Wilbraham annual report 1876-1901, Part 3

Author: Wilbraham (Mass.)
Publication date: 1876
Publisher: The Town
Number of Pages: 498


USA > Massachusetts > Hampden County > Wilbraham > Wilbraham annual report 1876-1901 > Part 3


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Number of polls in North Parish,


335


Number of polls in South Parish,


232


Total,


567


Poll tax,


$2 00


Rate per cent,


1 20


TOWN APPROPRIATIONS.


For Schools,


$3,000 00


Paupers,


2,000 00


Highways and bridges,


2,500 00


Town officers and contingencies,


1,500 00


Payment of interest,


200 00


Land for cemetery, of Mrs. Howlett,


125 00


Fencing the same,


200 00


High school purposes,


100 00


Fire apparatus,


100 00


Repairing school-houses,


300 00


Fencing addition to burying ground near


Deacon David Adams', 100 00


$10,125 00


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Amount brought forward,


$10,125 00


State tax,


990 00


County tax,


1,022 06


Overlayings,


211 78


Total committed to collectors,


$12,348 84


A. JACKSON BLANCHARD, Assessors SULLIVAN U. STANTON, of


JOHN N. ISHAM, Wilbraham.


REPORT


OF THE


SCHOOL COMMITTEE,


Of the Town of Wilbraham, for 1876-7.


GENTLEMEN : - History teaches no lesson with greater emphasis, than that the success, strength and permanence of a nation is based upon the integrity, morality and education of its citizens. While true of all governments, it is espec- ially true of that form in which the people choose their own rulers. If the masses are ignorant, immoral, and wanting in integrity, they will not only be less scrupulous in the choice and election of their rulers, but vice and crime will flourish, the natural products of such a soil.


Since facts show that education has a powerful influence in preventing crime, as a matter of economy, it is better to edu- cate our citizens ; to train them in our schools to habits of industry, regularity and self-reliance ; to teach them the value of integrity and morality ; to accustom them to face and con- quer difficulties, than that they grow up in ignorance, form- ing evil habits, which, ripening into crime, increase the probabilities of their future support in our almshouses and prisons.


Statistics show that over three-fourths of the poverty, vice and crime are found among those who either have never en-


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tered our schools, or were so irregular in their attendance that the school had little influence in forming their habits, or moulding their character.


As a source of happiness and safety, as well as a purer and nobler national life, it becomes us to jealously guard our schools, to thoroughly study their influence in all its bear- ings, that under our intelligent care, they may not only become the most efficient and useful, but also gather all of our school population within the sweep of their influence. It is true that the ignorance, vice and crime that fill our alms- houses, and crowd our prisons, or with tireless feet tramp from place to place, are not wholly the products of American soil, nor conclusive proofs of the inefficiency of her institu- tions.


For, while the European tide of emigration that has poured so strongly and steadily into our land, for so many years, has brought numbers that are a blessing and form part of the bones and brains of our country, with them also have come many old and young fugitives from justice, ignorant, degraded, steeped in crime, graduates of her street schools and prisons.


These, scattered through the cities, villages, and more rarely the rural portions of our land, have sown more thickly the seeds of vice, given an impetus to crime, and so increased the numbers of our paupers, criminals and illiterate, that to judge the results of our school system wholly by our statis- tics, would not only be unfair, but would give a false impres- sion. On many of these the school has had but little, if any direct influence.


They are found in our midst, but not in our schools. Therefore to judge our school system justly, we must consider not only its results upon those who attend, but also its failure to reach many, who most need its elevating influence.


Hence with just and generous appreciation, must be blended friendly yet faithful criticism.


Judging the schools of this town with reference to the first


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point, your Committee have no hesitation in saying our schools are doing a noble work.


Not that they cannot be improved in many respects ; they can be.


The teachers, Committee, as well as the friends and parents realize this.


But in lengthened schools, the selection of teachers, the mode of teaching, the introduction of maps and charts as aids in illustration, the greater regularity of attendance, the in- creasing value of our school property as new and commodious houses, with ample grounds, are taking the place of the weather-beaten, knife-scarred houses of our early days, there is evidence of a marked improvement.


