USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1898-1901 > Part 14
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"The child has now acquired the means for getting many new words for himself, after a little practice, and thus rap- ·idly increasing his reading vocabulary. To illustrate, he has learned the sounds of f, m, r, and s, and the words ill, ail, old, etc., and with a little help in blending or combining sounds he easily gets fill, mill, rill, sill; fail, mail, rail, sail; fold, mold, and s old. From ight he gets fight, m ight, right, sight and by adding s to these words the
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plurals are obtained. New sight words and new phonograms are added from time to time as the pupils are ready for them. This is continued till all the ordinary sounds of letters and combinations of letters, and several hundred sight words have been taught. These with their combinations furnish the pupils during the first year with a reading vocabulary of at least two thousand words (some claim four thousand).
To cultivate alertness, quicken perception and fix form in the mind an excellent device is used in connection with this system. The separate sight words and phonograms are written on large cards about 5x9 inches so that they can be seen across the school room. From these the teacher gets what she calls the flash exercises by holding the cards where all the children can see and then changing them rapidly,- the pupils being required either collectively or individually, to call out instantly the word or sound exposed to view.
When this system is properly taught, judging from the experience of those who have used it for some time, its educational value is very noticeable in its effect upon other subjects, such as number, nature work and spelling. The ability of the child to find out new and difficult words gives him a self-reliance which extends to other subjects, and strengthens his desire to find out things for himself.
Some of our teachers express themselves concerning the system as follows :-
MISS E. A. DEVINE, CHAPIN STREET SCHOOL.
Since using the Rational Method of Reading in my school I have only words of the highest praise for this system and consider it far superior to any other method heretofore used. The ability to find out new and difficult words by combining phonograms to make these words gives great pleasure to the child and keeps his interest awakened continually. The systematic drill in the blending of the phonograms increases his vocabulary much more rapidly and enables him to read much better than by any other system. The results in spelling are far more satisfactory also.
MISS S. E. SHELDON, SPRUCE STREET SCHOOL.
The study of Reading in the lower grades of the Milford schools I think has been greatly benefited by the introduction of Ward's Rational Method in Reading. The training of the ear by the daily drill on the phonograms and the phonetic blends has enabled the children to become more self-reliant and independent. It is superior
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to any method that I have ever used. When a new lesson is studied the majority of the pupils with the aid of the diacritical marks used in the Readers are able with a little assistance to read all the new words. It gives them a key to the sound of the letters that must be a great help to them in the future.
MISS KATE MCNAMARA, CLAFLIN SCHOOL.'
Last September the well. selected Rational Method of teaching reading was introduced into the first and second grades of our schools, and now there is an earnestness and eagerness in the class work that is mutually fascinating and pleasurable. All that might interfere with the child's thought-getting is removed, and he reads with little effort, naturally and fluently. The flash exercises with the phono- grams make the indifferent alert and attentive. The work is
thorough ; the constant daily review of the phonograms fixes the word- pictures in the child mind. The individual pupil is reached oftener and a stimulus is given to the slower minds while there is no sup- pression of the abilities of the quicker ones. I am very grateful for this excellent choice of methods. The results are most satisfactory and next year we will have made even greater advancement.
MISS KATE CHAPIN, CLAFLIN SCHOOL.
The Rational Reading Method presents both sight and phonetic words in such simple forms that the children's progress is very rapid. The sentences are short and carefully graded, with constant repeti- tion of words so necessary for the little ones. And at the close of the first term I find our vocabulary more than double that of previous years, with much more intelligent reading. It is the best method I have yet found.
MISS M. E. TOOHEY, SPRUCE STREET SCHOOL.
I have been using Ward's Rational Method in Reading since Sep- tember, and am much pleased with it. It not only gives the pupil a large vocabulary but enables him to increase it amost indefinitely. It compels the child to think independently and the pleasure he feels at finding out a new word for himself makes him ambitious to learn others. This method appeals to me as sensible and practical in every way, and its continued use must lead to the best results in reading.
THE PUBLIC LIBRARY AND THE SCHOOLS.
