USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1881-1890 > 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 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34
As a consequence of all these, the order or discipline of the great body of the schools, though shorn of some of its terrors, is more efficient than before. The suspicion that in the past there has been too much corporal punishment, especially in the Primary grades, has ripened into conviction. Many of our teachers had anticipated the public in this conclusion.
17
PRIMARY SCHOOLS.
The past ten years have been most prolific in the evolution and discussion of theories upon the management and instruction of Primary schools. The child has explored many a field of knowl- edge before it enters school. He is able and eager to learn. But over the door of many a school-room might have been written in iron letters, "They who enter here must leave all curiosity and questionings behind." Now, in the great world of matter, the child has been a constant worker and thinker. Its discriminating and even reasoning powers have been exercised.
If in the school-room the confidence and interest of the pupil are first gained, we can build upon what the child knows and use the vocabulary that the child comprehends, and thus firmly hold it by the triple tie of affection, interest and knowledge. Then slowly and gently leading the little ones from things to ideas, from ideas to words as the symbols of thought, from what it now knows to what it should learn, the acquisition of knowledge will soon be- come a rapid, pleasing work, and not an endless, irksome task.
In a recent article on the "Milford Schools," in our able local paper, this was stated : " Most of the Primary schools seem to have gained a new spirit and impetus, since I visited them last, from the system of object teaching and slate exercises urged by the Superintendent. The main difference which can be noticed is the larger interest of the children, the reading with expression and compre- hension of the meaning, and the good percentage of attendance. It is a great thing gained when the little ones are so interested that school is a pleasure instead of a dread to them."
I think that the accomplished writer also noticed the great im- provement in the writing of the children-formerly, in many of the classes, it was unknown-and their power of expressing thought in original oral or written sentences. If the teachers and Superin- tendent have accomplished the work outlined above, progress has certainly been made.
Your teachers have most willingly seconded all my plans and efforts. In many cases they have improved upon them. After mapping out our plans and line of work, at the teachers' meetings, the work was done. Then, after a few weeks, the teachers have visited the schools of each other and the best schools in the State. They have sometimes thought that theirs did not always suffer in the comparison. But they have returned to their work refreshed, with new thoughts and redoubled energy. And here it should be said that these visits have been expensive to many of the teachers. It should also be stated that our numerous teachers' meetings are held mainly out of school hours.
Formerly the schools were dismissed for the entire session. Hence, even with the time taken in visiting schools at home and abroad, the schools have been taught more hours than in some previous years.
18
The Primary schools are managed under the system which was recommended and commenced last year. Our upper Primaries and the Grammar schools, have received an impetus from the good work done in the grades below. In fact, in several of these rooms, the most marked and gratifying improvement of the year is found.
The present method of managing and teaching a Primary school is most exhausting. It requires ten fold the fertility in resources, tact and power which the old system demanded. Casual observers have noted the eager interest of the pupils in these schools It is my duty to report that your teachers, notwithstanding the amount of added hard work which their present teaching necessitates, could not be induced to return to the comparatively easy, routine duties of former years.
The classes that will complete their fourth year in June next, will have a good knowledge of the four fundamental rules of arithmetic, and will apply them readily to practical questions which involve small numbers. They will be conversant with the operations in United States money. They will read fluently and with expression, selections adapted to their age and attainments. They will have been well grounded by oral lessons in geography. They will have had many lessons on color, form, " manners and morals," and other topics. They will have memorized choice selections in prose and verse. They will write an open legible hand. They will be able to give orally or by letter, a fairly expressed or well written description of what they have seen or heard. They will write on slate or paper a better letter than many older people can compose. All these things are done almost daily in our best primary schools.
During the last six months the greatest improvement has been made in the upper Primaries. The reading, talking, writing, sen- tence making and arithmetic, all show progress. I must, in justice to the faithful and progressive teachers, express my great satisfac- tion at the advance also made in the lower Primaries. Several members of your Board have expressed surprise and delight at their present condition.
Our schools need many of the little, material appliances now universal in all well appointed schools.
GRAMMAR SCHOOLS.
A large number of pupils may never enter the High School. They must rely upon the Grammar schools for their intellectual out- fit. Therefore the instruction which these schools impart should be comprehensive, practical, thoughtful and thorough. The men and women who conduct these schools should be liberally gifted with high character, wisdom, culture and efficiency. Many of the schools are favored with such teachers.
The course of study and instruction is based on the fundamental idea that the pupil, at whatever time he may end his school days,
19
should carry with him those elements of knowledge and principles of virtue which will best fit him to begin his work in life, and to be- come a useful member of society.
Some of the lower grades have greatly improved in their methods of teaching and management ; in others, "much land still remains to be possessed."
An attempt has been made to improve the reading in the schools. If the success has not been marked, it should be remembered that, though better methods of teaching may be promptly adopted, much time is needed to eradicate old and pernicious habits of study and expression.
