■ ■,■■-•.>-'■ ;"?i^ -A. .
' '' . • . > ' , At**- '■'■' '*\' " •'
634^7./
^
ANNUAL EEPORT
f
OF THE
SCHOOL COMMITTEE
CITY OF BOSTON.
18 7 2.
BOSTON:
PRESS OF ROCKWELL & CHURCHILL, 122 "Washington Street.
18 7 3.
'//^ 7 o-//'^
CITY OF BOSTOK
In School Committee, September 10, 1872.
Messrs. Means, Sanford, Hobbs, Learnard, Fennelly,
Ricker, Connor and Noble, Avere appointed the Committee
to prepare the Annual Report of the School Committee.
Attest :
BARNARD CAPEN,
Secretary.
In School Committee, Feb. 11, 1873.
The President appointed Mr. James Reed upon the Com- mittee to prepare the Annual Report of the School Com- mittee, in place of Mr. Means, who declined serving. Attest :
BARNARD CAPEN,
Secretary.
RE P O RT.
L.><KC
It has long been the custom of the School Com- mittee of Boston to prepare, for the information of the citizens, an annual report relating to the important interests entrusted to their charge. This report is made in accordance with a standing rule of the Board, from which we quote as follows : —
" The Committee ou the Latin -School, the English High School, the Girls' High and Normal School, the Roxbury and the Dorchester High Schools, and each District Committee, shall, during the month of July, make a thorough examination of their respective schools, and report at the quarterly meeting in September, the results, with any suggestions they may consider valuable.
" The reports of these Committees shall be referred to a special Committee of the Board, appointed at the meeting in September, who shall make from them such selections, and shall add thereto such suggestions and remarks, as they may deem expedient. There shall be'published with the Annual Report the reports of the Com- mittees on the High Schools, of the Superintendent of Schools, of the Committee on Music, and of the Committee on Drawing, and such other reports as said Special Committee may deem advisable."
• DELAY IN APPOINTING THE COMMITTEE.
In conformity with the above regulations, the un- dersigned have the honor of submitting their report. They consider it, however, simply justice to them-
6 ANNUAL SCHOOL REPORT.
selves, to state, that owing to unusual and accidental circumstances, the committee, which should have been ready to commence its labors in September, 1872, was not fully appointed and organized until February, 1873. Hence they have felt the prime necessity of preparing their report with as little delay as possible, and will, therefore, confine themselves, in the main, to a general statement of the work done by the Board during the year, and a brief presentation of the most prominent topics which it has i*ecently had under consideration.
SUPERrN'TE:NT>ENT'S REPORTS.
This course seems the more appropriate on account of the very full and interesting reports of the Super- intendent, printed herewith, to which we invite particular attention. It will be seen that they present many matters in detail, to which we refer, if at all, only in the most general terms.
GEXERAL STATISTICS.
From these reports it appears that the number of pupils in all the Public Schools of the city is 38,688, showing a slight increase over the total of the pre- vious year. These pupils are in charge of 1,001 teachers (147 male, 854 female). The above aggregates include 2,072 pnpils and 95 teachers, who belong to the evening schools; leaving 30,234 pnpils and 906 teachers connected with the day schools alone. Instruction is given in 103 school-houses, containing about 870 different rooms. The average
REPORT OF THE SCHOOL COMMITTEE. 7
whole number of pupils to a teacher is between 38 and 39.
The whole amount paid in salaries to teachers was $863,658.51, or an average of about $863.00 per teacher. The average cost per year for each pupil in the day schools was, for tuition, $23.83; for all items, including school-houses and lots, care of build- ings, school apparatus, etc., $33.57.
These figures show more plainly than any words can do the magnitude of the educational work of the city, and the responsibilities of the School Board. To provide suitably for the mental, and, so far as may be, for the moral training of nearly forty thousand children, is the great duty for the pei'formance of which we are accountable to our fellow-citizens. The amount of money expended should not seem large, in consideration of the objects in view, ^or can it ever be smaller than at present, l^ot only the growth of the city, but the increase of general cul- ture, and the demand for new branches and methods of instruction, forbid us to expect any diminution of our educational appliances, or of the expenditures to which they give rise.
NEW I^ORMAL SCHOOL.
In looking over the proceedings of the Board for the past year, we find few matters which seem to call for special notice. The most important change which has been made is the establishment of a separate ISTor- mal school for girls. The school which was at first the Girls' Normal School, afterwards the Girls'
8 ANNUAL SCHOOL EEPOET.
High and iN'ormal School, has finally become the Girls' High School. For some years it has been growing more and more evident that this result would ultimately be reached. The number of girls wishing to become teachers does not comprise nearly all of those who desire a High School education. Experience has proved that both objects cannot be effected in the same school without some loss to the one or the other. At the same time, it sjeems highly important that the city of Boston should not abandon the practice, so successfully tried in the past, of giv- ing the requisite instruction to those daughters of her citizens who wish to make teaching their profession. In accordance with these views, a new JSTormal School for girls has been established. It is open to all who can present a certificate of graduation in any of our High Schools, or can pass a satisfactory exam- ination in the usual High School studies. It was begun in September, 1872, under the charge of Larkin Dunton, as head-master, having for his assistants several ladies who have proved their eminent ability in the training department of the Girls' High and IsTormal School. Over fifty pupils were received. The school, at present, has its quarters in the beauti- ful building in I^ewton street, where the High School also, under the direction of Dr. Eliot, its newly appointed principal, gives promise of increased useful- ness and prosperity.
EEORGAKIZATION OF THE DORCHESTER DISTRICT.
Another change which has been made during the year has been the rearrangement of the Dorchester
REPORT OF THE SCHOOL COMMITTEE. 9
schools, SO as to bring them into fuller accord with the Boston system. Heretofore, the seven Grammar schools of the sixteenth ward have been comprised Avithin a single district, under the control of one com- mittee, called the Dorchester District Committee. As now reorganized, each of these schools gives its name to a Grammar School section, having its own local committee, according to the custom prevailing in other parts of the city.
NEW BUILDING FOR THE LATLN" AND ENGLISH HIGH
SCHOOLS.
The need of a new building for the Latin and Eng- lish High Schools has long been felt by this Board. For several years the accommodations in the old school-house in Bedford street have been wholly inad- equate; so that it has been found necessary to obtain rooms elsewhere for many of the classes. The com- mittee are happy to state that orders passed by the Board have been so far favorably regarded by the City Council, as to result in the purchase of a most eligible site for this purpose. It is in the square bounded by Clarendon street, Warren avenue, Dart- mouth and Montgomery streets. For general advan- tages of location, this lot could hardly be surpassed. It is much to be hoped, that no short-sighted policy will prevent the purchase, at the present time, of all the land which may be required for many years to come, by the growing wants of these institutions.
10 ANNUAL SCHOOL REPORT.
DEFECTS IN OUR SCHOOL SYSTEM.
While the committee feel that there is much cause for congratulation in the general good condition of our schools, they are not blind to their deficiencies, nor to the many opportunities which they offer for improvement. In this progressive age, the man or the community that does not constantly press for- ward must needs fall behind in the race. Already some of our sister cities are setting us an example, in matters relating to the management of schools, which it is not wise for us to disregard. The chief defects in our school system, as at present administered, arise, in our opinion, from the inadequate provisions which exist for the examinations of schools and teachers.
EXAMrN"ATIO:N^ OP SCHOOLS.
Years ago, when the city and the School Board were both much smaller than they are now, a special committee of the Board was annually appointed to examine the various schools, to compare them with each other, and to report the results of their investi- gations. In the present condition of affairs, no com- mittee could be expected to perform this laborious service, l^ov is it possible for the Superintendent, with the many and various duties which occupy his time, to conduct any such detailed examinations. The city at present contains nearly sixteen square miles of territory. According to the statistics given above, in order to examine all the schools, it would be necessary to visit 870 different rooms. The quar-
REPORT OF THE SCHOOL COMJVIITTEE. 11
terly examinations, which are, by the rules of the Board, required to be made by the committees of the several High and District Schools, while answering a good purpose, are yet conducted by different persons, who are without the opportunity of comparing the various schools with each other. Their efforts, there- fore, are entirely disconnected, and produce no im- pression which is felt by the schools as a whole. The consequence is that we have a vast number of frag- mentary and extremely unequal reports, from which it is impossible to draw any general conclusions. It is very desirable that greater unity should exist in our system of schools, as regards the modes of instruction and the standard of scholarship. The valuable expe- rience of one school should belong to the whole. Whatever methods of instruction or discipline are found to be particularly useful in one district should not wait long before being communicated to the others. The separate parts, each with many excel- lences of its own, are suffering for the want of being brought together in closer union.
ASSISTANT SUPEKINTENDENTS.
It seems altogether certain that no systematic ex- aminations of all the schools can be made under the present regulations of the Board. Officers are needed for that special purpose. In this respect the city of 'New York is in advance of our own. The general work of school examination is there com- mitted to five superintendents, who receive liberal salaries, and are generally selected from among the
12 ANNUAL SCHOOL EErORT.
successful teachers of the city. We believe that the adoption of a similar plan in Boston would be imme- diately productive of good results, which would be seen in the improved working of our entire school system.
EXAMtN"ATIOK OF TEACHERS.
How to secure a more thorough and systematic ex- amination of teachers is another question, which is regarded with deep interest by many members of the School Board. There can be little doubt that our present method, or rather want of method, admits of great improvement. The utter lack of uniformity in the modes by which teachers are selected, and the absence of any fixed standard of measuring their qualifications, cannot fail to produce much confusion in various ways. Fortunate in the possession of many admirable teachers, it cannot be doubted that the city would be far better off" as regards this class of servants, if certain definite rules, clearly intelligible to every one, had been consistently observed in their appoint- ment. There is no reason why a community so munificent in all matters pertaining to education, should not always be able to obtain the very best talent in its instructors.
