USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1877-1878 > Part 3
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A moderate sum, judiciously expended, would furnish all the school-rooms with an adequate supply of blackboard, repair that already worn, and furnish the schools with globes, charts, maps, and dictionaries needed. With these appliances, good teachers will have the proper means for stimulating thought and mental action, for illustration and explanation, and for exercising their scholars in a practical manner. Without this necessary apparatus, progress in the development of mind and progress in studies will be stinted and slow ; the style of the school work will be narrow and mechanical.
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JANITORS.
The neatness, comfort, and health of the school-room is depend- ent upon the care given it. I have observed that certain janitors have manifested a commendable interest in the care and warmth of the school-room, and in maintaining a cleanliness of the building and an orderly arrangement of the yard. It seems to me that jani- tors for school buildings should be elected by a vote of the School Committee, and then held responsible for a proper care of the rooms.
SUPPLIES, REPAIRS.
There is frequent demand for such necessary supplies as cray- ons, erasers, pointers, brooms, dusters, water pails and dippers, ink and paper, and for repairs of accidents to glass, seats, etc. The good of the schools requires that such supplies and repairs be made without delay. It is suggested whether it may not be ad- visable to commit to the Superintendent the care of the ordinary supplies and repairs.
SCHOLARS.
For a detailed statement of the whole number of scholars attend- ing, the average attendance, and other important items, reference is made to the accompanying statistical table.
IRREGULAR ATTENDANCE.
An examination of the school registers displays a lamentable record of marks for tardiness and absence. In some cases this irregular attendance is unavoidable, as in case of sickness ; then it is excusable. This remark applies to the large numbers of scholars that have been kept from school a week, or longer, this term, on account of the sickness that has prevailed among children. In many cases I am satisfied that the scholar is late or absent from some trivial cause. This fault must be cor- rected by the action of parents, or by the co-operation of parents with teachers. Parents have a positive duty to perform in this work, and it is incumbent upon them to use all proper means to have their children in school regularly, and in season. Frequent
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absences will so impede the progress of the scholar as to disqual- ify him for promotion at the close of the year.
It seems to me that when the parent is aware he cannot. keep his child in school the entire year, he had better keep him in school regularly a part of the year. When the child can again be spared for school, he should join some class he is qualified to enter. I am expecting that the present system of monthly reports of attendance to parents by teachers will exercise a strong influence in reducing the list of irregular attendance.
If the bell upon the Town Hall should be rung morning and af- ternoon, fifteen minutes before the opening of the schools, that signal would aid in securing prompt attendance.
COMPULSORY ATTENDANCE.
According to the laws of the State, approved by the people, the money of persons and corporations is taken for the purpose of furnishing all children with the advantages of school instruction. A just corollary of the right of the State to raise money for the support of schools by taxation is that the State has the right to require that children of a proper age shall attend school. To make the ignorant learn is no more despotical than to make the penurious pay for that learning. The law for compulsory attend- ance interferes with the liberty of parents just as the law requiring service upon juries, and aid in arresting criminals, military service in the hour of the country's need, the punishment and imprisonment of juvenile criminals, and the protection of the child from abuse of the parent. In case the compulsory attendance of children would be attended by hardship, or poverty may detain the child from school, public or private charity should meet the exigency, and supply the lack of decent clothing, and kindly invite the at- tendance of destitute absentees.
TRUANCY.
A State law requires " the school committees of the several cities and towns to appoint and fix the compensation of two or more truant officers, who shall, under the direction of the committee, have charge of the execution of the by-laws of the
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town relating to habitual truants and children between the ages of seven and fifteen years, who may be found wandering about in the streets or publie places, having no lawful business, not attending school, and growing up in ignorance." Towns are also required to make all needful by-laws concerning truants. Thus you perceive, gentlemen, that the law for the ap- pointment of truant officers is peremptory, and not permissive, and the duty to appoint is not conditioned upon any action of the town.
Hon. Joseph White, the late Secretary of the State Board of Education, in his annual report for 1876, in speaking of the duties imposed upon the school committees by the laws relating to school attendance, says : "These laws are of transcendent importance, and the intelligent and faithful discharge of them, while ealling for no small amount of time and labor, not to say courage also, ean- not fail to be productive of untold benefits alike to the defenceless classes for whose protection the laws were cnaeted and to the whole community."
SCHOOLS.
Forty-one different schools have been maintained the past year, the same number of school-rooms occupied for school purposes, and an equal number of teachers employed. The High School has been in session forty weeks ; all other schools thirty-six weeks.
DISTRICT SCAOOLS.