The introduction into the Grammar schools of a course of oral instruction in Physics, or Natural Philosophy, has been recom- mended in previous reports. The omission of much useless matter from the arithmetic, and the use of a well arranged text-book in geography, leave ample time for the pupil to learn all that is essen- tial in the foundation studies. While instruction in subjects new and taken from the surroundings of common life, especially as they must be taught orally to younger pupils, might break up the routine and stagnation now so painfully prominent in a few classes. The teacher who prepares herself carefully for oral instruction in " the science of. common things," will teach the old studies with a quickened brain. If she does not prepare herself, her teaching becomes a farce.
Frequent visits of inspection, the oral and written examinations, and the result of the final examination for entrance to the High School, plainly showed the excellent training which had been given to the upper classes in the Grammar schools. The work in some of the lower grades has been exceptionally good.
No changes have occurred among the teachers of the central Grammar schools for a year and a half. This remarkable degree of permanency has tended, in most cases, to secure the unity and elevate the character of the Grammar schools.
I would respectfully refer you to the recommendations of last year in reference to a system of semi-annual examinations and class promotions, which has for years been in successful operation in many New England and Western cities and towns.
Seventy-five candidates were examined in June for the High School. Fifty-four of this number were admitted. The majority of this number, and many of the best scholars, thus completed their course in four years. It is not expected that all scholars who entered the principals' rooms in September will be fitted for the High School at the close of the current year. They entered the lowest class in the Grammar school when the standard for admis- sion was low and the length of the course almost interminable. Many thoughtful parents desire their children to remain in the Grammar school for a fifth year. This often is wise. A few seek to crowd their children into the High School over the judgment of
20
the teachers and the Superintendent. This is otherwise. Teachers are only too eager to promote the children. Your Superintendent takes pride in their rapid progress. " The present organization of the Grammar schools," said the report of 1879, " allows the average scholar to complete the course in five years ; in the old course eight years were required." My predecessor thought the course might be completed in four years. Having seen the plan successfully car- ried out, I urged it upon your Board, and it was adopted a year ago. Next summer a large and well-prepared class will enter the High School. The majority of these pupils will have been in the Gram- mar schools only four years. They will be better prepared for the High School than many of the pupils were a few years ago.
The adoption of better methods of teaching, and watchful super- vision have made a saving of from two to four years possible, in the school course of the average boy or girl whose school days must end before the age of 13 or 14 years is reached.
MIXED SCHOOLS.
Eight mixed schools have been taught during the year. Four new teachers were assigned these schools in September. So many families have moved from some districts that these schools are not as full as last year, but the average attendance has been better. The teachers have infused new life into most of these remote schools. This is essential, as many of the classes are too small for much per- sonal emulation. These schools are generally well taught and have made progress during the year.
The interests of economy and education alike, demand the con- solidation of very small schools. If the good people in some of the smaller districts would be willing to carry their children to larger schools at no great distance from their homes, and to be paid for doing so, money would be saved and the children would be better taught. But this course should not be adopted in opposition to the general wish of the parents.
HIGH SCHOOL.
M. Buisson, the distinguished chairman of the French Commis- sion on American Education which visited this country in 1876, says in his famous report to the French government :
"No part of the American school system is more essentially national than are the High Schools ; no part of the system presents features that are more original, or, in some respects, more removed from European ideas ; no part of the system is more worthy of pro- found study. If it be true that the prosperity of a republic is in direct ratio to the replenishment of its middle classes, then the High School of the United States, whatever it may cost, is the best investment of national capital that can possibly be made."
21
The best interests of the republic require the highest practicable education of its citizens, and especially of those who are to occupy stations of influence and responsibility. It has been said that the State has no right to expend money for the support of High Schools. But the right of the State is the right of the people, and the people have the right to provide any kind of instruction that will promote the public welfare. The founders of this Commonwealth fully re- cognized their obligations to provide the higher instruction. In 1647, a law was enacted by which every town containing a hundred families was required to establish a school whose master " should be able to instruct youth so far as they may be fitted for the university." Washington, Jefferson, John Adams, Madison and John Quincy Adams recommended liberal provisions for the higher departments of education, "as essential to the highest degree of national prosperity, and as one of the vital safeguards of a free constitution."
The Milford High School continues to merit the honorable posi- tion it has held so long and so continuously in public favor. With the Summer term, the principal, Mr. S. W. Hale, closed his connec- tion with this school, after ten years of faithful service. Miss Lillie B. Godfrey also resigned her position as assistant.
