USA > Massachusetts > Norfolk County > Franklin > Town of Franklin annual report 1892 > Part 2
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The chief causes of most of the dull, mechanical reading (so-called), which we find in many of our classes are easy to determine. Lack of the proper teaching by which the written or printed words are properly associated with the ideas for which they stand ; lack of an adequate drill upon new words by which the association is firmly fixed, and the power gained to recognize at sight and instantly give the oral word for each of these ; the practice of allowing pupils to begin their oral reading of a sentence before they have grasped the whole thought by silent reading. Teachers omit altogether the teach- ing exercise which should precede every primary reading les- son, substituting for it the so-called study of the lesson, which consists simply in allowing pupils to spend a certain time look- ing at their reading books. In recitation, when a child fails to recognize a word, he is simply told what it is by the teacher, or some pupil, and no special effort is made to fix his knowledge of the word by repeatedly using it in simple written sentences until he can readily recognize and use it. And when a single book of one grade has been read in this manner, by repeated drills pupils in time memorize much of the matter, and can give it out orally, when still unable to recognize individual words, the class is allowed to attempt the reading of a higher grade book before they are masters of the simpler vocabulary of the first. And when we further find much of the time for reading
20
devoted to the analysis of words into letters. and repeating the names of these letters, as a means of fixing the forms of the words, we need not be at a loss to determine the reason for what is worst in our reading.
The remedy for this must be found in the intelligent use of a better method. Fortunately we need not go far tofind such, sound in theory and most successful in practice. as has been repeatedly shown by the experience of others.
1. We must increase the time allowed for the acquisition of the first reader vocabulary by confining children to reading books of that grade for about two years, in which time they can easily read three or four different books of that class. Give a year or more to reading as many more second readers. con- tinue third readers through the fifth school year, and in a word read very much more matter within narrower grade limits.
2. Word lessons must preceed recitation in reading, and on them rather than the so-called study of the reading lesson, we must rely for making the association between new words and the ideas for which they stand for, strengthening the child's power to recognize quickly the less familiar words which he is to meet in his subsequent reading. This substitu- tion of a teaching exercise at the blackboard for repeated read- ings of the lesson by the pupil at his seat, will enable the teacher to keep the books in her own custody except when in use in recitation, and so conserve their power to interest the child,
3. Sight reading of an easier matter must be a frequent exercise, to test the child's real grasp of his vocabulary, and make him a fluent reader.
4. The forms of all common words must be fixed in mind by much copying, and their meanings shown by repeated use in both oral and written sentences. Less time (with the youngest children none at all) must be devoted to oral spelling. by naming the letters.
5. The SOUNDS for which the letters stand must be closely associated with their symbols (each can be secured by the slow pronunciation of known words. and then drilled upon until the letter always suggests its sound). and the power acquired to
21
get the oral word (when phonetic) by combining the sounds of its component letters. This will save the teaching of many written words, the oral equivalents for which need only to be heard to be recognized as already known.
6. The conduct of each recitation must be such that the child shall not be allowed to begin the oral reading of a sen- tence until he has mastered the whole thought (this until the pupils are proficient readers), and shall then be required to state that thought in good conversational tones to SOMEBODY.
7. The child's comprehension of the story read must be tested and judged by his expression, by his power to repeat the story orally in his own words, and by his ability to do the same in writing. It is here that reading branches out into what is called language work, just as it touches spelling when it calls for careful study of the forms of individual words by writing.
When all this has been said, there still remains untouched the most important factor in securinggood results, the tact and skill of the teacher in exciting the interest of her pupils, in saving drill from degenerating into drudgery, in assisting the hesitating pupil to the thought by the judicious question, which suggests enough and not too much. Teachers who do not possess this power cannot acquire it by the help of words. Rather they should seek out some one whose work is worthy of imitation. and then follow her. example just as far as she works within right lines.
SPELLING.
