USA > Massachusetts > Worcester County > Milford > Town Annual Report of the Officers of the Town of Milford, Massachusetts 1901-1904 > Part 27
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"Children's Rights." H. S. Cowell, A. M., Principal of Cushing Academy, Ashburnham.
TUESDAY, DECEMBER 8. REPORTS OF DEPARTMENT WORK. PAPERS.
"Stamps Savings in Schools." . Miss Josephine Thayer, Milford.
"What Shall Children Read ?" Miss Edith Putnam, Uxbridge.
TUESDAY, JANUARY 5. OPEN MEETING. LECTURES.
"School Hygiene."
Dr. David Harrower, Specialist on Diseases of the Eye, Worcester.
"Evolution of the Modern Hospital and Its Work." Dr. J. Cushing Gallison, Franklin.
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TUESDAY, JANUARY 19. LECTURE.
"Amusement, a Life Asset."
Rev. Franke A. Warfield, Milford.
Readings. .
Mrs. C. E. Guild, Milford.
TUESDAY, FEBRUARY 2. OPEN LECTURE.
"The Story of the Boston Floating Hospital." John R. Anderson, Boston.
TUESDAY, FEBRUARY 16. STEREOPTICON LECTURE.
1 "Beautifying Surroundings." . . In charge of State Federation.
Presented by Mr. and Mrs. W. H. Barney, Hopedale.
TUESDAY, MARCH 1. PAPERS FROM RECIPROCITY BUREAU.
"Advantages of Women's Clubs and Some of the Safe- guards Needed."
Roxbury Woman's Club. Read by Mrs. Eva E. Aldrich, Milford. "The Home as a Factor in the World's Service." Mrs. Whitney of Roxbury Woman's Club. Read by Mrs. E. W. Whitney, Milford. TUESDAY, MARCH 15. LECTURES.
"A Few Reasons for Industrial Work in Education." Charles W. Haley, Superintendent of Schools, Milford. "The Relation of the School to the Home." Herbert F. Taylor, Superintendent of Schools, Hopedale. MUSIC AT EACH MEETING.
SATURDAY SEWING CLASS.
A work that is little appreciated is that done by the Satur- day sewing class held in the Claflin school building during December, January, February and March.
The work is under the supervision of Mrs. Ella H. Bailey, and she is assisted by about a dozen other ladies who have volunteered their services as teachers. The girls are taken from all parts of the town, the only restriction being that they
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must be between 9 and 14 years of age. This year 75 differ- ent girls have been in attendance. They are taught all the stitches necessary in plain sewing, the work being done upon small pieces of material prepared for the purpose.
The order of lessons is somewhat as follows :-
1. Basting, running, back-stitching.
2. Hemming.
3. Overcasting, overhand.
4. Making a doll's sheet.
5. Making a doll's apron.
6. Patches on heavy and light weight materials.
7. Binding and facing.
ยท 8. Gusset, sewing on tapes, hooks and eyes, buttons, making button-holes.
9. Darning stockings and dress materials.
Those who have attended regularly show an interest that is quite encouraging, and each girl who completes the course is given material and taught how to make a garment for her- self.
STAMP SAVINGS.
In February of 1901, the Social Service ladies, with the consent of the committee, introduced into a few of our schools a system of penny savings at an expense to their club of $29.75. Since then it has cost them $34.30 for additional stamps and supplies. From its introduction to January, 1904, the amount of stamps sold to children and representing money saved was $1,632.32. They have taken out for the chil- dren 170 bank books on which $524.53 was deposited. In the treasury there is a balance of $125.67 which represents stamps sold to children and not yet redeemed.
Those who have it in charge have devoted much time and energy to the work; and they are ready and willing to do still more for the sake of the good that may be accomplished.
Penny savings, or the school savings bank, as it is some- times called, was introduced into the schools of the United States in 1885. In 1902 it was in operation in 3,669 schools
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of 118 towns and cities in 24 states. 166,578 children had de- posited $1,309,611, of which $869,878 was withdrawn, and $439,733 left on deposit. Some form of penny saving is in use in many places in Massachusetts, a few of which are as fol- lows: Brockton, Westboro, Newton, Brookline, Springfield, Lynn, Fitchburg, Milton, Bridgewater, Pittsfield, and Marl- boro.