To these must be added the striking fact, that our scholars complete the course of study in our public schools, though of wider range, much younger than formerly.


During the year our schools as a whole have been supplied with earnest, efficient, and faithful teachers. One or two in- stances have occurred where the change of teachers for the Winter term has proved most unfortunate, and the result, though, perhaps, not a total failure, was but little removed from it. Too much care cannot be exercised in the selection of teachers, and yet with the best care, unfortunate selections will sometimes be made.


Throughout the town, especially during the Winter term, more scholars have been absent and tardy than for many years.


The main cause of this, doubtless, has been the unusual amount of snow in the first of the Winter, blocking many roads so as to render them impassable. This may be the rea- son also, why some teachers, in making out their registers, have not in every instance counted all the absent, and tardy marks found against some of the pupils' names. The teacher's motive may have been commendable, thinking, perhaps, that under the circumstances the scholar ought to be excused. But this is wrong. These marks show certain facts, and no


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teacher can change these facts, however desirable it might be to do so.


Your Committee would suggest that more attention be paid to writing in some of our schools. While some of our teachers have taken especial pains in this, and are worthy of commendation. others have been remiss, and greatly neglected it. Last year the attention of the town was called to the need of a larger school-house in what was formerly District No. 11. In response, the town instructed the Selectmen, and School Committee, to find what was needed-the prices of lots suitable for a school-house. In accordance with your instructions, this has been done, and we report the impera- tive need of building a school-house this year, to be in readi- ness for the Winter school. Several lots in the vicinity can be bought at reasonable prices, and your Committee recommend the town to raise money for this purpose.


We congratulate the citizens of Wilbraham on the increas- ing value of property, the evident marks of prosperity, and the accumulation of capital in the development, at Collins Depot, of the finest water power in town. With this capital has come an increasing number of families, and the school at Collins Depot is fast outgrowing, if it has not already out- grown its accommodations.


There is need that the town build either this year, or the next, as it may deem best, a larger house with ample accom- modations for graded schools.


The School Committee of Monson notified your Committee, October 23, 1876, of their desire to discontinue, at the close of the Fall term, the agreement made June 14, 1873, with the Committee of Wilbraham, permitting certain scholars of Monson, living on the Boston road, to attend school in No. 9, by payment of tuition pro rata. Your Committee acknowl- edged the receipt of this notification, and excluded the scholars of Monson from the Winter school.


Hence, until some similar arrangement is made with Mon-


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son, Wilbraham cannot legally collect tuition for schooling the scholars of Monson, and ought not to admit them to her schools.


UNCONDITIONAL TITLE OF SCHOOL PROPERTY.


Common sense and sound business principles alike demand that, as far as possible, a man should have a clear and uncon- ditional title to his property. The wisdom and justice of this is so apparent, that wills, deeds, and all transferences of property are expressed in the most explicit language, and the law provides all possible safeguards to secure this result ; and that man would court almost certain failure who should invest his money and conduct his business in violation of this principle.


Shall we as a town use less care than an ordinary business man ?


Is it wise to hold. our school property by so uncertain a tenure, that the simple holding of a caucus, singing-school, or religious meeting, may be deemed a sufficient reason for the former owner to claim not only the land, but also the house upon it, through violation of the conditions of the deed ?


And yet this is the only title that Wilbraham has to the lot and school-house in No. 9.


Is Wilbraham satisfied with such a title? As citizens, is it manly to care so little for justice and our rights, as to allow this to continue? As tax-payers, is it wise to purchase and hold property with such restrictions? The question is not, whether it is best to use our school-houses for anything but school purposes ; but whether one man, or the town has the right and power to settle that point. First, let the town own its school property without restrictions, then if it wishes vote only to use it for school purposes, rather than be forced thus to vote to save its property.