Spelling concerns itself chiefly with words whose mean- ings are known to the child, and aims so to fix their written forms in mind that he can use them in the written expression of his thoughts. It branches out into language work proper when it attempts to teach him both the meaning and the form. Concerning itself with the form only, spelling goes hand in hand with reading and all the other branches of study, and is an absolute necessity if the child is to express his thoughts in writing. Here it simply gives him command, with a written vocabulary which corresponds to his knowledge of oral words. That this written vocabulary be exact and full is of prime im-
22
portance, and it can be made so only by making the drill in spell- ing closely follow the acquisition of each new word. And since the child's only use for spelling is that he may write, it would seem self-evident that he should acquire his knowledge of the forms of words by writing them. Oral spelling may be al- lowed with children ; it may be made helpful when not forced into the earliest work, but it should never be allowed to sup- plant written spelling, or take more than a small fraction of the time devoted to both. Whether the words whose forms are to be learned are taken from his own vocabulary in other studies, or are supplied with the intention of making additions to his stock of words, it is a rule never to be broken that he is to work upon the FORM of the word only when he has learned its meaning and use. For that reason it is a wise plan to have each word of a lesson put into an oral sentence before the study begins ; to have the less familiar words put into written sentences as a part of the work of preparation ; and in recita. tion to have words which are dictated singly put into written sentences by pupils ; to give in oral sentences the words which are to be written singly ; and to call for many oral sentences showing proper use of all the most difficult words.
Poor work in spelling is most often due to lack of this study by copying, to drill upon the forms of words whose mean- ings and uses are unknown, to the divorce of spelling from reading and other studies which should supply a large share of its material, and to a blind adherance to spelling books, as a means of saving labor and thought by the teacher. It is un- necessary here to discuss how far our teachers conform to proper methods in teaching spelling ; rather I would lay em- phasis upon what should be the universal practice, and urge that all our work be in accord with the ideas here advanced.
NUMBER.
Common faults in primary number work are: the lack of an objective teaching of facts ; failure to drill with objects, later with figures, until facts are fixed in the memory ; imper- fect association of figures and signs with the real things (objects and processes) of which they are the symbols, and a too early
25
use of these symbols ; a substitution of working by authority (rules) for that orderly teaching which enables the child to discover from what he has done what he has to do. The neg- lect of a practical application of the facts learned to simple business transactions. (facts of weights and measures object- ively taught, cost problems, making change, etc.)
Within a few months our teachers have been supplied with number blocks for objective teaching of the facts in num- bers from one to ten, with splints for teaching the facts in numbers from ten to twenty, and the four processes in higher numbers. The work of the first three years has been carefully mapped out and the method of presenting each part shown and discussed.
We still lack means for teaching objectively the facts of liquid and dry measures and weight. These should be sup- plied at once, for only when schools are equipped with neces- sary apparatus can teachers be justly held responsible for good work.
HIGH SCHOOL.
A word only about this school, which, in a sense, stands alone. This school is doing good work ; and it has been our endeavor to make the school comply more fully with the re- quiiements of a first-class high school by adopting a course of study that if successfully completed would admit to college. The following course was prepared by the principal and assis- tant, and adopted by the Committee, and is intended to meet this want. In order to successfully carry out this course with satisfaction to all parties interested, a third teacher should be employed ; and I would most strongly recommend that this step be taken at earliest possible date.
CLASSICAL COURSE. FIRST YEAR.
First term, (15 weeks.)
Times a week.
Second term, (13 weeks.)
Times a week.
Third term, (12 weeks.)
Times a week.
Latin (Jones lessons.)
5
Latin (Jones' lessons. )
5
Latin (Jones' lessons.)
5
Algebra (Wells.)
5
Algebra (Wells.)
5
Algebra (Wells, as tar as Simultaneous Quadratics.)
Greek History.
4
4
English History.
4
English Composition.
1
Roman History. English Composition.
1
English Composition.
1
24
SECOND YEAR.
Latin (Cæsar, Book I.)|
4
Latin, (Cæsar, Bks. II) and III.) Allen's Comp.
4
Latin, (Cæsar Bks. III | and IV.) Allen's Composition.
4 1
Allen's Composition- Grcek (Lessons), or
Greek (Lessons), or
*Physics, (laboratory work and text book.)
4
Greek (Lessons), or Physics, (laboratory work and text book.)
1
Physics, (laboratory work and text book.)
4
Geometry (Wentworth.) 5
Geometry (Wentworth.)
5
Geometry (Wentworth.
5
English Composition. 1
English Composition. 1
English Composition.
1
THIRD YEAR.
Latin (Cicero against Cataline, orations I, II)
4
Latin (Cicero against Cataline, III and IV. Manilian Law). Allen's Composition.
4
Latin (Cicero, Manil- Law, Poet Archias and Marcellus.) Allen's Composition. 1
4
Allen's Composition. 1
5
Greek (Anabasis Bks. II., III.) or
5
Greek (Anabasis Bks. III. and IV.) or
5
French (Berlitz method, 5
French.
5
Bk. I.)
French (Berlitz Bk. II. and grammar).
