USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1879 > 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 | Part 5
16
SCHEDULE AND MANUAL OF STUDIES.
A printed schedule of study, weli devised, with proper explan- atory notes, is essential for regular and uniform work in a system of graded schools. This schedule should clearly specify the work, by topics and pages, for each term in the course, the amount pre- scribed based upon the ability of the average scholar. The manual or explanatory directions would guide teachers in their work, and save numerous losses liable from trials and experiments. The sched- ule formerly prepared for the schools, will not apply to their pres- ent condition. I think, with the experiences and information of this year, that a schedule and manual can be prepared during the Spring term, which will be of great practical value.
It is respectfully submitted to the Committee that the "Rules and Regulations" for the management of the schools, duties of the Superintendent, and business transactions of the Committee, need a thorough amending and revising.
The changes made, the improvements introduced, and the work performed, as given in the preceding pages, have attended the adoption of the eight leading measures or votes mentioned.
Other services of a prudential nature have been rendered by the Superintendent, under the direction and counsel of the Commit- tee, which it may be well to report.
EXPENDITURES.
I must acknowledge that this report will be defective, in fail- ing to present a tabulated statement of the expenditures for support of schools, arranged in an intelligible manner. The reason of this omission arises from the manner in which the records of the school expenditures are kept according to the Regulations adopted by the School Committee some years since. The Secretary keeps an accu- rate account of the amount of each bill paid. This is done for the convenience of the Committee. The Secretary is not required, as I understand, to keep either an itemized or tabulated statement of the bills paid. This latter work is done by the Selectmen, who publish in their annual report a statement of school expenditures. There can be no question but the Selectmen's report is strictly ac- curate, for it is made from vouchers in their possession. I beg to suggest to the School Committee that, in my opinion, a report of the school expenditures should be made, under their direction, by the Superintendent or Secretary, wherein these expenditures, prop- erly itemized and tabulated, should be recorded. The financial part of the school report, made in this manner, would certainly have the advantage of presenting to the town the prudential management of the schools in an intelligent manner. The Selectmen, relieved of publishing the details of the school expenses in their report, would need to present only summaries or aggregates. This expla- nation will, I trust, be accepted as a suitable apology for the im- perfectness of this part of my report.
17
Mention will now be made of expenses ineurred through my agency, under the direction and counsel of the committee on finance.
House Cleaning One hundred and eighty-six dollars and sev- enty-nine cents have been paid during the year for cleaning the school rooms and out-buildings. That sum includes a thorough scrubbing given to every Distriet, Primary and Grammar school- room in town, with the privies attached, excepting the schoolhouse on Silver Hill, and an expense of some ten dollars incurred in the annual cleaning of the High school rooms. The wood-work, win- dows, walls and ceilings of these rooms, halls and stairways, were in a very unelean condition. As I have been informed by teachers and janitors, many of these rooms had not been cleaned for years ; some of them had been wiped a little. Any good housewife can fancy the condition of a room, exposed to the dirt from highways, occupied by sixty children nine months in the year, for one, three or five years.
Persons well recommended were engaged to do this work. The usual price, 123 cents per hour, was paid women. Men were employed for a few days upon work women could not perform, at $1,50 per ten hours. A teacher living near each schoolhouse was invited to assist me in superintending the work, which valuable service was rendered without compensation. I usually examined the work in each building, forenoon and afternoon. This cleaning included a thorough sweeping of the plastering upon the walls and ceilings, a washing of the windows on both sides, a serubbing of the wood work of the walls of the rooms, halls and entries, scrub- bing of the floors, stairways, desks and chairs, a thorough scrub- bing of all inside window-blinds-which was a very laborious work -blacking the stoves, and washing the privies. Thirty-eight school-rooms were eleaned in this manner.
Locks and Keys. Loeks and keys were placed upon all the drawers in teachers' desks, not previously having them, at the be- ginning of the Fall term. This was necessary for several "desks" books were lost during vacation. Locks and keys were placed up- on the doors of all water-closets, excepting one building, at the same time. The doors of the closets have been open during school hours and locked the rest of the time. From the care given these buildings, after the annual cleaning, they have been kept in a de- cent condition, which could not have been reported of them last year.