From last year's report of the State Board of Education on school banks, I quote the following :-
"Lessons of thrift, economy, providence, attention to busi- ness details may be admirably taught through the agency of these banks. Moreover, there are certain bad habits that the school savings bank antagonizes, like expenditures for need- less or harmful things. It has been found an effective weapon, for instance, against the use of pickles, candies and cigarettes. It sets young people to thinking and planning for the future. The fundamental idea is in close sympathy with the manual training idea,-the idea of giving the child a larger arena for the intelligent and stimulating exercise of his executive and productive capacity."
It seems to me that no one can doubt the benefits derived, the lessons taught and the habits formed by this system of savings. I suggest that it be introduced into all our schools below the seventh grade, and that the teachers be allowed from school time not exceeding 20 minutes per week for the sale of stamps.
EVENING SCHOOLS.
The evening school is coming to be an important and inter- esting factor in our school system. The attendance at the last session was far in excess of any previous record. The school is composed chiefly of two elements, those who have either neglected or been deprived of school privileges, and foreigners who wish to learn to read and speak English, either of their own free will and accord, or because of the compulsory school law relating to illiterate minors. Of course a large share of the instruction given is in the very rudiments of English, but there are a great many lessons that are not learned from
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books. They learn to some extent lessons of law and order; they learn to respect the rights of others, and that they them- selves will be respected according as they earn respect by orderly and upright conduct. Many of these foreigners are with us to remain, and I believe the evening school may be made a powerful factor in helping them to become useful and intelligent citizens.
Your attention is called to the principal's report, which treats of the school at some length.
THE HIGH SCHOOL.
The High school under the management of its efficient principal seems to be enjoying a period of quiet but decided progress. With a few exceptions the equipment is equal to that of any school of its size, and I feel justified in saying that the work, as a whole, ranks favorably with that of other High schools in the state. Indeed it has recently received the ap- proval of the New England College Entrance Certificate Board. This of itself indicates the good standing of the school. There is a chance, however, for further improvement along certain lines, and we hope to see much of this accom- plished before another year goes by.
I am told that there are people not far from Milford- parents with children to bring up and educate-who think that time spent in a High school is worse than wasted for a boy unless he is to go to a higher institution, and then follow a profession. They claim that he comes out of the school with false notions in his head, with a fondness for dress and frivolities, with a feeling that he is above labor and laborers, and that he cannot do anything unless it be 'some light, gen- teel work that will not soil his hands or his clothes.
I do not wish to discuss this matter here, but I can hard- ly refrain from admitting that we do have educated non- entities. We always have had them, and probably always shall just so long as parents continue to tolerate false notions; to allow their children' to grow up in idleness; to allow them to shirk care and responsibility; to be rude, unkind and saucy, and to spend their time loafing on the street, or in undesirable
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places instead of being at home. But the schools are not to blame for this. There seems to be a tendency to place the whole burden upon the schools, and to hold them entirely re- sponsible for the mental, moral and physical well-being of the pupils; but this is wrong. Pupils are in school less than one sixth of the time, and the schools can not supersede parental control. It is true that the responsibility of the rearing and training of children must always rest with the parents.
Your attention is called to the principal's report below.
REPAIRS.
It is necessary to do considerable each year in the line of repairs in order to keep the buildings in a respectable con- dition. In repairing schoolrooms, I suggest the advisability of painting the walls instead of kalsomining them, and of using metal ceiling instead of re-plastering. Even in new buildings I believe paint should be used instead of the usual kalsomine tints. Of course this would cost more at the start, but it will last longer, can be thoroughly cleaned, prevents the lodgment of disease germs, and doubtless is economy in the end. If we place any value upon health, and upon improved sanitary conditions, this is a matter worthy of consideration.
I again recommend that storm porches be built at the Plains, Park, South, Claflin and Chapin street buildings, for reasons stated in last year's report.
I also suggest that an article be put in the town warrant to see is the town will vote to install modern sanitary arrange- ments in the Spruce street school building, to connect the same with the sewer, and appropriate money therefor.
SCHOOL WORK.
