USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1881-1890 > Part 19
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NUMBERS AND AGES.
The following table gives the number of pupils enrolled during the year past :-
Number of pupils under 6 years,
148
66
7
138
8
135
66
9
66
140
66
66
10
66
165
66
11
149
66
12
66
163
13
66
121
66
66
14
"
190
15
126
66
16
79
66
over
16
66
82
Total,
1636
1
66
19
This table shows a very gratifying result, proving how strong a hold the schools have upon the pupils and the community. It will be seen that, aside from slight fluctuations, the numbers hold their own for nine years, reaching their maximum at fourteen. This is in marked contrast with other cities having excellent schools, where the maximum is at seven, with a constant decrease,. so that at fourteen the number is only one third the enrollment at seven. If children can thus be kept under the control of good influences and sound instruction, the duty of the town in this. respect will be fully met. They will be furnished with the elements of good citizenship and be qualified to compete success- fully in the battle of life.
PROFESSIONAL READING.
Since teaching is becoming both a science and an art, thought- ful teachers welcome all means of improvement and strive to thoroughly prepare themselves for their tasks. One of the most hopeful signs of the times is the increasing desire to know the- underlying truths-the psychological basis upon which the science of education rests, together with the modifications necessary to produce the best results in their local application. The num- ber of books recently published upon the science of pedagogy shows that the professional spirit is thoroughly aroused. Char- latanism and indifference have had their day. None but the fit- test need expect to survive the keen competition and meet the demands of this enlightened time. This study of the principles involved, together with additional experience in their applica- tion to the practical work of the school-room, is productive of good results. The teachers have formed a reading circle for the study of the History and the Philosophy of Education, and the. voluntary attendance at these meetings gives promise of satisfac- tory results in the future. Nothing so affects the schools as the- character and ability of the teachers. Experience clearly proves that no outside effort can render a poor teacher's work accepta- ble, and the circumstances are rare that can hinder the progress of pupils under the care of a good teacher. Our teachers, as a rule, are faithful and devoted to their schools, and, though differ -. ing widely in point of ability to teach, natural and acquired, are desirous of improvement. It is a mistake to suppose that every young woman who has passed through our schools possesses the necessary qualifications of a teacher, or that because she is a graduate of our High School and is "fond of children" she has a
20
claim upon the town and is thereby entitled to a school. There is an increasing conviction both bere and elsewhere that candidates for positions in our schools should give evidence of most exact and careful preparation, and should generally be graduates of Normal Schools or Colleges, and not only that, but should also be of such a progressive tendency as will enable them to keep in the van of the educational movement of the age. The environ- ment of a teacher's home has much to do with her fitness for her position, and, as has been said above, her thirst for culture and her readiness and willingness "to gather and examine what has been done by those who have been engaged therein, and whose position or success has given them a right to be heard." The fallacy that a person just in advance of her class is best prepared to anticipate and remove the obstacles in their way, has long since been exploded. Now the broadest scholarship, the ripest culture, together with the graces of the loveliest character are thought none too good for the humblest place in our schools, none too accomplished and wise to be entrusted with the care of our children in the formative period of their lives, when im- pressions for good are so easily made and when mistakes are at- tended with such direful results ..
TENURE OF OFFICE OF TEACHERS.
The last Legislature passed the following act :- CHAPTER 313.
An Act Relating to the Tenure of Office of Teachers. Be it enacted, etc., as follows :-
SECT. I. The school committee of any city or town may elect any duly qualified person to serve as a teacher in the public schools of such city or town during the pleasure of such committee: provided, such person has served as a teacher in the public schools of such city or town for a period of not less than one year.
SECT.' II. This act shall take effect upon its passage.