More than a year ago a plan had been formed to aid our young people in the selection of their reading matter and work had been begun upon it. With the aid of the teachers and librarians we prepared a list of books for young people, selecting such as are found in the Milford public library. The 1
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titles of over 900 were arranged alphabetically, about one third of which are marked thus * to indicate that they are supposed to be within the grasp of children from nine to thirteen years of age, though many of them are interesting to older pupils and even adults.
The list was issued about the last of May and placed in the homes of all pupils above the fourth grade and of some of that grade. By inquiry made through the teachers we are pleased to find that the use of this list has not only increased the quantity but has also improved the quality of the reading of pupils. Since its issue the number of books read by them to date aggregates 2925. During the ensuing year all teach- ers will be expected once each term to secure from each pupil a list of the books read since the last record was made. This will give the teachers an opportunity to assist their pupils to make a better use of books.
There is another way by which both teachers and pupils may make a better and more extended use of the public libra- ry than hitherto. The department of reference books has been so arranged as to be easy of access to those seeking in- formation on special subjects of study. On the south end of the stack-room are a table and chairs well lighted and con- veniently arranged for purposes of study. On the shelves near at hand are the books which for various reasons are not allowed to go out of the library. Here may be found the leading encyclopedias, Brittanica, American, Johnson's, An- nual, Century, and others; Larned's History for Ready Refer- ence, which all should examine sufficiently at least to become acquainted with its scope and plan; atlases of all kinds, gazet- ters, American Mechanical Dictionary, a complete set of Har- per's Magazine, and many others.
By bearing in mind this department and becoming fa- miliar with its contents, teachers, not only in the High School but also in the higher grammar grades, may assign to pupils who do not find in their text-books enough to fully occupy them, special topics connected with their studies, upon which to report before the class to the great advantage of these pu- pils, and the others as well. It may also be a great help in
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the preparation of written exercises. It is well previously to furnish the librarian with a list of the topics assigned, that the books in other departments of the library bearing upon them may be gathered together for similar use.
This department is not for the exclusive use of the schools, but for all who may wish to consult the library.
THE HIGH SCHOOL.
During the present school year the High School has suf- fered more from changes in the teaching force than all the other schools combined.
The Principal, since taking charge of the school in Sep- tember, has had many discouraging problems to contend with. He has proved himself equal to the occasion, however, and we now feel, judging from present conditions, that the school will do excellent work during the rest of the year.
The Principal's report calls attention to various needs of the school. Of these, it seems to me, several require special emphasis.
First, of the 143 pupils in school, 16 are taking the Classi- cal course; 40 the Normal Scientific course; 49 the Commer- cial, and 38 are taking but partial or special courses. The latter is entirely out of proportion and should be reduced. With a free public school system there is much to be said in favor of granting elective or partial courses, while on the other hand there are strong arguments against it. Space will not permit entering into a discussion of the advantages and disad- vantages, but I am firmly convinced that some action should be taken in this matter. I would suggest that if a pupil wishes to pursue a partial course, either he or his parents be required to make a written request to the School Committee indicating what studies he wishes to take, and stating rea- sons why he should be granted special privileges, then, if in the judgment of the Committee his claims seem just, his re- quest should be granted.
Second, the course of study needs revision. The Commer- cial course should be made to cover four years instead of three. When it was introduced I was in favor of making it &
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three years' course. I am still of the opinion that it was the wise thing to do at that time. Then it was new and its suc- cess was not assured. It aimed to do at least three things which it has accomplished, namely: to keep certain pupils in school longer ; to induce to enter the school many who other- wise would not have entered it, and to supply the need of a practical business course. Now this course has become estab- ished. Both pupils and parents appreciate its value. The stenography and typewriting are strong features of the course, while the new system of book-keeping, "Office Routine and Business Practice," is attracting considerable attention. Each of these subjects needs more time, and other subjects might be added. I am strongly of the opinion that this course should now be extended to four years, and so far as possible, be made the equal, educationally, of either of the other courses.
Third, the standard of scholarship should be raised from 60% to 70% to be put into effect at the opening of the school next September.
THE SCHOOL EXHIBITION.
Early in the school year beginning in September, 1899, the teachers were asked to save samples, and even whole sets of the pupil's work for an exhibition, to take place some time during the school year, but owing to an epidemic of measles in the fall and early winter, little or nothing could be done be- fore the first of February. From that time until the close of school all of the best specimens and many full sets of work were saved, and by the first of June most of the teachers had such an abundance of material on hand that it was difficult to select that which they should exhibit, as the space for the same was limited. Some special work was done, but an effort was made to exhibit nothing but legitimate school work done in connection with some one of the various departments of study, such as language, history, geography, nature work or drawing.
