USA > Massachusetts > Norfolk County > Medfield > Town annual reports of Medfield 1880 > Part 2
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May 12, II A.M., fire in woods at South End ; damage, $5.
May 25, 4 P.M., fire in woods of S. Ellis and H. Wight ; damage light.
June 28, P.M., fire in woods at North End; damage light.
Sept. 5, 3.20 A.M., Hale's straw-shop. Cause unknown. This was one of the largest fires for years, and when first discovered was so far under way that the most that could be done was to save the adjoining buildings, which was done. Great credit is due the Department for the able manner in which each and all performed their duties.
Oct. 19, 2.40 A.M., Fitzgerald House ; burned down ; damage light.
Oct. 21, 4 P.M., woods, North End ; damage light, $15.
Oct. 27, I P.M., woods, Hamlet Wight's. No general alarm. Damage about $20.
H. M. PARKER, Chief.
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PUBLIC LIBRARY.
It is evident that the Library thus far has been a success, and the interest manifested at its foundation has not abated. It meets a public want that can in no other way be supplied, and, if not well sustained, it will be felt a public misfortune. If at first it seemed a luxury, now it has become almost a necessity ; and, for the amount of money expended, it is doubtful if we have any institution accom- plishing a greater good. The number of volumes issued during the year has been ten thousand, and the general condition of the Library is very much the same as at the last report. With the hope of making it more useful, and awakening a greater interest in its welfare, it is deemed advisable that one or more members be added to the present number of the Board of Trustees.
Respectfully submitted for the Trustees,
J. H. RICHARDSON.
Dr. ISAAC FISKE, Treasurer, IN ACCOUNT WITH THE TRUSTEES OF THE LIBRARY. Cr.
1879
Feb. To balance in the Treasury, $ 182.13
May 4. To cash received, proceeds of concerts.
70.60
May 10. To cash received for books sold and fines collected by the Librarian .. 30.00
1880.
Jan. 29. To cash received, being bal- ance of Dog Tax 117.49
1879. Apr. 12. By cash paid for binding old books. $31.36
Aug. 27. By cash paid Holbrook for bird 4.00
1880.
Jan. 12. By cash paid Librarian, salary to Jan. 1, 1880 .... 75.00
By cash paid for new books, 121 vols. 126.40
By I set Chambers" Ency- clopædia .. . 29.00
$265.76
$400.22
By balance in hands of Treasurer. 134.46
$400.22
Feb. I. To balance"in the Treasury. $134.46
4
26
REGISTRAR'S REPORT.
REGISTRY OF BIRTHS IN MEDFIELD IN 1879.
DATE.
NAME.
NAMES OF PARENTS.
Jan. IO
Henrietta Mann.
Jesse and Miriam Mann.
Jan. 17 Alice G. Stone.
George F. and Angie Stone.
Feb. IO Bertram H. Smith.
Feb. 22
Amanda E. Murphv.
Thomas and Mary A. Murphy.
March 9
Mabel E. Benjamin.
Albert and Mary E. Benjamin.
March 20
Forest Alison Taber.
Almer C. and Etta H. Taber.
March 22
Mary E. Hamant.
Francis D. and Eliza C. Hamant.
March 27
Edwin A. Hamilton.
John F. and Idalette A. Hamilton.
May 12
Julia Mullen.
Frank and Mary Mullen.
June 1 Harry L. Ricker.
George K. and Emma P. Ricker.
June 12 Stella Schlesemeyer.
John H. and Marietta J. Schlesemeyer.
July 4 Abigail A. Arguin.
Thomas and Mary J. Arguin.
Aug. 31 Hattie M. Middlemas.
James and Mary A. Middlemas.
Sept. 30 Joseph P. Meany.
David and Mary Meany.
Oct.
5 Eva Agnes Gilbert.
Albion C. and Maggie Gilbert.
Nov.
25
George W. Morrill.
George W. and Mary E. Morrill.
Dec. - 4
Nathaniel F. Glidden.