The above was approved June 22, 1886, and is important, not so much for what it actually gives, as indicating the drift of pub- lic opinion and as a move in the right direction. Several years of agitation and an able presentation of all phases of the subject convinced those who had doubts, and united all friends in support of the measure. The purpose of the law is to protect faithful teachers against hasty or partisan action, and at the same time secure and retain the best service for the schools. No doubt the friends of the measure were more interested in the growth and
21
development of the system of education than in the retention of any teacher or class of teachers. This law enables committees to elect competent persons of not less than a year's service to posi- tions in the public schools, without the anxiety or the formality of an annual election. They can now, if they choose, make contracts with the teachers just as in any other business, retaining those who are faithful and efficient so long as acceptable service is rendered, and no longer. Under the above, the teachers in the Milford schools were elected for one year.
The act relating to Evening High Schools affects only the larger cities, and is of no special interest to Milford.
MANUAL TRAINING.
Much is said and written concerning the advantages of manual training for schools. The advocates of the simple use of tools for boys, and sewing, cutting, fitting and cooking for girls, as a part of regular school duty, are many. In many places the experi- ment, if such it may be called, is in operation. In Boston these branches are systematically and regularly taught, and the friends of the measure are enthusiastic over the success. So of the sim- ple use of tools. No doubt these are valuable and useful acqui- sitions in both a pecuniary and practical point of view. Since in this respect all stand on the same level, it is fair that the state or town pay the bills, and give each less favored child an equal chance with the rich. This action can be defended on the ground of increased benefit to the individual and the community as a whole, and rests upon the same general foundation as our common school education. This differs widely from the Auchmuty schools of New York, or trades schools, as they are called, where special practice is given in particular occupations, or from any form of manual training directed to an end apart from the general good. But it is a fallacy to suppose that such training gives intellectual grip or moral power. The reflex influence of the hand upon the mind is of the slightest, and history proves that mere physical labor has never educated any nation or raised it in the scale of intellect or morals. The serfs of Europe and the coolies of Asia have never been greatly improved in intellect or character by labor. 'Compare the slaves of our own country and their advance- ment during a hundred years of toil, with the freedmen and their twenty years of education of today. While on the other hand all history shows that it is the mind which gives cunning to the
22
hand. The late Dr. C. O. Thompson of Worcester gives us a special application of this truth when, as the result of long expe- rience in polytechnic schools, he says that students who have been thoroughly trained in Latin master the sciences and techni- cal studies more readily than students who have not had such training. This is the universal experience in the best schools of Germany as well as of our own land. That "'tis the mind that makes the body rich" seems to be not only poetry, but true philosophy. The schools have a field of their own broad enough to require the exercise of all the powers of the mind to the fullest extent. Whether the advantages of manual training afford suf- ficient reason for adding them to the already over-burdened curriculum of our schools, is a question requiring careful con- sideration.
PHYSIOLOGY AND HYGIENE.
In accordance with the act of the Legislature of last year, mak- ing the study of Physiology and Hygiene obligatory in all pub- lic schools, a text-book was placed in the hands of the teachers and general instruction given in all grades. "The primary object desired by this enactment is that the pupils in our schools shall be thoroughly informed as to-first, the physical, mental and moral consequences of narcotic habits, and second, that they shall understand such other laws of health as will teach them how to care for their bodies." There is no expectation that the instruc- tion will partake of the scientific and technical character of the medical schools, but give a practical, common-sense view of these subjects. Our intention is to make the instruction which was general and cursory the first year more and more exact and defi- nite as the pupil becomes prepared for it, and subject to the reg- ular tests of examination. Such a course should give a pupil a knowledge of the fundamental truths of this science which he may use throughout his life in preserving his bodily health and in pre- venting disease. These fundamental truthis are neither so numer- ons nor so difficult to be understood that the pupils in our schools, with proper instruction, may not acquire such knowledge of them as will be of great practical value.
SILVER HILL.
