USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1877-1878 > Part 4
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4
2
-
18
19
is necessary as a foundation for success and usefulness in the or- dinary pursuits of life, so that the educational force shall keep .pace with the progress of every other interest." The present common school course embraces reading, spelling, writing, arith- metie, geography, grammar, and history of the United States added this term. This course may be more briefly stated as comprehend- ing three divisions, language, number, and seienee. I invite at- tention to a brief consideration of each division.
LANGUAGE.
By the use of this term I include all work and teaching that bears directly upon the study and use of the English language in the common school course. The structure and use of language is taught from the readers, spellers, writing and the grammars. This is unquestionably the most important branch in the whole course. The great result to be attained by the study of language in the common schools should be to secure that amount of knowl- edge and mental discipline, which will enable the scholar to com- municate his ideas and thoughts to others in a correct and intelli- gible manner by the use of spoken or written propositions. The sueeess or failure in this division can be tested by its approach to the result named or departure from it. Now, gentlemen, I have had ample opportunities, in the oral and written examinations, to apply this test to the character of the study and the teaching of language in your grammar schools, and I regret that I am con- strained to report to you that the results attained in this depart- ment are unsatisfactory and not eommensurate with the time and money expended. I think I can explain to you the causes of this sad failure, and suggest a remedy.
A new series of readers were introduced at the opening of the fall term. The trial given them is ample evidence of the excellence of the readers. I have noticed in the primary schools, and in the two lower grades of the grammar schools, marked improvement in reading and oral expression attending the use of the new readers. Marked improvements in the other grammar grades could not be expected in so short a time. The primary teachers have mani- fested their satisfaction and encouragement from the introduction
خافضة
of new and well-adapted books, by extracting what is valuable from every hint and suggestion made, and by skilfully applying it to the work in hand. The spelling words have been selected from the readers or words in common use. The teaching in spelling has been by writing the words and sentenees.
I am pleased that I can report so favorably of the fitness of the new readers, of the impulse given to the work in this important branch, of the progress already made, and of the still greater pro- gress in store.
The failure to secure adequate results in the department of lan- guage in the grammar grades ean be directly traeed to, 1, The unfitness of the books used, viz., speller and grammars ; 2, To the mistaken methods of teaching that have prevailed, consequent upon the use of these books ; and 3, To a want of an appropriate share of time and attention. In order that there should be no doubts concerning the statements in the preceding proposition, I intended to have presented a statistical summary of the mistakes made in spelling, in the use of capitals, in the use of punctuation marks, and in the construction of sentences by the classes in the No. 1 Grammar Schools, in a written examination of ten questions in eachi study. In this examination the scholars were expected to express their own ideas in their own language. Ample time was allowed for preparing the answers, but no assistance allowed from any source. Upon further consideration, I have eoneluded to withhold that summary, fearing that an array of mistakes named would produce discouragement and defeat my purpose. It will not be understood that this examination was conducted for the pur- pose of exhibiting mistakes, but as a practical exercise recently introduced to test the seholars' acquirements in the process of intel- ligent written expression, and the efficiency of the instruction in language.
The practical inquiry arises, ean these defects in the instruction and study of our language be removed? Can some sensible method of teaching language, and successful method of learning it, be sub- stituted? I answer both inquiries, very emphatically, in thic affirmative, and that, too, without giving any inerease of time to this division. You are advised to withdraw the books upon spell-
21
20
ing and grammar, now in use, and substitute in their places some of the excellent works recently published upon those subjects. The arrangement of these new books would substitute improved and sensible methods of teaching and learning language, methods founded upon the laws that govern the development and progress of the child's mind, upon the laws of language, and a wise regard to what the child will need and use in practical life.
PENMANSHIP.
The copy books used in writing are good. Neither the teaching or work accomplished in this useful braneh is satisfactory. Writ- ing evidently has received too little attention. Increased atten- tion has recently been directed to this branch. Improvements are already visible in the primary schools. More satisfactory results in all grades may be soon expected.
NUMBER.
