USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1890-1895 > Part 32
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In a majority of the cases of tardiness, the offense is without sufficient excuse; and in this matter, also, the parents can mate- rially assist the teachers, if they will refuse to write excuses when the child alone is responsible for the offense. When a boy is tempted to loiter on his way to school, he is more likely to yield to the temptation if he is reasonably sure that, in case he is late, an indulgent parent will arm him with an excuse in time to avert the penalty for tardiness.
I have included, in the Appendix to this report, important
I2
laws relating to schools, and, in connection with the preceding remarks, I call attention to the law relating to the attendance of children between the ages of 8 and 14, found on page 33.
REPORT OF TRUANCY.
From February 1, 1893, to the close of schools in June, there were 31 cases of absence reported to the officer, and 14 were found to be cases of truancy. Following is the report of officer McKeague from September 1, 1893, to January 1, 1894 : September, Reported by teachers, 14. Found to be truants, 7.
October,
66
19.
66
9.
November,
I2.
66
66
6.
December, 66
66
S.
66
66
4.
January, 66
66
IO.
66
5.
At the November town meeting, a vote was passed assigning the Worcester County Truant School at Oakdale, in the town of West Boylston, as the place of confinement for truants convicted under Sect. 12, Chap. 48, of the Public Statutes.
ATTENDANCE IN EACH BUILDING.
Enroll- ment.
Avg. No. Belonging.
Avg. Daily Attendance.
High School,
161
116
112
Park, 4 rooms,
199
169
159
Plains, 4 rooms,
195
151
142
South Grammar, 4 rooms,
213
184
169
Claflin, 6 rooms,
278
226
195
Chapin Street, 3 rooms,
137
129
120
West Street, 2 rooms,
S3
71
63
Old Town House, 1 room, 1 term,
43
42
41
Fountain Street, 1 room,
36
33
29
Hoboken, 1 room,
34
26
24
Purchase Grammar, 1 room,
41
30
28
Purchase Primary, 1 room,
21
16
14
City, 1 room,
21
13
11
Bear Hill, 1 room,
19
15
13
Braggville, 1 room,
22
19
17
Deer Brook, 1 room,
10
10
8
I3
EXPENDITURES.
DAY SCHOOLS-SALARIES.
Teachers in day schools
. $16,137 56
Teacher of drawing .
·
·
500 00
Teacher of music .
.
300 00
Superintendent .
1,599 95
-$18,537 51
Fuel
$1,351 27
Care of buildings
1,128 00
$2,479 27
Current expenses of day schools, includ- ing teaching, fuel, and care of buildings
$21,016 78
Incidentals
$1,421 60 ·
Repairs
745 85
Supplies ·
.
·
1,832 32
$3,999 77
Total expenses of day schools .
.
$25,016 55
EVENING SCHOOL.
Teaching .
$222 00
Incidentals, including supplies and care of building
69 61
Total expense of evening school $291 61
Total expenditures of school department .
$25,308 16
AVERAGE EXPENSE PER PUPIL.
Total expenditures, day schools $25,016 55
Expense per pupil based on enrollment (1513) 16 53
Expense per pupil based on number belonging (1250)
20 0I
Expense per pupil based on daily attendance (1145) 21 84
Total expense, evening school . 291 61
Expense per pupil based on average attendance (59) 5 03
·
14
FREE TEXT-BOOKS AND SUPPLIES.
Total expenditures, day schools $1,832 32
Sales
14 45
Net expenditure $1,817 87
Expense per pupil based on enrollment (1513) I 27
Expense per pupil based on number belonging (1250) I 45
Expense per pupil based on daily attendance (1145) I 58
CERTIFICATES.
This year there have been few requests for certificates from children to work in the shops. Last year certificates were grant- ed to 74 minors between the ages of 13 and 16; this year to only 32.
Certificates to children between 13 and 14 ·
3
Certificates to children between 14 and 15
.
·
20
Certificates to children between 15 and 16
· 7
Certificates to children over 16
.
2
TRUANCY AND CORPORAL PUNISHMENT IN THE DIFFERENT BUILDINGS.
Truants. Corporal punishment
Park Grammar, during the year
.
3
South Grammar
·
17
S
Plains Grammar and Primary ·
·
I3
23
Claflin Primary
·
IO
Chapin St. Primary ·
.
