USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1880 > Part 4
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low a reasonable number, will drive needy and delicate children per- manently out of school.
But, after making all proper allowances, no good reasons can be found for even one-half of the daily absence marks. No unusual sickness existing, ten or fifteen pupils have often been absent, even in pleasant weather, from a school of 50 or 60 !
A few teachers do not grasp the connection between a good at- tendance and a good school. True, a good attendance may exist in a poor school. But I have never seen a good school where poor attendance was the rule and not the exception. Would that parents could see as clearly as our earnest teachers, how important it is for the children to form early a habit of promptness and regularity in the discharge of all their duties. The interest of a child in study can be maintained only by regular attendance. And in graded schools, where the large numbers assigned to each teacher require perfect classification, the inconstant scholar can make no satis- factory progress. If the inconstant scholar inflicted injury only on himself, this would be more tolerable and just.
But repeated absences not only demoralize the absentee, they exert a pernicious influence over the whole school. If the teacher delays a class of fifty pupils for the benefit of a half-dozen stay- a-ways, she unjustly bestows on the few, a measure of time and at- tention which belongs to the many. The discipline of the school becomes more difficult, perhaps harsher. Since unruly pupils, when unemployed, become restless and impatient of restraint. Should the absentees be left in a lower grade, then the teachers and school authorities are berated because "my child was not promot- ed." Membership in the public school imposes the same duties of prompt and regular attendance that are demanded at the office, store or shop.
The child, when well, should be sent to school regularly and promptly ; he should be kept at home when sick, or whenever a wise parental judgment considers it proper.
As the financial bearing of an irregular school attendance affects the pockets of some citizens who may not be troubled by the educa- tional effect, I will give in another part of this report,-since the annnual returns of the schools are not yet made up,-some statis- tics to show the expense which needless absence from school impos- es on the town.
Lateness, Tardiness and absence are twin evils. Each produces the same idle and desultory habits. But, in nine cases out of ten, there is no excuse for lateness. To keep these marks for lateness within small numbers is largely in the power of the teachers, and the excellent results obtained in many of our schools are due to their wise and persistent efforts. Under favorable circumstances, I know no more reliable index to the skill and personal power of the teacher, than the attendance in her school. I am pleased to report that the marks for lateness are fewer than last year.
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"If the bell upon the Town House should be rung fifteen min- utes before the beginning of each session of school, thus establish- ing a uniform and known time, the cases of tardiness would be greatly lessened," has been previously suggested. I would repeat the suggestion.
Mr. Donahoe, the truant officer, has been prompt and faithful in the discharge of his duties. I do not know how he accomplishes so much in so little time and at so small an expense. He has re- turned some sixty-five truants to schools, and investigated many more cases of absence. It would be a good investment for the town to employ Mr. Donahoe, or some equally efficient officer, du- ring one-half of each school-day, for several months of the year, es- pecially in April, September and December. The simple fact that an energetic officer is known to be on daily duty, always has a won- derful effect in checking truancies and unnecessary absence. The value of such services in the prevention of juvenile vice and crime, cannot be reckoned up in dollars and cents.
SCHOOL CENSUS.
A recent Legislature has enacted that the School Committee shall annually in the month of May, take the NAMES and AGES of all persons between five and fifteen years of age, or cause them to be taken, belonging in any town or city on said first of May. The number of such persons, not the names, was formerly taken by the assessors.
The school census should be taken with great care, since the amount of money received from the State, and the educational rank of the town, depend largely upon its correctness. Blanks similar to those used by the enumerator should be furnished the principal of each school for recording the names and ages of all scholars reg- istered in the schools on May first. A comparison of these two lists would show what children were not connected with the schools. The cases of all permanent absentees could be investigated. The experience of other towns has shown that a large amount of im- pending absence and truancy is prevented by this census.
EVENING SCHOOL.