Whitewashing, Painting. The wood work of upper room in the old Town House, the two rooms in West street school, the rooms of the City sehool, of the Fountain street school, and of North Purchase Primary, were painted, agreeably to contracts made by the Committee. The upper room at the old Town House was paper- ed. All of these rooms were whitewashed, and the two rooms at
.
18
Hopedale and No. 2 at the South Grammar. The plastering of the entries at the South Grammar, Park and North Grammar, were cal- cimined. The plastering of all rooms was repaired, wherever nec- essary.
Blackboards. The blackboards in all of the school rooms were repaired and painted by Messrs. Eldredge & Beattey, agreca- bly to the terms of a special contract made by the Committee. New blackboards were added as needed in some rooms. The blackboards are now in good condition, and they will not need another so general repairing for two or three years.
Other Repairs. Ink wells and covers were supplied to all . desks needing either. Window glass and cords were repaired, chars and desks fastened to the floors. It was necessary to make several changes of furniture from one room to another, to fit the furniture to the changed condition of the schools. The clocks need- ing repair, were cleaned and repaired by special contract made by the Committee.
It was my purpose to put the school rooms in a clean and com- fortable condition at the opening of the Fall term, and then hold ~ teachers, janitors and scholars responsible, to a reasonable extent, in keeping them tidy and tasteful.
Supplies. I presume that the expenditures for that class of sup- plies necessary and useful to the teachers and schools in their regu- lar work, has exceeded the average sum expended in former years. The reason of this increased expense for globes, dictionaries, desk books, measures, manuals, and reference books, was the real need of such supplies. Not a penny has been expended in an unneces- sary manner. Several of the books have been contributed by pub- lishers. Those bought, have been obtained at one-half the usual re- tail rates. The books thus supplied will be of permanent value, and no further special expense in that direction will be called for.
It has been my purpose, in rendering these supplies, to furnish teachers all proper needed helps, and then hold them responsible for intelligent work.
BOOKS BOUGHT OF THE TRADERS.
When the Committee decided to furnish school books through this office, I was instructed to take the school books from the hands of the booksellers in town at the wholesale prices they paid for them. I received school books from traders to the amount of $374,- 42. The town has suffered a loss of $39.29 on that lot of books, which is accounted for as follows : Loss in exchanging Arithme- tics costing $39.29, $2.48. Sixty-five publications, old editions and out of print and use, which cost $30.49, were sold to an anti- quarian bookseller for $6.00, being a loss of $24.49. $12.32 were lost in exchanging thirty-four books not merchantable here or used in our schools.
19
FREE EXCHANGE OF BOOKS.
A legislative Act, approved March 14, 1876, declares if any change is made in the books used in the public schools, the substi- tuted books shall be furnished by the School Committee at the ex- pense of the town. Three sections of that act are as follows :
"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.
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."
ARITHMETICS. Bought of M. W. Tewksbury, Boston.
532 White's Complete Arithmetic, at 52 cents each. $277 64
671 66 Intermediate 66 at 28 . . 66
. ... 187 88
68 Primary at 17 ... . 11 56
$477 08
GRAMMARS AND GEOGRAPHIES.
Bought of A. C. Stockin, Boston.
582 Harper's School Geography at 94 cents. $547 08
468 Harper's Introductory Geography at 45 cents . 210 60
228 Swinton's Grammar at 45 cents. . 102 60
856 Swinton's Language Lessons at 28 cents. 239 68
20 Swinton's Language Primer at 22 cents. 4 40
$1104 36
Reference is made to the report of the School Committee rela- tive to the payment of these bills.
School supplies have been purchased in Boston as follows : New England School Furnishing Co. $ 67 80
Holmes & Co .. 131 45
All of the transactions named have been examined and approved by the Committee on finance.
20
ECONOMY OF GOOD SCHOOLS.