5
Rhetoric (Lockwood).
1
Rhetoric (Lockwood).
4
American Literature.
4
English Composition.
1
English Composition. 1
English Composition.
1
FOURTH YEAR.
Latin (Virgil, Bks. I. and II. and Prosody.)
5
Latin (Virgil, Bks. II. III and IV.)
5
Latın (Virgil, Bks. IV, V and VI.)
4
Greek (Iliad, Bk. I. and Prosody), or
5
Greek (Iliad,Bks.II, 1II or
5
College reviews. or
5
French. 5
French.
5
French. 5
English Literature.
4
English Literature.
1
Reviews.
5
English Composition.
1
English Composition.
1
Compositions once in four weeks until the fast term of the fourth year.
Drawing once a week throughout the course.
Music five times a week throughout the course.
Rhetoricals twice a term throughout the course.
The above course fit- for any college, except Harvard and Yale; when Greek is taken it admits to the classical department of the college; when French is taken to the scientific department.
*At the discretion of the Princ pal and Superintendent, scholars desiring to take the French course, will be allowed to elect some study of the Regular Course, in the place of Physics, in the second year.
REGULAR COURSE (English-Scientific.) FIRST YEAR.
First Term. (15 weeks.)
Times a week.
Second term. (13 weeks.)
Times a week.
Third term, (12 weeks.)
Times a week.
B'k Keeping and Con- mercial Arithmetic.
5
B'k Keeping and Com- mercial Arithmetic.
Physiology and Tem perance.
10
Algebra (Wells.
5
Algebra ( Wells.)
5
Algebra (Wells.)
5
Greek History.
4
Roman History.
4
English History.
4
English Composition.
1
English Composition.
1
English Composition.
2
1
1
1
Greek (Anabasis Bk. I)
of
25
SECOND YEAR.
Civil Government.
5
Civil Government.
5
Introductory lessons in| Rhetoric.
5
Physics (laboratory w'
and Avery's text book.)
4
Physics (laboratory w'k and Avery's text book.)
4
Physics (laboratory w'k and Avery's text book.)
4
Geometry (Wentworth)
5
Geometry (Wentworth)
5
Geometry (Wentworth)
5
English Composition. 1
English Composition.
1
English Composition.
1
THIRD YEAR.
Chemistry (laboratory work.)
5
Chemistry and Min. eralogy ( Lab.work. )
5
Min'l'gy and Geology (Lab. and field work)
5
French
(same in
French (same as in Classical course.)
French (same as in Classical course.)
5
Rhetoric.
4
Rhetoric.
+
American Literature.
4
English Composition
1
English Composition
1
English Composition.
1
FOURTHI YEAR.
Astronomy.
5
English reviews.
5
Botany.
French (same as in|
French (same as in Classical course.)
5
French (same as in Classical course.)
5
English Literature.
4
English Literature.
4
Reviews.
5
English Composition.
1
English Composition .:
J
Compositions. Drawing, Music and Rhetoricals same as in Classical Course.
SCHOOL ATTENDANCE.
The enumeration of children taken May Ist. 1891, shows that there were 1011 children between the ages of 5 and 15 years and 577 between the ages of 8 and 14 years.
By reference to the appended table of statistics it will be seen that the average number belonging to the schools has been 747. with an average daily attendance of 683. As this includes some pupils attending the high school who are over 15 years of age, it will be seen that there are not less than 250 pupils in town between the ages of 5 and 15 years who are not regularly attending school.
The per cent. of attendance has been fair. but can easily be raised. Every effort should be made to have pupils attend school regularly. as it is only by constant attendance that good work can be done.
The record of tardiness for the eight months during which a record has been kept is disgraceful. The number for eight months is 2016, or at the rate of 2500 for a full year. For such
Classical course. )
5
5
Classical course. )
5
26
a poor showing as this there is very little excuse. It is a noticeable fact that the largest number charged to any school is 329, and that in the high school. Comment is unnecessary, Every exertion of the teachers should be put forth to suppress this evil, as there is no more pernicious habit than tardiness.
While the importance of habits of regularity and punctu- ality can hardly be overestimated, teachers should make care- ful distinction between those irregularities which are unavoid- able and those of a different nature. If a child is belated by an absolute necessity it is better for him to have the advantage of a part of the session rather than lose it all for the sake of a record or to escape unnecessary punishment. It is safe to say that nine-tenths of the tardiness in our schools is unnecessary.