I
IS
West St. Primary
.
I
6
Purchase Grammar
.
.
3
Purchase Primary
.
I
City
5
Old Town House, since September
·
I
·
.
WHAT OUR SCHOOLS SHOULD DO FOR THE CHILDREN.
The State requires that certain branches of study be pursued in all the public schools, and we have a right to expect and demand that our children attain a fair degree of efficiency in these
I5
studies. We also have a right to demand that the school shall do its full share in the development of the child's moral nature, by inculcating correct ideas of right and wrong. A school may do all this, and still fall far short of what it should do for the child. A teacher may bring her scholars to a high standard of scholarship, she may instruct them in all that the principles of morality and religion demand, and still be a very poor teacher. A successful man of business once said that the requisites of success were only three in number: intelligence, honesty, and the ability to perform and endure hard work. I accept the statement as true, and believe that, in the young men of to-day, the first two requirements are far more common than the third. It requires no keen-eyed observer to see that the majority of our young men are not lovers of hard work. It is true that they hold their positions, but they are content to do that and no more, either unable, or unwilling, to apply themselves with that earnestness and persistency which alone will ensure advancement in any honorable calling.
This power of application, or ability to work, is a very important factor in the professional and business life of to-day ; the young man who does not possess it need not hope to obtain any desirable position of trust or profit, and it becomes necessary that the teacher should fully understand its importance, and devote her best energies to its development. The teacher who gives a pupil twenty minutes to perform a piece of work which he can do in ten, who/repeatedly allows him to shirk his tasks, or in any way permits him to acquire habits of inattention and idleness, is as surely raising a barrier between him and success, as if she were depriving him of his mental faculties.
Parents and teachers are too likely to be satisfied if the pupils make fair progress in the studies pursued in the school-room, but they should not be satisfied unless, at the same time, their girls and boys are acquiring good habits of study and attention.
When, in my regular visits to a school-room, I find the pupils always earnestly at work on the duties assigned by the teacher, or giving their entire attention to the recitation in progress, and if, on examination of the work at the desks, I see that it is performed with accuracy, care and neatness, I feel sure that the children are
16
being trained in habits of application and attention which will be of great value to them in their future work; but if, at each visit, I see a considerable portion of the school idle and inattentive, showing little interest in their work, which is performed inaccu- rately and with little pretension of neatness or order, I know that those pupils are acquiring habits which will be a serious hindrance to their future advancement.
We are creatures of habit, and the formation of those habits which will best tend to the development of the highest type of character, must be an essential part of any system of training which aims at the improvement of mind and body.
THE HIGH SCHOOL.
The High School, in charge of Principal Eben Williams, is fully up to its former standard of excellent work. Miss Abbe resigned her position as assistant in April, to accept an offer from Quincy at a better salary, and Miss Hitchcock of Foxboro was chosen to act as substitute for the remainder of the year. At the close of the year Miss Simmons declined a re-election, having secured a more lucrative position in the Chelsea High School. Miss E. M. Richardson, of Millis, was elected to the position which had been filled by Miss Abbe in the classical department, and Miss Mary Burgess of Leominster to Miss Simmons' place in the English department. These young ladies are graduates of Smith college, class of '93, and both are doing excellent work. Miss Hayward, by her ability as a teacher, and her experience in the position which she has held for the past four years, is of great assistance to the principal in maintaining the high standard and excellent discipline of the school.'
Mr. Williams has prepared a course of study which is included in this report, and is, I think, as well adapted to the needs of the school as is possible with the present force of teachers. There is a demand for a more complete course in business train- ing, including a more extended course in book-keeping and a course in stenography and type-writing. In order to supply this demand, it would be necessary to employ another instructor who could give one or two hours per day for this purpose. Without
17
doubt there are persons in town, engaged in stenography, who could be secured for a few hours each week to give instruction in these branches.
EVENING SCHOOL.
The evening school was opened December 4, and began with a large number of scholars, there being 98 different pupils whose names have been enrolled. Many, however, came only a few evenings, and I have considered as pupils only those who attend- ed for two weeks or more.
On this basis the enrollment for the first month was 82, and the average attendance was 65. For the second month the enroll- ment was 66, and the average attendance was 53. The average attendance for the two months, December 4 to January 26, has been 59.