In a republic like ours, each citizen should be intelligent, vir- tuous and industrious. Free public schools must be maintained for the purpose of instructing the youth in the elements of knowledge, essential to safe citizenship. Intelligence conduces to virtue and industry. The ignorant savage is quarrelsome, improvident, and labors to gratify his present desires, without thought for the future. Civilized man, on the contrary, is peaceful, frugal and thrifty, wisely providing for future wants.
School-houses are cheaper and more respectable than poor- houses and jails. Good schools are less expensive conservators of peace than fortifications and armies. Virtuous intelligence is more reliable and far less costly to the State or community than vic- ious ignorance.
The influence of good public schools is immeasurable. Their intelligent support, at any reasonable cost, is wise economy, and the highway to success and greatness in life. Economy, that is, frugality in expenditures, the careful avoidance of all wastes and extravagances, the application of all resources to the very best advantage, will ever be regarded a cardinal, virtue in school man- agement.
Unwise Economy. No sensible business man would employ carpenters to finish his house and furnish them with clumsy, worn- out implements. He would spend money to purchase the best and most appropriate tools. In that way he would secure the best qual- ity of work in a given time. By spending money, he would save money. In the same way, wastes, losses, discouragements and failures, are apparent to an experienced school supervisor, when school work is undertaken without an adequate supply of the ap- pointments essential to good work by scholars and teachers.
TEACHERS.
M. Cousin says : " The best plans of instruction cannot be executed but by good teachers, and the State has done nothing for popular education, if it does not watch that those who have devoted themselves to teaching be well prepared, then suitably placed, en- couraged, and guided in the duty of continued self-improvement, and lastly, rewarded and promoted in proportion to their advance- ment, and punished according to their faults." There can be no question concerning the truth of these assertions.
Requisites for a successful teacher. 1, An organization of mind, natural aptitude and love for teaching. 2, Strength, health, energy, with powers of endurance. 3, Accurate and abundant knowledge of the branches to be taught. 4, Sufficient general knowledge to enable one to understand the true bearing of the sub- jects taught to other subjects as a part of a general education. 5,
21
An acquaintance with the philosophy of the mind pertaining to the acquirement of knowledge, the order of the development of the mental faculties and the proper methods of their cultivation. G, A knowledge of the best methods of instruction, of economizing time and means, and of the teaching power in school, and some famili- arity with the history, science and art of education. 7, Devotion to the work, and pride in it, with constant attention to educational works and publications for the purpose of self-improvement.
Wise economy will reject incompetent and inefficient teachers. Money paid such teachers is worse than lost, for they make scholars lazy, careless, unreliable, vicious, superficial in study, stronger to do wrong and weaker to do right.
CHANGES IN TEACHERS.
Previous to the time of the annual election of teachers in June, Mrs. Mary T. Cole and Mrs. Anna E. Tarr resigned their places as teachers, which they had held for several years, to take place at the close of the school year. Mrs. H. W. Staples was obliged to leave lier school during the Winter term, 1877-8 on ac- count of sickness in her family. Miss Anna E. Gates resigned her place in August before the Fall term began. Miss Minnie E. Jones resigned at the close of the Fall term. The two last-named persons left their public work for wedded life. The vacancies thus made were offered to promising and successful teachers in the low- er grades. Several changes were made in the assignment of teach- ers to schools with the idea of adapting talent to service required.
UNGRADED SCHOOLS.
Six schools, viz : The City, Silver Hill, So. Milford, Bear Hill, Braggville and Deerbrook are organized upon the "District" plan. Scholars are formed into classes according to their advancement in the different branches, and, whenever qualified, pass to higher stud- ies in any branch without the regular annual promotions. This ar- rangement allows the greatest freedom to individual ability. These schools are not crowded with members, the classes, though more numerous, have a smaller number of scholars. Each scholar prob- ably receives more time for personal drill from the teacher than in the graded schools. The studies comprise the whole range of the common school course. Young scholars are benefited by hearing older scholars recite. Older scholars have their previous work re- viewed by the recitations of the younger. These schools are better designed to inculcate general information than a graded school. When scholars have advanced in these schools to the grade of No. 1 Grammar classes, I find that the time of teachers is very busily occupied, sometimes so hurried as to require them to do some work in a hasty manner. Relief for this pressure can be found, if practi- cable, by transferring such scholars to the classes in the No. 1
22
Grammar schools. Such a change would. be advantageous to the scholars transferred and to those remaining.