The Superintendent, in his twenty-fourth report, published herewith, makes many valuable suggestions on this point. He says : " We need better regulations in respect to the examination of teachers. In this respect, instead of making progress, we have lost ground. Ten or twelve years ago candidates were seldom elected without having passed an examination.
REPORT OF THE SCHOOL COMMITTEE. 13
Latterly teachers have in most cases been
appointed without an examination. I am fully per- suaded that the best interests of our schools demand
a reform in this respect What is needed
especially is a fair chance for competition. And how can there be a fair chance for competition so long as there are no examinations open to all comers?
We want teachers who combine tact and
technical sldll with good scholarship. The choice should not be between tact without scholarship, and scholarship without tact. We should, in the first place, exclude all candidates who have not good scholarship, and, I should say, very good scholarship, no matter how much tact they may have, and then from the good scholars select those who show the most tact. Teachers who are not good scholars do not wear well. They are not likely to improve. They become more and more mechanical in their teaching." But, not to quote further from a document to which any one may turn who reads this report, we wish to subscribe heartily to the sentiments therein contained, and to express the hope that before any long time shall have elapsed, means may be devised for carry- ing them out to some practical issue. The "pedes- trian competition," to which the Superintendent humorously alludes in another part of his report, is certainly unworthy of further encouragement. ^TsTear- ly all the other large cities of the Union subject their teachers to the test of a strict examination, and with apparently good results. If Boston is to maintain her present position in educational matters, she can- not afford to be negligent or careless with respect
14 ANNUAL SCHOOL REPORT.
to the attainments of those whom she chooses as the instructors of her children.
CO-OPERATIOI^ BETWEEN^ THE HIGH AND GEAMMAE
SCHOOLS.
The programme according to which, a few years since, the studies of the Grammar and Primary Schools were strictly graded and classified, has proved an entire success, so far as those schools are concerned. It is to be regretted, however, that between the Grammar and High Schools there is not the perfect co-operation which might be desired. Especially is this the case with the schools for boys. The child passes easily and naturally from the Primary to the Grammar School, under the surveillance of the master of the district; but when he reaches the higher Gram- mar vSchool classes, he is not so readily suffered to depart by the same master. The consequence is that the average age of boys admitted to the English High School is nearly fifteen years, instead of twelve, which is the age indicated in the regulations. What- ever the cause may be, — whether the masters like to retain as long as possible the boys who do credit to their schools, or are over-solicitous that they should pass the High School examinations Avith special honor, — whether the boys themselves are held back by needlessly slow promotions, or suffer from association with companions who have no intention of going beyond the Grammar School course, — the fact remains, that they are not sufficiently aided and en-
REPORT OP THE SCHOOL COMMITTEE. 15
couraged to enter the High Schools at an early period. 'No one conversant with the subject can doubt that here is an abuse to which some corrective needs to be vigorously applied. We will not enlarge upon a matter which was ably and elaborately discussed in the report of last year; but will simply suggest that one good work which might be done by assistant superintendents, if they should be appointed, would be to examine and readjust our school machinery at the point of contact between the High and Grammar Schools.
INDUSTRIAL EDUCATION.
The attention of the Board has been called repeat- edly to the subject of Industrial Education. It can hardly be doubted that the time is near at hand, when free instruction in the mechanic arts and other indus- trial pursuits will be given to all who desire it, just as it is now given in drawing, music, and, to a limited extent, in needle-work. The question is, how and where to make a beginning. A report on this sub- ject, in the appendix of this volume, contains the very practical suggestion that instruction in the cut- ting and making of garments might be immediately commenced in our girls' schools. We cannot believe that this important matter will be permitted to rest for any great length of time without further consid- eration and action.
16 ANNUAL SCHOOL REPORT.
ACCOMPANYING DOCUMENTS.
Many topics press themselves upon our notice, which it would be pleasant, and perhaps profitable, to discuss. But adhering to our purpose of simply mentioning the most important matters which are actually engaging the attention of the Board, we forbear to speak of them. We will merely refer the reader to the reports on the High Schools, on Music, and on Drawing, and to the various other documents contained in this volume.
CONCLUDING REMARKS.
It is but a truism to say that the work of educating the children of a nation, or even of a city, is important beyond the power of man to estimate. !N'o efforts in this direction, if they are wisely made, can be too great, in consideration of the objects to be attained. In the tender and impressible period of childhood are laid the foundations of character. What the mind receives at that early age remains, with its in- fluence for good or evil, through all the subsequent life. The end is beyond this world. If, as Words- worth says, "The child is father of the man," then the man is father of the angel. Our work is not merely to train up substantial and prosperous citi- zens; we are communicating some of their strongest and most lasting impressions to immortal souls. Gradually the mind is unfolded from without inwards, — from the condition of the infant when the use of his senses is first acquired by him, to deeper and
REPORT OF THE SCHOOL COMMITTEE. 17
ever deeper possibilities of love and thought. Edu- cation is good, in proportion as it tends to goodness, — reaching beyond knowledge, beyond worldly suc- cess, beyond the coveted prizes of this life, — to purity of heart, and the peace which passeth understanding.
JAMES EEED, Chairman, BAYLIES SA^FOED, GEORGE M. HOBBS, WILLIAM H. LEARNARD, JR., RICHARD J. FE^ELLY, CHRISTOPHER A. C0^:N^0R, GEORGE D. RICKER, JOH^ JN^OBLE.
REPORTS
COMMITTEES ON THE HIGH SCHOOLS,
School Tear Ending August SI, 1872,
LATIN SCHOOL.
The number of pupils in this school the past year was two hundred and seven. Average attendance, one hundred and ninety-five. Percent of attend- ance ninety-four. Diplomas were awarded to eighteen. Four others were members of the school for the greater part of the year, but as they left before its close, they received no diplomas. Eleven received the Franklin medal.
Of the eighteen who received diplomas, fifteen entered Harvard University, two are pursuing studies elsewhere, and one has gone into business.
The school experienced a loss in the resignation of Mr. "Wm. T. Reid, whose success as a teacher had been very gratifying to the Committee. He resigned his situation, to accept the ofiice of Superintendent of Schools, at Brookline, Mass.
It is more than ever apparent that better accom- modations should be provided for this school. The portion of the building assigned to it in Bedford street is too small, and two classes are colonized in the school-house on Harrison avenue. The rapid advance of business in its vicinity, will very soon render the building entirely unsuitable for school purposes.
22 ANNUAL SCHOOL REPORT.
Great as is the acknowledged importance of the instruction given in the Grammar Schools, the credit of the city is at least equally involved in the main- tenance of successful schools of a higher order. It is not difficult to show that in this success every class of the community has an almost equal interest.
The number of boys in this city who are now seeking exactly that kind of training which this school aims to give, was probably never larger than at present. ISTor is there, as many persons imagine, any such antagonism between the purposes of this school, and those of the English High School, that the prosperity of the one would imply a decline of the other in general favor. These two schools rep- resent equivalent, but differing plans of study, adapt- ed to the diverse aims of two classes of students, existing of necessity in every community.
Within the last two years, important changes have been made in the curriculum of studies pursued in the Latin School, and it may not be unprofitable briefly to refer to them. Till the year 1870, the college at Cambridge ably supplemented the school course. The classical authors omitted in the Latin School were studied at college, while a large and generous instruction in other branches redeemed, to a consid- erable extent, the deficiencies of the school plan. At twenty years, Boston boys had accomplished, at school and college, very nearly what boys of the same age in other countries ordinarily attain. The school, as thus existing, formed the lower half of what would be called a school in those countries, while the college remained the upper half ', an upper
LATIN SCHOOL. 23
school, too, with which any commtinity might well be more than content.
When, four years ago, in consequence of the im- provements made at Cambridge, the requirements for admission were advanced, and, as a result, the age of boys entering college from Boston was altered from sixteen years to eighteen or nineteen, while the average age of graduation became twenty-two, new difficulties presented themselves.
The parents of boys who had been kept till eigh- teen years, or nineteen, under training, would not unnaturally feel, that, at that time, the elementary instruction of their children ought to be nearly, or quite completed. Moreover, many families, willing and able to give their sons a full education, would probably be compelled to hesitate if such a training must go on to the age of twenty-two years or more. Again, if the whole period of study, preparatory and professional, were rightly to last till twenty-five, it might be matter of doubt, whether the greater num- ber of students would not wisely elect to give to the studies of their calling, rather than to general culture, the years from twenty to twenty-two.
Under these circumstances, a radical change in the course of study was planned. It is not here necessary to repeat the details of the scheme. It was intended to keep the school in the future, what it had been in the past, strictly a school; in no sense to attempt to rival the college, or to supplant it. The boys were to remain under school discipline. The list of Latin and Greek authors to be studied was enlarged. The study of English writers and of the
24 ANNUAL SCHOOL REPORT.
English tongue became obligatory. Attempt was made to remedy the various deficiencies in the course of study which have been mentioned. In the hope of attracting to the school able teachers, the School Board largely increased the pay of the under-teachers. Provision was made for relieving the school from the burden of boys who had proved themselves hopelessly idle and incompetent. The head-master was required frequently to examine the several rooms, and his powers were in other respects enlarged.
To make these changes more effective, two addi- tional teachers were given to the . school. These in- structors were not called to teach either Latin or Greek. They were not responsible for the discipline of the school. It was hoped that the presence of these teachers would make certain the introduction of the new studies, the need of which had been so deeply felt.
The anomalous position of these teachers, however, jjroved a source of annoyance; and after a trial of eighteen months, this feature of the plan was, by general consent, abandoned; all the under-masters of the school being placed from that time on a foot- ing of equal authority, while it was decided that hereafter, the instruction in the school shall be strictly departmental; history to be taught by the instructor of history alone, mathematics by the mathematical teacher, or teachers, and so on, through all the sub- jects of study.