Number or arithmetic is taught in our schools from four different text books. The instruction given through all the schools is gen- erally excellent. I cheerfully accord to the teachers in the No. 1 Grammar Schools the credit of manifesting superior skill and efficieney in conducting the work in this branch. I am satisfied, however, gentlemen, that the work upon arithmetic has received a larger share of time and attention than the best interests of your scholars require. This work has become too exhaustive. Several difficult rules are studied, and intricate problems solved, that will never be of any practical use to the common scholar or business man, and several practically useful principles are not taught because not in the old book now in use. The study of the " mental arithmetic," so called, has been discontinued in the lower grades at my suggestion, for this reason : the book used presented prin- ciples and problems too abstract and complicate for the mind of the scholars to grasp and solve. In the place of the " mental arithmetic," teachers have been directed to introduce practical drill exercises in number, simple illustrative examples, and test ques- tions in connection with the written arithmetic. In my opinion there is need of only two books in arithmetic, an elementary and
a practical book. These books should be selected with a view of meeting the wants and condition of scholars. The study of the elementary book should begin when the child enters the grammar grade, and would answer for two years.
This elementary book should treat of the four simple rules, com- mon and decimal fractions, decimal currency, the practical rules in reduction, mensuration of regular surfaces and solids, the elements of percentage and interest, with a proper selection of appropriate examples under each rule. This book should contain an outline of the rules and principles of arithmetic needed in practical life, and would be well adapted to the wants of that large number of our scholars who leave school at or near the close of the second year in the grammar school. Neither of the arithmetics used meet this great want ; but suitable books can be found in the market.
The practical arithmetic for the third and fourth year of the grammar sehools should present a review, not a rehash, of the rudiments, fractions and decimal currency with fuller explanations and broader applications, a fuller treatment of mensuration, arith- metical analysis, and business rules, a thorough business treatment of percentage and its practical applications, the metric system of weights and measures, which was legalized by an Aet approved March 10, 1877, and something relating to proportion ; the roots and progressions may be taken up if there be time. Sueh an arithmetic should abound with sensible, practical exampics and questions. I fail to see the necessity or utility of requiring the common scholars to learn the various contractions in multiplication and division, the elaborate discussions upon the properties of num- bers, complex fractions, reduction of denominate fractions, the addition, substraction, multiplieation, and division of compound numbers, duodecimals, equation of payments and alligation, as presented in the book used. I think more than one half of all the children that enter the public schools leave the schools before they have acquired a knowledge of the rudiments of calculation. This defect would be remedied by the use of properly selected books. If you should deem it advisable to adopt these recommendations, the time thus saved to the scholar, now wasted, could be utilized in a manner that will be named as I proceed, and nearly one half of the expense for arithmetics saved.
-
23
22
SCIENCE.
Geography. - This branch is learned from two text books. The study of it begins when the scholar enters the lowest grade of the grammar schools, and continues as long as he remains in a gram- mar school, be the time four or eight years. It became apparent to me, during my first visits to your schools, that much of the time spent in learning geography, according to the plan indicated in the text books, was misspent, if not wasted. Accordingly, the method of teaching geography was introduced and discussed at the teachers' meetings. The ideas and experience of teachers. were there compared. The approved methods. founded upon sound pedagogical ideas, were submitted. Considerable informa- tion was obtained at the Teachers' Institute at Franklin. As a result of these investigations, nearly all of the teachers have adopted better methods of teaching this branch. The best nietli- ods are not available with the arrangements and material of the books nsed.
The teachers in the No. 1 Grammar Schools are now doing supe- rior work in this branch. Their plan ignores the text book in use.
A change of text books in this branch is greatly needed. The new books should be clear and concise, and direct the attention of the scholar to those matters which will be needed in after life. All unimportant details in this study should be omitted. General but substantially correct ideas are all that can be expected here ; for these will be nearly all that will remain in the scholar's mind, after all the labor and time that may be expended upon details. When judiciously pursued in the school-room, geography becomes a life-long study, full of pleasure and profit; badly taught, it is, perhaps, more than any other subject, "stale, flat, and unprofit- able." With properly selected text books and efficient teaching, the study of geography need not be extended beyond the third year of the grammar course. Here, again, you notice, time and labor can be saved for other useful work.
HISTORY.
By a decision of the School Committee, made at the close of the fall term, the study of the history of the United States was pre-
scribed as a grammar-school study. This was a move in the line of progress, and history is now studied in the No. 1 Grammar Schools. When this useful and interesting study becomes fully incorporated into the school system, it will be advisable to arrange for having some oral instruction upon the prominent features of the history of our country given in the No. 2 Grammar Schools, as preparatory work to entering upon the study of the text book in the No. 1 schools. It will also be necessary to select some book for study suited to the age and intelligence of the scholars.