The practicability of such a transfer is respectfully suggested to the Committee and citizens. .
The transportation of the scholars at Deerbrook to the Plains schools was discussed in the last Report. Nearly all of the schol- ars in that school are young. The homes of some of them are two miles from the Plains schools. The parents of these young chil- dren do not feel willing to have them taken to large schools so far from home.
The schools at North Purchase and Hopedale are divided into two grades, Primary and Grammar. The former contains all the classes of the Primary grades, the latter of the Grammar grades.
PRIMARY SCHOOLS.
Thirteen Primary schools have been maintained the past year in the central part of the town. Last year two schools were man- aged by assistant teachers, one of the old Town House, the other at the Clafiin. The lowest Primaries at West street, Sandbank and the Plains were crowded with scholars, numbering from 75 to 95 children. Such numbers of children are too large to be either well or economically taught by one teacher. Relief from this crowded condition was obtained by dispensing with the assistant's school at the old Town House and organizing the assistant's school in the Claflin into a separate school, and opening a school in the unoccu- pied room in the Claflin. It became necessary to transfer several scholars from other schools to the new school at the Claflin. The changes in the schools thus made have been attended with good re- sults. The crowded condition of all of the Primary schools has been relieved. The new school in room No. 6 at the Claflin has advanced during the year from the Primary to a Grammar grade. The West and Fountain street schools have classes pursuing No. 4 Grammar school studies.
Several improvements have been made in the quality of the work in the Primary schools the past year. Reading, spelling and number are now taught more in accordance with sound pedagogical principles. Oral instruction is regularly given in Language and Geography. The improvements in writing and slate work have been very great. Writing is regularly taught ; the younger scholars use their slates and pencils and rulers furnished them. Suitable copy books are then taken for "tracing" with lead pencils. Then follows the regular copy book with pencils. The scholars from this instruction will be well prepared for the use of the pen and ink when they enter the Grammar grade. A few min- utes each day is devoted to singing in nearly all of these schools. Gymnastic exercises are properly interspersed giving changes in position and rest.
23
I take great pleasure in reporting that these schools are in a very prosperous condition. They are under the management of capable teachers who are deeply interested in their work.
Our Primary schools are second in importance to no other class of schools. Their present prosperous condition is a most en- couraging evidence of educational reform and improvement.
GRAMMAR SCHOOLS.
We have in Milford seventeen departments of the Gram- mar grades, including the Grammar schools at No. Purchase and Hopedale.
The changes made in the management and instruction of this class of schools have been marked and radical. In no other grade of schools are the evidences of improvement inore manifest. That dreadful slowness which prevailed in the methods of promotion has been removed. In the three lower grades of the Grammar course the schools have been organized into one class and one grade instead of two classes and grades. In the No. 1 schools there must remain at present two classes and two grades, for want of accommodations. The three schools of this grade with six classes have an attendance of about 150 scholars. The efficiency of these schools would be much improved, and scholars would undoubtedly be better fitted for the High school, if all the scholars in the first class could be assembled in one room and placed under the charge of one teacher. Were it not for the supposed inconvenience to scholars, on account of distance, in meeting in one room, I should urge that change in a very earnest manner, upon the attention of the Committee and citizens. There are four classes in each Gram- mar school at North Purchase and Hopedale.
The present organization of the Grammar schools allows the average scholar to complete the course in five years ; in the old course eight years were required.
The entire change made in text books used, except readers, has been instrumental of many improvements in these schools.