Six of these schools, situated in the outskirts of the town, are ungraded in classification, and are known as Distriet Sehools. The studies Lere pursued extend from the elements of reading to the branches preparatory to the High School. These schools necessarily require the formation of a large number of classes. The classes contain a less number of scholars than those in the graded sehools ; thus the teachers, although having less time for the instruction and drill of classes, have more time for the personal instruetion of scholars. The younger scholars in these schools are constantly learning by hearing the older seholars recite. In the
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ungraded schools scholars pass to higher classes or studies as rapidly as they are qualified. The most excellent of the features of the Distriet School appears in the opportunity offered for the culture and development of the individual temperaments.
GRADED SCHOOLS.
The thirty-five remaining schools are graded. The method of classifying schools according to the progress of the scholars is the plan of organization that becomes necessary when the population is compact and numerous. The advantages of a system of schools judiciously graded cannot be overestimated. "It sceures perfect classification, according to the attainments and standing of the pupils. It brings together those of the same age, who have a common interest and a common sympathy ; and hence they are much more profited than they could be in a mixed and unclassified condition. This system enables school officers to select teachers who are especially fitted for their own particular departments. It secures the advantages of complete division of labor, full time for class reeitation, and a more complete supervision of schools." The present plan of grading the schools, as published in the regu- lations, contemplates twelve classes, and extends over a period of twelve years. This plan assigns three years to the primary grade, five years to the grammar-school grade, and four years to the High Sehool course. The period of twelve years for the publie school course is sufficient. It seems to me, if this time were so sub. divided as to give cach grade four years, the real condition and wants of cach grade would be met in a more satisfactory manner. The existing condition of the schools may not admit of that elas- sification at present, but I think that method of grading should be kept steadily in view, and by good management can be secured at the end of another year.
Thus graded, caeh school of the three grades would be eom- posed of one class, and all of the advantages of a well-graded system, just named, would be secured. This plan of elassification would require that the annual promotions be made upon the basis of qualifications and attainments. The method of keeping a
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record of cach scholar's attainments in each study, and of con- ducting written examinations, recently introduced and now in suc- cessful operation in the grammar schools, will, I think, furnish a suitable standard for making promotions, so that next year all of the grammar schools, with perhaps three exceptions, can be organ- ized with one class cach, and by the end of the second year, all schools can be so organized. With one class in each room the teacher has ample time for explanation, illustration, and personal instruction ; by dividing the class into sections for reciting, she has time for introducing and explaining general and useful topics in the manner of oral instruction, and also of introducing frequent illustrative exercises which will furnish the occasion for the prac- tical application of the subjects presented in the text books. This practical application of the topics taught will tend in a wonderful degree to expand the pupil's circle of knowledge by awakening his observations, stimulating his power to think, and by exercising his capacity to reason. The ill effects of the present imperfect sys- tem of classification, wherein two separate classes are formed in each school, appear very prominently in what is called the memori- ter, or mechanical method of teaching and learning. The classes are large. Recitations pass in a sluggish manner. The teacher is so hurricd from limited time, with the daily order of exercises, that she has no opportunity for illustration and practical instruc- tion. By this. mechanical method the mind of the scholar is treated as a receptacle for information, rather than a living intelli- gence, endowed with the power of self-activity, which it is the teacher's duty to awaken and strengthen, not to glut and stupefy. Again, this plan of two classes to each grammar-school room im- plies that it would take eight of the best years of the scholar's life to go through with the grammar course. This long, tedious process must be very discouraging to the scholar of average abil- ity. I am satisfied that the real educative power of the grammar schools would be greatly enhanced were these schools so graded that there should be one class in each room. All the excellent features here mentioned attending one class to each room can be witnessed in the Park School, No. 3, when the one-class arrange- ment was instituted last September.
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The present management of the grammar schools is calculated to secure this unity in classification at the carliest practicable day.
PRIVATE SCHOOLS.
Three private schools, two in Grant Block and one on Jefferson Street, have been in successful operation the past year. These schools, independent of the action of the town school officers, are supported and patronized by the citizens of Milford, and they should receive mention in an enumeration of the educational forces of the town.
For more definite information concerning the public schools, ref- erence is made to the tabular statement.
TEACHERS.
During this year, four changes have occurred in the entire num- ber of teachers. Miss Minnie E. Jones was elected, in September, to the South Grammar School, Room No 2. At the same time, Miss Ellen A. Moriarty was promoted from the place of assistant in Primary School No. 2, Town House, to the care of the Fountain Street School ; in December she was returned to the former school as principal, taking the place of Miss Inez E. Tuttle, resigned. Miss Mary J. Kelly, of High Street, was chosen to fill the vacancy at the Fountain Street School.