The assignment of this study to the grammar course will, I have no doubt, add much to increase the interest and usefulness of the work in those schools, and advance the standard of scholarship for the High School.
OTHER SCIENTIFIC KNOWLEDGE NEEDED.
The study of reading, arithmetic, grammar, and geography, as pursued in our schools, furnishes but limited material for nourish- ing and expanding the intelligence of the child. In seeking ap- propriate and useful subjects, calculated to awaken in the scholar an interest and a thirst for information, a desire for study, and at the same time to furnish him material for observation, thoughit, and investigation, we must look to some of the departments of natural science. The elements of physiology will teach the child many facts and principles underlying the structure and preserva- tion of his mental and physical system. The elements of physics or natural philosophy will unfold some of the interesting and useful phenomena of nature, and teach something of the useful arts. The time hitherto wasted in school in learning the spelling of words unknown to the scholar, in the memorizing of technical and abstract grammar, in the study of unimportant rules in arith- metic, wasted upon " mental arithmetic," and the study of the details of foreign geography, should be saved and utilized upon the study of the elementary of natural science. The knowl- edge thus acquired will not be forgotten as soon as the term closes, but will increase with the expanding mind and bear rich fruit in mature years. Appropriate books, of a moderate size and little cxpense, have been prepared upon the elements of the
.
24
science, suited to the age and intelligence of the common scholar.
I am satisfied, from a thorough investigation of this subject, that the interests of public education in town require that the study of the elements of physiology and natural philosophy, for a few minutes each day, should be introdueed into the No. 3 and No. 2 Grammar Schools.
SINGING.
A gentleman experienced and interested in the matters of sehool instruction says : "The science of vocal music should be taught in all of our schools, as the elementary branches are taught to young scholars. Singing in schools will have a salutary influenee on the ground of its aid in securing good discipline. It furnishes an outflow to the natural spirits, subduing the turbulence of rest- less children. It furnisbes a help to the general studies by intro- ducing a healthful diversion, which will refresh the weary for renewed efforts. Its practiec strengthens and eultivates the voice, and thus facilitates the instruction in reading. As a daily exer- cise, its use should be more frequent in the lower than higher grades." A practical illustration of these remarks may be wit- nessed by a visit to several of the younger grades of sehool, where singing is well tanght.
DRAWING.
An Act of the legislature in 1870 recognized drawing as an educational subjeet, and preseribed that " every town or city hav- ing more than ten thousand inhabitants shall annually make pro- vision for giving free instruction in industrial or mechanical draw- ing to persons over fifteen years of age, either in day or evening schools, under the direction of the school committee." Hon. John D. Philbriek, for twenty years superintendent of the public schools of Boston, in his annual report for 1874, in speaking of drawing says : -
" If, recently, more has been done in this community than in previous years to promote instruction in drawing, it is because it is beginning - only beginning - to be seen that it is an essential braneh of general education in all its degrees, and also the foundation of
25
€
all technical and industrial education ; that it is a thing of use in every department of business and in every condition in life ; that it is in itself an expressive language, easily depicting to the eye what no words, however well chosen, can represent ; that it is the best means of cultivating the power and habit of aceurate obser- vation, and of developing the perception and the love of the beau- tiful in nature and in art; that it is indispensable for the arelli- teet, the engraver, the engineer, the designer, the draughtsman, the moulder, the machine-builder, and the head mechanic of every craft ; that it gives a training to the eye and hand which every- body needs ; that it is a special help in teaching writing, as ex- pressed in the Pestalozzian saying, ' Without drawing there can be no writing '; that it is calculated to afford invaluable aid to the inventive genius of our people ; that it is an instrument for illus- tration in teaching which should be in every teacher's hands ; and that, if properly taught, it more than compensates for the time it takes in facilitating instruction in other branches."
I am satisfied that a proper consideration of the relative merits of singing and drawing would place these branelies in the sehed- ule of topies for school exercises, and that free-hand drawing should constitute a school exereise, through the grammar course, receiving two lessons each week, and penmanship three.
ORAL'INSTRUCTION.
The revised course of study should contain a list of subjects for general instruction, graduated according to the age and progress of the school, This list should include the subjects of good manners and morals, and the simpler principles of our town, State, and national government.
I must not be understood as advising that the study of the ele- ments of seienee and oral instruction should displace the study of the great common branches. I do advise that the time and labor now wasted upon certain unnecessary and useless portions of study be saved, and utilized upon the former. The useful and practical topics of the great common branches should always receive first attention.