An interesting feature or the school has been the interest shown by a number of Armenians, Swedes and Italians. About thirty of these people have been very regular attendants, and have made excellent progress in learning to read and write English.
The school is held on Monday, Tuesday, Thursday and Friday evenings of each week. Following are the names of the teachers and their salaries: S. F. Blodgett, principal, $3 per night; F. Freeman, assistant, $2 per night; Mary Haskell, assist- ant, $1 per night ; Mary Gallagher, assistant, $1 per night.
The expense of the school for two months is shown in the table of expenditures.
REPORT OF TEACHER OF DRAWING.
TO THE SCHOOL COMMITTEE OF MILFORD,
GENTLEMEN : In taking a mental inventory of the achieve- ments of the past school year, and comparing the same with those of the preceding ones, I am gratified to state that marked improve- ments are to be found in the work of both teachers and pupils.
A generous supply of colored paper having been allowed us, the work of designing has been made more interesting, as well as instructive in training the eye to correct combinations of colors.
The quality of the line in drawing is noticeable, and it is now the exception, rather than the rule, to find a room in which the
I8
pupils make black lines and soil the books or papers. The object in all the instruction has been to make the work practical, and the pupil an independent thinker.
Some pupils, in common with many other people, seem to accept the theory that artists are born, not made, and therefore think they can never learn to draw. Such an error is not only likely to keep many from making a trial of their abilities, but also to cause them to entertain the idea that drawing is superfluous. While it is true that all are not equally endowed with quickness of perception, this is not a sufficient reason for their deficiency in that line of work. The child is yet to be found, if he is of average intelligence, who cannot learn to draw. Those of weaker per- ception should, for that very reason, make a specialty of modeling and drawing, as the practice in these two exercises will quicken and strengthen the perceptive faculties as nothing else will. Just as physical culture strengthens the muscles and gives grace to the movements, so drawing trains the eye to perform its work more accurately.
Modeling has, up to this time, not been taken beyond the third grade, but I hope the time is not far distant when it may be continued in the work of all the grades, as a means of obtaining, in the quickest way, a correct idea of form.
Respectfully, ELLEN I. CURTIS.
REPORT OF TEACHER OF MUSIC.
TO THE SCHOOL COMMITTEE OF MILFORD,
GENTLEMEN : The schools have all made good progress in music during the past year.
The teachers have now a better understanding of what they are to teach, and the scholars recognize that in music, as in any study, progress depends on a thorough knowledge of the rudiments.
New books have been purchased for the High school, as those used there last year are now needed in the Grammar schools, and the books used in the Grammar schools last year, are at present in the higher grades of the Primary schools.
Occasionally, a scholar asks to be excused from singing, as
e
İ
?
19
the parent says he cannot sing. All that is required or expected, is that the scholar shall try and do the best he can.
All students of arithmetic do not become great mathematicians, neither do we expect all the scholars to become great vocalists ; but a knowledge of the principles and rudiments of music will never be regretted, and will assist in the appreciation and enjoy- ment of this great art.
I wish to thank all the teachers who have so kindly assisted me and endeavored to carry out my wishes in regard to the lessons. Yours respectfully, SUSAN E. WHITNEY.
REPORT OF HIGH SCHOOL PRINCIPAL.
MILFORD, February 2, 1894.
TO THE SCHOOL COMMITTEE OF MILFORD,
GENTLEMEN : In response to the suggestion of your Superin- tendent, that I prepare a statement relative to the work of the High School, I have the honor to submit the following :
It is being urged more and more as a necessity to success in business, in medicine, in the mechanical trades, indeed in any of the many fields of usefulness, that one's vocation in life should be chosen in youth, and that thereafter in the pursuit of knowledge there should be a close adherence to such lines of study and discipline as are intimately associated with that field of work into which an entrance is to be made. The future physician, lawyer, engineer, electrician or merchant, must each, from the time he enters the High School, be given an opportunity to pursue such subjects as he may deem essential to his future work, to the utter exclusion of studies deemed by our fathers fundamental to a good working education. The demand seems to be a necessary out- growth of our business life, a part of our civilization.