The selection of teachers, and their assignment to schools, is an important work, that requires great care and discrimination. In this work, the action of the committee, trammelled by no outside in- fluences, should be determined by the firm purpose to subserve the interests of public education. A mistake made here will be detri- mental to the cause of public education. Whenever a vacancy oc- curs by resignation or otherwise, the tried, skilful, and progressive teacher should have the first offer of the place. Whenever it is necessary to employ a new teacher, great care should be exercised to select a person fitted for the school by natural endowments as well as attainments. Your schools can be steadily improved and advanced by supplying them with earnest, progressive, and skilful teachers. In fact, good economy forbids the employment of any
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others. The instruction and training of the child's immortal mind is a subject too delicate and precious to be marred and injured by the bungling manipulations of an incompetent band.
As a measure for the proper protection of the public school inter- ests, I suggest that hereafter you require all new teachers to teach one term on probation, before a full election. Hon. J. W. Dickin- sou, Secretary of the State Board, in his recent report says, " Before a teacher is permitted to enter our schools, he should be carefully examined with reference to his health, his manners and general culture, his knowledge of what he is to teaeli, his mode of teaching, his ideas of school government, and especially with ref- erence to his morals. As the teacher is to stamp his own mental and moral image on the minds of his pupils, it is of the utmost im- portance that he shall be as nearly perfect as possible." He adds, quoting from an Ohio State school report, that " the seeur- ing of persous to teach in the public schools of the State is no un- important matter. It is not simply a question whether or not the public money shall be wasted on incompetent employés. A school under the control of an incompetent, inefficient, immoral, or coarse teacher is productive of more evil in a community than would re- sult from having no school provision whatever."
Teaching is gradually and justly assuming the character of a profession. Certain qualifications have already been determined. The duties and responsibilities of the office are generally under- stood and appreciated. The importance of the work necessarily obligates those who accept the office of public school teacher, to make the instruction and management of the schools assigned them the prominent and chief subject of their thoughts and ener- gies. Every parent and every child has a claim upon the freshness, the vigor, the progressive and inventive power of the teacher.
PRIMARY TEACHING.
I take great pleasure in being able to report to you very favor- ably of the character and quality of the larger part of the instrue- tion given in the primary schools. The teachers generally appear to be well qualified, and well adapted to their work. They are
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earnest, skilful, intelligent, and on the alert for the acquisition of new ideas and improved methods. These characteristics inspire activity and insure progress. I have witnessed many improve- ments in methods of teaching and managing the primary sehools, and still expect that the progressive teachers will continue this work of improvement, so successfully begun. I regard this awakening in primary work as a sure promise of advance through the other grades of school.
GRAMMAR SCHOOL TEACHING.
As I have previously intimated, the work of the teachers in the grammar schools is clogged by the imperfect system of classifica- tion and promotions that has prevailed. Now there are two classes in each room, when there should be only one. Further, the progress of each class is impeded by scholars not qualified to be in it, whom the teachers and class are compelled to carry along. Still, amidst these clouds of embarrassments, the earnest and efficient labor of faithful teachers appears conspicuous, and is none the less highly valued and commended by the Superintend- ent.
I should take great pleasure in presenting you a recorded list of the names of those teachers who, with skill and efficiency, guide and instruct in your primary, grammar, and ungraded schools ; but the plan adopted in the preparation of this report forbids that.
HIGH SCHOOL.
The work in this department, conducted by a principal and two teachers, is performed in a faithful, earnest, and painstaking man- ner.
The great value of a High School, in a large community like this, is apparent, and needs no argument. The public spirit and wisdom of the citizens of Milford have been manifested by the establishment and support of the High School. It is the duty of all citizens to co-operate in advancing the interests of this school. . Nine young gentlemen and ladies completed the English and
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Classical Course last June, and received diplomas of graduation. Twenty-eight students were admitted in September.
It seems to me that the power of the High School for public good would be enhanced if some modifications should be made in the course of study now pursued. The English and Classical Course, which embraces three parallel courses in science, mathe- matics, and language, and extends over a period of four years, is the only course taken by scholars at the present time. This course would be improved, if it were so modified that the time prescribed for certain branches, as general history, mental science, and Eng- lish literature were extended, and the time given to other branches lessened. Further, I think provisions should be made for instruc- tion and drill in reading and spelling, English grammar, arith- metic and its practical applications. I seriously question the expediency or economy of requiring all scholars to pursue a foreign language. It is evident to me that the tastes and wants of those scholars who remain in the High School only about two years would be answered by providing for a shorter course, covering two years. In this shorter course, the time now devoted to the study of Latin should be given to the study of those higher English branches which will unfold to the scholar many facts and principles of lasting importance. In establishing a shorter course, it would be necessary to form only two or three new classes. This would necessitate the employment of another teacher a part of the time.
I am satisfied, gentlemen, that the changes here suggested in the Classical Course, and in the establishment of a shorter course, would add greatly to the value and educative power of your High School.
COURSE OF STUDY. SCHOOL BOOKS.