The Evening school which was opened last year, was resumed this year in the same place and under the same teacher, Charles J. Thompson, Esq. Many came for a few of the first evenings to loaf, and spy out the land. Finding little time, from the strict discipline enforced, and from the studious habits of the majority of the pupils, for the "good time" they nightly seek in the street, they quietly dropped away.'
It was an encouraging sight to witness the earnest application of those who after a long day in the store or workshop gladly devot- ed three or four evenings each week to study and mental improve- ment.
Our business men should encourage the attendance of their em-
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ployes in this school. Having taught in an evening school for girls, I would suggest that an evening school exclusively for girls and young women, might be well attended.
Mr. Thompson's report is appended :
The Evening school, for which the town appropriated the sum of five hundred dollars, was opened Nov. 10. About sixty-five pu- pils presented themselves. They were formed into two divisions ac- cording to their attainments and choice of studies, and attend school on alternate evenings. Book-keeping-principally simple accounts -arithmetic, the writing of the common forms of business papers, and spelling, are taught in one division. Reading, writing, spel- ling and arithmetic are the studies in the other division. Except in reading and spelling, the class system is little used. On account of the unequal capacity of pupils, the difference in opportunity for study, and of acquirements, it is not easy to arrange them in clas- ses. Pupils in book-keeping and arithmetic, put all their work on paper. This is examined by the teacher, corrected, criticised and made the subject of explanation or examination as to principles. The aim is to get pupils to think for themselves-to find out by their own work, rather than to be taught by explanations by the teacher. The teacher strives to set forth and make familiar, principles that can be applied to the solution of many questions, rather than to teach mere methods for the solving of special cases. Rules and methods are easily forgotten ; but a principle understood and enforced by practice, becomes a part of one's permanent knowledge, and the foundation upon which to form rules as they are wanted.
'All the pupils are occupied through the day in some labor. None attend the day schools. Most of them attend of their own accord, with a strong desire to extend their knowledge of those things that shall qualify them for the duties of manhood. Such pupils require only that a teacher shall guide, and occasionally assist in, their work. They make the most of the few hours in each week they have for study.
The number of pupils has declined from 65, the largest num- ber, to forty odd. Some have left town; some left the school because they did not find it the place of amusement they expected it to be; and some because the distance they came was too great for constant attendance. The average attendance of each division has been from twenty to twenty-eight each evening. Almost all that manifested any interest in study at the beginning of the school are still attending. The ages of pupils vary from 14 to 24 years. The average age is about 17 years.
The fact that fifty young men gladly avail themselves of this opportunity to qualify themselves to perform the duties of good citizens in an intelligent manner, by giving three, or more, evenings of each week to study, after the day's toil, is a sufficient answer to any question as to the wisdom of maintaining such a school. Many of the youth have been unable to attend the common schools, except
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at short times with long intervals between ; others have neglected, through parents' injudicious indulgence, privileges they might have improved, and now see what they have lost, and are anxious to make up, to some extent, the loss. Such a school as this meets their needs,
It is a matter of regret that many more do not attend the school. There are many who need its instruction that might attend as well as those who do. There should be twice as many in the school as there have been. The teacher has induced a few to attend who would not have done so, but for his influence. People might do much good to the town by influencing young men to attend this school, who, without some outside influence, will not attend.
There are plenty young men on the street every night, imbib- ing ideas and influences that do not tend to make them good citi- zens, to fill a school room and furnish ample employment to an able teacher. If a part of them could be brought into the evening school, would not the result pay well for the small investment needed? Cit- izens wishing well for the future of our town, will do well by doing what they can to procure a full attendance at the evening school another season.
HIGH SCHOOL.