The school at Silver Hill was closed on the 19th of February, at the close of the seventh week of the term. The number of scholars had diminished so that there were but seven enrolled,
23
with an average attendance during the last month of less than five, while day after day there were but two pupils present. When the school was full the cost per pupil was more than three times that of a pupil in some of the schools in the centre of the town, and it did not seem just to the tax-payers that this large expense should be incurred, especially since the few pupils could be distributed in the nearest schools at no serious inconvenience to any, and with great advantage to some. The local school dis- tricts were years ago abolished by law, and those towns which discard entirely such divisions find the efficiency of the schools increased at a great saving of money. Upon the petition of a number of citizens of the neighborhood, the Committee decided recently to open the school again in the spring, and continue later than the other schools, if necessary.
EVENING SCHOOL.
If the town wishes to meet the educational needs of all its citi- zens, evening schools are imperatively demanded. Under the old district system young men and women remained in school until eighteen or twenty years of age. This maturity, joined with a fuller appreciation of their necessities and advantages, more than compensated for the shortened time of the term. Now with our continued session nearly all the pupils are through before sixteen, while a very large number have been out of school for some years. Even if one of these older pupils should desire to attend school, the absence of companions of his own age is sufficient to prevent him from carrying out his purpose. The result is a large class of young persons of both sexes with little education, often with still less desire for it, and without settled views of life. From this class the ranks of the idle and aimless, the vicious and the unfortunate, are easily recruited. An available remedy is the evening school. The last legislature passed an act requiring an Evening High School in the larger cities on the application of a certain number of pupils. All the large towns freely furnish instruction suited to the needs of an ordinary education. In such circumstances these schools should be crowded, and in some cases are so, while in others the lack of numbers shows the entire absence, not only of enthusiasm, but even of appreciation. Our own school must be classed with the latter. With free books, good accommodations and an able, enthusiastic teacher, while there should have been two hundred pupils, the daily average is less than
24
twenty-five. Such an unsatisfactory result affords matter for seri- ous reflection on the part of all thinking citizens. The causes lie deeper than the surface, and are seen and felt in many ways affect- ing the present and future welfare of the town. While believing in the most economic administration of school affairs, we think it for the best interest of the town to support an evening school, open three evenings each week, from October to May, for in- struction in any study now taught in our day schools, on the application of a sufficient number to render the class profitable. We believe such a school, with proper teachers, would receive a generous patronage and quickly demonstrate its usefulness and practicability.
DRAWING.
The interest in this department has been fully sustained, and the prediction of the last report realized. At the close of the term in June, Miss Smith declining a reappointment, Miss Jessie N. Prince of the Normal Art School was chosen, and entered with enthusiasm upon her work. Several months were spent in a careful examination into the needs of each school, personal in- stuction given in every room, and frequent grade meetings for in- struction and consultation held. After thus becoming thoroughly conversant with our needs and resources, she felt there would be no serious loss to the town if she accepted the repeated solicita- tions of Quincy to take charge of the drawing there in connec- tion with the work here, and now her time is shared between these towns. This plan, while relieving the Drawing teacher of no part of her responsibility, brings the regular teacher of the room into closer relations with the pupils of this department, and is productive of the best results. At the present time flat copies are almost wholly discarded and the actual object used instead, while working views and the correct interpretation of specifica- tions and perspective are brought into prominence. Experience clearly demonstrates that the instruction which is not based throughout its course upon the actual object or model, is not the best instruction and that any lack of attainment is largely due to a violation of this principle ; and not only so, but in the lower grades especially it is essential that the object or model should be as perfect as possible, that the conception of form in the child's mind may be a true one. Accuracy of form is directly connected with beauty of form and proportion, which have much to do in
25
creating and fostering an artistic taste. A systematic course of drawing has an important bearing upon the intellectual develop- ment of the pupils. The training of the eye and the deftness of the hand stimulate the observing powers, quicken the imagination, and aid the general mental culture. While all are thus gainers in mental power they are also possessed of the knowledge and skill which will enable them successfully to master the details of any of the mechanical arts.
IN MEMORIAM.
