USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1881-1890 > Part 14
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STATUTE LAWS.
The Legislature of 1885 passed the following act: An act to prevent the spread of Contagious Diseases through the public schools.
Be it enacted, etc., as follows :
Chapter sixty-four of the acts of the year eighteen hundred and eighty-four is hereby amended, so that it shall read as follows : The school committees shall not allow any pupil to attend the public schools while any member of the household to which such pupil belongs is sick of small-pox, diphtheria or scarlet fever, or during a period of two weeks after the death, recovery or removal of such sick person ; and any person coming from such household shall be required to present to the teacher of the school the pupil desires to attend, a certificate, from the attending physician, or board of health, of the facts necessary to entitle him to admission in accordance with the above regulation .- (Approved April 29, '85.
The above is of special interest to all, for nothing that jeop- ardizes the lives or health of our children, should be allowed to exist for a moment. All also should be equally interested in the impartial enforcement of all laws or regulations adopted for the best interests of our people. Since a few people questioned the action of the committee in enforcing the vaccination law, I quote the statute, that all may see how imperative it is, as well as the penalty for non-compliance. Chapter 47, section 9, of the Revised Statutes, reads as follows :-
The school committee shall not allow a child who has not been duly vaccinated, to be admitted to, or connected with, the public schools.
In this connection the following may be of interest. Chapter 80, section 51, reads as follows :
"Parents and guardians shall cause their children and wards to be vaccinated before they attain the age of two years. and re- vaccinated when the selectmen or mayor and aldermen shall, after five years from the last vaccination, require it. For every year's. neglect, the party offending shall forfeit five dollars."
Our schools have suffered severely during the past year from contagious diseases, and I desire to call the attention of our citi- zens to this very important subject.
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FREE TEXT BOOKS AND SUPPLIES.
The following is the statute in regard to free text-books and supplies in public schools :
Section I. The school committee of every city and town shall purchase, at the expense of such city or town, text-books and other school supplies used in the public schools, and said text-books and supplies shall be loaned to the pupils of said public schools, free of charge, subject to such rules and regulations, as to care and cus- tody, as the school committee may prescribe.
Section II. Pupils supplied with text-books at the time of the passage of this act, shall not be supplied with similar books by the committee until needed.
Section III. This act shall take effect upon the first day of August, eighteen hundred and eighty-four.
The town, at its regular meeting in March, 1884, as stated in a previous report, anticipated the passage of the law by making an appropriation of $1500 to meet the required expense. This appro- priation proved far too small, and $4872 .were expended for books and supplies. In March of last year, $700 were appropriated. This also proved inadequate, and $1454.12 have been expended. Prob- ably the discrepancy was caused in part by Section II of above law. When the free text-books were first given out, many had books of their own, and so were passed by in the distribution. Now the sup- ply of home books is exhausted, and all receive the town books. Many of the books, especially the expensive ones of the High School, may reasonably be expected to last ten years or more, while stationery, drawing and writing books, etc., must be furnished each pupil and be constantly renewed. Thus an amount must be appro- priated each year to keep the supply good and furnish perishable material. I should judge that $. 75 per pupil would be required the next year for this purpose, and that the annual amount would not vary far from that sum. The advantages of this system are many, and ale thoroughly appreciated by both pupils and teachers, while thoughtful parents are more than satisfied. Those cities which have longest enjoyed its benefits are the most enthusiastic in its support.
PHYSIOLOGY AND HYGIENE.
The last Legislature passed the following act in regard to Phys- iology and Hygiene :
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Chap. 332, Sect. 1. Physiology and Hygiene which, in both divisions of the subject, shall include special instruction as to the effects of alcoholic drinks, stimulants and narcotics on the human system, shall be taught as a regular branch of study to all pupils in all schools supported wholly or in part by public money, except special schools maintained solely for instruction in particular branches, such as drawing, mechanics, art, and like studies. All acts, or parts of acts, relating to the qualifications of teachers in the public schools, shall apply to the branch of study prescribed in this act.