Nathaniel F. and Louise E. Glidden.
Total number, 17.
CHAS. C. SEWALL, Town Clerk.
Law requiring Parents and Others to give Notice to the Town Clerk of Births and
Deaths. [Revised Statutes, Chapter 21, Section 2.]
Parents shall give notice to the clerk of their city or town of the births and deaths of their children. Every householder shall give like notice of every birth or death happening in his house. ...
Whoever neglects to give such notice for the space of six months after a birth or death shall forfeit a sum not exceeding five dollars.
This law is generally disregarded, and, in consequence, some births in town may not be registered.
.
William R. and Mary J. H. Smith.
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REGISTRY OF DEATHS IN MEDFIELD, AND OF PERSONS BELONGING HERE WHO DIED ELSEWHERE, IN 1879.
DATE.
NAME.
AGE.
DISEASE.
Feb. 2
M. Minnie Turner,
15 yrs., 6 mos., to days.
Consumption.
Feb. I5
Joseph Miller,
81 yrs., Io mos., 8 days.
Paralysis.
Feb. I5 Charlotte Wight,
73 yrs., 6 mos., 15 days.
Pneumonia.
Feb.
17
Mary F. Kendall,
81 yrs, 8 mos., 7 days. 71 yrs., 9 mos., 5 days.
Influenza.
Feb.
25
George W. Damon,
Cancer.
Feb. 26
Lowell Wiswall,
55 yrs., IO mos., 13 days.
Emphysema Pul.
Feb. 28
Mary T. Howard,
18 yrs., 7 mos., 8 days.
Tub. Peritonitis.
March 8
Polly P. Harding,
88 yrs., 7 mos., 8 days.
Heart Disease.
March 14
Mabel May Morrill,
3 yrs., 3 mos.,
5 days.
Convulsions.
March 19
Nancy Guild,
54 yrs., 9 mos.,
Erysipelas. Scarlet Fever.
April 20 April 25
Honora Delaney, John Robinson,
63 yrs., 6 mos., 21 days.
Cancer.
May 27
Fanny L. Pond,
76 yrs., 5 mos., 2 days.
Heart Disease.
May 30
Susan S. Richards,
55 yrs., 10 mos., 8 days.
Erysipelas.
June
20
Joseph P. Wolfe,
24 yrs.,
3 days.
Consumption. Chol. Infantum.
Aug. I5
Robert J. Brennan,
13 yrs.,
I mo., 25 days.
Drowned.
Aug. 15
Edward L. Babcock,
12 yrs., I mo., 25 days.
Drowned.
Aug.
25
Charlotte J. Blake,
18 yrs., 4 mos.,
Enteritis.
Sept.
14
Alban R. Crane, Austin W. Crane,
Diphtheria.
Oct. 14
Rosa Isabel Babcock,
Croup. Chol. Infantum.
Oct. 25
Hattie M. Middlemas,
Diphtheria.
Nov.
4
Œdema Pul.
Nov.
Typhoid Fever.
Dec. 3 Joseph H. Rich,
Paralysis.
Dec. 8 Susan Foster Turner,
Oct. I
Anthony W. Cleveland,
Oct. 16 Lucretia R. Brown,
53 yrs.,-
Whole number of deaths, 30.
5 persons between 80 and 90 years. 4 persons between 70 and 80 years. I person between 60 and 70 years.
2 persons between 20 and 30 years. 6 persons between 10 and 20 years. 8 persons under 5 years.
4 persons between 50 and 60 years.
CHAS. C. SEWALL, Town Clerk.
Oct. 26
4 yrs., 8 mos., 21 days. 2 yrs., 5 mos., 28 days. 4 yrs., 5 mos., 23 days, 2 mos.,
Diphtheria.
Sept. 16
Celia Cushman Wilson, Mabel Estell Grover, Addison M. Richards,
2 yrs., II mos., 24 days. 17 yrs., 2 mos., 10 days. 20 yrs., 10 mos., 17 days. 71 yrs., IO mos., 21 days. 80 yrs., - 24 days. 80 yrs., 5 mos., 19 days.