An obstacle to the success of the school has been found to exist in the ftict, that teachers of promise, whose services it was important to secure for the
LATIN SCHOOL. 25
school, have in several instances preferred the work and rank of professor, in small and distant colleges, at half the income offered by the city. If the present 23lan of the school is to be maintained, it might perhaps be possible to obtain from some authorized source, the title of professor, or some equivalent honor, for its more distinguished teachers. In numberless instances the more eminent German scholars have been found teaching in the schools, rather than at the universities. It must, however, be acknowledged, that New Eng- land teachers will in many cases prefer the control, of their work by their own profession, which, is estab- lished in colleges, to that of large and loosely con- stituted School Committees in cities and towns.
Whenever it may become necessary to choose a new head-master for this school, the difficulty of selecting a suitable man will be very great. In such a school, the key to the success of the whole system lies in the choice of a head-master of commanding ability. Everythingin the complicated mechanism of the school should be controlled by his hand.
The sum offered for the services of a head-master is by some considered extravagant. Yet suburban towns in this neighborhood already give nearly as much. In Roxbury the teacher of an endowed school, containing half our number of boys, is more liberally paid, and any man possessing the requisite quaUfica- tions for the position of our head-master can earn more than twice the sum which we offer, by opening a private school in this city. The difficulty felt at this moment in finding any desirable candidate for the
26 ANNUAL SCHOOL REPORT.
kindred great schools of Andover and Exeter well illustrates the point in hand.
Hardly any other cause has more interfered with the success of the school than the character of the material presented for admission. The refuse of other schools, public and private, has been offered. Side by side, boys well prepared, and those hardly prepared at all, have entered its classes. Valuable time is thus con- stantly wasted in the effort to atone for earlier Ubglect. The class of boys who should be expected to fill this school do not now attend any public school. Were the Latin School allowed to establish preparatory classes for boys of eight years, the difficulty under considera- tion would be completely mastered, and at the same time the public schools of the city would receive a reinforcement which would in many ways tell upon the success of the whole system.
It is a matter of question, whether the plan of daily marks for school work, generally j^ractised, may not well be given up. This custom demands in every room minutes which should not be spared from teach- ing. The monthly returns which follow it, form to many valuable teachers a most annoying addition to their work ; while to the boys it is a constant tempta- tion to cheating and unfairness, furnishing at the same time a standard of merit which is probably often extremely deceptive.
In one of the cities of the United States the use of text-books by teachers has been forbidden; only a memorandum of heads of matters to be taught being left in his or her hands. Inapplicable as this rule is in the study of an ancient classic, its adoption
LATIN SCHOOL. 27
in all other departments would constitute a memora- ble advance in the art of teaching among us.
The unfortunate change by which the afternoon session of the school was several years ago given up continues in force. After three hours of school work the boys are jaded and tired, and if allowed to make trial of the former arrangement of hours would soon show the invigorating effect of the old three hours' intermission. What can the city expect in temper or ability from a teacher, who daily, after a hurried break- fast at half-past six, comes to town without again taking a meal till three in the afternoon? Probably no desirable reform in the arrans'ement of the school would provoke such determined resistance from both boys and parents as a return to the wise plan of three o'clock afternoon school; and yet hardly any other change is so imperatively demanded for the health and progress of the boys. The single argument by which the present hours are defended, that a small minority of boys would find it hard to reach home in the inter- val, finds its sufficient answer in the proposal of the Institute of Technology to furnish for its students, so placed, dinner at cost, — a step which the city might far better imitate than to persevere in the present dis- astrous plan of crowding into one-half of the day all school labor.
The consideration of the last-mentioned difficulty suggests that obstacle which more than ail others em- barrasses the Latin School, the want of hearty and efficient support from the parents of the boys. Here lies the real trial of the school. Were the high value of the education offered cheerfully recognized at home ;
28 ANNUAL SCHOOL REPORT.
were it felt there that to accomplish this end, idle amusements and desultory reading must be resolutely put away; we should not, on the one hand, hear boys unblushingly excuse neglect of a lesson, "because they went to a party;" or, on the other, see the editor of our leading daily journal advise that young men should gain all the rudiments of a noble education in five hours a day of school recitation and study, without any labor at home.
Kespectfully submitted.
HE^RY S. WASHBURN,
Cliairnian.
LATIN SCHOOL.
29
CATALOGUE OF THE TEACHERS AND PUPILS THE LATIN SCHOOL, SEPTEMBER, 1872.
OF
HEAD-MASTER.
FKANCIS GARDNEE.
AUGUSTINE M. GAY, MOSES MERRILL, GEORGE W. PIERCE, JOSIAH G. DEARBORN,
AUGUSTUS H. BUCK,
GEORGE W. MINNS, JOHN S. WHITE, Jr. CHARLES J. CAPEN,
JOSEPH W. CHADWICK.
INSTRUCTOR IN FRENCH.
PROSPERE MORAND.
INSTRUCTOR IN DRAWING.
CHARLES A. BARRY.
INSTRUCTOR IN MUSIC.
JULIUS EICHBERG.
INSTRUCTOR IN MILITARY DRILL.
LIEUT.-COL. HOBART MOORE.
PUPILS.
FIRST CLASS,
Bell, William Macpherson Bowser, Alexander Thomas Brett, John Quincy Adams Campbell, Newell Rogers Cheney, James Loring Currier, Charles Gilman Cashing, Hayward Warren Cutler, Frederick Waldo Cutler, Walter Marshall Cutter, Edward Jones Denny, Arthur Briggs Dunham, Howard Gary Fulton, Frank Edward Grover, Preston Herbert Hudson, Henry Bright
Litchfield, William Harvey Morse, Edward Leland Pierce, Mattlrtw Vassar Pierce, Quincy Rollins, Frank Waldron Russell, Waiter Herbert Sherman, Addison Monroe Sherman, Thomas Foster Walker, James Wise Young, Reginald Heber
SECOND CLASS.
Allen, Willis Boyd Andrews, Willie Edward Crowley, James Linus
30
ANNUAL SCHOOL REPORT.
Dana, Francis Eaton, Harold Bayard Gay, Frederick Lewis Grant, Patrick Jaques, Herbert Lodge, Richard Walley McMichael, Willis Brooks Meinrath, Joseph Miller, Charles Edward Mitchell, John Singleton Murray, Theodore Randolph Nickerson, Frederic Obed O'Dowd, John Power, David Ewin Ross, George "Whiting Russell, Thomas Simmons, Thornton Howard Sparrell, Rufus Edwin Stackpole, Edward Tappan, Herbert Thayer, Frank Bartlett Tower, David Bates Vinton, Charles Henry Wheeler, Henry
THIRD CLASS.
Archibald, Blowers
Bowen, John Templeton
Chandler, Frederick Emerson
Churchill, John Maitland Brewer
Coolidge, William Williamson
Codman, William
Davis, Frederick Sumner
Delano, Samuel
Dillenback, Hiram Irving
Dunham, Harry
Everett, Edward
Fenno, Lawrence Carteret
Hanson, William Greene
Hastings, Edward Rogers
Hayden, Edward Everett
Hooper, Arthur
Jordan, Eben Dyer
Kelley, Webster
Lincoln, Charles Sprague
Merrill, George White Mitchell, James William Newton, Edward Wood Pasco, Lewis Albert Patten, Frank Bartlett Perry, Frederick Gardner Roche, Patrick Joseph Sanders, Orren Burnham Somerby, Samuel Ellsworth Stearns, Edwin West, William Badger
FOURTH CLASS.
Andrews, Clement Walker Davy, Charles Lewis Hayes, Arthur Clarence Hunt, EdAvard Browne Miller, George Stow Morris, John Gavin Nunn, Charles Peirce Tebbetts, John Sever Wade, Robert Stowe
FIFTH CLASS.
Alger, Philip Rounseville Bailey, Louis Andrew Barstow, Henry Taylor Bates, Frank Prosper Bates, Lewis Palmer Buckley, Philip Townsend Bush, Walter Murray Butterworth, Frank Albert Casey, Thomas Bernard Clark, Louis Monroe Devine, James Luke Fales, Willard Farwell, Parris Thaxter Eraser, Donald Allen Frost, Edwin Thomas Frost, Charles Ballou George, Alvin Hastings, John King Hawes, Edward Southworth Hodges, George Clarendon
LATIN SCHOOL.
31
Hodges, Henry Foot Holder, Frederic Blake Lane, Charles Stoddard Mansfield, Lott Means, Charles Johnson Millerick, Daniel Edward Milliken, Arthur Norris Morse, Jacob Morse, Warren Mullen, Frank Norman, William Mellow Pfaff, Charles Phinney, George Alcott Pierce, Frank Wheeler Keynolds, John Roche, John Andrew Ruffin, Hubert St. Pierre Savage, John Henry Shea, John Joseph Sears, George Gray Smith, Hamilton Sutton Smith, Walter Allen Somes, William Wyman Sonrel, Louis Agassiz Stevens, William Stanford Strong, George Alexander Thayer, Henry James Tilton, Joseph Brown Warren, Charles Everett Wells, Charles Luke White, Charles Addison Wilde, George Cobb Worcester, Theodore Young, Sanford Edmund
SIXTH CLASS.