Mr. H. W. Lull, from the Manchester, N. H., High School, and Mr. Frank B. Sherburne, of Lowell, entered upon their respective duties, as master and sub-master, in September. The fact that the school has gone on harmoniously and successfully, reflects the highest credit on both the past and present management. The two accomplished women, Miss Anna M. Bancroft and Miss Mary A. Parkhurst, who taught in the school last year, have contributed largely to its prosperity and success during the present. Notwith- standing the good condition of the High School, two hindrances keep it from doing its best possible work and fully meeting the demands of the present age. There is need of a course of study which, in its various departments, shall be comprehensive and practi- cal enough for those who can remain in the school for only two or three years ; and which shall have enough of the " culture studies," of the solid English branches, and of the classics, for the young man or young woman who desires a well rounded, general education, or a good preparation for the technical school or university.
Speaking of the classics, I must say that the Latin language, like many adjectives in our common English speech, is overworked in this school. A classical teacher myself for fourteen years, I cannot be prejudiced against the proper study of Latin ; when pursued for years, its influence for literary culture is pre-eminent.
The briefer study of Latin may have a more limited but real utility in etymological researches, in leading to a correct orthogra- phy, in solving grammatical puzzles and in giving a clear conception of the meaning of scientific terms. But how much will it benefit the boy or girl who can attend the High School for only a few terms ?
22
It is highly desirable that the "rush," to use the expressive word of a teacher, into the study of Latin, made by scholars whose school life must be short, or who are not fitted by nature to enter upon a course of classical study, should be stopped.
This school should offer its patrons a complete English course. I have grave doubts whether the two years' English course can be very satisfactory. Perhaps all its capabilities have not been tested. Certainly, its introduction was a move in the right direction. I would recommend that "the short, business course " should take three years for completion. English grammar and ancient history are now too prominent ; English literature, rhetoric and the modern languages are unknown ; very little has been done in English com- position. The study of English literature and daily exercises in writing original English should form a large part of the first year's work and continue through the whole three years.
Your sub-committee have materially modified the High School studies. Other changes will be made. A course of study, to be valuable, should not be the product of the scissors and mere theory, but the outgrowth of the workings of the school itself.
The other pressing need is either an enlarged or a new High School house. The present building is neither spacious, convenient nor healthy. Intended for 75 pupils, it has been crowded with 150. If the prosperity of the town continues, the next great public improvement, after " water works " and a " new opera house," should be the erection of a spacious, substantial, convenient High School building.
The following was the order of the exercises of the class grad- uating June 24, 1880 :
GREETING SONG, .
THE MIND ITS OWN EDUCATOR, .
THE STUDY OF BOTANY,
PERFECTION NO TRIFLE,
THE WORTH OF LIBERTY,
LIGHTS AND SHADOWS,
THE DEFENCES OF THE NATION,
THE INFLUENCE OF PUBLIC OPINION, ANÆESTHETICS,
EXAMPLE,
·
LEARN TO LABOR AND TO WAIT,
THE POWER OF MAN, . PRACTICAL KNOWLEDGE, ·
THOUGHT AND ACTION, ·
OUR RAILWAY SYSTEM,
LITTLE THINGS BUT PARTS OF GREAT, OUR NAVY,
Clara M. Inman. Agnes S. McDermott. Anna F. Keating. Hannah B. McGarry. . James Slattery. . Luva A. Celley. Horace E. Whitney. Carrie M. Hart. Reuben A. Cooke. Nellie M. Wallace. Sarah V. Lowther.
· A. Trask Woodbury. Mary R. Tingley. Martin J. Kelly. . Marcus F. Patterson. Hattie D. Mathewson. Lawrence E. Doherty.
23
BROKEN BARRIERS,
Nellie A. Dale.
SAND,
Clara M. Inman.
PARTING HYMN,
Hattie D. Mathewson.
The following graduates of the two years' course received their diplomas privately :
MARY A. BURKE,
NELLIE A. WARFIELD,
MARY F. DESAUTELLE,
ARTHUR E. KIRBY,
NELLIE A. MCLAUGHLIN,
WM. H. KNOWLTON,
MARGARET I. QUIRK,
RUTHVEN S. WELLINGTON.
EVENING SCHOOL.
The evening school for boys was opened in November. The whole number of scholars at the outset was less than last year, at no time reaching 50. The average attendance for a few weeks was about 25. The work of the school was excellent. It is emphatically true that few persons are fitted by nature or incli- nation to conduct an evening school. For three years the school has been managed successfully by your Secretary. Early in the winter the excellent coasting and skating depleted the school. It is a source of regret that the school should have had three teachers in less than three months. This frequent change of teachers re- duced the school, already small, to its lowest terms. In the last few evenings the attendance was from five to nineteen. These schools require more skill in their management than the day schools. The work of the teacher must be of a helping, individual character. If a boy wishes to read, write, spell, cypher, or study book-keeping, let him do so to his heart's content. The teacher's work is to assist him in difficult places, and, if possible, excite him to mental effort. Very little attempt should be made at classifi- cation.