SEC. 2. All penalties now fixed for neglect to provide in- struction in the branches of study now prescribed by law, shall ap- ply to the branch of study prescribed in section one.
SEC. 3. This act shall take effect on the first day of August, in the year eighteen hundred and eighty-five.
The above was approved June 16, and consequently was in force when the schools began in September.
The general introduction of the study of Physiology and Ily- giene into the public schools, by this positive statutory requirement, will have a beneficial and far-reaching effect. Men have long been awake to the moral turpitude involved in the use of alcohol and narcotics. but the physical effects are hardly less disastrous. Aside from the benefits to be derived from the general diffusion of infor- mation on this subject, special reference to which the statute re- quires, there is scarcely any subject of instruction in the schools in relation to which thorough and accurate knowledge can be of greater practical value in its uses and bearings upon the every-day life of the people, than this. In carrying out the requirements of the above law, the Committee have placed in the hands of every teacher a judicious text-book on the subject, and oral instruction is given in every grade. Another admirable work is in use as a read- ing book in the Evening School, and is intended to be used as a supplementary reader in certain grammar grades. From the inter- est manifested by both teachers and scholars, most satisfactory re- sults may confidently be expected.
ATTENDANCE.
This must always be a matter of interest in considering schools. Even moderate success is hardly possible, unless a good attendance is secured. Some of our teachers exhibit particular proficiency in
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securing this, both by their zealous work in the schools and by their personal efforts with individual pupils and parents. Teachers who have never thought especially on these points, are not aware how much power they have in increasing the attendance and raising the standard of the room. Of course a great deal of the absence is really necessary, and of this no teacher will complain ; but probably one- half is due to indifference, parents not realizing the disastrous re- sults. Punctual and regular attendance is of first importance, if we would have the children form good habits and receive the bene- fits, in a disciplinary and educational point of view, which the schools are prepared to give. The late Azriel Parish, for many years superintendent at New Haven, has stated these evils so forci- bly and fully, that I quote them for the consideration of our citi- zens :
1. "In school, the absence of a pupil entails absolute loss of opportunity which can never be recovered. The day, with all the possible advantages it offers at the beginning, can neither be re- called nor repeated when past.
2. The boy who learns to feel that he may neglect his duties as a scholar, for trivial causes, for causes equally trivial will neglect his business when a man.
3. The absence of a pupil from school to-day makes the loss of lessons to-morrow inevitable, because he does not know what the lessons of to-morrow are to be ; nor would he find time to learn them if he did. Hence, one absence involves a two-fold loss.
4. Many explanations are made by the teacher, clearing up difficulties to the pupils in relation to their lessons, which can never be repeated. A total loss.
5. The absent scholar becomes interested in objects outside of school, and, losing familiarity with school work, the incentive for study is lost His efforts become weak, his desire to excel diminishes, to be absent increases, and the transition to truancy is easy.
G. On his return after absence, he interrupts the exercises of the school, and hinders the teacher in finding what are his lessons for the day.
7. Having lost the lesson recited yesterday, he does not un- derstand that portion of to-day's lesson which depends on that of yesterday. Such dependence usually exists.
8. The time and the patince of the teacher are taxed in re- peating to him the instructions of yesterday, which, for want of previous study, he does not comprehend.
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9. The time thus employed in an attempt to explain is unjustly taken from pupils who were punctual in their attendance. The rest of the class are deprived of their teacher's service while teaching the delinquent.
10. The progress of the class is checked and their ambition curbed, while waiting for the absentee to make up his loss. Their progress is like that of a heavily handicapped race-boat.
11. The time of the teacher is wasted in making a record of the absence, in securing the delinquent's excuse, and ascertaining the cause of the absence.
12. The reputation both of the teacher and school suffers when the results of the examination are announced, on account of fail- ure, chargeable to absence rather than to defective instruction.
13. A large portion of the means generously provided for the education of all the children, and for which the community is taxed, is sadly misapplied."
MUSIC.