Paralysis.
July 26
Oscar J. Codding,
8 mos., 12 days.
4 yrs., 6 mos., 10 days.
28
REGISTRY OF MARRIAGES IN 1879.
DATE.
NAMES.
RESIDENCE.
BY WHOM MARRIED.
Albert A Howe, ¿
Cambridge,
Jan. 16
Mary E. Tufts,
Medfield,
Jan. 18
Ellen Amanda Bullard, S
Walpole,
George F. Giles,
Norfolk,
Medfield,
Medfield,
Dover,
Rev. F. De Bos, Medfield, Congrega'l clergyman. Rev. R. H. Howard, So. Walpole, Meth. clerg'n. Rev. G. Pierce, Medfield, pastor Ist Cong. Soc. Rev. P. Finch, Natick, Congrega'l clergyman.
April -
Mrs. Caroline A. Weston,
Nashua, N H., Medfield,
No return made.
June 18
Lizzie Elfleda Moody, S William P. Norton,
Medfield,
Rev. J. H. Gilbert, Med- field, pastor Bap. Ch. Rev. N. A. Avery,
July 14
Sardell Veasey, Jervis E. Horr,
Boston,
Rev. Geo. H. Pratt, Med- field, pastor.
Sept. 25
Sarah E. Hutson, S
Medfield,
Rev. Granville Pierce, Medfield.
Nov. 29
Elisabeth F. Jewett, S Albert D. Kingsbury, Annie H. Ingraham, 5
Medfield,
Rev. E. O. Jameson, Medway.
Charles Booth,
Medfield,
Rev. J. H. Gilbert, Medfield.
Dec. 12
Lydia A. Elder,
Lewiston, Me.,
Aug. 20
Jemima Lang,
East Boston,
Rev. J. Wright, S. Bost'n, without certif. fr. Med.
Total number, 13.
CHAS. C. SEWALL,
Town Clerk.
Nov. 6
Warren H. Adams,
Medfield,
Medfield,
Medway,
Dec. 4 Mary Ingraham, S Emory H. Turner, 1
Medway,
Medfield,
Rev. Wm. G. Haskell, Lewiston.
Uriah L. Wolfe,
Medfield,
Addison M. Richards, 1
Medfield,
April 3 Annie W. Babcock, S April 10 Eugene Bonney, Į Ida C. Whiting, S
Thomas Pearson,
Isleboro', Me.,
Medfield, Lewiston, Me.
Frederic C. Clark,
Waltham,
29
REPORT OF THE SCHOOL COMMITTEE.
In accordance with the requirement of the Commonwealth, the citizens of Medfield have entrusted us with the care of the public schools. Having attended to the duties assigned us, we beg leave to submit the following report : -
There is scarcely need to speak of the relative importance of the educational department in our town affairs. Nearly one-fifth of the entire population, in a town like this, is at that age which may be termed the formative period of life, and which is wisely designated by the statute as the school-age. During this period must be largely determined what these men and women of the near future are, intellectually, to be. Whether they are to be cultivated or boor- ish, whether they are to be the intelligent leaders in correct public opinion, or only the blind tools of designing and corrupt men, is a question, the answer to which is found very largely in the quality of their present training ; and it is a question second in importance to none we are ever called to consider in our public capacity.
We live in a time, however, when our school system is assailed from various quarters. There seems to be a conjunction of hostile influences which threatens the efficiency, if not the very existence, of popular education. A low estimate of the importance of education itself ; a sordid determination to pay out as little money as possible, whatever interests suffer,- and the designs of a foreign hierarchy which fears intelligence and independent thought, -- all combine to destroy confidence in and cripple the working of the public schools. It is not for us to hold lightly by those institutions by which Mas- sachusetts has attained to what she is in moulding the thought of the nation, but rather to guard them with constant vigilance.