The higher institutions of learning have in all ages and in all countries been the source of popular education. "The influence of one grade of school upon another is mainly from above down- ward." Wegrant that only a small proportion of our pupils will ever reach the High School. Few persons know how great an effort is requisite to arouse the ambition of average pupils. But the very existence of an educational institution above them, whose doors stand wide open to admit all who are fit for entrance, may fire their hearts with enthusiastic hopes and earnest endeavor. The High School does not limit its advantages to race, sect, or station. Many a young man and young woman who now adorns the professional and business walks of life, would have been debarred the higher educa- tion, but for the wisdom of the fathers of this Commonwealth, who, two hundred and thirty years ago, planted in toil and trial the germ of the High School of to-day. It is the training ground for our teachers. Of the forty-three teachers now employed by your Board thirty-five are graduates of the High School. But it is unnecessary to expand these thoughts, as the important work and far-reaching influences of this school are finely appreciated by this community. The large classes admitted in the last two years have crowded the study rooms far more than a due regard for the health and comfort of the pupils should long endure. It is not expected that a numerous class will be admitted next June, but the classes must be large in the two next succeeding years. An enlargement of the High School building sufficient to meet the probable de- mands for the next ten years, can be effected at a comparatively small expense.
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In my visits to the High School, I have always found the teach- ers and pupils engrossed in the duties of the hour. The rare devo- tion of the teachers to the work of instruction, must be crowned with success. In accordance with the idea expressed in the last re- port, it has been ordered by your Board that pupils in this school who do not maintain an average of at least fifty-five per cent. in their respective classes, must review their studies in the next lower grade. This standard was purposely made low. But, according to the reports of the teachers, the scholarship in the High School has improved greatly since even the above standard was adopted for promotion. Some statistics and extracts from Mr. Hale's report are here recorded.
"The average daily attendance for the Spring term was 121, for the Fall, 145, and for the Winter, 132. The per cent. of at- tendance for the year, 95.4. Number neither late nor absent for Winter term : 45 boys and 37 girls.
The High School has always had a high reputation for attend- ance, and this year is no exception, though the per cent. appears less, owing to the full effect of the last two years' mode of requir- . ing the report, which method required in such cases as that of Mas- ter Walsh of the last Senior class, who left on account of consump- tion, that he be counted a pupil of the school for 70 days after he had left, and that of two others, one for 71} days, and the other for 67 days after leaving school. Neither of the three were pres- ent for one day of the Spring term. The state report for this year says : "Every pupil shall be considered as belonging to the school from the time of his first entrance to the day of his last attendance for the term."
Another point : The conditions of admission to college have within a few years past been so changed as to quantity and thoroughness, that the Head Master of the Boston Latin school felt it necessary to explain the requirements to the alumni of that in- stitution and the parents who send pupils. The class at the High school have needed and have had much care outside of session time, Miss Howard giving the class every school afternoon instruction in algebra, and the Principal correcting nearly every afternoon Greek or Latin sentences, which have been put upon the boards and which it was impossible to correct in session, and on Saturday giving in- struction in Homer. Though this is gratuitous, it is none the less essential to the recipients. The course could be arranged much better for those preparing for college. It now requires several things not needed and omits some that are essential."
The following was the order of exercises at the graduation last June :
Education . .. . Arthur H. Ball
The Power of Habit. .. Mary A. Gallen
Progress in Mechanics . .... Fred. I. Bailey
The Chinese Question. .. William H. Murray
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Thought. .. Ellen A. Devine
Metamorphosis of Insects. Charles W. Loomis
Steps. .. ... Jennie E. Dale
The Financial Question. . George W. Walker
National Monuments. . Thomas F. Kelly
The Face an Index of the Mind. . . Ella A. Withington
Moral Example. Charles H. Pond
The Presidency. . John A. Connolly
Purpose Not Genius . .Margaret Quinn
Influence . . .. Florence I. Goodspeed
Our Foreign Trade. .. Henry C. Egan Right and Wrong . .. Nellie L. Taylor
The Age. . .. John P. Holmes
Lafayette. Clifford A. Whittemore
Compensation.
.. Lilian Smith
Parting Hymn .John A. Connolly
GRAMMAR SCHOOLS.