A course of study was prepared and introduced into the schools of Milford some ten years since. The essential features of that course still remain unchanged. A series of text books, introduced at the time that course was adopted, still remain, except the read-
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crs, which were changed last September. There are ample evi- dences that this course of study was arranged and the text books were selected in accordance with the educational wants and pro- gress of that time. You will not consider me captious if I re- spectfully suggest that the course of study should be thoroughly revised and reconstructed, according to the present system of school instruction and school management, and that the leading text books, except the readers, are unfit for school use. The rea- sons for this sweeping recommendation are based upon the recent improvements made in the science and art of teaching and school management. These improvements in the methods of school instruction are well founded upon the laws governing the develop- ment and growth of the human mind. This is the true philosophy of school instruction.
Authors and publishers have comprehended the practical utility of this new philosophy, and applied its principles to the prepara- tion of school books. I am now prepared to express an opinion, formed after extended observation and thought, that no parent in this age of progress can consent to endure the waste of time and the intellectual detriment incurred by having the activities of his child's mind confused and stinted by studying school books whose arrangement violates the laws of mind. I do not think there is a parent in town who would not hail with joy any modification in the course of study or change in text books which would advance the interests of his child in school work.
Attention is invited to the following provisions of an act, approved March 14, 1876 : -
" SECT. 1. The school committee shall direct what books shall be used in the public schools, and shall prescribe, as far as practi- cable, a course of studies and exercises to be pursued in said schools.
"SECT. 2. In any town or city in this Commonwealth, a change may be made in the school books used in the public schools by a vote of two [thirds of the whole school committee thereof, at a meeting of said committee, notice of such intended change having been given at a previous meeting of said committee.
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" SECT. 3. If any change is made, as provided for in section second of this act, each pupil then belonging to the public schools and requiring the substituted book shall be furnished with the same by the school committee, at the expense of said town or city."
Sect. 29 of Chap. 38 of the school laws, prescribes that " the school committee shall procure, at the expense of the city or town, a sufficient supply of text books for the public schools, and give notice where they may be obtained. Said books shall be furnished to the pupils at such prices as to merely reimburse the expense of the same. The school committee may also procure, at the expense of the town or city, such apparatus, books of reference, and other means of illustration as they deem necessary for the schools under their supervision, in accordance with appropriations therefor pre- viously made.
" SECT. 30. If any scholar is not furnished by his parent, mas- ter, or guardian, with the requisite books, he shall be supplied therewith at the expense of the town.
"SECT. 32, amendment 1. Any town by a legal vote may au- thorize the school committee to purchase text books for use in the public schools, said text books to be the property of the town and to be loaned to pupils under such regulations as the school com- mittee may provide."
It is evident that the laws of the State, providing for a supply of school books, have been framed with great care in order that the text-books may be furnished at the least expense to the town or parent.
An application of the provisions in Sects. 3 and 29 of the ucts given above - these provisions do not seem to be permissive, but compulsory - would materially lessen the expenses to parents for school books.
It is the custom of the town, according to the best information I can obtain, to furnish books annually to the amount of one hun- dred and twenty dollars, according to the provisions of Sect. 29, given.
The plan of furnishing school text books free, as provided in Sect. 32 above, offers the great advantage of having the books
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ready for usc when a class or scholar wants them. At present there is delay in many cases, and loss of time, before the scholars have the needed books. This plan, too, will furnish the books at the very lowest rate of expense, for the books can be purchased direct from the publishers at the lowest wholesale prices. Reports from the places where books are thus furnished show that the cost of school books has been reduced from twenty-five to fifty per cent. When one class or scholar has finished a set of books, these books are preserved for the use of succeeding classes and scholars.
This plan of furnishing school books free has been adopted in several towns and cities in New England and the Middle States, and wherever tried it is universally approved. This plan is favor- ably commended to the attention of the School Committee and citi- zens of Milford.
Since the Act of 1876 requires that books introduced should be furnished free, the law just quoted requires that the com- mittee shall, through an agent, provide for the sale of books at cost, and other acts provide for text books, in certain cases, at the expense of the town. It seems to me that the proposition to fur- nish all school books free is worthy of candid consideration by the intelligent citizens of Milford.
The School Committee will note that the office of Superintendent of Schools furnishes a proper and inexpensive agency to furnish school books under the present laws.
CHANGES DEMANDED.
Certain changes in the course of study and books used must be made before our schools can meet the wants of a progressive com- munity. The evident design of the common school course is to furnish to all the youth the opportunities for so much school in- struction as will prepare tbem for the ordinary duties of citizen- ship. Governor Rice, in his recent message, with great wisdom says, " The public schools should never be permitted to fall below the most advanced methods of teaching, on the one hand ; and, on the other, they should embrace in their courses of instruction what
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