The principal obstacle to the success of evening schools is irregular attendance. I know of no city which reports anything like regularity of attendance. It is no unusual thing for a school to register from 60 to 100 pupils at its beginning, and in a few weeks to have an average attendance of only 20 or 30. Probably one-fourth of those who appear at the early sessions have no inten- tion to attend regularly, and no wish to profit by the instruction. Some regard the school as a lounging place, where they can sit through a cold winter evening in idle comfort. Others drift in to provoke disorder and "have a good time." When these fellows find the teacher insisting on good behavior, and that hard work, not fun, is the order of the evening, the school loses its attraction, and, after a few evenings, they resume their old business as loafers at the street corners and about the saloons.
A third class embraces the boys and young men to whom the school offers an opportunity of vast importance. These have
24
determined to make the most of its instructions. I think there have been about 25 of this class in attendance during the past winter. It was a most gratifying sight to witness the earnest appli- cation of those who, after long days in the store or shop, gladly devoted several evenings of each week to hard study. Boys that properly belong to the day school should be compelled to attend there. Evening schools, at their best, are poor substitutes for the day schools. In my opinion, only those who have maturity of mind, or a fixed purpose to make the most of their advantages, are likely to be profited by attending evening schools.
If these schools are to be continued, and this I should certainly advise-since if only a few wisely improve their opportunities, the labor and cost expended upon them are more than justified-I would make the following recommendations : That they be opened a month earlier, that is, in October ; that some written or pecuniary pledge for a fair degree of regular attendance be exacted from the applicants for admission, as was done in Worcester ; that assistants be employed, and that sessions be held on only four evenings of the week.
Every possible effort was made to obtain pupils for an evening school for girls, but only three applicants appeared. Your Superin- tendent met these on two different evenings. I was informed by the employer of one that she could receive ample instruction at home. 'The school was not opened. It is a source of deep regret that the young women of Milford, whose early education may have been defective, have shown so little readiness to avail themselves of that opportunity for learning which the town so generously extended them.
READING.
I have carefully observed the work of the schools in the studies of every grade. Deeply impressed with the truth that the school life of most of our children is closed before the age of fourteen is reached, I have desired to make the course of instruction in all the schools as practical and comprehensive as the age and attainments of the pupils will warrant.
Reading is the foundation study ; upon it the whole educational fabric rests. The mumbling, or even the distinct enunciation of words without a thought of their meaning, is not reading ; it is a senseless jargon of words, whose pernicious effects are in an exact ratio to the facility with which they are uttered.
Reading involves two distinct processes : first, the formation of ideas and thoughts in the mind of the reader by a knowledge of the form and signification of the printed or written words; second, the utterance of these words so as to excite in the mind of the hearer the same ideas and thoughts. There are likewise two dis- tinct kinds of reading, the silent and the oral. These are the complements of each other. The young pupils must be taught to
25
grasp silently the sense of what they read. Hence, silent reading should precede oral. This opens a wide field of preparation for the teachers of every grade.
By interesting and pertinent conversation, in which the pupil must take a prominent part, and a liberal use of the blackboard, the meaning and form of words which are to be used in the lesson are carefully unfolded by the Primary teacher. In our best schools the little pupil cannot be induced to begin a sentence orally until he has grasped the thought. If his eye strikes a word which is new, or conveys no idea to him, he stops and will not go on till the word is explained ; that done, he has mastered the thoughts of the sen- tence, and will convey them to his hearers in an easy, conversa- tional manner, by oral reading.
By this method, there is no attempt at elocutionary reading, unless that which brings out the thought in the fullest and most natural manner is elocution in the best sense. The reading in most of our Primary and in some of our Grammar rooms has been highly commended. The praise has been richly deserved by those thoughtful, persistent teachers who, in many instances, have " made over " the reading of their respective classes. I consider the read- ing excellent in several of the higher Grammar classes. If the reading is not what we desire in all the other grades, it should be said that some of the rooms clearly show reform and progress ; may they permeate all the classes! A great obstacle to even higher progress is the lack of an ample supply of new and properly graded reading matter. New reading books of the same grade are far more profitable to the pupils than the old third or fourth reader which has been read and re-read till it is known by heart. The introduction of supplementary reading into the schools is agreed by all educators to be the means for improving the general style of school reading, and for giving the mass of children a taste for healthy literature.
The teacher and parent should combine their efforts to excite a desire to read, and then supply the desire with good, not "goody " books. Thus alone can our boys and girls be protected from the baneful influence of the vicious productions with which the press of our large cities teems. While some teachers are accustomed to suggest and direct the reading of their pupils, others give it little attention. When the curiosity or imagination of a child has just been aroused by some allusion or explanation made by the teacher, his mind can be easily directed towards more thorough investiga- tion, and to reading upon kindred subjects.
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.