It happens frequently in the management of school affairs that the work accomplished in a single year seems meagre and unsatisfactory, but looking back over a series of years marked improvement can be seen. This in a measure is true of us at the present time. During the past six or seven years many changes and improvements have been made both
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in equipment and in the actual work of the school room, but we need not enumerate them here.
The greatest and most satisfactory progress that has been made during the past year has been the securing of increased accommodations and improved conditions under which teach- ers and pupils can work. Until the new buildings were com - pleted many classes were so large, and in such close quarters that the work was seriously handicapped, but now the num- ber of pupils to a teacher has been reduced, and the conditions so improved that we hope to do more satisfactory work than ever before.
No marked departures have been made during the year, but throughout the schools we have endeavored to secure good, all-round results, along lines of work already estab- lished. Our reading, under the phonetic plan, for the last three years, has been greatly improved throughout the pri- mary grades. I have planned a course in reading, arranging it so that each grade may have a certain amount of geograph- ical and historical reading, also selections from the best litera- ture of standard authors. But we have been unable to put it into full operation because of financial limitations which pro- hibited, not only the introduction of new work, but the carry- ing out of plans already established. The number work, ex- plained at some length in the last report, and now supple- mented by the Werner Arithmetic, which was introduced last year, bids fair to give very satisfactory results.
Our schools are noticeably lacking in at least one essen - tial feature-that of manual training. The tendency of the times is to extend school work in this direction. Progressive and up-to-date schools are not complete without considerable industrial work, and they are constantly studying and plan - ning along this line. Experts consider it the one kind of school work that will contribute most toward the future use- fulness of young people.
In conclusion I wish to urge the parents to thoroughly interest themselves in the schools, and to co-operate with the
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teachers and school officials, in order that the best results may be accomplished. We are not without faults and failings, and we shall be glad to receive suggestions and criticisms, made in a friendly spirit, for the good of the schools.
I wish to commend the teachers for their earnest work, and to thank the committee for consideration and support.
Your attention is called to the reports of principals and supervisors.
Respectfully submitted,
C. W. HALEY,
Superintendent of Schools.
Report of the Principal of the High School.
TO THE SUPERINTENDENT OF SCHOOLS.
Dear Sir: In presenting my second annual report I wish first of all to bear testimony to the earnest work done during the past year by all the teachers and by a large majority of the pupils. We have been fortunate in having had only one change in our teaching force. Miss Harwood, our commercial teacher of last year, resigned during the summer; Miss M. L. Jackson was elected to the position, and is now in charge of that department.
The past year has been one of quiet progress, I hope No attempt at display or innovation has been made, and I see no necessity for suggesting any radical changes. I do not mean to imply that the condition of the school is all that could be desired; far from it. I am well aware of certain weaknesses which I could wish did not exist. You yourself are doubtless fully cognizant of these and others too. I sup- pose that most everyone is limited in his work by conditions over which he himself has no control. It will be admitted by all, will it not, that one's responsibility for results must be in direct proportion to his power of choice in the factors de- termining those results ?
One of the honors that have fallen to the school since my last report is the approval of it by the New England College Entrance Certificate Board. I applied for this approval over a year ago, and the Board, after investigating, has approved our school for three years dating from Jan. 1, 1904. This means that graduates who can secure the principal's certificate may enter without examination practically any New England college, with the exception of Harvard, Yale and the Institute of Technology. While personally I believe that most students should enter college on examination rather than on certificate, yet I am glad, of course, for the school to have the right of
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certification. Certificates are to be given at the discretion of the principal, and the possession of a diploma is not of itself enough to entitle one to a certificate.
The Oak, Lily and Ivy, a monthly paper which has been published by each senior class for many years past, is now a school paper in reality. It is this year published by the school as a whole, each class having representatives upon the editorial staff. This desirable change, which under certain conditions might have caused friction, was made with the hearty co-operation of the present senior class. The paper has been enlarged and otherwise improved by a competent board of editors, and is sound financially, thanks to an ener- getic business editor.
Athletics, properly controlled by the school authorities, are as important a branch of school work as is geometry. The time will soon come-and indeed has in some instances-when a High school will have its gymnasium and its athletic in- structor; and conscientious daily practice upon the football or baseball field will count as much toward a diploma as the same amount of time spent over the keys of a typewriter.