. Fully believing that this right belongs to the town, and that it ought never to yield it, your Committee recommend


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the town to purchase a lot near by with an unconditional title, and move the school-house thereon, unless an unrestricted title can be obtained of the lot on which the house now stands.


UNITING AND GRADING SCHOOLS.


The schools of Wilbraham have been under the town sys- tem two years. For some years previous to its final adop- tion we were in a transition state, gradually conforming to its methods, yet retaining more or less the habits of thought and modes of action of the district system.


Educated under this system, with our early associations linked with it, no wonder we look with jealous eyes, and often with suspicion upon any proposed changes, or cherish honest doubts of any real gain by them.


While it does not always follow that all changes are im- provements, yet it is true that there can be no improvements without change. The reaching forward unto those things that are before, implies in a certain sense, the leaving of those things that are behind. All growth in physical, mental, or spiritual life, is in obedience to this law. To become a man, one must cease to be a child, both physically and mentally. Realizing in some measure the truth of this principle, your Committee, two years ago, after studying the condition of the schools of town then intrusted more fully to their care, came to the conclusion that some changes could, and ought to be made, that would be beneficial. One of the changes that then was, and still is, deemed of great importance, is to diminish so far as practicable the number of our schools, that we may grade them ; thus greatly increasing their efficiency and usefulness.


While we recognize the fact that it is utterly impracticable to attempt to unite and grade schools in the country as rigidly as in a city, or that all country schools, even, can be alike graded, since circumstances vary, still we believe it is not only possible and practicable that some changes be made in this


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town, but also, that a wise regard for the best interests of our schools demands that Wilbraham should begin, and continue from time to time to unite and grade its schools so far as prac- ticable. Having reached these conclusions, your Committee waited until they had clearly presented them to the town in last year's report, before attempting to carry them out, that so important a change might not be done in haste, or without the knowledge of the town. Hence it was not until this year, that in laying out our school work, we voted to discontinue the Summer school of No. 3, intending, if the town deemed best, eventually to discontinue it entirely, and divide its schol- ars between Nos. 10 and 12. The main reasons for our ac- tion are so concisely and clearly given in last year's report, that we copy them. " The number of pupils is small. The expense of supporting the school is nearly as heavy as that of the larger schools. The scholars can be accommodated in the adjoining schools without crowding them. The money spent can be more advantageously used for the town, and the inter- ests of education. It will be good policy for the town to diminish the schools to the smallest possible number. A re- moval of the school-house in No. 12 to some southern point, and the necessary expense might be met by the sale of house and land in No. 3."


At a town meeting called soon after the Summer school began, the town instructed the Committee to continue the school in No. 3 as before. In accordance with these instructions a school has been maintained there during the year, though the law gives the Committee authority to determine how many schools shall be kept, and to regulate the system of distribu- tion and classification. The following is so much of the law as refers to this point :


" Every town shall at the annual meeting choose by writ- ten ballots a board of School Committee, which shall have the general charge and superintendence of all the public schools in town." "Sec. 16; Chapter 38."


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Following are various decisions of the Supreme Court, de- fining the power thus granted. Chief Justice Shaw uses the following language : "There being no specific direction how schools shall be organized ; how many schools shall be kept ; . what shall be the qualifications for admission to the schools ; the age at which children may enter ; the age to which they may continue ; these must all be regulated by the Committee under their power of superintendence."


" The power of general superintendence vests a plenary au- thority in the Committee to arrange, classify and distribute pupils in such a manner as they think best adapted to their general proficiency and welfare." 5 Cush. 207.


Thus the Committee have the power, if they choose to ex- ercise it, to determine how many schools shall be kept. But the Committee do not desire to act contrary to the wishes of the town, if it can be conscientiously avoided. We believe that the town really desires, and intends to do what is best for the schools. The differences arising are not about results, but the best way of securing them. Hence we believe that after care. ful consideration, the town will cheerfully co-operate with its Committee in lessening the number of our schools, and grad- ing them so far as possible.