It was intended to represent some part of the work of every pupil in the public schools in town below the High
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School, and the latter had a very creditable exhibit"of both free-hand and mechanical drawings, also work in design, and excellent specimens from the laboratory and commercial departments.
The work of pen, pencil, brush and chalk was shown. Every subject taught in the schools was represented, even the weaving, form-study, and busy-work of the primary grades.
The exhibition was held in the Town Hall on June 8th, 9th, and 10th, and was displayed on over 900 square feet of table surface, besides being suspended from two rows of wire stretched around the hall and across it at intervals of about eight feet.
The exhibition occupied the entire hall with the excep- tion of the southwest corner, which was occupied by manual training work borrowed from other schools for the purpose of more thoroughly acquainting the people with some of the re- sults of such training.
As compared with that of fifteen or twenty years ago the work was a complete revelation to many, while others had no idea that children could produce such results.
The exhibition was visited by at least 2500 people, many of whom expressed themselves as both surprised and delighted that such work was being done in the schools. Both the qual- ity and quantity of the work surpassed my expectations, and much can be said in praise of the efforts of both teachers and pupils.
Below are quotations from several prominent and influen- tial citizens who were much interested in the work :-
MR. G. B. WILLIAMS.
It gives me pleasure to be allowed to express commendation of the public school exhibit in Town Hall last June. It made it plain to me that much of which I had deemed impossible for young children to do in the way of writing, drawing, composition and even in mechanical art, can be accomplished under the guidance of skilful teachers. The scholars may be sure the exhibit gave all who saw it great satisfaction with their work, and increased confidence in the fidelity, industry, and wisdom of their teachers.
REV. ELBERT W. WHITNEY.
The art exhibit of the Milford public schools for 1899 afforded
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me great pleasure. It reflected credit upon all concerned, and revealed a skill and artistic taste among the pupils, which were truly surprising.
MR. J. F. HICKEY.
Superintendent, teachers and pupils have just cause for pride in this exbibition of school work. The great advances made in edu- cational methods, in recent years, were here demonstrated success- fully and effectually. The attention and prominence accorded practi- cal features, in both old and new lines of work, are especially praiseworthy. This exhibition has awakened more interest in school work among the people in general, than has ever been secured in previous efforts"through other means.
REV. WEBSTER WOODBURY.
The exhibition was to me a surprise and a conviction-a con- viction of the great importance of that line of development in the education of the child; and a surprise at the excellence of the work of the average pupil in the several grades.
MRS. FLORENCE E. BALL.
I am glad to testify to my appreciation of the very creditable work shown at your exhibition. Since such results would have seemed impossible under the old methods of instruction one can but heartily commend the newer system which has accomplished so much.
MR. D. C. LEAHY.
The exhibition presented a very creditable display of what may be accomplished by the application of modern methods of instruction. It elicited pleasant and gratifying exclamations from all who beheld its admirable productions. The manual training department, although the handiwork of other schools and introduced for the purpose of showing its value as an adjunct to the public school system, proved an important feature. Altogether it went to show that children of the present day have opportunities for education far in advance of those of even a quite recent date.
MR. J. F. STRATTON.
The exhibition of school work given in the Town Hall last June was of unusual interest. In all departments it was deserving of much praise ; but the manual training exhibit, although from out of town, was especially attractive. I am firmly of the opinion not only that it has much practical value but also as a means of mental train- ing it is unsurpassed by many of the studies now taught in the schools. I believe that it will not only be of benefit to the pupils themselves but also redound to the credit of our state. I say by all means give the children more of such training.
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LECTURES.
The success of last year's efforts to provide a course of educational lectures for the benefit of the teachers, was, from an educational standpoint, so gratifying that a similar course was arranged for this year. Two lectures were given : one on "Citizenship," by Mr. C. F. Dole, the author of Dole's Ameri- can Citizen ; another on "Language Teaching," by Mr. Albert L. Bartlett, formerly Superintendent of Schools of Haverhill.