During the past year the boys of the school have adopted some good, healthy rules to govern our athletic interests. No "outsider" has played upon any of our teams for the past two years, and no "insider" is allowed to play unless he is "up" in his studies. Last spring the school won the championship in the interscholastic baseball league.
In the fall so many of the boys found football strenuous beyond expectation, that the team disbanded at the middle of the season.
Basketball is an excellent game for winter. Both the girls and boys should be encouraged to play it. That they do not do so now is because no hall can be secured for it. Field and track sports ought to receive serious consideration this spring.
Two prize speaking contests have been held since the last report, one in March, at which the medals were won by Hester
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Whitney and Fletcher Lyford; and one in December, in which Hester Whitney and James Luby were the winners.
At an interscholastic contest in Music Hall, April 15, 1903, Mary L. Callanan won a first prize, and by so doing brought second honors to our school, Holliston High winning both a first and second prize. A second interscholastic con- test is to be held at Holliston, April 17, 1904.
Since the last report the school has been given the follow- ing pictures and statuary: A copy of the famous Houdon bust of Washington, presented by F. J. Dutcher; a Lucca della Robbia relief, by the Social Service Department of the Wo- man's Club; a bust of Beethoven, by the school orchestra; a colored photograph of St. Mark's by the class of 1899; Alma- Tadema's Reading from Homer, by the class of 1903; The Birth of the Nation's Flag, by members of Post 22, G. A. R., through Mr. E. G. Bell; Spirit of '76, Christ and the Doctors, Washington, the Capitol, and the Sistine Madonna, from pro- ceeds of art exhibits and contributions.
A few friends have also given books to the school library.
To all of the above donors the school extends its thanks.
May I utilize the publicity of this report to make four suggestions to some parents?
1. Some of the responsibility for your child's good work at school rests upon you, therefore see that your boy or girl studies at home as much as you think good for him. From two to three hours daily ought to suffice for the majority of pupils. Your child may need more. Consult his teachers.
2. Do not judge the whole school by your Jobn. Re- member there are others. In this particular instance, 149 others. One swallow does not make a summer; neither does one idle boy make an idle school, any more than one star pupil maketh a heavenly firmament. Visit the school; learn what the 149 are doing, then give John a boost. Also consult his teachers.
3. Reports are sent home at regular intervals. Learn when they are due, then insist upon reading them on both sides. Sign them yourself; it's bad policy to let John write
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your name at the bottom of these reports. Habits are hard masters, and such a habit formed now might later lead John to again write your name at the bottom of a check or note, with unpleasant results to you; likewise to John. Consult his teachers.
4. Remember there are two sides to most questions. After hearing John's side, come to the school and hear his teacher's side. Then, and not before, pronounce judgment. If inconvenient. for you to call at the school, any teacher will be pleased to consult you at your office, or to take tea with you at your house. In other words, consult John's teachers.
In conclusion, I would thank you and the committee for your support; the teachers for their forbearance, co-operation and loyalty; the present senior class for their unselfishness; and many of the pupils for their constant willingness to be of assistance to me.
JOHN C. HULL,
Principal High School.
Feb. 1, 1904.
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Report of the Supervisor of Drawing.
To MR. C. W. HALEY, Superintendent of Schools.
Dear Sir: In reviewing the work of the past year, we find the general outline not greatly changed from the course planned for the year preceding, though to retain and stimulate interest it has been worked out in slightly different ways.
By attempting less the results obtained in certain lines have been much improved in quality, which is encouraging; especially is this true of the color work throughout the grades and the landscapes of the upper grades. This latter phase of drawing and painting has in all cases been intimately connect- ed with the language and written work, trying to bring about mutual improvement by the association of the three.
The constructive drawing and design which precedes the making of things still holds an important place in the course, since it is one of the most important aims in teaching draw- ing to utilize and develop the creative, expressive, and con- structive instincts. It is a mistake to stop short of the real thing itself. As President Eliot has remarked, "Any kind of manual training is worth more than nine tenths of all the work in the public schools that comes under the head of arith- metic." Thus we have attempted, in so far as our materials have let us, the actual construction of different articles, simple and difficult according to the grade, from the paper sleds and lanterns of the little children, penwipers, doilies, Christmas triptychs of the intermediate grades, to confectionery boxes, perpetual calendar's and lampshades of the upper grades. In designing such articles we can cultivate to some degree that taste for good design in common things, which in an artist may be his "inherent esthetic sense" but to the majority must come through training from without; not that we may pro- duce an artist of every child-for if that were possible we
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should suffer for the lack of people of other professions-but that an artistic taste may be developed which shall demand everything in use to be as beautiful as it can be.