If the running expenses of the schools of town exceed the appropriations, it is partly owing to the derangements of your Committee's plans, by the town's action. Pursuing this policy of uniting schools where possible, your Committee, by send- ing some of the scholars of No. 10 to No. 4, have been ena- bled to dispense with the services of one teacher during the Winter term, thus diminishing expenses with no detriment, as we think, to the school.


BY-LAWS FOR HABITUAL TRUANTS.


The law makes it the duty of each town to make such by- laws concerning truants, and all children between seven and fifteen years of age not attending school and growing up in


30


ignorance, as shall be most conducive to their welfare and the good order of the town. Your Committee, in 1874, prepared such a code, which were adopted by the town, and copies were , ordered to be printed and placed in each school room. These by-laws were unfortunately lost, and your Committee have therefore prepared a set for your adoption this year. Your Committee has also appointed two persons as truant officers, as required by law. It is not optional with the town to adopt a set of by-laws, but the statute says they shall adopt them.


HIGH SCHOOL.


The last census shows that Wilbraham is legally obliged to sustain a High School. Thus we are called to act upon a question affecting not only the welfare of our common schools, but also the broader culture and higher mental discipline of our future citizens.


A High School will benefit our common schools in two ways. First, by giving a definite standard to be gained in each study preparatory for admission to the High School, it will not only mark out more definitely the work of teacher and scholar, but also stimulate their zeal and ambition, to reach the required standard. Second, since some of the studies now taught in the common schools could, on account of more time and ampler means of illustration, be taught far better in a High School, a more thorough mastery of the primary branches could be secured in our common schools.


While as wide a range of studies as is consistent with a thorough knowledge of the common branches should be taught in our schools, yet the mistaken idea that a scholar's knowl- edge is to be measured by the number of pages recited, or of branches studied, still prevails too widely, and through its per- nicious influence scholars are often found in some of the higher studies, when the time would be far better spent in more earnest study and thorough drill of the fundamental branches.


.


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Once, doubtless, the range of studies was too narrow ; now it is, if anything too wide, especially for ungraded schools. Hence the necessity of a High School in which our scholars can pursue these advanced studies, which the common school can never successfully teach, and, except in rare instances, ought never to attempt.


Thus Wilbraham is not only legally obliged to sustain a High School, but the best interests of our common schools demand it. How can this be done to secure the best results with the least expense ?


Two ways readily present themselves. We can either build a house and hire teachers for a High School, or we can make arrangements with Wesleyan Academy to teach all scholars eligible to High School instruction.


Let us carefully compare the merits of each method, to de- cide intelligently which is the better. The first method will be much more expensive.


This will be readily seen by enumerating the necessary items of expense, such as lot, house, furniture apparatus, fuel, care of buildings, salaries of teachers, etc.


While the cost of these items will vary according to circum- stances, yet we think the following estimate a low one :


A lot, with a suitable house properly furnished, will cost at least $3,000, to say nothing of apparatus, which will swell the sum according to the quantity, and quality obtained ; to this add care of the house, fuel, and salaries of Principal and assistant, and we have a total of $5,000, or more, neces- sary expenses of a High School the first year. For succeed- ing years the salaries of teachers, care of the house, and fuel, with the interest on the value of the school property will be the main items of expense, except such repairs as will be nec- essary from time to time.


This yearly expense, at a low estimate will be from $1,500, to $2,000. On the other hand, by making arrangements with


32


Wesleyan Academy, the necessary yearly expense will vary from $700 to $1,000, according to the number of scholars.


. Thus we conclude that our pupils could be educated at Wesleyan Academy for about one-half the cost of the first method ; much less than half the expense, if we take into consideration the cost of building a house and its necessary running expenses.


Which way will produce the better results?


We fully believe that Wesleyan Academy would give our scholars a thoroughness of drill, quality of instruction, and breadth of culture that cannot be secured in a High School such as the town would be likely to establish.


First, the drill would be more thorough.


Want of time often prevents that thoroughness of drill, necessary for clearly understanding and fixing in the mind the subject studied.