Currier, George Warren Hayes, Charles Edmund Kinney, Henry Nason Mills, Isaac Barney Nickerson, Herbert Goodridge O'Connor, George Bernard Robinson, Edward Abbot Robinson, Edward Sargent, Henry Rufus
Stimpson, Theodore Fiske Trull, Larkin Walters, John Forrest Ward, Langdon Lauriston Warren, Franklin Cooley Yenetchi, Henry Ainsworth
Abbe, Alan Joseph Authes, Augustus Baker, Ezra Henry Bartley, George Edgar Bicknell, Wm. Harry Warren Bush, Arthur Phillips Cassidy, William Edward Cheney, David Batchelder Clark, Benjamin Preston Codman, Charles Greenough Crahan, Thomas Joseph Crooke, Reuben Francis Cutler, Charles Francis Darling, Edward Irving Dunton, Charles Hamlin Field, James Brainerd Halligan, John J. F. Hastings, Nathaniel Wade Headley, Phineas Camp Hoffendahl, George Gordon Holden, Francis Faxon Jaques, Eustace Kelly, Henry Gilmore Krauss, Alonzo Augustus Langmaid, Webster Chase Loring, Prescott Loring, Victor Joseph MacDonald, Martin Alan Manning, Berwick Mason, George Walter M'Kenny, James Frederic McLaughlin, Frederic Rodney McLaughlin, John Peter Morong, Walter Welsh Murphy, Daniel John Poor, James Ridgway Prince, Frederic Henry
32
ANNUAL SCHOOL REPORT.
Reed, Charles Harry Richardson, Frank Chase Sawyer, Jacob J. A. Smith, Howard Linley Smith, Frederic Richards Smith, Frederic Swan Stearns, Frederic Maynard Steele, Charles Breed Thompson, Frederic Eldridge Van Benthuysen, George Waples, Rufus Whitney, Arthur Giles Whitridge, Roland Barker
Williams, Charles Collier Williams, William Cowles Williams, Franklin Delano
SUMMARY. |
|
First Class . |
25 |
Second Class |
27 |
Third Class |
30 |
Fourth Class |
9 |
Fifth Class . |
54 |
Sixth Class . |
68 |
Total
213
ENGLISH HIGH SCHOOL.
The Committee of the English High School re- spectfully present their annual report. The condi- tion of this school for the year included between September, 1871, and September, 1872, has been good, and its results satisfactory, notwithstanding the oc- currence of several unfavorable events.- We refer here particularly to the sickness and resignation of teachers. Early in the winter Mr. Geo. H. Howison, one of the masters, resigned, his resignation to take effect on the 1st of February; but for six or eight weeks before his resignation, he was unable from sickness to attend t.o his class, or discharge the duties of his office, and a substitute had to be pro- vided. When his resignation took effect, Mr. Albert Hale, one of the sub-masters, was promoted to be master. Later in the winter or opening spring two more teachers, Mr. Brown and Mr. Willis, sub-mas- ters, were compelled by ill-health to seek a tempo- rary release from their work, which was granted for the remainder of the school year. Respite from labor, and the recuperative influences of travel and change of scene and climate, brought Mr. Brown home a few weeks ago, well and strong, able to resume his duties at the opening of the school for
34 ANNUAIi SCHOOL REPORT.
the year 1872-73. Mr. Willis, not recovering his health at the close of the year, sent in his resignation, which was accepted. Thns for nearly one half of the working term for the year the school was de- prived of three of its regular teachers. Only those acquainted with the difficulty of finding even perma- nent teachers competent to the instruction and disci- pline of the classes of the English High School can appreciate how much the school suffers when it has to employ for some months two or three even of the best substitutes, or how much this increases the duties and responsibilities of the head-master. N^ot- withstanding this, the condition of the school through the year was largely satisfactory. The programme of studies was well carried out in all the divisions, while the general character and deportment of the boys in the first class and their interest in their studies were particularly gratifying. This was the first class that had enjoyed throughout their whole three years' course the oppor,tunity and advantage of systematic instruction in English Literature, Bot- any, Mineralogy, etc., introduced by the Committee, under leave of the Board, in 1869, and the Commit- tee avail themselves of this opportunity to express their satisfaction at the results of this change and enlargement of the studies.
The number of boys admitted at the examinations in July and September, 1871, was 272. Of these, 21 did not avail themselves of their right and privilege to attend, so that the school opened in September with
ENGLISH HIGH SCHOOL. dO
17 pupils in the advanced class. 107 " first "
184 " second "
248 " third "
Total, 556
The average number during the year was 516, the per cent, of attendance was 97.4. Eight boys left the first class during the year, 99 graduating ; by far the largest number ever thus dismissed from the school. Diplomas were awarded to all, and Frank- lin medals to 18. To what various influences it is to be attributed the Committee do not pro230se to con- sider at this time; but it is a gratifying fact that of late years a much larger proportion of hojs remain to complete the three years' course at the school than formerly, and the percentage of graduation now, this year, is threefold what it was ten years ago.
The class admitted in 1861 numbered 92, the num- ber that graduated at the end of three years, 1861:, was 15 = 16 1-3 per cent. The class admitted in 1869 numbered 199; the number graduated 1872 was 99 = 49 3-4 per cent. Fifteen members of this graduating class of 99 retain their connection with the school as members of the advanced class for 1872-73. This last year the advanced class num- bered 17, and at the late annual exhibition of the school, their manifest proficiency in the various studies they had been pursuing reflected great credit, not only upon themselves, but upon their instructors.
In concluding their brief report, the Committee
36 ANNUAL SCHOOL EEPORT.
have only to express the earnest hope that the city government will not permit this school to snffer for five years to come, as it has for five years past, for the want of a suitable, convenient and appropriate baild- ing, in which the whole school can be accommodated under one roof, and thus become a unit, with one spirit pervading it and presiding over it. Kespectfully submitted for the Committee.
S. K. LOTHKOP,
Chairman. October, 1872.
ENGLISH HIGH SCHOOL.
37
CATALOGUE OF THE TEACHERS AND PUPILS OF THE ENGLISH HIGH SCHOOL, SEPTEMBER, 1872.
HEAD-MASTER.
CHARLES M. CUMSTON.
MASTERS.
LUTHER W. ANDERSON, I ROBERT E. BABSON,
MOSES WOOLSON, I L. HALL GRANDGENT,
ALBERT HALE,
SUB-MASTERS.
CHARLES B. TRAVIS, JOHN P. BROWN, CHARLES J. LINCOLN, ALONZO G. WHITMAN, CHARLES H. CUMSTON, JOHN O. NORRIS,
LUCIUS H. BUCKINGHAM, LE ROY Z. COLLINS, JOSEPH W. KEENE, THOMAS J. EMORY, CHARLES O. WHITMAN, JOHN F. CASEY.
TEACHER OF FRENCH.
NICHOLAS F. DRACOPOLIS.
TEACHER OP MUSIC.
JULIUS EICHBERG.
TEACHERS OF DRAWING.
HENRY HITCHINGS, EDWARD K. CLARK.
TEACHER OF MILITARY DRILL.
LIEUT.-COL. HOBART MOORE.
38
ANNUAL SCHOOL REPORT.
PUPILS.
ADVANCED CLASS.
Brigham, Oliver Smith Chapman Buss, Edward Augustus Covin, William James Doherty, Cornelius Frederick French, Abram De Grauw Holland, John Bernard Hurlbert, Henry Francis Jenney, Walter Priest, Walter Ashley Ricker, George Fabyan Sampson, Edward Nason Slattery, Lawrence William Stinson, Wilber Henshaw Stone, Clarence Eastman Underwood, George Frank Wright, Walstein Fuller
FIRST CLASS.
Adams, Charles Jesse Almy, Henry Niles Anderson, Luther Stetson Armstrong, George Ernest Babcock, John Brazer, Jr. Babcock, Wilber Chester Baker, Charles Morrill Baldwin, Harry Heath Barron, Clarence Walker Barry, Thomas Jackson Bartlett, Charles Augustus Bartley, William Henry Beeching, George Washington Beeching, William Henry Bodwell, Charles Thomas Bradford, William Burroughs Brewer, Frank Crocker Brown, Frederic Walter Brown, Samuel Edward, Jr. Calkins, Frederic Walter Carter, Clarence Howard Casco, William Henry Appleton Caton, William Jordan Church, Clifton Clapp, John Bouvfi
Clarke, John Henry Cobb, Albert Winslow Copeland, Charles GUman Gushing, Livingston Daly, James Washington Drew, Charles Fuller Duncan, Charles Isaac Edwards, Charles Robbins Emerson, Henry Lawrence Estabrook, Charles Eugene Everett, Charles Farrar, Granville Robinson Faxon, Edward Pope Fishel, Jacob Louis Flynn, William Patrick French, William Sidney Gilson, Alfred Henry Goodsell, Evelyn Bonn Gorman, Charles Frederick Gourley, John, Jr. Gowen, Caleb Emery Gray, Allen Frank, Jr. Greene, Frank Eugene Hawes, Edward Hall Hews, Joseph Richard Hunneman, George Hewes Hunting, George Stanley Keenan, Thomas Henry Knights, Francis Hiram Langell, Everard Irwin Levi, Louis Lincoln, David Pratt Lincoln, Frederic Walker, Jr. Lovis, Andrew Morgan Lynch, John Bernard Manson, Frederic Tower Marshall, Melville Tilden Mather, William Herbert McAloon, Antoine Aloysius McCool, Robert John McDonald, Frederic Alexander McGill, James Francis McKenna, Frank Charles M'Kenney, Charles Francis Milton, Albert Gookin
ENGLISH HIGH SCHOOL.