NATURE OF EDUCATION.
The child is a bundle of powers and faculties, as yet chiefly in an undeveloped state. Whether he will accomplish anything in the world depends upon whether those powers are developed or not : what he will do depends upon which of them are most largely
30
developed. Development of some sort there will be: the street and other adverse agencies will take care that enough of useless and undesirable manifestations appear. It remains to be seen whether the combined influence of parents and teachers shall be able to give him such a training as will make him a valuable member of society.
Memorizing is not all that is required in this work. Education is the leading forth of the powers, and exercising them in doing : it is by doing that one comes to know in the true sense, rather than by memorizing. Without a course of training which has this ten- dency, words are empty sound, and facts lie useless in the pupil's possession.
Happily, this point is better understood, or at least more gen- erally admitted, by teachers now than formerly ; yet results seem to show that still farther consideration of it may not be in vain. This principle will be of use also to parents and committees in rightly estimating progress on the part of pupils.
Symmetrical development is to be aimed at, also, in true educa- tion. The world is full of one-sided people, developed in a single direction only. The personal preference of the pupil is by no means a sure indication of what it is best for him to learn or to do. Some one has said in regard to choice of reading that, if one leans very strongly to the reading of one particular class of books, those are the books he ought not to read, for the reason that they inten- sify in him that which is already too strong, and his mind will grow more and more misshapen. The same thing holds true in the school, and sufficiently explains why a diversity of studies should be taken by the pupil during his course.
If one delights to bury himself in the arithmetic, and to cover quires of paper with figures, there is no danger but that he will get enough of that branch. The duty of the judicious teacher will be to lead his mind in some different direction ; to teach him compo- . sition or physical geography, to sing or to draw,- something that will develop him on some other side. And the reverse is also true. If one is sailing merrily on in other things, and does not care about mathematics, he is the very one that should ballast his craft with a considerable amount of that useful commodity. It is true that there is a reasonable limit to the number of studies to be pursued in a school : the circumstances of the school fix that matter. But there must be variety in the pursuits of every individual pupil.
31
DISCIPLINE.
In the absence of proper discipline, nothing valuable can be ac- complished. By discipline, we do not mean simply that aspect of it which is seen in reproof or punishment ; that exhibition of stern force in the school-room, by which the stronger subdues the weaker and holds him in an attitude of terror. Punishment, it is true, is sometimes necessary, and is, moreover, when properly administered, an act of kindness ; both as a means of correction and amendment to those who are otherwise incorrigible, and of just protection to those who are well disposed. But, with the judicious teacher, this is the exception, and not the rule. What we desire is a wise and entire control in the affairs of the school-room on the part of the teacher, and a hearty yielding to that control on the part of the pupils. It is that condition of teachableness, presupposed in the very existence of a school. We are happy in being able to say that this state of things exists at present to so great an extent in our own schools.
Such discipline is useful in another way, and this is by no means the least of its usefulness. Respect for and obedience to rightful authority is one of the prime requisites in a good citizen. A spirit of insubordination, manifested in impatience of any restraint, and in a lack of reverence for that which is in itself deserving of respect, has grown very fond of showing its unblest presence in these days of ours. To curb this pernicious tendency, nothing can be more effective than a wise and salutary discipline steadily maintained through the nine or ten years of school-life.
GRADING.
No one, it is presumed, can be found to deny the desirability of having schools graded where it is practicable. If it is needful to place pupils in classes according to age and advancement, it is equally desirable that the school, when large, should be divided into grades.
But in a small town it is not practicable to have thoroughly graded schools. The fewness of the pupils in some localities for- bids it. Even if all the pupils in town were brought together at one point, with sufficient facilities, the grades could not well be made to represent the several degrees of advancement, as is done in cities. We must be content, therefore, to endure the disadvan-
32
tages incident to our condition, trying to reduce these disadvan- tages to the lowest point. This problem has occupied much of the committee's thought and attention.