Miss Lizzie F. Toomey died of consumption after a brief illness, Sept. 28. She was educated in the public schools, and after graduation in the High School was elected to the position of teacher, and taught in Hopedale and also in the Claflin School. In this capacity she won the respect of her associates and the love of her pupils; all of whom keenly felt her loss. She was a most estimable young lady, whose many amiable qualities and ac- complishments gained for her a large circle of friends.
CHANGES OF TEACHERS.
TEACHERS APPOINTED DURING THE YEAR.
Miss E. N. Smith, Drawing, January. Miss Nellie Hinsley, Hopedale 2, January. Miss M. A. Aylward, Braggville, April. Miss A. E. Sullivan, Substitute, April. Miss J. E. Travis, Park 4, September. Miss M. J. Kelly, South Grammar 4, September. Miss L. Madden, West Street 1, September. Miss J. N. Prince, Drawing, September. Miss L. Hayward, Substitute, September. Miss A. J. Gannett, Park 2, October. Miss F. N. Eastman, Substitute, October. Mr. J. H. Wood, Evening, October.
26
TRANSFERS.
Miss C. Y. Wentworth, Hopedale 2 to Park 4, January. Miss E. L. Baldwin, Park 4 to Park 2, January. Miss M. J. Kelly, Claflin 3 to Hopedale 3, January. Miss L. F. Toomey, Hopedale 3 to Claflin 3, January. Miss C. V. Sadler, So. Grammar 2 to So. Grammar 1, February. Miss M. F. Aylward, So. Grammar 4 to So. Grammar 2, Feb. Miss A. O. Cheney, Silver Hill to So. Grammar 4, February. Miss S. R. Broderick, Braggville to No. Purchase Gram., April. Miss A. O. Cheney, So. Grammar 4 to Braggville, September. Miss K. McNamara, West Street 1 to Claflin 3, September.
Looking at our schools as a whole, I can think of nothing that would increase their value so much as to extend the time of the school year from thirty-six to forty weeks. This is the time given almost universally in the cities and larger towns, and Mil- ford should offer educational advantages not to be excelled. Again, the longer the time the schools are in session the less the proportional cost. There would be no increased amount for plant, books and general expenses. The most of the lengthened time would come in June, and thus but little more coal would be needed ; the increased cost would be slight.
Statistics show us that when the age is reached when scholars can legally leave for work, large numbers avail themselves of the opportunity. It is but just, then, to those whose time is unfortu- nately limited, to furnish as many weeks of schooling as possible during the years they can devote to study. Of course people of wealth can and do supplement the education of their children by special instruction and outside courses of study, but the many are restricted to the public schools, whose value would be greatly enhanced by the longer term. We desire to call special atten- tion to this subject, believing it the most important of any affect- ing the schools at the present time.
If our citizens can feel that the increased advantages so gener- ously 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, 1886, TO JAN. 1, 1887.
SCHOOLS.
TEACHERS.
HIGH.
4 Classes
159
129.9
127.9
98.5
798
129
79
0
0
41
1
32
H. W. Lull. Miss M. A. Parkhurst. Miss Alice C. Jones.
I
48
33.2
31.8
517
15
12
2
1
21
2
28
Miss M. J. Kelly.
PARK GRAMMAR.
III
49
37.4
31.6
84.5 95
689 672
79
76
5
16
23
1
34
Miss J. E. Travis.
I
52
39.3
34.6
88
434 463
45
52
4
1
22
1
20
Miss C. V. Sadler.
II
41
33
31.4
95.3
116
100
3
2
23
2
8
Miss M. F. Aylward.
SOUTH GRAMMAR.
III
54
41.8
38.7
91.4
1316
110
101
4
8
26
1
9
IV
60
42.6
39.8
93.2
1048
220
192
*6
5
34
2
26
Miss E. S. Rogers. Miss M. J. Kelly.
I & II
11
2× 5
27.3
95.6
468
28
20
1
2
23
2
15
Mrs. K. E. Edwards.
:III & IV
64
50.6
45.3
89.5
1871
97
75
9
11
26
2
23
Miss M. F. Devine.