In conclusion, I would extend a cordial invitation to the parents and friends of the schools to visit them at all times, remembering that they yield a return in proportion to the amount of confidence and support that we give them. Good schools depend upon the intelligent sympathy of the com- munity as well as upon wise direction and thorough teaching.
FRANK W. SWEET.
27
School.
Names of Teachers.
Average
belonging.
Average Daily
Attendance.
Average Daily
Absence. Per cent. of
Attendance.
Number of
Tardinesses.
High
H. W. Walker
53.59
50.25
3.34 93.76
329
66
Grace C. Whiting
Frances E. King
35.58
33.86
1.72| 95.17
42
..
2
Mamie O. Sawyer
27.81
25.98
1.83 93.42
54
Sub-Grammer,
1
May H. Blaisdell
48.21
45.80
2.41 95.83
100
66
2
Isabelle M. Reilley
48.12
45.84
2.28 95.26
35
66
3
Gertrude Bly
34.20
32.53
1.67
95.11'
35*
Intermediate,
1 Julia G. Stockbridge .
51.10
45.57
5.53|
89.17 277
66
2
Ella B. Daniels
46.65
42.05
4.60
90.13 81
66
3
Louisa A. Metcalf
12.07
39.12
2.95
92.98 100
Primary,
1
Rebecca Dunning
41.79
37.74
4.05
90.35
173
Lydia F. Gould
39.
35.85
3.15
91.92 79+
3
Lydia A. Harris
35.76
33.06
2.70
92.45
40+
1
Adeline McDonald
38.32
35.80
2.52
93.42 98
5
Nellie J. Cleary
32.98
30.18
2.80
91 51
48
City Mills.
Hattie M. Gay
23.79
21.54
2.25
90.62 25
South Franklin, .
Sylvia Sawyer
21.19
18.33
2.86
86.50
30
Unionville,
Mary M. Ballou
37.22
29.20
8.02
78.45 103
North West.
Lizzie D. Rice
25.23
22.41
2.82
88.82
52
Populatic,
Susan L. Senter .
22.08
19.08
3.00
86.41
122
Mount.,
Lucy E. Tower
13.01
11.98
1.03
92.0S
52+
Totals
746.95 683.30 63.65
91.47: 2016 1
27.13
2.12
92.75 135
6
Emily T. Morse
29.25
* Record for five months.
t Record for seven months.
Number of Pupils
High Grammar, No. 1
Reports of Town Officers.
Special Police Report.
TO THE SELECTMEN OF FRANKLIN :
I received my appointment last March as a special officer for the suppression of the illegal sale and traffic in intoxicating liquors in the town of Franklin. Since receiving my appoint- ment I have sworn out and served ten search warrants, made six seizures. and prosecuted six persons for illegal keeping. There are still a few unprincipled men who are doing what is termed "the pocket business"; but even that is not carried on as it was before James McParland left the town. When he left I think we got rid of one of the worst rum sellers that we ever had in Franklin.
The case against Bernard O'Hara for illegal keeping was duly tried before a trial justice, and he was convicted, fined one hundred dollars. and sentenced to four mouths at hard labor in the House of Correction at Dedham. He appealed to the Superior Court. and failed to furnish bonds. and re- mained in jail four months. and was then released on condition that he would never engage in the illegal sale or traffic in 'in- toxicating liquors in this town. He has since moved out of town.
I have also prosecuted twelve men for drunkeness. seven for disturbing the peace. four as common drunkards. two for larceny. two for assault. two for selling goods without a license. two for cruelty to animals, two for keeping unlicensed dogs, one for keeping gaming house. five for gaming.'and one tramp.
All of which is respectfully submitted.
SILAS W. NICKERSON.
Constable.
29
Board of Health Report.