We have not the requisite number of families to fall under the statute demanding the establishment of a separate High School ; and the number of pupils fitted to enter such a school is very small. This arises not altogether from the unsatisfactory condition of the lower schools in former years, but various inducements call away many of the older pupils from school entirely. Yet it seems desirable that those who are disposed to remain in school should have the opportunity to do so in their own town, rather than be obliged to seek such advantages elsewhere. Accordingly, an advanced class has been established at the Centre, to which all who are qualfied, throughout the town, are desired to come. In order to furnish accommodations for this, it was necessary to place as many pupils as possible on the lower floor at the Centre School. A partition was therefore made, dividing the lower room into two parts. By this means, eighty-four seats for younger children were placed on that floor, and two teachers employed for them.
The question then came, Shall we take the upper two classes from all the schools and place them under the care of the master at the Centre ? Several objections appeared. Some pupils living far out found it inconvenient to attend at the Centre. Then, again, by taking away so many from the North and South Schools, there were left but a small number, and those of the younger children. This reduced greatly the enthusiasm and interest of the school, in the opinion of many. And furthermore, even with the clumsy con- trivance of the partition in the lower room at the Centre, it was ab- solutely necessary to send up a third class into the master's room, for the lack of room for them below; which, together with those properly belonging there, gave the prospect of so overcrowding that school as to cripple its efficiency and defeat the very object we had in view for the older pupils.
The plan adopted, after long consideration, was to have one class at the Centre, made up of representatives from all sections of the town, to be called the advanced class, and to which pupils from all the schools were to be admitted on satisfactory evidence of qualifi- cation ; keeping back at the North and South those who were not able to reach the standard of that class, or who, for other reasons, preferred, for the remainder of this year, to remain where they were.
33
To meet the wants of these older pupils in the North and South Schools, it was proposed to employ, if possible, male teachers. This, fortunately, the committee were able to do for the present year.
SCHOOL ACCOMMODATIONS.
The South School, with its tasteful and convenient building, is excellently accommodated.
The North School, as for some years past, occupies but one of the two rooms there. What visions filled the minds of those who erected a building there 'with two rooms, and at the same time located it considerably farther away from the centre of popula- tion than the old one, it is impossible to say. A single room is more than adequate for the school in that part of the town ; and, in . its present location, the unoccupied room is wholly unavailable for the increased school population which clusters closely about the village, and which, from the business prospects of the town, ap- pears likely to do so for some time to come. The building, though somewhat defaced in the interior, is yet sound and serviceable.
The Centre School-house was planned for two good rooms, and only two. The partitioning of the lower room, already referred to, was a temporary makeshift, necessitated by the increased atten- dance, and by the effort to provide in the upper room advantages for the advanced pupils. With the number of small children in attend- ance there, it cannot at present be dispensed with. But the contriv- ance makes out of one excellent, well-proportioned, and pleasant room, two rooms, both of which are as awkward, inconvenient, and uninviting for school purposes as can probably be found in the region. Only one advantage has been gained,- the possibility of placing eighty-four pupils in that story ; but it is at the sacrifice of nearly everything that, in this age of the world, is ordinarily con- sidered as going to make a school-room convenient or attractive. The committee consider that the efficiency of those two schools is seriously impaired by the character of the accommodations.
Another room suitable for a primary school should be provided ; leaving the intermediate department in possession of the lower room as it was originally built, and for which it is admirably adapted. The lack of a suitable room which might be hired for school purposes has prevented the committee from making this much needed change.
5
34
STUDIES AND METHODS.
At the commencement of the fall term, the committee urged upon the teachers the importance of making thorough reviews and exam- inations, so as to determine as nearly as possible the actual standing of pupils in the several branches pursued. It is obvious that no proper classification of a school can be made, except upon actual rather than assumed proficiency. There has existed, among both parents and children, a prejudice against the necessary reviews in the various branches ; and teachers have sometimes yielded to this feeling to a greater extent than the interests of the schools required. The result has been a degree of unsoundness in first principles, which is very detrimental.