39
Morey, Warren Woodbury Moriarty, Edward Josepli Mulchinock, John Dennis Murphy, John Cunningham Noble, Frank Charlton Palmer, Benjamin Sanborn Parsons, Edward Jenness Peabody, Frank Everett Pierce, Eugene David Porter, Lewis Bates Porter, John Allison Prentiss, Frederic Herbert Preston, Thomas Webb Raymond, Frank Freeborn Reddy, Robert Franklin Richardson, Charles Edward Ripley, Edward Franklin Robinson, Arthur Burton Roskell, George Linsay Roulston, Thomas William Sargent, Charles William Saunders, Frank Dexter Shea, Daniel Joseph Simonds, Benjamin Frank P. Spicer, Vibe Clay Stephenson, Walter Bryant Somes, Charles Frank Stewart, Charles Edwin Sullivan, Eugene Francis Sullivan, Michael John Summerfield, Edward Talbot, Edward Lowell Taylor, George Albert Tufts, Harry Payne Underwood, Arthur Roswell Upham, Harry Thomas Warner, Albert Eri Webb, Henry Edgecombe Wheeler, Albert James Wheeler, Frederic Loring, Jr. Willard, Charles Sumner Willis, Charles Orsmer Witherell, Julian Franklin Wyman, Horace Adelbert
SECOND CLASS.
Adams, Henry
Allen, George Ellis
Andrew, Andrew Jerome
Babcock, Frank Marcellus
Bachelder, Frank Albert
Bailey, Parker Nell
Bellamy, John
Bennett, Everett True
Blakeney, Joseph Aloysius
Blodgett, Charles William
Blodgett, William Ashley
Bornstein, Mayer Louis
Bowles, Henry Byron Means
Boynton, George Wesley Berret
Brown, Alfred Winsor
Brown, Charles Gleason
Brown, William Francis
Burke, Richard, Jr.
Chandler, Oscar
Chase, William Parton Clarke, Eugene Harmon Cobb, Charles Hiram Coleman, John Bernard Conant, George Bancroft Converse, Henry Tucker Cosgrave, William Thomas Cotton, Albert EUery Cowm, Nelson Francis Creed, Michael James, Jr. Crosbie, Robert Franklin Crosby, Edward Harry Croston, William Henry Dalton, Rufus Hinckley Damon, Herbert Davis, Charles Dexter, Charles Henry Donald, David Peter Drew, Walter Greenwood Drowne, Frederic Haskell Duran, John Henry Dykes, Alfred, Jr. Ellis, Edward Jarvis Emmons, James Nathaniel Fabyan, John Farnsworth, Edward Miller, Ji
40
ANNUAL SCHOOL REPORT.
Farren, Thomas George Fillebrowne, Clarence Reynolds Flapders, Albert Lewis Foley, Peter Foltz, Herbert Foster, Henry Winslow Frame, John Franklin Frost, James Piper Frye, Frank Henry Fuller, George Samuel Taylor Gallivan, Timothy Aloysius Galvin, John Edward Gay, Eben Howard Geary, James Richard Gill, Gregor Wymond Glover, Nathan Holbrook Goodwin, George Albert Gorman, Timothy Francis Grover, Frank Martin Guild, Chester, Jr. Guinzburg, Henry Aaron Haley, Robert John Ham, William John Harrigan, Timothy Francis Hartshorn, Eugene Francis Hawthorne, Robert Samuel Hayes, James Bernard Hennessey, John Luke Heyer, Frank Aloysius Hill, Walter Bryant Hilliard, Richard Walter Hobbs, Frederic Walden Holland, Charles Fletcher Holman, Frank Chapin Hubbard, Eliot Jennings, Charles Edwin Johnson, Charles Sanford Johnson, Henry Augustus Kelley, Arthur Freeman Kelliher, John Dennis Kingman, Abner, Jr. Kingsbury, Edward Reynolds Knapp, Samuel Stetson Knowles, Artliur Jacob Lapham, William Robert Leavitt, William Sanborn
Lincoln, Leon Girard Lodge, John Thomas Lunt, Albert Francis Lynch, George Joseph May, George Alden McCarthy, Eugene Joseph McCrillis, James Walter Means, Arthur Frederic Miller, Frank Lloyd Miller, Louis John Misochi, Jacob Joseph Mitchell, Edward Courtland, Jr. Morrison, Philip Morse, William Frederic Munsell, Albert Henry Murphy, James Ambrose Murphy, Louis Arthur Murphy, William Jeremiah Murray, George Francis Henry Nagles, James Aloysius Neilson, William Amasa Newcomb, Edward Herbert Nickerson, Archibald Stewart Nickerson, Stephen Westcott Nickerson, Thomas White, Jr. Osgood, Edward Augustus Palmer, John Benjamin Palmer, William Dudley Parker, Charles Albert Patten, Arthur Clifford Paul, Charles Frederick Phelps, William Sewall, Jr. Phillips, Thomas Francis Pickering, William Henry Pierce, Arthur Jackson Pierce, George Alfred Pond, William Whiting Pope, Benjamin, Jr. Pope, Edwin Herbert Porter, Harry Gardner Porter, John Ilsley Powell, Frank Giles Power, Walter Avernel Prendergast, Daniel Le Roy Rickcr, Hazen Everett Ripley, Frederick Walker
ENGLISH HIGH SCHOOL.
41
Roundy, Franklin Fletcher Russell, Duncan Sanders, Joseph Warren Seaverns, Alexander Henry Seavey, Millard Clifton Sheehan, James Martin Shepard, Horace Blanchard Shepard, John, Jr. Shoninger, Henry Skillings, Julius Palmer Smith, Perry Fifield Snelling, Washington, Jr. Spitz, Ahraham Peter Stanwood, Eben Caldwell Stearns, Frank Fisher Stone, Mark
Sullivan, Jeremiah James Tarbox, Charles Rudolph Tierney, William Joseph Towle, Charles Frank Wadman, Charles Franklin Wainright, Charles Dexter Walbridge, Percy Edgar Walker, Guy Carleton Wallingford, Earnest Emeric Warren, George Washington, Jr. Watkins, Walter Kendall Went worth, Stephen Fred Whidden, Bradley Whidden, Eugene Lawrence Whitney, Harry Alonzo Whitten, Charles Nelson Wigley, William Alden Wiley, Jesse Sumner Williams, Armstrong Tilton Williams, Edward Eaton Williams, Frank Jones Wolf, Marcus Wolff, Julius Zerrahn, Frank Edward
THIRD CLASS.
Achorn, Kendall Lincoln Adams, George Alger, William
Allen, Francis Skinner Allen, Henry Stacy Anderson, James Joseph Armstrong, John Henry Arnold, Allen Auster, Walter Babcock, Henry Elliot Bachelder, John Walter Baker, Erastus Frank Baldwin, Frank Fenno Barrett, Charles Rosmond Bartlett, Alfred Herbert Batchelder, Harry Augustus Blanchard, Charles Frederick Bond, Luther Asa Ellis Bouve, James Allen Bowditch, Charles Henry Bowen, Benjamin James Boyd, James Bradford, Frank Waldo Brooks, Charles Elwell Brooks, William Austin Brown, George Edward Brownell, Henry Grinnel Burgess, Clinton Brooks Burgess, Howard Kent Burley, William Peter Burr, Charles Henry Burroughs, Marshall A. Lewis Butler, Edward James Carr, George Montgomery Casey, Thomas William Chandler, Henry Gardner Cherrington, William Church Child, John Howard Child, Willis Sanford Clark, John Joseph Clark, Nathan Dearborn Clifford, Chandler Bobbins Cochrane, John Francis Coffee, Jeremiah Collison, Harvey Newton Conness, John, Jr. Connor, George Winstow Corrigan, John Joseph Coyle, John Francis
42
ANNUAL SCHOOL REPORT.
Crockett, Charles Henry Crooker, Charles Bailey- Crosby, Samuel Travett Crowell. Charles Seth Cruse, William A. Christian Cummings, Ciro Cunningham, Charles Edward Currier, Edward Theodore Cutler, Edward Arthurson Cutter, Henry Arthur Danirell, Charles Davenport, Howard Stone Davenport, William Edward Davis, William Greenman Davis, William Sweetser Dempsy, Francis Joseph Denham, Matthew Thacher DevJne, John Agustine Dillon, Patrick Henry Doane, George Alexander, Jr. Dodge, John Thomas Dolan, Edwin Dooling, James Joseph Doolittle, Frank Laurence Dowling, William Michael Duffly, Thomas Francis Dunbar, Thomas Locke Dyer, Frank Wells Earle, William Ashbel Edwards, William Pierport Elsbru, Frank Merton Elson, Alfred Walter Esterbrook, Henry Wilde Farless, James Harry Farrar, Frederick Albert Farwell, Henry Lincoln Fera, George Henry Finn, Richard Henry Firth, Charles Fisk, Frank Coffin Fitz Gibbon, Frank Joseph Fletcher, Henry Oliver Flint, George Henry Forbush, Frank Mortimer Frazier, George Henry Frederick, Frank Seward
Frost, Arthur Hamilton Gage, Aaron Willis Garrett, Andrew Francis Geary, Daniel Joseph Gentleman, George John Gibbons, Joseph McKean Gibbons, Robert Tilden Glynn, Arthur Henry Gottlob, Jacob Graham, Thomas Joseph Greenberg, Alie GrifFen, James Joseph Grovenor, Edmund Ransom Halden, Harry Haley, Francis George Harding, Charles Albert Haskell, Waldo Clark Hastings, Harry Marchant Hayes, Walter Lawton Hegarty, John Heyer, Charles A. Frederick Hinkley, George Wasliington Hitchcock, Hiram Augustus Hoey, Thomas William Charles Holmes, Ernest Hopkins, William Alden Horton, Charles Henry Houghton, Michael James Hunt, Edward Anderson Hunt, Michael Hurley, Daniel Francis Hyams, Godfrey Michael Hyde, William Andrew Irving, William Nathaniel Janes, Charles Wm. Henry, Jr. Jarvis, William Fernice Johnson, Eugene Percy Joy, Franklin Lawrence Keeler, Edward Fisher Kellogg, Frank Gilman Kelley, George Francis Kezer, William Edward Kierman, Charles Joseph Kimball, Arthur Seymore Kimball, Henry Thornton Kingman, George Flavel
ENGLISH HIGH SCHOOL.