TO THE TOWN OF FRANKLIN :
Your Board of Health herewith present their report for the year ending January 31st. 1892. Within the time pre- scribed by public statute. Messrs. R. L. McPherson. H. Bemis. and J. B. Fitzpatrick were by us duly licensed as undertakers. H. E. Ruggles. Esq .. your Town Clerk. was authorized to sign permits for the removal and burial of human bodies. Since our last report. in which your attention was called to the large number of children not vaccinated. we are pleased to be able to state that the School Committee voted "that no scholar. except for adequate cause. should be allowed to at- tend the public schools unless properly vaccinated." The rrsult is that all scholars now in the public schools are pro- tected by it. But we have reason to believe that there are still a large number of children under five years of age yet unvac- cinated. For this neglect of the requirements of the law, par- ents, guardians. and the Selectmen. must be held responsible. Since the 15th of October last. nine cases of scarlatena have been reported to us. We have reason to believe that the type was mild and that no death has resulted. Some time in the latter part of April or the early part of May, diphtheria appeared in the family of Mr. Geo. H. Cochrane. For some reason the physician in attendance failed to report the cases to us as the law requires. notwithstanding. as he says, one of the per- sons died of it in its most malignant form. The consequence of such neglect was that no adequate and suitable precautions were taken to prevent the disease from being communicated to others. In a short time after. four cases occurred in the family of Mr. Geo. B. Dorr. of which one only terminated fatally. It is a pleasure for us to say that the further spread of the dis- case was largely prevented. as we believe. by the prompt and efficient manner in which our directions and suggestions were
30
carried out by members of the family. In a few cases of neg- lected privies, cesspools etc .. we have found it necessary to require the owner to properly care for them. We believe that if the parties interested would attend to such matters before the hot season. that there would be very little occasion for complaint.
Your Board find that the proper disposal of sewerage matter from dwelling houses and public buildings is every year becoming a more difficult problem to solve. in consequence of there being no suitable outlet for it. In our hotels and boarding houses there is necessarily a large amount constantly being produced. For the most part. in such cases we find that it is allowed to accumulate on the premises in shoal vaults ; and is removed, if at all, only when they are full to overflowing. In many cases the vaults are quite too near the houses, and so imperfectly covered as to make them dangerous to health. In one case we found a shallow vault had been located directly under an occupied building, and was the only receptacle for all the excrements from a large number of inmates of a public house. As far as we were able to see no provision had been made for the removal of its contents. Previous to this disposal of it, it had been allowed to accumulate on the ground under the building. A part of it only passed off through the street sewer, from which sickening odors passed out of its surface openings to the anoyance and danger of those breathing them. It finally passed from the sewer to the surface of the ground around the depot, causing a public nuisance, which we were requested by the N. Y. & N. E. R. R. Co. to have abated. Our efforts in the matter resulted in its being disposed of as above related, which in a considerable degree obviated the nuisance complained of by the railroad company. Even if it were absolutely possible to prevent house sewage from entering the street drain, there would still be a large amount of surface water. saturated with street filth. delivered from it onto the depot grounds. While this polluted water might not be highly dangerous to health, still its accumulation about the depot ren- ders the place unsightly, and inconvenient for public travel,
31
and consequently might be regarded as a public nuisance and make the town liable for damages
As your Board have authority only to demand the abate- ment of nuisances without any power to direct how it shall be accomplished, unless such power is given them by a vote of the town. we would recommend you to take such action as shall more effectually and satisfactorily accomplish the desired results.
For the Board, GEO. KING.
WM. E. NASON, WALTER M. FISHER, Board of Health.
32
Assessors' Report.
Number of residents assessed on property. 694
non-residents assessed on property. 168
.. male persons assessed only a poll. 870
. . female ..
2
Value of real estate assessed, excluding land, $1.261 265 00
land, excluding buildings,
741.450 00
Total.
$2.002.715 00
Value of personal estate. 60
$424.995 00
£ bank stock,
123,640 00
Total.
$548,635 00
Total assessed valuation.
$2.551,350 00
Rate of taxation.
14 50
Number of horses assessed,
592
' cows
798
" sheep ٠٠
7
"' cattle other than cows.
54
·· swine,
54
" dwelling houses assessed.
885 1-4
·· acres land
..
15,442
Total amount of tax assessed on personal estate.
$7,955 20
real
:
29,039 37
. .
polls
2,775 00
Total.
$39,769 57
WM. E. NASON. E. N. THAIN.
Assessors.
33
Truant Officer's Report.
TO THE SCHOOL COMMITTEE :
Since receiving my appointment as Truant Officer I have had twenty four cases reported and have seen the parents of three children. I have sworn out one warrant. and arrested the bov and took him before trial justice Warner. The boy promised to attend school and give me no more trouble. The case was put on file. I find that in a number of the cases reported the parents keep the children at home to work. and in but few of the cases the children are playing truant.
All of which is respectfully submiteed.
SILAS W. NICKERSON. Truant Officer.
34
. .
Report of Overseers of Poor.
The Board of Overseers of Poor present the following . report for the year ending Jan. 31st, 1892 :
The total number of persons having applied for and re- ceived aid during the year is 141. Of these. 40 are settled in other towns ; 14 were state paupers ; the balance (87) have settlements in this town.
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