:V & VI
69
36.4
32.6
89.5
1071
132
27
16
6
16
2
15
Miss S. F. Burns.
: VII & VIII
107
77
71.4
92.7
2046
142
12
16
8
27
2
14
Miss M. E. Cochran.
V
44
41.2
37
90
930
95
53
18
24
2
16
VI
51
45.1
41.8
02.6
1208
115
54
8
3
22
2
15
Miss L. Smith.
CLAFLIN.
VII
36.3
33.4
91.9
1376
67
34
1
12
21
3
35
VILI
5,9
54.6
49
89
1950
172
7
0
11
27
2
53
Miss K. Chapin.
NO. PURCHASE GRAMMAR: I,II, III, IV 66 PRIMARY .: V to VIII
48
32
26
81 90
730
65
2
0
10
0
12
40
33
29.7
845
90
18
0
0
10
0
13
V, VI
56
45.5
43.6
96
893 1649
120
89
9
4
18
2
66
TOWN HOUSE.
VII, VIII
67
57.9
53.4
92.2
48
27
5
0
30
3
87
V, VI
17
43.5
41
94.3
925
172
4
0
18
1
39
CHAPIN STREET.
:VII, VIII
63
59.2
53
89.4
2117
106
3
0
18
0
69
Miss S. E. Sheldon. Miss E. A. Devine.
28
NORTH GRAMMAR AND PRIMARY.
II
14
32.7
31
95.6 94
549
38
33
11
0
20
2
30
Miss A. J. Gannett.
IV
54
41.2
39.2
|Per cent. of At-
tendance to No.
No. Half Days'
No. Cases of
No. Cases of
No. Cases of
No. Cases of
Truancy.
Visits of
Visits by Committee.
Visits by Others.
Grades.
Total Number
Average Number
Belonging.
Average Daily
Attendance.
Belonging.
Absences.
Tardiness.
Dismissal.
Corporal Punish-
ment.
2
30
1
25
Miss H. M. Broderick.
44
24
1
Miss A. B. Chapin.
Miss K. McNamara.
Miss S. R. Broderick. Miss E. O. Taylor.
Mrs. A. L. Bell. Miss J. M. Barry.
101 68
Superintendent.
Enrolled.
WEST STREET.
V, VI VII, VIII
35 47
33.8 42
30 35
88.8 83
1090 2534
56 24
83 46
4 4
0 2
18 18
3 5
41 58
Miss L. Madden. Miss M. T. Kirby.
HOBOKEN.
VII, VIII
42
31.5
29.1
92.3
618
39
22
3
0
13
0
27
Miss A. T. Gleason.
FOUNTAIN STREET.
v to VIII
31
25.6
23.9
92.9
716
29
17
0
0
11
0
15
Miss S. E. Inman.
BRAGGVILLE.
25
17.4
14.7
84
793
05
63
5
0
14
0
21
Miss A. O. Cheney.
BEAR HILL.
19
14.2
12.6
88.7
573
30
17
0
0
11
1
18
Miss J. L. Devine.
DEER BROOK.
14
13
11
84.8
575
14
8
0
0
10
0
38
Miss A. A. Conroy.
CITY.
18
14
13.2
94
619
115
14
8
0
10
0
16
Miss N. F. Gorman.
UNGRADED.
-
* Since September.
29
30
TABLE II.
Showing the total cost of each school, the average cost per pupil from February 1, 1886, to February 1, 1887, based on the total expenditures and the average number belonging.
SCHOOLS.
Grammar
Rooms.
Primary
Rooms.
Average No.
Belonging.
Av'ge Daily
Attendance.
Cost per .
Pupil.
Total Cost.
REMARKS.
High .
129.9 127.9 $35 81 $4652 43
Four classes.
Park .
4
144.5|133.7
16 81
2429 07
Four grades.
North Grammar.
2
2
192.5|176.5
12 10
2329 99
Eight grades.
South Grammar
4
156.7 144.4
15 34
2405 10
Four grades.
No. Purchase Grammar
1
32
26
17 08
546 54
Four grades.