43
Knowles, William Joseph Kyle, Flavin Winslow Lally, William Augustine Peter Lamb, John Bernard Lane, Frederic Henry Lane, Thomas Joseph Lappen, Frank Leonard, Heury Read LoefFer, Charles Samuel Loring, Frederic Reeves Lotts, Henry Bartlett Loveland, Herbert Winslow Lynch, John Lynch, Samuel Bartlett Macdonald, Harry Neilson Mackie, Frank
MacLean, Kenneth Alexander Macomber, Chandler Magurin, Gilbert Lewis Marsh, Elisha Wiley Mason, George Buckminster McAloon, Augustus Henry McCarthy, Michael James McCobb, Frank Wilder McCrillis, William Mclnerney, James Edward McGlinchey, Fred William McLaughlin, Fred Hamilton McQuarry, Ranald Mehegan, Timothy Meinrath, Ariel Meins, Charles Everett Merrill, Thomas Miller, Edwin Child Milles, William Ambrose Moore, John Joseph Morrison, Willard Cudworth Morse, Charles Frederick Morse, Edward Wendell Morss, Charles Anthony, Jr. Mullen, John Mungovan, John Francis Murphy, Thomas Joseph Myerson, Louis Albert Neagle, William Neiley, George Abbott
Nerney, John Joseph Nickerson, George Niles, Lawrence Emery North, Mayne Hamilton O'Neil, John
Paradise, Charles William Parker, Frank Howard Parker, John Parr, Charles Samuel Perry, Charles Hall Perry, Joseph Malcolm Phelps, Charles Herbert Pierce, Jesse Pierce, William Arthur Pigeon, Charles Warren Pomeroy, William Henry Pond, George Warner Porter, Frank Albert Porter, William Doane Pratt, Samuel Barker Quimby, Charles Linneanvus Quinlan, Patrick Quinn, Patrick Francis Quinn, Philip Henry Renfrew, Charles Park Rich, Isaac Rich, William Arthur Richards, Clarence Olando Roach, Albert James Rollins, William Stacy Ruddeli, William John Russell, John Henry Nicholas Ryder, Charles Christopher Sampson, Christian Henry Sampson, George Harvey Sanford, Joseph Briggs Sawyer, Fred Russell Scanlon, John Joseph Schlimper, Henry Scollard, Cornelius James Seaverns, Stanley Eugene Shepard, David Paul Slattery, Thomas Francis Small, Herbert Elwin Smith, George Ammi Snelling, George Edward
44
ANNUAL SCHOOL REPORT.
Souther, John Frank |
Welcli, William John Patrick |
Spaulding, Albert Day- |
Weltch, Frank Ernest |
Spear, Alfred |
Weston, Arthur Henry |
Spinney, Edwin Rogers |
Whidden, Renton |
Standish, James Martin |
White, Albion Page |
Stanton, "William John |
Whiting, William Sawin |
Stanwood, Frederick Storer |
Whitman, Albert Louis |
Staples, Walter James |
Whitney, Frank Cole |
Stetson, Edwin Emerson |
Whitney, William Henry |
Stone, Henry Eben |
Wilbor, Albert Gallatin, Jr. |
Stowers, Frank |
Wilde, Edward Cabot |
Strauss, Louis |
Wilder, Charles Willoughby |
Sullivan, Henry Augustus |
Wilkie, James, Jr. |
Swallow, William Herbert |
Willis, Benjamin Gushing |
Taylor, Frank Forrest |
Wilson, Frank Ashbury |
Taylor, Frederic Patterson |
Witliington, Joseph Cotton |
Tenney, Harry Warner |
Woods, Frank Forest |
Thayer, Harry Francis |
Wright, Merle St. Croix |
Treadwell, William Perces |
Wunderlich, Gustave |
Troombly, James Frederick |
Wyman, James Taylor |
Union, Frank Loring |
|
Utley, Charles Henry |
SUMMAET. |
Varney, George Herbert Waitt, Arthur Manning |
Advanced Class . . . 16 First Pins'? 114. |
Wardwell, George Jarvis Ware, Bruce Richardson Warshauer, Henry |
Second Class . . . 177 Third Class . . . 281 |
Webber, Charles Howard |
Total 588 |
GIELS' HIGH AND NOEMAL SCHOOL.
The Committee on the Girls' High and Normal School respectfully present their annual
REPORT.
After long and mature deliberation, a majority of the School Board deemed it advisable to separate the IN'ormal from the Girls' High School, and this sepa- ration went thoroughly into effect at the conclusion of the regular school year in July, 1872.
Previously to that time, girls who had no other object in study than to secure as good an education as the Public Schools of Boston would afford, and girls who proposed to prepare themselves for teach- ers, worked together, side by side, under the super- intendence of the same instructors; whose labors were regulated and arranged by one and the same head-master, Ephraim Hunt, LL. D.
A Model Primary School also existed in connection with the Normal Department of the High School, which was of great service, not only to the children composing it, but in preparing members of the Nor- mal Class for the duties they proposed to undertake as teachers.
46 ANNUAL SCHOOL REPORT.
Upon the establishment of a separate Normal School, and the appointment of a head-master to its special charge, with the understanding that only graduates from this or other high schools of the same grade, or persons whose talents and attainments were on a par with such graduates, were to be admitted to its membership, this model school was given up, greatly to the sorrow of those whose children were so fortunate as to have been connected with it; its special teachers were transferred to the ]N^ormal School, and thereafter the Girls' High School was regulated without reference to subsequent callings or pursuits on the part of its graduates.
The success which continues to attend the regular routine of studies, recitations and lectures in this school more than equals the anticipations of those who established it, and fully justifies the large ex- pense involved under its present management. The spacious accommodations of the new building on "West IsTewton street, with the well-aj^pointed labora- tories and cabinets, affording to pupils more and more information upon Chemistry, Botany, Physi- ology, Natural History and Geology, are better and better appreciated the longer they are used.
Although complaint continues to be made that the course of study necessitates a " pressure " which only the more vigorous constitutions can endure unim- paired, and the usual percentage of pupils continues to fall off previous to examinations for the Middle and Senior years, it seems to the committee that all
girls' high and normal school. 47
which can be done has been done to meet the average requirements of the age, and adapt the work of the school to tlie health and strength of the pupils who enter.
In view of the demand constantly made on the part of a few gifted and studious young women de- siring to prolong their culture and investigations beyond the period of three years, an advanced year has been authorized, during which lectures on Ameri- can History are delivered by Dr. Eliot, and recita- tions heard in the Latin, French and German lan- guages, Ethics, Intellectual Philosophy, English Lit- erature, Analytical Geometry and Calculus.
The study of Botany has been pursued under specially favorable circumstances during the year, owing to the fact that an appropriation of one hun- dred dollars from the Committee on Accounts en- abled Mr. WilHam Edwards, of Eliot, to furnish classes with specimens culled freshly from the fields or conservatories every day.
In drawing and music the pupils have made rapid and commendable progress, and much has been done in both these branches to disabuse the public mind of the idea, unfortunately too common in this country heretofore,* that only the exceptionally gifted can acquire skill in these great arts. For the present, the public hterary exercises, formerly held once a month, have been suspended, and in lieu thereof, a weekly gathering takes place in the hall, at which compositions are read, prepared by the pupils with special reference to this occasion.
48 ANNUAL SCHOOL REPORT.
As it was found, in providing for the study of chemistry, that the time of Miss Bessie T. Capen, the teacher, was so much taken up in the manipulation of apparatus and materials, as seriously to interfere with her usefulness as an instructor, she has been supplied with an associate or assistant, and, thus re- lieved, has been enabled to devote herself entirely to teaching.
The corps of instructors now comprises one head- master, one master's assistant, one teacher of chem- istry, four head assistants, eighteen assistants, and five special teachers, making thirty teachers in all, and it is cause for special congratulation that the services of so many faithful, able and accomplished gentlemen and ladies have been se- cured to the city in this capacity; and supplied with abundant resources in the way of apparatus, materials, specimens, reference-books, maps, charts, etc., they have been enabled, during the year past, to prosecute their labors with so much energy and suc- cess. The spirit of the pupils has been in every way commendable. With the accompanying statistics, details, etc., the report is respectfully submitted for the Committee.
girls' high and normal school. 49
SENIOR CLASS.
GEOLOGY EXAMINATION, 1871-72.
I. Distinguish between igneous and metamorphic rocks.
II. Of what does granite consist? Syenite?
III. Name the different geological ages of the world.
IV. By what is the age of a rock chiefly determined ?
V. What was the form of the North America of the Azoic Age, and where was it situated ?
VI. "What are the mechanical effects of water? Name any remarkable instance of erosion by fresh water.
VII. What are glaciers ? Moraines ?
VIII. What are some of the proofs of the internal heat of the earth ?
IX. How are volcanoes distributed ?
X. What is the cause of land-slides ?
HISTORY EXAMINATION.
Ancient History.
I. Name the sources of Ancient History.
II. Name the great empires of antiquity in the order of their supremacy.
III. Give the distinguishing characteristics of the Athenians,, of the Spartans.
IV. Give a brief account of the Persian War (battles, gener- als, and results).
V. Designate the periods of literary and artistic excellence in- the history of Greece. Of Rome.
VI. Name the different forms of government tried by the Romans, and in the orders of trial.
VII. Name the most important Roman Wars in order, and state the results of each.
4
50 ANNUAL SCHOOL EEPORT.
«
VIII. For what were the Gracchi celebrated ?
IX. Describe briefly the religions of the Greeks and Romans.
X. Name the first Christian emperor, date, and the important events of his reio-n.
Modern History.