The danger lies in yielding in too great a measure to this demand for specialization-a demand which, unrestricted, will result in other than well-rounded, well-balanced developments- thoroughness along individual lines, but lack of breadth of grasp.
The higher institutions, in response to this call, have estab- lished numberless departments for exhaustive research, and have expanded greatly the elective system.
20
Directly opposed to this leaning to specialization in educa- tional systems, is the excessive expansion of courses with a conse- quent lack of thoroughness in any one field, but a superficial knowledge of many.
With these two tendencies before it, the High School has a heavy task to perform at the best, but one which is greatly augmented by the action of the colleges in raising their require- ments for admission.
The aim in the Milford High School has been to keep a position midway between the two extremes, and to give to each pupil the best training that the means of the school afford. To that end certain changes have been made in the courses of study, chief among which is a decided increase in the time devoted to the study of English.
With no addition to our teaching force, any material enlarge- ment of the curriculum is impossible. Any expansion along one line necessitates a corresponding curtailment in another.
Harvard College recently has published "A Descriptive List of Elementary Physical Experiments," intended for use in pre- paring students for that institution. In this pamphlet an estimate of the initial cost of equipment for a class of twelve taking such a course, is given at $400 to $450. The cost of maintaining such a course, once established and equipped, is very much less. The examinations in Physics and Chemistry which one must take for entrance to that college, are planned to cover the work performed in courses of the breadth and nature recommended.
The limits of our laboratory and apparatus, and the number of the teachers, preclude, at present, any such expansion in the Milford High School; but yet it is not beyond what is offered in other high schools of the state.
An enrichment of the commercial department, is of paramount importance to the very great number of our graduates who do not attend higher institutions of learning, and who should be consid- ered first in mapping out the work of the school.
It is believed that an addition of one instructor to our present corps is imperatively needed, and if granted, with a building adapted to advanced methods of instruction, the changes suggested above could, in a great part, be accomplished.
L G L
2I
At present the number enrolled in the school is HIS, with a probability of a decided increase in membership the coming year. The seating capacity of the main room is 99. The recitation rooms in general are inadequate to the size of the classes. As a result discipline, without which a teacher can do nothing, is obtainable only by continued and exhaustive effort; and the more a teacher is occupied with discipline, the less attention can be given to the recitation work, and the less satisfactory will be the results.
Yours respectfully, EBEN WILLIAMS.
MILFORD HIGH SCHOOL. COURSES OF STUDY. FIRST YEAR. Latin-French Course, English-French Course.
Classical Course.
Weeks.
Weeks.
Weeks.
Latin,
40 Latin,
40 English, 40
Algebra,
40 Algebra,
40 Algebra, 40
General History,
40 General History,
40 General History, 40
SECOND YEAR.
Classical Course. Latin-French Course. English-French Course.
Weeks.
Weeks. Weeks.
Latin,
40 Latin,
40/English, 28
Greek,
40 Physics,
28 |Physiology, 12
Algebra,
20 Rhetoric,
12 Physics, 28
Geometry,
20 Algebra,
20 Rhetoric,
12
Geometry,
20 Algebra, 20
Geometry, 20
THIRD YEAR.
Classical Course. Latin-French Course.
English-French Course.
Weeks.
Weeks.
Weeks.
Latin,
40 Latin,
40|English History, 20
Greek,
40 French,
40|English Literature, 20
Geometry,
20,Geometry,
20 French, 40
College History,
20 Chemistry,
20 Geometry, 20
Chemistry, 20
FOURTH YEAR. Latin-French Course.
Classical Course.
English-French Course.
Weeks.
Weeks. Weeks.
Latin,
40|Latin,
40 French, 40
Greek,
40 French,
40 Book-Keeping, 16
Literature and Review Civil Government or
Civil Government, 16
of the Studies for ad- Book-Keeping,
16 Geology, 12
mission to College, 40 Astronomy or
Artronomy, 12
Geology,
12 Botany,
12
Political Economy,
Political Economy or
Botany, or
Arithmetic Review, 12
Arithmetic Review, 12
Exercises in Composition, Declamation, Music, Drawing, etc., through- out each course.
22
ADDITIONAL SCHOOL ACCOMMODATIONS.