The teaching is now gradually becoming a normal work, and an educative process ; it is steadily losing its abnormal characteristics as expressed by the terms "mechanical processes," "routine work," "memorizing," "cramming." The time and study required to learn the spelling of unknown and incomprehensible words, of com- mitting to memory the detailed geography of foreign and distant localities, the unintelligible rules and discussions of technical and abstract Grammar, the irregular and puzzling questions of " Intel- lectual Arithmetic " so-called, the unnecessary rules, explana- tions, and problems in written arithmetic, is giving way, in a rapid manner, to careful and interesting work conducted by methods sen- sible and intelligent.
24
ORAL COURSE.
A course for oral instruction, suited to the different grades, is now especially needed. This course should embrace a simple ac- count of the history of the United States for the No. 4 classes, the simple elements of Physiology and Hygiene for No. 3 classes, the elements of Natural Philosophy of Physics for No. 2 classes, some practical method of keeping accounts and the elements of Republi- can government for No. 1 schools. I am fully convinced that teach- ers have time for such work. This oral course would rather assist than retard the work in the regular course. These additional ele- ments would awaken a great interest for information on the part of the scholars, and would nurture and encourage the love of knowl- edge natural to children. The regular course is very barren of gen- eral information. Teachers would need suitable books for reference and guidance. A set of physiological plates would be needed by each school for the work in that branch. The scholars should have a copy of Hooker's Book of Nature or Houston's Outlines of Natu- ral Philosophy for study in the No. 2 schools. The outlay for the oral course would be trifling, the benefits valuable.
SINGING, DRAWING.
These subjects were discussed in the last Report. Suffice it to say, I think no person who has considered the advantages that would arise from having Singing and Free-Hand Drawing taught in our schools, questions the utility of these branches. Singing should be taught in each school, receiving a few minutes' attention each day, as a means of cultivating the voice and the aesthetic nature, of rest from the regular work, of relief to the restrained activities of the scholar, and of assuaging the tediousness of school life. Drawing should alternate with writing, receiving two lessons each week and writing three.
Gentlemen of the Committee and Citizens : I feel it my duty to report statements previously made, that, in my opinion, the course of study pursued in our common schools will be incomplete and defective, until provision is made for an oral course of instruction, and singing and drawing are incorporated into the course.
READING.
The Franklin Readers were adopted in our schools in Aug. 1877. They form a good set of reading books.
Experience has shown that the grading of schools is liable to force pupils along at a rate too rapid for their mental growth. The mental level of the books rises more rapidly than the mind of the scholar expands. Children are often forced into readers one or two years in advance of their mental development. In that case they are unable to comprehend the meaning of their lessons. Then their reading becomes listless, mechanical, tiresome, non-express-
25
ive. This evil arises from the fact that children are logically ex- peeted to be ready when they have finished one book to take up a higher one. The sensible way to correct this evil is to furnish more reading matter of the suitable grade from other readers. The read- ers used answer well until the Fourth has been completed, which is done in the No. 4 Grammar classes. At this time when they enter Grade No. 3 their mental development is unequaled to the Fifth reader. I earnestly advise that Fourth readers from some other series be supplied scholars for use in the No. 3 schools. I think it would be advisable for the town to own these books, then they could be transferred from one school to another. We have four schools of this grade with about 240 scholars. I presume readers could be bought for 40 cents each. Scholars would then take the Franklin Fifth in No. 2. Only No. 1 classes should be al- lowed to use the Sixth reader.
CLAFLIN SCHOOLS.
There are three schools of Grammar grades in the Claflin, viz .: No. 3 Grammar grade in room, No. 4, the principal's, and No. 4 Grammar grade in rooms No. 5 and 6. I think it will be advisa- ble to advance the grade in No. 4 to a number 2 Grammar grade ; promote the scholars in No. 5 to other schools, and advance the school in No. 6 to a No. 3 Grammar grade. The promotions from No. 3 to No. 5 will preserve that a No. 4 Grammar grade. The schools in Nos. 1, 2 and 3 will continue Primary grades.
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.