This subject seems to demand of us special attention. The educational value of music, and more particularly vocal music, has been universally conceded by both theoretical and practical educa- tors, as well as by statesmen and philanthropists. Its advantages are many and great and are shared by all. The existence of an in- dividual having a natural incapacity for learning music, there is good reason to assert, is almost as rare as that of an individual who is born deaf and dumb. It enlivens the tediousness of a close ap- plication to study and the drill of the class room. It cultivates habits of order, obedience, and union. It is highly beneficial to the physical nature, while as a means of mental discipline it has no superior. By cultivating the ear and voice, it is a powerful auxiliary to distinct articulation and correct enunciation in reading. Says Dr. Dwight : " Music is an important element of modern cul- ture, a refining social influence, a subject about which few cultivated persons now-a-days are willing to be thought ignorant or indiffer- ent, an art which in one way or another actually interests more thousands of people, more occupies their thoughts, more ministers to their enjoyment than any science or than most branches of litera_ ture and learning."
If we seek that which is practical, the claims of music cannot
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be overlooked. In this connection, I quote from a late report of the Lowell committee on music : "To some of us, it seems strange that the utility of the study of music in our public schools, should ever be questioned. It is simply another aspect of the endless de- bate regarding the meaning attached to the word practical, concern- ing which argument seenis useless. 'Teach the children substantial facts,' it is said ; 'therein is power.' True, but what is power ? The spiritual and emotional natures of children have an economy of their own, which cannot withi impunity be neglected. The power of song is older, and just as real, as that of the 'three R's,' and because its influence is elevating, will outlast them all. There are facts which do not relate exclusively to the senses, and there are practical things which belong to such facts. Those studies which inspire grand ideas and awaken beautiful sentiments, prominent among which is music, are as practical as those which teach to wield the pick-axe or to build a cotton-mill. The fallacy lies in applying the test to only one side of the question. The thought of DeQuincey is appropriate here. Speaking of aesthetic studies, lie says : "What we owe to them is power ; that is, exercise and expansion to our own latent capacity of sympathy with the infinite, where every pulse and each separate influx is a step upward, -a step ascending, as upon a Jacob's ladder, from earth to mysterious altitude above the earth.' "' That course of study is the best which provides for the training of all the faculties. Hence, school work should be ar- ranged with reference not only to the actual amount of useful knowledge to be imparted, but to the physical, mental and moral discipline of the student, and for these, as well as many other rea- sons, music should be introduced into our public schools. This has been frequently urged by those most conversant with the needs of the schools, and it is to be hoped that the town, so judicious in other respects, will no longer neglect so important an interest.
DRAWING.
Drawing, which had been pursued for nearly two years with varying success, received a new impulse on the appointment of Miss Evelyn Wires, who brought to hier difficult task enthusiam and tact combined with the most thorough preparation for her work. The
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results have been commensurate with the time and efforts employed. What has been heretofore an experiment is now an assured success, and has become a public necessity. Miss Wires resigned at the close of the year, in order to devote herself more closely to her loved art than her duties permitted. Encouraged by the success of the past, it was thought best to make still greater efforts. While before only two days' time had been used, it was decided to employ a teacher on full time, and Miss Emma F. Smith, of the Normal Art School, was chosen and has entered upon her duties. In addition to her work in the class room, Miss Smith meets in grade meetings thie teachers, who are manifesting great interest in this important sub- ject. We confidently predict that the success of the past will be more than realized in that of the future.
MORALS.
By moral instruction we have no reference to distinctively re- ligious teaching, which has no place in our public schools. The reading of the Bible, without note or comment, as the law requires, can hardly be called moral instruction. £ No matter how beautiful the passage, how noble the sentiment, the teachers are not permitted to call the attention of the pupils to it. How then shall this impor- tant subject be taught? Many contend that no special time should be set apart for this work, that morals should be taught incidentally, as occasion arises - that the incidents of school life furnish suffi- cient opportunity to inculcate the great moral principles which underlie good and virtuous conduct. Others desire to have, in ad- dition to the "occasional " lesson, a definite time and system in the instruction. All agree that the subject is of first importance. Teachers soon find that abstract talks on goodness, kindness, etc., become burdensome to themselves and distasteful to the pupils. A method which has proved of great interest and profit is to store the mind of the pupil with selections containing grand and ennobling thoughts clothed in beautiful language-thoughts that inculcate vir- tue, patriotism, love of God, kindness to dumb animals, and that give correct rules of life. But more is expected of them, and by conscientious teachers more is secured, than the simple memorizing of moral sentiments. Not only is the meaning of the passage
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clearly brought out, but it is made the basis of an appropriate talk to the children, fixing in their minds the truth desired.