26
It seems to me that an intelligent supervision of a system of schools should regard that great bond of connection which per- vades the different branches. In teaching arithmetic, the correct use of language should be observed, and the taste cultivated in an orderly arrangement of the work. In reading, geographical and historical references should be elucidated, the meaning of words and sentenees explained, attention given to the spelling of new words, and the beauties of style noticed, as far as practica- ble. In all of the activities of the public school-room, and in all the associations and amusements of the scholars, the eivilities of neatness, of orderly movements and courteous demeanor to others, and the virtues of truth, honesty, and temperance should always be inculcated.
Gentlemen, if you are of opinion that the statements and sug- gestions here made, with reference to revising the eourse of study and books used, are in accord with the condition, wants and pro- gress of your public sehools, and shall incorporate these suggestions into your system of school instruetion, as is to be earnestly hoped, I am satisfied, by that action, you will take from teachers the most active agency which neutralizes their skill and activity, and relieve seholars of much of the tedium and repulsiveness that weakens their interest in school. Your schools are filled with a very active, promising class of children, who merit from your hands and the hands of their parents the advantages of the best imple- ments for seliool work. Given active children, suitable books, skil- ful teachers, an efficient supervision, and comfortable means, the problem of good schools is readily solved, in a manner satisfactory to every intelligent parent.
WORK PERFORMED.
The service rendered your schools sinee entering upon the duties of Superintendent last September, may be briefly stated as relat- ing to the inspection, examination, instruction, and management of the sehools.
The time allotted to visits for the inspection of a school and ex- amination of a elass has extended from the time given a single
27
reeitation to a half-day. At these visits, it has been my eustom to have the teacher conduet the exercise, in order that I could note her manner of teaching, as well as the seholars' manner of recit- ing. I have asked questions during the exereises, made such suggestions at the close, to teachers and scholars, as seemed ad- visable under the eireumstances. At times, I have conducted the recitations of classes, giving illustrative exereises, and at the elose have made short addresses to the schools. This service has been of the nature of assistance and encouragement, not of espial and interference. The teachers generally have shown themselves zealous and anxious for the best results. It would have been very easy, at the time of these visits, to have made faults and de- fects so prominent as to have rendered the whole work of inspec- tion embarrassing and not helpful.
The teachers have been called together, one afternoon each month, for the purpose of discussing questions and methods per- taining to the instruction and management of schools. I have selected the topies for consideration and notificd the teachers in advance. These meetings have been productive of systematizing the work of the schools, of awakening general and healthful inter- ests, and of introducing numerous improvements into the daily work of the school-room.
A system of montlily reports to parents of the attend- ance, deportment, and scholarship has been introduced into the grammar classes, and the highest classes in the primary schools. Also a system of monthly written examinations has been established in the grammar schools. The fitness of scholars for promotions to the higher grades, and to the High School, will here- after be determined by a just standard, made up from the scholars' rank as shown by these monthly reports, written examinations, and oral examinations.
I have advised teachers regarding the half-day allowed each term for visiting other schools. I am satisfied these visits have been prodnetive of good results.
The teachers have received two other rare opportunities for in- struction and improvement, in the privilege granted of attending the Teachers' Institute for two days, held under the State edu-
28
cational authorities, at Franklin, last November, and an educa- tional meeting of one day, held in the Town Hall on Feb. 15. This meeting was conducted by Hon. J. W. Dickinson, Secretary of the State Board of Education, and by Prof. Geo. A. Walton, a State school agent. The preparation of this report, however im- perfect it may be, has required thought and time.
Finally, gentlemen of the School Committee, I have cheerfully and industriously united with yourselves, with the teachers and scholars, in every practicable means, to improve, to advance, and to elevate the condition of your public schools.
OFFICE WANTS.
I have no doubt that you will deem it advisable, another year, to furnish the Superintendent of Schools with suitable office room, at the Town Hall, or in a central part of the village. There would be many conveniences attending such an arrangement. The Superintendent should have specified hours, when parents, scholars, or teachers wishing to consult him could meet him at a public office. This office should be the centre of supplies for schools. At that place the committee could hold their meetings.
I ask to submit that it seems to me advisable that the School Committee should meet each month on set days. Would not an organization of the School Committee into departments or commit- fees on schools, teachers, and text-books, and on repairs and sup- plies, have a tendency to systematize the working of the schools over the present organization into subcommittees? Such meet- ings would offer a suitable time for the mutual consultations of committee and Superintendent.
