make provision for such education at the present time, we think it merits careful consideration in view of its future possibilities. To give it anything like a fair trial, it would require an increase of the appropriations recom- mended by us. As a portion of this appropriation is neces- sary to meet the expenses for a lengthened school year in the lower grades, we think it advisable to wait till these schools are more advanced. By a legislative act of 1884, the elemen- tary use of hand-tools was required to be taught in our schools on the same conditions as sewing, etc., viz. : whenever the school committee should think it advisable. In 1886, towns were allowed to establish industrial schools, with the condi-
20
tion that children could not attend such schools in place of the public schools required by law. So if such a school were established, it would only be available to such scholars as could attend when the regular schools were not in session, and also such children as did not attend school. Scholars in the high school might attend in the afternoon as that school has but one session. A better arrangement seems to be to have this exercise at intervals with the regular studies, and we anticipate that such an arrangement will be feasible in the near future. In 1894, a law was enacted requiring all cities of twenty thousand or more inhabitants to maintain a manual training department as a part of its high school system. Wherever such a course has been tried, it has been found beneficial, not only for invigorating the physical system, but the mental as well. The value of manual training guided by intelligence has been so clearly demonstrated in our late war with Spain that there can be no room for doubt.
LENGTH OF SCHOOLS.
It is well known that our schools below the three higher grades have been kept only 36 weeks during the year. But recognizing the necessity for more instruction in these grades as one of the essentials for raising the standard of the other grades we, at the beginning of the school year in September, voted to increase the number of weeks to 38. In consequence of a change in the commencement of these schools they have. in fact, been kept this number of weeks during the last fiscal year. At the same time some schools were found so crowded that a new school was established in one of the school houses on Nason street. These changes increased our expenditures beyond what had been anticipated at the beginning of the fiscal year.
ESTIMATES AND RECOMMENDATIONS.
Should our schools be continued for the next year on the same basis as at present, we estimate it would require, on the part of the town, the sum of $13,800 to meet the expenses. We, therefore, advise and recommend that this amount be appropriated for that use. Should it be thought necessary to
21
comply with the law, to make a specific appropriation for transportation of scholars, we advise the amount of $1,500.
Respectfully submitted, GEORGE KING. For the School Committee.
REPORT OF SCHOOL SUPERINTENDENT
TO THE CHAIRMAN AND MEMBERS OF THE SCHOOL COM- MITTER. FRANKLIN, MASSACHUSETTS :
Gentlemen :- I have the honor to submit to you, and through you to the citizens of Franklin, my sixth annual report. As in former years, this report is written for our people and its recommendation for our consideration and not for the body of superintendents throughout the state.
Last year I was somewhat discouraged at the conditions of our public schools. But this year. from my own observation and the reports of the teachers. I believe our schools are not only better than last year, but better than ever before.
The selection of teachers and recommendation to the School Board for election is one of the most responsible func- tions ever entrusted to a superintendent. At the annual May election of teachers the record for the past year of each teacher must be known and impartially weighed. No con- sideration of family ties, friendship, politics, state or church affiliation should bias action. In filling vacancies should preference be given to local candidates? Yes, if they are equally well prepared. otherwise no.
The best high schools do not, cannot, give the profes- sional instruction for teachers any more than it can furnish it to the future physicians. ministers or lawyers. No amount of
22
observation or "training" classes can ever surpass the BEST normal schools in equipping teachers. There are at present four graduates of the Horace Mann who are teachers here in Franklin and who have had no professional training. Their discipline is good. Their pupils study well. They have many qualities which promise permanent success. But they would be worth more to themselves and the town if they had the two or four years' normal training. Much of the finest and fairest in a teacher's work lies way beyond them, and can only be attained by experimenting on your children. But there has not, however, been money enough to secure and retain the best normal graduates. The public is fast beginning to re- cognize the fact that the essential condition of the highest suc- cess of American schools is the thorough normal training of our teachers.
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