Closely allied to the above, is the subject of manners. If we have departed from the puritanical standard in morals, our man- ners would be expected to furnish proof of the fact. Nor are they looking in the right direction who decry the brusqueness of our school boys, and who lament the prevalence of tlie " American " standard of propriety when they attribute this to the teaching of our free schools. The schools cannot be held respon- sible for the tendency of the age and the drift of public opinion. Our teachers strive to impress the principles of good conduct by precept and example, by anecdote and story. A text-book on this subject has been introduced, to serve as a basis for systematic in- instruction, and from which good results may be expected. Princi- ple and policy both urge to this undertaking, for the conscientious teacher not only confers a great benefit upon her pupils in the cul- tivation of their moral sentiments and in training them to good be- havior, but she also accomplishes more for them intellectually, and with less effort on her part than she would have accomplished by at- tending exclusively to their intellectual training. Still it is true that a fountain cannot rise higher than its head, and since children reflect the life of the home, marked improvements cannot be looked for unless the teachers efforts are seconded by sound parental advice and co-operation.
EXAMINATIONS AND PER CENTS.
This subject is of importance to school-officers, teachers and pupils. The results obtained by marked written examinations upon every subject possible, are proving unsatisfactory. The per cents. obtained are high enough-too high in fact-but the methods ,em- ployed deserve strong condemnation. They furnish ground for the charge of pressure and cramming ; they lead to narrow, routine teaching ; they offer an inducement to resort to questionable expedi- ents and pernicious methods ; a tendency to overestimate on the part of the teacher, a feeling of satisfaction at the high mark on the part of the pupil, which prevents greater effort, coupled with a
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certain contempt for that which is so easily obtained. Besides the best teaching cannot be fully expressed in per cents., nor do the best teachers obtain the highest marks. Closely connected with this is the subject of promotions. Between 80 and 90 per cent. of the av- erage class in our schools are prepared for the next high. . grade. Where more than that number are recommended,it is usually due to the evils mentioned above. The exception is where both teacher and pupil have voluntarily devoted much time each week out of school hours to special work-usually as thankless a task to the teacher as unjust to the pupil and the rest of the school. So long as teachers are judged by the community by the per cents. obtained and so long as parents insist upon sacrificing the best interests of the child to pride of class, these evils may be expected. This whole subject merits careful consideration on the part of the schools and the community.
COMPARISONS.
While the action of other towns in educational matters is not necessarily a guide to us, the knowledge of how we stand, compar- atively, may not be uninteresting, and may occasion satisfaction or regret, as the case may be. From the full returns we learn that the average length of the schools of the State has been 36 weeks. This is the highest average ever reached in Massachusetts. In this re- spect Milford is a little above the average, though probably not up to that of the cities and towns of its size. In the table showing the comparative amount of money appropriated for the education of each child by the different towns of the State, Milford stands 135 in a list of 346-a very creditable rank. In the county, by the same showing, Milford stands 18 in a list of 58. In the table iu which all the towns of the State are numerically arranged according to the percentages of their taxable property appropriated to the support of public schools, Milford stands 115 in a list of 346. In the table of average attendance, Milford stands 154. The last year will give a worse showing, because of the unusual prevalence and severity of contagious diseases. This shows that if the year was an average one in health, that the town is more willing to vote
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money than as individuals to take that personal interest which se- cures the attendance of each child, and which recognizes as a pos- itive loss, both to himself and others, his every absence. It need not be said that this indifference is most shown by those most in need of the advantages which they reject so thoughtlessly.