There is not a surplus of appliances for the teaching of the several branches in the schools, though a little has been done in the way of wall maps. In the teaching of geography, a globe is as necessary as a map ; and it is only by the aid of such appliances that correct ideas can be given to children. It is not good econ- omy to employ teachers and yet withhold the very things essential to their efficiency.
In the teaching of reading to the youngest classes, we have adopted the word method more fully than in previous years, and with very satisfactory success. The suggestions contained in Appleton's Series of Readers have been followed to some extent in the middle and lower classes, and advancement has been made toward a more natural and expressive manner.
In speaking of reading in the upper classes, we have to do with reading more as an art ; the pupils have passed that stage when " to read" means merely to call the words ; we expect that there will be some apprehension, on their part, of the author's meaning, and that they will be able to convey that meaning by vocal effort. In this we may expect too much, it is true, considering that there are but few good readers among the people generally ; and our schools may not be below those in some other places in this respect. But, in comparison with the best schools, we discover that we are at a great discount. The most glaring defect is the lack of that nice articulation which characterizes all cultivated speech. Its absence is observable in the various recitations as well as in the reading. There is also lack of a clear and natural tone of voice ; and there seems to be a foolish reluctance to render the sentiment and mean- ing of the piece, as far even as it is understood, in the presence of
35
auditors. These are habits brought up from the middle and lower classes, from which it seems difficult to break away. They origi- nate in the absence of phonetic drill in past years, and in the tire- some reiteration of the same pieces, most of which were entirely beyond the grade of the pupil's apprehension, and in which it was not possible for him to feel much interest. And so he ground them out, day after day, thinking all was well, so long as he could man- age to call all the words right; and, what was worse, the teacher seemed to think so too. But with readers and methods in the lower classes better adapted to the purpose, and with some supply of supplementary reading of proper grade which should be provided for by the town, we may reasonably hope for improvement in this very important branch.
It is due to the teachers to say that they are endeavoring, in the portion of time which can be allotted to this part of their work, to improve the character of the reading in the upper classes, though their success has not been hitherto what they desire.
We believe that some knowledge of drawing is of great value to every person, and that the elements should be regularly taught in public schools. But, with the great number of classes on their hands, our teachers have not been able to give the degree of atten- tion to this matter that its importance demands. We hope that something more definite will soon be attempted.
The lessons in singing, by Mr. Ord, have been continued through the year with good results. His genial manner and skilful man- agement of the lessons have made that attention to elementary study in singing, which is sometimes irksome, a pleasure. The improve- ment has been more manifest during this year than in the preced- ing, as was expected from the preparation which that first year afforded. It will be a fortunate thing for the healthy musical development of the children in this town, if we shall be able to continue his lessons through the coming year.
CENTRE PRIMARY SCHOOL.
This school has been for another year under the charge of Miss Wight. It is needless to say, to those who have known her energy and skill hitherto, that the school is a very great success. No more gratifying sight can be witnessed than that of these little ones, as they here commence to ascend the hill of learning. Miss Wight has been very successful during the past year in the adop- tion of some new methods of instruction for youngest children.
36
CENTRE INTERMEDIATE SCHOOL.
This school has been under the faithful instruction of Miss Woods, as for several terms previously. This is an important posi- tion to fill. This school is a stepping-stone from the primary to the master's room. Here the primary school ways must, in a great measure, be left behind, and the pupil must learn to work more by himself. The school exhibits great diversity in age, on account of several children belonging to families that have recently come to the place, and not having enjoyed the same advantages elsewhere, though seemingly old enough, are yet not sufficiently advanced for promotion to the Upper School. The room, being upon the north side of the building, and being entirely shut off by the partition from all light in any other direction, is particularly dark and cheer- less in the winter. In spite of all drawbacks, however, a good measure of success has been achieved ; and the teacher has spared no pains to make the school everything that could reasonably be expected of it.
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