At the High school, the work of the mechanical drawing classes in constructive geometry has been more thorough and accurate than that of last year, and sufficient advance in ortho- graphic projection has been made so that now machine draw- ing and elementary building construction have been com- menced by the upper classes. I wish to thank the committee for the several sets of mechanical drawing instruments that have been an incentive to the pupils and have made a higher g ade of work possible.
The work in free-hand drawing has embraced the paint- ing of fruit, flowers and landscapes in water colors, and the designing of tiles, monograms, head pieces and book covers. A few picture-frames and other things have been worked out in pyrography which has given a much-added interest to all work in design. The rest of the year will be spent in the study of perspective, and in gaining a knowledge and appre- ciation of the best pictures, pieces of sculpture and forms of historic ornament.
I desire to express my thanks to you and the school board for the aid'which has made possible the progress of the past year, and to the teachers without whose assistance little suc- cess could be realized.
Respectfully submitted,
CLARA W. POND.
Report of Supervisor of Music.
TO THE SUPERINTENDENT OF SCHOOLS.
Dear Sir: The program planned last year has been closely followed and decided progress has been noted.
Heretofore, in many grades, the text-books used were not in accordance with those prescribed in the course, but this year we have succeeded in grading the work to meet the necessary requirements.
In sight reading, the advancement has been marked, par- ticularly in the primary grades.
It may be well to give a brief outline of the different grades.
First grades are working on rote songs, scales and the first five tones of scale from dictation and representation. The rote songs are varied, comprising ethical and patriotic songs as well as songs of nature and the seasons. Rote songs are also used in the second and third grades.
Second grade work comprises exercises and songs in the eight different keys; no technical work is required in this grade.
The work in the third grade is a continuation of that in the second. In this grade it is required that the pupils shall know the different time and key signatures and pitch names.
Two part singing, the divided beat and chromatics are in- troduced in the fourth grade.
Fifth grade work is a continuation of fourth grade work.
In the sixth year, three part singing, time complications and work in minor keys comprise the work.
The text-book used in the seventh grade deals with many difficulties in time, minors and chromatics.
Eighth and ninth grades are working in the advanced 1
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books of the course and have an opportunity to become fa- miliar with the very best composers of all times. 1
The work of the High school has materially advanced --- the rendition of songs by standard composers being highly satisfactory.
Mention was made last year of the necessity existing for the use of supplementary work in the different grades. There is some material in use, but not enough to meet requirements. It is hoped that this may be remedied in the near future.
To the superintendent and teachers I desire to express my heartfelt gratitude for their assistance and many kind- nesses.
Respectfully submitted,
ESTHER G. O'CONNOR.
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Report of the Principal of the Evening School.
TO THE SUPERINTENDENT OF SCHOOLS.
Dear Sir :-
What proved to be the largest evening school in the history of the town of Milford, both as regards the number of pupils and the number of teachers required, commenced its sessions November 2, 1903. On the opening evening about 225 pupils presented themselves, and each succeeding session witnessed an increase in the attendance until a maximum en- rolment of 303 students. appeared on the registers of the 14 teachers. This number, exceeding the enrolment of 1902 by 128 and that of 1901 by 111, taxed the capacity of the High school to its utmost, and several of the classes were so large as to require division, necessitating an additional teacher for the room. This arrangement, however, did not deteriorate from the course of instruction, or lessen the high standard of discipline maintained during the preceding years ; for each teacher made a specialty of individual instruction in the re- spective classes, and all co-operated in instilling the principles of discipline and respect for authority which are so essential for the proper conduct of any evening school where many of the students have lost, if indeed they ever acquired, that sub- missive and self-restraining spirit which makes discipline easy and teaching a pleasure. So well has the teaching corps suc- ceeded that we find it difficult to recall a single instance of a real breach of discipline during the past three years.
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