The six Grammar schools, including one at North Purchase and another at Hopedale, are taught by seventeen teachers. With great pleasure I report the general good management and good scholarship manifest in these rooms. A decided advance has been made in the year now closing. The examination papers are, as a rule, superior to those of the previous year in general appearance, quickness of expression, and in their correct and comprehensive an- swers to more difficult questions.
I do not find that all the No. 2 Grammar schools were last year "organized into one class and one grade," though they were, as a rule, forced into the upper room by the crowded lower rooms and other causes.
Hence it is not expected that nearly all of the pupils who were promoted to the Principals' rooms last June, will be fitted for the High school. By another year, the lower classes will come up more evenly prepared for promotion ; and scholars of fair abilities and in- dustrious habits can enter the High school without any "high pres- sure," after one year's study in the rooms of your experienced prin- cipals.
If the experience of this year shall show that the work assigned under the programme furnished you last year, cannot be well done in the first and second classes, then the course should be length- ened.
The High School course of study, at least in its early stages, should be closely interwoven with that of the Grammar schools ; between these two grades, no deep, dark gulf should be fixed, over which, upon a temporary and shaky bridge, the trembling candidate must grope his way. The Grammar school graduate who, as his teacher and record declare, has fairly performed the work of the first class, and passed creditable examinations upon the same, should easily enter the High school.
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To fit pupils for the High School is not the main purpose of the Grammar School. Its grandest work should be to give its pupils the elements of a sound, practical education. Those pupils who fail to complete a Grammar School course, solely because they do not purpose to enter the High School, deprive themselves of a grand opportunity. I do not assert that weakness and defects are not found in the instruction and management of some of the Gram- mar School rooms. None have a sharper eye for these things than your experienced Principals. The conferences between them and your Superintendent have been frequent and pleasant, yet some- times discouraging. The principal hindrances to the highest stand- ing of these schools are : the low standard of former years for the admission of scholars from the Primary schools ; the advancement from class to class of pupils who are not fitted for promotion ; the irregular attendance of many pupils ; the crowding of 64 pupils in- to a single room, when, in my judgment, 50 should be the maximum number for any Grammar class, and 45 would be better ; the rigid- ity of the classification ; and the long interval of time between the classes ; an almost total want of early training in "language," or in the oral and written expression of thoughts, such as may now be witnessed in the best Primary schools of the State; and, perhaps in rare instances, a want of power, preparation and interest for the work of teaching.
My limits will not admit of discussing the question, but for years I have favored a more flexible system of classification than prevails in the Grammar schools of most New England towns and cities. The promotions from class to class, should be made as of- ten as twice each year ; in St. Louis, they are made once a term. Says Supt. Harris : "The pupils that learn readily, are allowed to move forward as fast as their abilities permit. The slower ones are not allowed to keep back the more fortunate ones. By the old method, all those delayed through sickness, poverty, or inactive temperaments, either fall back a whole year (as they do in Milford), or else, in a vain endeavor to make up their deficiency, overwork themselves, or get discouraged. Large classes of young pupils can not be kept together, even for one year, without loss to those who are held back, and injury to those who are unduly hurried." Dr. Harris
also asserts that "the success of the St. Louis system has exceeded my most sanguine expectations."
I would urge your Board to examine the workings of the semi- annual system of promotion in the town of Waltham, which has a large manufacturing population, and adopt it in the THREE lower Grammar classes.
One or two subjects which are closely connected with the Pri- mary schools, will be reported under that head, to avoid repetition.
PRIMARY SCHOOLS.
All educators declare that the earlier years of school life are most important for the mental and physical development of the
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child. Improper habits of thought, expression and study, neglect or abuse of moral and physical culture, can never be overcome en- tirely.
"Scratch the green rind of a sapling. or wantonly twist it in the soil, The scarred and crooked oak will tell of thee for centuries to come."
The subject of primary education is now the study of the ablest thinkers in Europe and in America. The Primary schools demand the best instruction and the most careful supervision ; to them I have given more time and thought than any other grade. Your primary teachers have, as a class, shown a great desire to ac- quaint themselves with the most natural, and therefore the most successful, methods of management and instruction. Conscious
that they do not "know all there is to be known about teaching," they seek and kindly receive criticisms and suggestions ; more than this, they permanently embody them in their daily school work.