I. What French kings were contemporary with Elizabeth?
II. State briefly what were the principal effects of the Norman Conquest.
III. For what are the reigns of Henry II., John, Henry III., and Henry VIII remarkable?
IV. What was the edict of Nantes, by whom granted, by whom revoked?
V. What were some of the causes of the French revolution of 1789?
VI. State the principal causes that led to the execution of Charles I., of England.
VII. Name the three last wars in which the French were engaged.
VIII. Tell what you know of the efforts to establish a Repub- lip in France.
IX. Mention four noted battles in which the French and English were opposed to each other. -
X. Speak briefly of the conflicts between church and state in England.
TRIGONOMETRY EXAMINATION.
I. Name and illustrate all the trigonometrical functions of an arc.
II. Prove that in any plane triangle the sides are proportional to the sines of the opposite angles.
girls' high and normal school. 51
III. Prove that in any plane triangle the sum of any two sides is to their difference as the tangent of half the sum of the opposite angles is to the tangent of half their difference.
IV. In a triangle the side A B ^ 532.
" " BC — 358.
" « angle C = 107° 40'.
Required the other parts.
V. In a triangle the side A B =r. 176.
" " AC = 133. " angle A = 73°.
Required the other parts.
NATURAL PHILOSOPHY EXAMINATION.
I. A body weighs three pounds in air, and one pound in water ; what is its specific gravity?
II. Explain the experiments you have performed or assisted at, with the pendulum.
m. Give the law of equilibrium of machines ; and solve the following problem. Lever 10 feet long, fulcrum 1 foot from weight (1,000 pounds), what is the power?
IV. Draw and explain common suction pump.
V. Name and illustrate the modes of communication of heat.
VI. Describe the solar spectrum.
VII. Trace parallel rays on convex and concave mirrors ; and through double convex and concave lenses.
Vni. Name three experiments you have performed in optics, and state what they established.
IX. Describe briefly three experiments in electricity, and state the facts established thereby.
X. Explain induction in electricity and magnetism.
52 ANNUAL SCHOOL REPOET.
ASTRONOMY EXAMINATION.
I. Define Elongation, Nodes, Eadius-Vector, and Aphelion.
II. Find the synodic period of Jupiter.
III. Where is twilight longest? Why?
IV. What is the right ascension of the sun at the winter sol- stice ?
V. The declination of a star is 20° S. ; what is its meridian altitude at Boston ?
VI. What is the equation of time ? When is it greatest ? When least ?
VII. Find the distance of the sun.
VIII. State three observations you have made yourself, upon the heavenly bodies. Of what astronomical facts were the}"^ ex planatory ?
IX. Which are more numerous, solar or lunar eclipses? Why? Which are more likely to be visible at any one place ? Why ?
X. Define spring and neap tides.
LATIN.
I What is the subject of the Sixth Book of the ^neid?
II. Give some account of the Harpies and of the Cyclops.
III. Translate : (^neid. Book IV., 1. 556-61)— Huic se forma dei vultu redeuntis ,eodem Obtulit in somnis, rursusque ita visa monere est, Omnia 3Iercurio similis, vocemque coloremque. Et crines flavos et membra decora juventa ; Nate dea, portes hoc sub casu ducere somnos, Nee, quse te circum stent deinde pericula cernis?
IV. Parse the words indicated in the above.
V. Scan the following lines : —
Principio caelum ac terras camposque liquentis. Lucentemque globum lunse Titaniaque astra.
girls' high and noemal school. 53
GERMAN.
I. Translate into English : —
O ! das Leben, Vater, Hat Reize, die wir nie gekaunt. — Wir haben '' Des schouen Lebens ode Kiiste nur Wie ein umirrend Raubersvolk befahren Das, in sein dumpfig enges Scbiff gepresst, Ira wiisten Meer mit wiisten Sitten haust, Vom grossen Land nicbts als die Buchten kennt, Worn die Diebeslandung wagen darf. Was in den innern Tbalern Kostlicbes Das Land verbirgt, o ! davon — davon ist Auf unsrer wilden Fahrt, uus nicbts erschienen.
II. Conjugate: Iliad appeared in both numbers.
III. Conjugate : I teas pressed in both numbers.
IV. Give the principal parts of all strong and all irregular verbs in this text.
V. Decline a narrow ship in the singular.
VI. What declension is enges, and why used here?
VII. What is left out after geTcannt, and by what rule?
VIII. Translate : I knew the father, but not the son.
IX. Translate : The land which lies at the coast.
X. Translate : When he came I went away.
FRENCH.
I. Translate into idiomatic French : —
(1.) Why, you've never said a word about it till now.
(2.) Better and better.
(3.) And what of that, pray?
(4.) There's mischief enough done, as it is.
II. Translate : —
(1.) Vous feriez mieux de vous en rappoter entierement a moi.
54 ANNUAL SCHOOL REPORT.
(2.) Si je m'etais doute de cela.
(3.) II est venu a I'idee a ma soeur et a moi.
III. Correct : —
(1.) Allez et priez a votre mere a venir ici a I'instant.
(2.) Je ne doute pas que vous avez raison. (3.) II sera difficile a vous entendre.
IV. Translate into idiomatic French : —
Potter. Why, the fact is, it's been my sister's doing all along ; and now she's undertaken for me to take fifty more shares, and, as they must be paid for out of the money due under Emmy's set- tlement, she thought you might have no objection to the arrange- ment ; and, meanwhile, that you would take the interest of Emmy's money instead of the principal.
V. Translate : —
Emilia. Tonte cette faveur ne me rend pas mon pere ;
Et de quelque fa^on que Ton me considere,
Abondante en richesse, ou puissante en credit,
Je demeure toujours la fille d'un proscrit.
Les bienfaits ne font pas toujours ce que tu penses,
D'une main odieuse ils tiennent lieu d'offenses.
VI. Translate: —
Dear Miss Abbott, — "Will you come and take tea with me to- morrow evening? I have invited Miss Drake and her brother from Newton. Your friend.
Mart Cook.
Boston, June 25, 1872.
VII. Translate: —
Hawksley. Indeed ! A punster might be provoked into saying it was proper work for a flat. [^All laugh.^
Mildmay. Flat? Oh, I see. Very good — very good indeed. Would you like to try your hand ?
Hawksley. No, thank you. I've no talent for the fine arts. Charming color, isn't it, ladies? One would say Mildmay had a natural eye for green.
girls' high and normal school. 55
VIII. Translate: —
Question. How do you do, Miss Clark? I am delighted to see you. How long have you been in town ?
Ansioer. I came a week ago. Can't you come and see me to- morrow? I must go home soon.
IX. Translate : —
Baptiste. Messieurs, je ne vous quitte pas; je ne resterais pas seul ici pour un empire.
FrecUrie. Que veux tu dire? [Regardant Gustave qui fait a Baptiste des signes de se taire.] Eh, mais ! qu'as tu done aussi? . . . je n avals pas remarque d'abord ; mais je te trouve aussi change que Baptiste. [Eu riant.] Est-ce que vous auriez vu le fantome, par hasard ?
X. Pronunciation.
MIDDLE CLASS.
ENGLISH LITERATURE.
I. Name one or more of the important productions of each of the authors you have studied, with the author's name.
II. Quote from Tennyson, Goldsmith, and Addison.
III. Select any passage from Macaulay's prose, and show elements of style.
IV. Of the authors studied, which one do you prefer? Reasons.
V. Name your favorite production of your favorite author ; give the plan of it ; and characteristics of style.
PHYSIOLOGY.
I. What are the processes to which a mouthful of nutritious food must be subjected before it enters the circulation ?
II. Describe the perspiratory apparatus and its uses.
III. Describe the circulation of the blood.
IV. Name secreting organs and their secretions.
56 ANNUAL SCHOOL REPORT.
V. Show the importance of breathing freely and of breathing pure air.
VI. State some important laws of health, to be observed in eating, in the dress, in the use of the e3'es.
"VII. Where is the spinal cord ? The medulla oblongata? The larnyx? The cornea? The Schneiderian membrane?
VIII. Describe the structure and action of a muscle.
IX. How is animal heat generated ?
X. Describe the manner in which a sensation is produced.
GEOMETRY.
I. Define, illustrate, and name the different kinds of triangles. Define ratio and proportion.
II. If a : b n= c : d and m : c r= n : d, — prove that a : b = m : n.
III. A line cutting the sides of a triangle parallel to the base divides them proportionally. Proof required.
IV. Define segment, sector, prism, cylinder, frustum.
V. State in terms of :r and R, the circumference of a circle, — area, — surface of a sphere, — volume.
VI. How do similar surfaces compare? Solids? VII.
Given C E A := 90° )
arcCA = 30°[''^^"^^'^^ ^^""^ ^^ arcCB=:80°3 &AD.
VIII. A right cone and cylinder have the same base and alti- tude : radius of base r= 3 ft. ; slant height of cone = 5 ft. Re- quired circumference of base, and convex surface of cylinder.
IX. Either plane angle of a triedral aiigle is less than the sum of the other two. Proof required.
X. Area of triangle equals perimeter into one-half the radius of inscribed circle. Proof required.
girls' high and normal school. 57
ZOOLOGY. .*
I. Classify the horse, common sheep, cat-bird, and golden- winged woodpecker.
II. What can you say of the different forms of the beaks of birds?
III. State the characteristics of the Quadrumana.
IV. Describe the order Pachyderraata and name some typical animals of the order.
V. Give some points of similarity between the Raptores of Aves, and the Carnivora of Mammalia.
VI. What can you say of the circulation and respiration of Marine Mammals ?
VII. What are the peculiarities in the teeth of the Rodentia? Show the adaptation of these to the habits of the order.
VIII. Name the sub-orders of Carnivora, and give a definition of each.
IX. Name and give the situation of the feathers of a bird's wing.
X. Classify and describe the bald eagle.
FRENCH.