Hence the scholar sometimes passes so rapidly from subject to subject, that his knowledge is confused and unreliable. With the large corps of teachers, the longer time for recita- tion, the graded and systematic course of study which Wes- leyan Academy furnishes, this difficulty, if not entirely re- moved, would be much less than in a High School, with the limited number of teachers, which the town must necessarily furnish.


Second, the quality of instruction would be superior.


The nearer we can reach the plan of having our pupils taught by those who teach their favorite studies, the greater will be the proficiency of our scholars, and the better will be the results secured. Hence Wesleyan Academy, with her large number of skillful teachers, each adapted to his or her own department, would give better results than a town High School.


Comparing the tuition of Wesleyan with other Academies, such as at Easthampton, Andover and Exeter, we find there is no Academy of equal rank with so low tuition. The cost


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of tuition in the Academies specified is $60 per year ; in many others of high rank, it is between $40 and $50 per year, while in Wesleyan it is not quite $40 a year. For the benefit of the educational interests of the town, the Trustees of Wes- leyan Academy generously offer to make a reduction of from ten to fifteen per cent. from the regular tuition to all scholars of the town eligible to High School instruction.


When we consider that in doing this they allow the town the use of buildings admirably adapted for the purposes of instruction, with a valuable museum and cabinet classified and systematically arranged for the study and illustration of spe- cial departments of natural science ; also chemicals, chemical and philosophical apparatus, to illustrate the principles of Chemistry and Natural Philosophy, with a new and valua- ble telescope and astronomical charts for the study of the heavens ; maps, classical and modern ; Institution, and Society Libraries, reading-room, etc., making a total value of nearly $50,000, with a large corps of skillful teachers, each adapted to his or her own department, thus furnishing our pupils rare . facilities for a thorough English, Academic, or College pre- paratory course, it seems as if every citizen must conclude that no other arrangement which the town could possibly make, would possess near the advantages which we shall thus secure.


But it will be said we cannot make such an arrangement if we would, since it is contrary to law. Your Committee have taken special pains to gain information on this point. The opinion of eminent lawyers in Springfield and various parts of the State, the Secretary of the Board of Education, the Attorney-General has been sought, and all say, " Yes, it is a violation of the strict letter of the law," but nearly all say, " It is the wiser and better course to take, and if we were citizens of the town, we should vote unhesitatingly to make arrangements with Wesleyan Academy."


Influenced partly by the advice so fully given by so many -


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34


eminent jurists, and more, perhaps, by the fact that Monson adopted this course, before the law which it violates was en- acted, and has continued to do so regularly and without pro- test since ; that Leicester has a similar arrangement ; that Ashburnham has lately adopted it ; that many other towns are taking preliminary steps for the same purpose, your Commit- tee have no hesitation in earnestly recommending it to the town as the better course to pursue, not only as a matter of economy but also to secure the best results.


The arrangement which the town of Ashburnham has made with the trustees of Cushing Academy, answers most nearly, if not entirely, not only the spirit, but also the letter of the law. By that arrangement, the Trustees of Cushing Acad- emy agree to maintain a school for three terms, of at least twelve weeks each per year, free to all scholars of the town eligible to High School instruction, not exceeding fifty a term.


The qualifications of pupils for admission to the High School, are to be determined by the School Committee, and the teachers shall be appointed, and the course of studies shall be' determined by the concurrent action of the Trustees and School Committee.


In consideration of the maintenance of such school by the Trustees and the instruction of the High School scholars, the town agrees to pay one thousand dollars per annum.


Your Committee would recommend the town to make some similar arrangements with the Trustees of Wesleyan Acad- emy.


At the last annual meeting, the town raised one hundred dollars to pay the tuition of scholars eligible to High School instruction in Wesleyan Academy.


Since the Spring term had been in session three weeks be- fore town meeting, and no opportunity occurred for your Com- mittee to confer with the Principal, on account of his sickness, until after May 20th, it seemed best to defer sending any


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scholars until another year, especially since a number of them had already begun attending school in a neighboring town.




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