The Quinshipaug Woman's Club then proposed to con- tinue the lectures at their own expense, providing their own speakers and giving complimentary tickets to teachers and school authorities. The following program was provided and thus far has been very satisfactorily carried out :-
December 14. - Subject : "Physical care." Mrs. A. J. George presented the sub-topic, "Nutritive Value of Foods," and Dr. Frances Potter spoke on "Importance of Physical Training and Recreation."
January 11 .- Subject : "Moral Training." The following sub-topics were discussed : "The Curfew Law," by Mrs. F. E. Ball; "The Cigarette Habit," by Dr. J. M. French ; "Respon- sibility of the press," by Mr. Gilbert M. Billings. A general discussion of "Stamp Savings" followed.
February 14 .- "Individuality-A Plea for the Child," by Mr. Henry T. Bailey.
March 8 .- "Hygiene in the Home and in the School," by Mrs. Ellen H. Richards.
April 12 .- Subject : "Mental Development," to be treated under the following sub-topics : "Our Schools;"-report of the visiting committee of the Woman's Club, by Miss Thay- er, Chairman; "Relation of the Home and School;" Mrs. Lewis F. Aldrich will speak from the parent's standpoint, and Miss Sherman of Hopedale from the teacher's standpoint; "Manual Training," by Mrs. C. W. Haley.
Thus far the meetings have been very helpful; but it is to be regretted that the attendance is not larger, not only of the teachers, but also of the parents and friends of the schools.
CHANGES.
Our schools have suffered recently because of an unusual
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number of changes in the teaching force. Much of the Su- perintendent's time has been taken on account of these changes and the work of our High School especially has been seriously interrupted.
Only four days before the opening of the schools in Sep- tember, Mr. A. E. Tuttle, in order that he might accept a bet- ter position in Chicopee, sent in his resignation as principal of the High School to take effect at the close of the first week of school. From about fifty candidates, Mr. I. H. Gamwell of Bristol, R. I., was chosen as Mr. Tuttle's successor, and took charge of the school the third week of the term.
At the end of the first week of the term, our supervisor of drawing resigned to accept a similar position in Framingham.
About the middle of October the Commercial teacher, Mr. L. B. Williams, resigned to engage in business. This position we were unable to fill satisfactorily for several weeks, owing to a scarcity of teachers of commercial subjects at just this time, but finally, after persistent efforts, Mr. E. L. Bean of Readfield, Maine, was secured to take charge of this depart- ment on November 20.
The next to resign from the High School was Miss H. M. Latting, teacher of Science and Mathematics, whose place is now occupied temporarily by Miss Laura B. Crandon. Miss Crandon cannot be induced to remain, as she wishes to con- tinue her observation work and training in the Chelsea High School, but just as this report goes to press Miss H. E. Morton has been engaged to succeed her, and we hope to finish the year.
Below are tabulated the elections, resignations and assign- ments for the year.
TRANSFERS OF TEACHERS DURING 1899.
TEACHER.
FROM
TO.
Miss A. S. McDermott,
Plains School,
Claflin School.
Miss M. E. Mullane,
Plains School.
Miss E. O. Taylor,
Deer Brook, Park, Plains,
Purchase Grammar.
Miss J. L. Devine,
Chapin Street.
Miss K. G. Gilmore,
Purchase Grammar,
Claflin. Plains.
Miss Julia Boyle,
Chapin Street,
Miss A. L. Sheehan,
Bear Hill,
Hoboken.
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NEW TEACHERS ELECTED IN 1899.
SCHOOL.
TEACHER.
COMING FROM.
DATE.
High,
Miss J. E. Gould,
Everett,
Jan. 9
High,
Mr. L. B. Williams,
Boston,
July 14
High,
Miss H. M. Latting,
New York,
July 14
High,
Mr. I. H. Gamwell,
Bristol, R. I.,
Sept.11
High,
Mr. E. L. Bean,
Readfield, Me.,
Dec. 11
Plains,
Miss S. A. Dyer,
Watertown,
Dec. 11
Silver Hill,
Miss F. M. White,
Norwood,
Jan. 9
Silver Hill,
Miss S. A. Ryan,
Milford,
July 14 Sept.