STATISTICAL SUMMARY.
The leading facts in school statistics relate to the school popula- tion, number and length of schools, enrolment and attendance of scholars, numbers of teachers employed and wages paid, and the annual receipts and expenditures for school purposes. These
20
brief statements of important results are frequently referred to by citizens and others interested in educational matters, for they fur- nish a reliable table of facts.
I have been greatly embarrassed in preparing the following tabular view, as well as in the preparation of the entire report, in being called upon to make a report after only a short acquaintance with the schools, in the midst of the pressing labors attendant upon the close of the winter term.
You are aware of the many conveniences that would attend the preparation of the school report, if the town would consent to have it published at the close of the winter term and presented at the April meeting.
I have taken great pains to report correctly upon the whole number of different scholars that have been enrolled in the public schools. The average attendance in this table differs from the average attendance in previous reports, since, in this report, the average attendance has been ascertained by dividing the sum of all the days' attendance of all the scholars in each school by the num- ber of school days. By this method the average daily attendance and the percentage of attendance is less than by the method in previous reports. The plan here adopted tells the entire truth con- cerning the large percentage of absences. This percentage has been materially increased by the sickness that has prevailed during the winter term.
30
TABULAR SUMMARY.
Population of town ·
9,818
Valuation
. $5,070,421
PRIMARY SCHOOLS.
SCHOOLS.
TEACHERS.
Whole Number of different Scholars.
Average dally attendance.
Percentage of
attendance.
BOYS.
GIRLS.
No. 2.
Inez E. Tuttle*
60
49
63
.70
Ellen A. Moriartyt
. .
·
. .
. .
Julia M. Barry, assistant .
· ·
·
. .
·
4
Annie E. Sheldon
59
51
63
.80
5
Mary F. Devine
33
31
34
.80
6
Mary F. Aylward
17
46
48
.80
7
Maggic L. Murphy .
21
33
40
.80
9
Mary E. Cochrane .
64
56
72
.75
10.
Ellen A. Moriarty*
17
20
20
.80
11 .
Anna L. Adams
26
28
48
.85
.
12.
Augusta Cay
45
34
43
.77
13 .
S. Eldora Sheldon
27
27
36
.80
14 .
Eva L. Chapman .
37
30
40
.69
15 .
Susan E. Inmau .
38
25
48
.80
Claflin No.3.
Sarah F. Burns
46
40
64
.84
1
Delia E. Gleason
83
95
93
.74
Maggie F. Madden, assistant
· ·
.
. .
. .
DISTRICT SCHOOLS.
Silver Hill . .
Oreanna Chency . .
12
11
14
68
City .
,
Eva E. Norcross .
.
.
24
16
27
.89
Bear Hill .
Kate A. Wallace
.
·
.
12
15
2-2
.89
Brugville .
Minnie L. Mann .
29
13
25
.75
Deerbrook. .
Kate Chapin
7
2
8
.88
GRAMMAR SCHOOLS.
l'ark No. 1
·
Mrs. J. A. Whiting
13
24
29
.86 .
Mrs. M. T. Cole .
26
2+
15
.90
46
3
Sara C. Belcher .
34
23
45
.90
"
4
Mary J. Kelly
29
40
59
.53
North "
1
Helen 8. Eames .
35
37
4+
.93
4
2
Alice B. Chapin .
33
29
31
.90
€ €
3
Julia E. Connolly
24
16
35
.80
-
4
Alta M. Howard
.
15
17
32
.90
South
1
.
Minnie E. Jones .
24
18
33
S7
-
3
Carrie V. Sadler
26
26
40
.89
4 .
Carrie L. Harris
46
33
52
.78
Hopedale .
.
Mrs. A. E. Tarr .
28
25
32
.80
No. Purchase,
Anna E. Gatca
22
18
30
.90
Claflin No. 4 .
Mrs. H. W. Staples
·
·
37
48
42
.86
HIGH SCHOOL.
. Silas W. Hale, Principal Clara M. Howard, Assistant
63
58
89
.96
Lucy M. Wilbur, Assistant
.
46
34
63
92
..
* 5.
.
.
Eva R. Draper .
26
29
40
80
2
·
.
* One term.
t Two terms.
18
70
So. Milfor
Ada A. Skinner .
24
.
·
.
·
.
Kate E. Martin
-
10.
Mary J. Kellyt
.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.