The desire for knowledge is one of the strongest emotions in the child's nature. It is as natural for children to learn as it is to breathe. "A child learns more in the first seven years of its life than it ever afterward can learn," was the remark of Hegel.
The spirit in which the school is managed and the personal re- lations of the teacher with the pupils, are important factors in the product of intellectual activity. The mind can not do its perfect work under the influence of diffidence, fear or galling repression. The teacher should first gain the confidence of the children and in- terest them in herself and their temporary home. Let the first les- sons in school be presented in a varied and attractive manner, and the child will manifest the same intense interest, curiosity and "sa- cred thirst" for knowledge, which, though the rule in the household, has been the exception with school rooms. Every good and noble element in the training of a child within a well-ordered home, should be reproduced, as far as may be, in the instructions and rec- reations of a primary school. The children who are blessed with such training-physical, intellectual and moral-in the household, are blighted by its absence from the school room. Those who unfortu- nately have never known it in thoughtless and wretched homes, thrive most vigorously when the unwonted sunshine of watchful care and wisdom is shed lovingly upon them in the Primary school. The teacher who gives her youthful charges free swing for observa- tion, perception, experiment and questioning, will be hourly aston- ished at the number and freshness of their ideas; these, it is the royal province of the true teacher to bring into proper relation, to teach her pupils to embody in clear thought and in simple but cor- rect language, but not to reason upon.
The faculties of perception, memory and imagination are early developed ; the reasoning powers ripen later. Therefore the child should, first of all, be carefully trained to a harmonious exercise of the senses. Tangible and visible objects impress the young pupil more strongly than audible illustrations. From these he derives
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his simple ideas. The object of thought, or its most fitting repre- sentative, should always be in the presence of the child before he is called upon to express its name, quality or acts. Hence the Pri- mary schools should be liberally supplied with familiar things, mod- els, pictures, charts, slates, numeral blocks, counting tables and spacious blackboards. These will supply ample material for that instruction which must be largely objective and oral during the first four or five years of school life. In all grades, but especially in the primary, the text-book should be the servant of the teacher, not the master.
It is due the progressive teachers in your Primary schools that I should report a great improvement in the reading, writing, and in oral and written expression of thought.
Children can learn to write more readily than they can print. I have seen the writing of many a little primer scholar which re- flected credit on both teacher and pupil. In many of the classes, the children commence to write in the Fall term.
Language Teaching. We learn to do things by doing them. The pupil must learn the correct use of language by using it, just as he learns to talk by talking, to walk, by walking, to sew, by sew- ing. Now the use of the script hand enables us to introduce sen- tence-writing, which includes original and dictated work, into the lowest primaries.
Starting with the little sentence of two or three words, and receiving an incidental direction for the use of a capital, and another for a period, as the child ascends the Primary and Grammar grades he, by the constant daily practice of expressing his thoughts, learns to apply the few simple principles which control the changes and in- flections of the leading parts of speech, and which govern the posi- tion of capitals, and the more common marks of punctuation. Care- fully guided, he soon acquires facility in weaving his own thoughts into correct and more extended English sentences. When he grap- ples with the technicalities of grammar as taught in the upper clas- ses, he finds that what he meets as a science he has been applying as an art, all through his course ; so with broader views and increased zest, he enlarges his field of thought and expression. The hours spent upon the examination papers of the Grammar schools clearly show that while an improvement is making in this work, the effect of pulling the language to pieces and never attempting its recon- struction, still lingers, even if the practice is unknown. Many pu- pils do not seem to have the power to construct three correct and connected sentences which shall clearly express in their own language some truth or occurrences with which they are perfectly fa- miliar. A constant, thoughtful training of the primary children in oral and written expression of thought and action, is a fundamen- tal necessity.
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