Bear Hill,
Miss E. L. Stone,
Milford,
Dec. 11
Park,
Miss E. J. Stanley,
Lebanon, Me.,
July 14
Deer Brook,
Miss N. M. Sullivan,
Milford,
Dec. 11
Supervisor of Drawing, Music,
Miss M. L. Cook,
Wellesley,
Oct. 9
Mr. F. R. Lotz,
Milford,
June12
RESIGNATION OF TEACHERS DURING 1899.
SCHOOL.
TEACHER.
IN SERVICE.
High,
Miss J. E. Gould,
5 months.
High,
Mr. A. E. Tuttle,
3 years.
High,
Miss E. L. Bishop,
2 years.
High,
Miss H. M. Latting,
4 months.
High,
Mr. L. B. Williams,
2 months.
Hoboken,
Miss A. A. Conroy,
15 years.
Claflin,
Miss J. A. Broughey,
4 years.
Claflin,
Miss H. M. Parkhurst,
2 years.
Plains,
Miss Julia Boyle,
2 years.
Silver Hill,
Miss F. M. White,
5 months.
Bear Hill,
Miss M. Lewis,
2 years.
Music Teacher,
Mrs. S. E. Whitney,
8 years.
Supervisor of Drawing,
Miss A. L. Hastings,
3 years.
REPORT OF THE HIGH SCHOOL PRINCIPAL. MR. C. W. HALEY, Superintendent of Schools.
Dear Sir: I hereby submit my first annual report.
Owing to frequent changes in the teaching force the school was scarcely in running order by the end of the fall term. At present, however, our work is progressing on a reg- ular basis, and conditions indicate that, under proper manage- ment, this school is capable of favorable comparison with any other of its class.
Bear Hill,
Miss A. L. Sheehan,
Milford,
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HIGHER SCHOLARSHIP .- An effort has recently been inau- gurated looking toward higher scholarship. Already there is perceptible advance. But desired improvement in this direc- tion will not be secured until the standard of promotion has been raised. I recommend that it be changed to 70%.
SPECIAL STUDENTS .- The proportion of pupils not taking the studies of a regular course is too large. Effort will be made to reduce it. Specialization among High School pupils seems to me on the whole undesirable. From the standpoint of the school the tendency is harmful. It fosters indolence by allowing pupils to carry an insufficient amount of work, and · by occasioning "Conflicts" destroys a desirable order of recita- tions. With regard to the individual, it is frequently, if not generally, the case, that he rejects a study simply because it is difficult or disagreeable. The loss resulting to the charac- ter of the boy or the girl who chooses only the easy subjects is as great as the gain derived from the exertion involved in . mastering the harder ones.
COURSE OF STUDY .- The brevity of my supervision for- bids too extended an allusion to our course of study. But on three matters my convictions are positive :-
1. Physiology at almost any cost, should become a re- quired study.
2. Stenography, for practical reasons, should be extend- ed to cover a year and a half, if not two years, and this if ne- cessary, at the loss of some less important study.
3. German should have a place in our curriculum. Many colleges now accept preparation in two modern lan- guages as a sufficient language requirement for a course lead- ing to a degree. We ought not, on this account, longer to confine our pupils to Latin and French or Latin and Greek. Further, this study is regarded by many thinkers as the edu- cational equivalent of ancient Latin, and it carries with it the additional satisfaction of being a living language. It is offered in all the best High Schools-ought it to be wanting in our own? If there is any one subject which is conspicuously absent from our course of study, it is German.
I also suggest the advisability of making the commercial
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course equal in length to each of the others, and so far as pos- sible in every other way of maintaining a uniformity be- tween them. Nearly 50 per cent of our pupils are now taking this course. This is doubtless largely due to its relative shortness. But why discriminate? Unless it is really intended to emphasize one course more than another, ought not the at- titude of the school to be strictly impartial?
MATERIAL NEEDS .- We still lack the material equipment to which my predecessor last year called attention. But our radical need is a new building. The present structure is anti- quated and dilapidated. Its bad light, its poor sanitation, its unsteady temperature (in winter generally too cold), the inev- itable presence of dust and dirt, and the insufficiency of room accommodations render it unfavorable to health and ill-suited to the demands of modern education. Is not a new High School the pressing educational need of the town?
Respectfully submitted,
IRVING H. GAMWELL.
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