For the past few years, the question of better school accom- modations has been presented to the attention of the Committee and the citizens of the town; and since the opening of the schools in September, the necessity has appeared so imperative that it will not be out of place for me to devote some time and space in this report, to an attempt to state the present condition of our school buildings, and the necessity for their improvement.
It is unquestionably desirable that a school should be situated near the center of population of its district, in order that the children may be treated as fairly as possible in the distance they must travel, and this is especially desirable in the case of young pupils.
In October, 1891, more than two years ago, the School Com- mittee, acting under orders received from the State Board of Inspection of Public Buildings, and endorsed by the local Board of Health, voted to abandon the building known as the Old Town House, and transferred the two schools which were in the building to the Claflin school.
The children transferred were in the primary grades, and at the time of the transfer there were enrolled in the two schools one hundred and eleven pupils. Much objection to the change was made by the parents of the children, on the ground that young children should not be compelled to travel the distance necessary to reach the school, and, in addition to the walk, be obliged to climb to the third story in order to reach their rooms. There was a third objection-that the Claflin building is located so near the yards of the N. Y. & N. E. railroad that the schools are contin- ually disturbed by the noise of the engines standing and moving in the yards. Although this objection is a serious one, it need not be specially considered in this connection, since it equally affects the other schools in the building.
All of these objections were met by your Superintendent, to whom the complaints were made, by the assurance that the change would be only temporary, and that the town would undoubtedly provide a more convenient and suitable school building for the children of the district.
pre thị trea
artic of ci Com moda comm
V
fe
23
In order that we may be able to judge whether the first objection is a reasonable one, I will define the territory known as the Old Town House district. This district, beginning as far north as Mr. C. R. Scott's residence on Purchase street, is bounded on the east by the river and the railroad to Central street, is separated from the Claflin district by a line running through Jefferson street to Main, Main to Fayette, Fayette to Congress, and extends north on Congress to Fountain street, including the streets extending west from Congress street. All of this territory is now included in the Claflin district, with the exception that the pupils from the northern part have been allowed to attend the little school at Fountain street, when there has been room for them.
For the four years previous to 1891 (the year in which the transfer was made), the two schools in the old building had an average enrollment of one hundred and twenty pupils, and now, if two new rooms were to be opened near the center of the dis- trict, there would be about that number of primary pupils to be accommodated. In addition to this number, there is at present a school of forty-five pupils of the fifth grade, occupying the upper room of the old building which had been abandoned as unsuitable for school purposes. This school is an overflow from the Park building, and the action of the Committee in re-opening the old building, was understood to be merely a temporary expedient while awaiting the action of the town at the annual meeting. In the event of there being no action to provide additional school room, the Committee will be compelled to hire a room and fit it for the accommodation of the school.
From the facts I have stated it is evident that there are at present at least one hundred and fifty pupils in a central and thickly populated portion of the town, who are not being fairly treated in the distribution of school advantages.
At the annual meeting of the town in March, 1892, under an article asking for additional school accommodations, a committee of citizens was appointed to act in connection with the School Committee, in an investigation of the necessity for such accom- modations, and report to the town. At the meeting of 1893, this committee made a report and was given further time. It is not
24.
my purpose to encroach on the domain of the report to be made by this committee ; but I may be permitted to say that in conduct- ing the investigation, the committee have been led to the consid- eration of two questions, one being that of providing accommoda- tion for the one hundred and fifty pupils I have mentioned, and the other looking toward the erection of a more commodious High school building. I hope that the committee will recommend, and that the town will vote, the erection of two new buildings-a primary school for the district mentioned, and a new High School, large enough to meet the requirements of our increasing population for the next twenty-five years, and fully equipped with all the appliances which the modern high school demands.
Good school-houses, well located, well equipped with modern conveniences and provided with competent teachers, must be an important factor in promoting the prosperity of any community, for intelligent men who have children to provide for, wish to give them the very best educational advantages, and when these men are looking for a town where they may build homes and prosper, they will, if other inducements are equal, be certain to select that community which offers the best school accommodations. Twenty- three years ago Milford was fully abreast of the times in the matter of school buildings. At that time, in 1871, the town had just completed a decade in which, it had erected eight new school- houses at a total expense of $50,649, an average expenditure of over five thousand dollars per year, and an average cost of over six thousand dollars per building. Following is a list of the buildings to which I refer :
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