SCHOOL BUILDINGS AND YARDS.
The past year has witnessed marked improvements in many school buildings and grounds. The High School buildings and fences have been painted, the main room frescoed and adorned. New desks of improved form have been provided. So that now the accommodations more nearly correspond with the high character of the instruction there enjoyed.
The difficulty of getting good water at several of the schools, has continued to be a source of considerable annoyance. This has been remedied in part by the introduction of city water at Chapin street, the Park, and the Claflin buildings, and should be followed by its introduction into all the schools within reach of the mains.
At the Silver Hill and the Fountain Street school buildings new floors have been laid, the rear platforms removed, the seats re-ar- ranged and the rooms much improved. The North Purchase Pri- mary building received the attention so much needed and which was recommended in the last report. The following school houses and fences have been painted during the year : Chapin Street, City, Fountain street, High, North Purchase, Grammar, Park, Plains and West Street.
RECOMMENDATIONS.
1. That a suitable building for primary scholars be erected on the lot in the rear of Memorial Hall, thus dispensing with the objectionable Town House rooms, or
2. That the smaller school building at the Plains be moved and placed upon the lot above-named or some other convenient place north and west of said lot, and that the primary district lines be changed to meet the new requirements.
3. That the walks at South Grammar, North Grammar and Park be concreted.
4. That one truant officer be employed at a suitable salary,
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while one may receive a nominal sum if the law so requires, and that he be required to perform all the duties pertaining to his office.
5. That the school at Silver Hill be discontinued, and the scholars distributed among the most convenient schools. That suitable conveyance to the Plains be provided the pupils of Deer Brook, thus furnishing increased advantages to the scholars at a large saving of money to the town.
That the basement of the Park school house be prepared 6. as a store house and repair shop for school furniture, and that all damaged furniture and odd pieces be collected there from the dif- ferent school buildings and properly cared for and used as occasion shall require.
CHANGES OF TEACHERS.
TEACHERS APPOINTED DURING THE YEAR.
Miss Carrie J. Wentworth, Claflin 2, January.
Miss Minnie Moriarty, South Milford, February.
Miss Cora A. Rollins, Hopedale 1, February. Miss Mary T. Kirby, West Street 2, April.
Miss Agnes E. Sullivan, North Purchase Grammar, April.
Mr. Arthur N. Winslow, Hopedale 1, May. Miss Gay, South Grammar 2, May.
Miss Jennie L. Devine, Bear Hill, July.
Miss Nellie F. Gorman, City, July.
Miss E. Leslie Baldwin, Park 4, July.
Miss Josie E. Travis, Park 2, July.
Mr. A. L. Hodges, High School, July.
Miss A. O. Cheney, Silver Hill, Sept ..
Miss Lizzie F. Toomey, Hopedale 3, Sept.'
Mr. A. L. Hodges, Evening, October. Miss M. E. Cochran, Evening, October.
TRANSFERS.
Miss Ellen B. Prime, West street 2 to Park 4, April. Miss Cora A. Rollins, Hopedale 1 to Park 2, May. Miss Cora A. Rollins, Park 2 to Hopedale 1, June. Miss Mary J. Kelly, Hopedale 3 to Claflin 3, July.
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Miss Lizzie Madden, City to South Milford, July. Miss C. J. Wentworth, Claflin 2 to Hopedale 2, September.
As a whole, our teachers are devoted to their work ; our schol- ars studious and obedient ; our schools in good condition, quietly advancing the great work which they are designed to accomplish.
If our citizens can feel that the increased advantages so gen- erously provided result in a nobler manhood and womanhood, if honor, truth, and integrity are made equal factors with intellect and culture in the education given, then will our schools receive that moral support and hearty sympathy without which their best efforts. are but little short of failure.
Respectfully submitted.
WILLARD T. LEONARD,
Superintendent of Schools.
APPENDIX.
TABLE I. ITEMIZED REPORT OF THE SCHOOLS FROM JAN. 1, 1885, TO JAN. 1, 1886.
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