No. Purchase Primary . Claflin. .
1
33
29.7
13 71
452 57
Four grades.
Town House .
2
103.4
97
52
984 39
Four grades. Four grades.
Chapin St.
2
102.6
94
, 97
921 20
Four grades.
West St.
2
75.8
65
12 11
917 85
Four grades.
Hoboken
1
31.5
29
13 56
427 26
Two grades.
Fountain St.
1
25.6
23.9
18 08
463 06
Four grades.
Braggville
17.4
14.7
27 74
482
Ungraded.
Bear Hill.
14.2
12.6
31 39
445 68
Ungraded.
Deer Brook.
13
11
33 54
436 11
Ungraded.
City.
14
13. 2
31 23
437 29
Ungraded.
Evening
1
30.2
25
10 62
320 84
One class.
..
.
.
...
4
177.2 161.1
11 05
1958 15
TABLE III. TEACHERS IN THE SCHOOLS, JANUARY, 1887.
NAMES.
GRADE.
RESIDENCE WHEN ELECTED.
RESIDENCE.
YEAR ELECTED.
SALARY.
WHERE EDUCATED.
H. W. Lull,
High,
Manchester. N. H. Jefferson St.
1880
$ 1700
Harvard College.
Miss M. A. Parkhurst,
Milford,
Court Square.
1879
500
Milford High School and Boston Normal.
Miss Alice C. Jones,
Stonelamı,
School St.
1883
500
Wellesley College.
Miss M. JJ. Kelly,
Grammar,
Milford,
2 Claflin St.
1973
600
Milford High School and Training.
Miss A. J. Gannett,
North Scituate, Milford,
Congress St.
1886
378
Salem Normal.
Miss H. M. Broderick,
Holliston,
No. Mechanics.
1886
342
South Hadley Seminary.
Mrs. K. E. Edwards,
Milford,
Sumner St.
1873
600
Milford High School and Training.
Miss Mary F. Devine.
9 Beach St.
1875
378
Milford High School.
Miss Carra V. Sadler,
Holliston,
58 Congress St.
1884
342
Salem Normal.
Miss Mary F. Aylward,
Milford,
285 Main St.
1876
378
Milford High School.
Miss M. J. Kelly,
15 Pine St.
1878
396
Milford High School & Framingham Normal.
Mrs. Anna L. Bell,
Primary,
1 Highland Sq.
1869
Milford High School
31
Miss S. Eldora Sheldon,
Fr'klin & Ches't.
1871
342
Milford High School.
Miss Ellen A. Devine,
66
174 Main St.
1863
396
Mitford High School
Miss Alice B. Chapin,
2 Pearl St.
1882
342
Milford High School & Framingham Normal.
Miss Lilian Smith,
Central St.
1879
342 Milford High School & Framingham Normal.
Miss Kate McNamara,
174 Main St.
1869
342
Milford High School
Miss Kate Chapin,
..
Otis St.
1883
342
Milford High School & Framingham Normal.
Miss Enima O). Taylor,
66
West St.
1884
342
Milford High School.
Miss Lizzie Madden,
Pond St.
1883
342
Milford High School.
Miss Mary T. Kirby,
66
East St.
1882
342
Milford High School.
Miss Annie T. Gleason,
66
Taylor St.
1868
342
Milford High School.
Miss Susan E. Inman,
18 Beach St.
1875
342
Milford High School.
Miss Sarah F. Burns,
East Main St.
1876
342
Milford High School.
Miss Mary E. Cochran,
19 Beach St.
1884
342
Miss Jennie L. Devine,
Suburban,
East St.
1884
342
Miss Agnes A. Conroy,
Congress St.
1885
342
Miss A. O. Cheney,
66
Main St.
1885
342
Miss Nellie F. Gorman,
No. Mechanics
1886
$7 weck
Miss Jessie N. Prince,
Drawing,
Dedham, Milford,
Grant St.
1886
4
Milford High School.
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