I. Translate : Michel-Ange n'avait pas encore quatorze ans lorsqu'apres avoir copie un petit tableau appartenant a un ami de son maitre, il se determina a garder I'original et de rendre la copie, qu'il enfuma legerement, afin de lui donner un certain ver- nis d'antiquite. Ni Dominique ni son ami ne s'aper^urent de cette substitution, et 11 fallut que Michel-Ange la leur avovat pour qu'on lui remit son ouvrage.
II. Translate into French : —
(1.) Give me some pens and some good paper.
(2.) There are too many mistakes in your translation.
(3.) We are going to Paris.
(4.) I am cold and sleepy.
(5.) It is very warm to-day.
58 ANNUAL SCHOOL REPOET.
III. Write the imperfect indicative, and the imperfect subjunc" tive of the verb finir.
IV. Give all the irregular tenses of the verbs aller and /aire.
V. Give the rules for the agreement of the past participle.
VI. Give three cases in which the definite article before the noun is omitted after de.
VII. Give the plural of betail, bataille, detail, travail, gentil- homme, and the singular of ceux and desquelles.
VIII. Translate into English : —
" Avez-vous assiste au concert?" " Je vous engage a y aller." II avait de rares dispositions pour le dessin, et il I'emportait sur tons sesrivaux.
IX. Translate into French : —
"Charles was born in France, on the 10th of June, 1547, when Henry VIII., was king of England, at Caen, a little town whose inhabitants are neither poor nor rich, but all honest and respect- able.
X. Pronunciation.
TRIGONOMETRY.
I. From the top of a house whose height is 30 feet, I observe the angle of depression of an object standing on the same horizon- tal plane with the house to be 36° 52' 12". "What is the distance of the object from the base of the house, and what is the length of a line that will just connect the object with the top of the house?
II. From the top of a tower whose height is 108 feet, the angles of depression to the top and bottom of a vertical column standing on the horizontal plane, are found to be 30° and 60° respectively. What is the height of the column ?
III. State all the principles concerning the characteristics of logarithms.
IV. Name and define all the functions of arcs.
V. Given two sides and the included angle of a triangle, how shall the remaining parts be found ?
girls' high and normal, school. 59
GERMAN. -*
I. Translate into English : —
Als er an seine Wohniing gekommen, war es fast vollig dunkel geworden ; er stolperte die Treppe hinauf und trat in seine Stube. Ein siisser Duft schlug ihm entgegen. Mit zitternder Hand ziin- dete er sein Licht an ; du lag ein inachtiges Packet auf dem Tisch, und als er es offnete, fielen die wohlbekannten braunen Festkuchen heraus ; auf einigen waren die anfangsbnchstaben seines Namens in zucker ausgestreut ; das konnte Nieniand anders als Elisabeth gethan haben.
n. State the gender and case of all personal pronouns in the text.
III. Conjugate iverden in the present indicative.
rV. " scJilagen in the past indicative of the passive
voice.
V. Give the principal parts of the first four strong verbs in the text.
VI. What prefixes are always inseparable ?
VII. Decline tJie trembling hand in singular. Vin. Translate into German: —
He had not come into his room.
IX. Translate : On the table stood a candle.
X. " What will you do in the room ?
LATIN.
I. Translate : —
In primis hoc volunt persuadere, non interire animas, sed ab aliis post mortem transire ad alios, atque Jioc maxime ad virtutem excitari putant, onetu mortis neglecto. Multa praeterea de sideri- bus atque eorum motu, de mundi ac terrarum raagnitudine, de rernm natura, de deorum immortalium vi ac potestate, disputant et juventuti tradxint.
IT. Parse the nouns and pronouns in italics in the above.
III. Parse the verbs indicated in the same, and give some Eng- lish derivations from them.
60 ANNUAL SCHOOL EEPORT.
IV. Translate in three forms. He sent men to plough the field.
V. In the following sentence indicate the cases and moods required by the Latin idiom : —
" When Regulus came to Rome he said that he was no longer a senator, since he had come into the power of the enemy."
JUNIOR CLASS.
CHEMISTRY EXAMINATION.
I. Define acids : name three, and some of their important com- pounds.
II. Give the properties and preparation of hydrogen.
III. Name the principal properties of carbonic acids ; and how is it made?
IV. Define allotropism and illustrate.
V. What is the cause of light in ordinary flame?
VI. Give the chemical action of chlorine in bleaching.
VII. Give the chemistry of soap-making.
VIII. Explain the action of soap on hard water.
IX. How does the oxhydrogen flame diflfer from ordinary flame ?
X. State the difference between organic and inorganic chemistry.
RHETORIC EXAMINATION.
I. What is meant b}^ effectiveness of style ? What are some of the principal means of effectiveness ?
II. Define and illustrate metonymy and epigram.
III. What advantages has metaphor over simile?
IV. Point out the figures in the following passages : —
1. The depth said, it is not in me ; And the sea said, it is not with me.
2. Knowledge, the wing' where with we fly to Heaven.
3. In peace thou art the gale of spring ; In war the mountain storm.
GIELS' HIGH AND NORMAL SCHOOL. 61
4. The shot of the enemy mowed clown our ranks.
5. Beauty unadorned 's adorned the most.
V. Define allegory, and name its different forms.
VI. " brevity " " the fault opposed to it.
VI. " simplicity in style, and mention some classes of sim- ple terms.
VIII. Define strength and sublimity as a qualitj^ of style.
" beauty as a quality of style. Name the qualities essential to both.
IX. What is meant ^^by taste in composition, and what is the standard of taste?
X. Distinguish between wit and humor, and illustrate. Men- tion some celebrated wits.
MINERALOGY EXAMINATION.
I. Define Mineralogy, and state the difference between a min- eral and a vegetable.
II. Name five minerals, giving the chemical composition, and stating one important fact respecting each.
III. Name and illustrate the different modes of crystallization. State any case of change in crystallization in solids.
IV. What mineral is most abundant? State its chemical compo- sition. Name the principal varieties. What are some of its prin- cipal uses in nature and in the arts ?
V. Give the chemical composition of plaster of Paris. How does it differ from gypsum ? How is it affected by acids ? Why ?
VI. Give the fundamental crystalline form of calcite, its action before the blow-pipe, and with acids.
Vn. State the difference between granite, gneiss and syenite. What is the composition of granite ?
VIII. Give a complete description of iron pyrites. Why can- not good iron be easily obtained from pyrites? What important articles of commerce are obtained from it ?
62 ANNUAL SCHOOL REPORT. ,
IX. What is galena? Give its crystalline form and chemical composition.
X. State some of the methods by which metals are separated from their ores.
LITERATURE EXAMINATION.
I. Name the chief varieties of poetry.
Define lyric poetry, and illustrate some of its varieties.
II. Define epic poetry. Mention some of its classes.
III. Mention the distinguishing characteristics of the Great Epic, and mention as many of the Great Epic poems as you can remember.
IV. Quote from four poets.
V. To what^class of poetry does " Evangeline " belong ? What is the metre ? Mention some of its beauties.
VI. What kind of poetry do you prefer? Mention one of your favorite selections, giving reason for choice.
VII. Characterize Irving's style ; name some of his principal works.
VIII. Which of his works do you prefer ? Give the reason.
IX. Quote from Irving, indicating the source.
X. Quote from Lowell.
ALGEBRA EXAHnNATION.
I. Define term, member, binomial.
II. Define equation of the first degree, pure quadratic, affected quadratic.
III. Divide a;^ — 5 x^—A6 a;— 40 by a + 4.
IV. 5 x—7 2iK+7
— ^ o =Sx — 14. Find cc.
V. G. a D. and L. G. M. of 3 x^y+Z x f and 3 cc* + 6 xy-\-Zf.
VI. l)a;+4 _ ^
2^ )■ Find x and y.
girls' high and normal school. 63
VII. x'O = ? ^ r= ? m X 0 = ? - — V
0 • 0 "~ •
VIII. Fiucl a quantit}^ Avhicb being divided by a and &, tbe sum of the quotients will be c.
Make Rule.
IX. Amount, principal and time being given, find the formula for the rate.
X. X x + 1 13
a; + 1 X 6
Find X.
BOTANY EXAMINATION.
I. Describe an exogenous stem, and give the other character- istics of a plant which has it.
II. Explain the structure and use of the leaf.
III. When should trees be transplanted? Why?
rV. Describe the different modes by which plants propagate naturally.
V. How may a compound pistil be recognized ?
VI. Describe the fruit of the strawberry, raspberry, apple, fig, orange.
Vn. Is nourishment stored up in plants in the form of sugar or of starch? Why?
VIII. What are the characteristics of the rose family ?
IX. X.
> Analysis of the Azalea viscosa.
LATIN.
I. Translate : Apud Helvetios longe nobilissimus fuit et ditis- simus Orgetorix. Is, H. Hersala et H. Pisone consulihus, regni cupiditate inductus conjurationem nobilitatis fecit, et civitati per- suasit ut de finibus suis cum omnibus copiis exirent.
II. Parse the words indicated in the above.
III. Decline is, consuUbus, regni.
64 ANNUAL SCHOOL EEPORT.
IV. Give the principal parts and the synopsis in the third per- son singular, of persuasit.
. V. Consilia delendi urbes: Change this to another form and define each.
GERMAN.
I. Translate into English : —
Als Ottilie, ausser Athem und fast ohne Bewusstsein, auf der Anhohe angekommen war, und sich von ihrem Schrecken etwas * erholt hatte, blickte sie um sich und rief mit Entsetzen : " Wo ist mein kleinstes Kind, mfein Konrad?" Das Kind hatte in der Wiege neben dem Bette der Mutter gelegen. Das Wasser war so plotz lich in die Kamnier eingedrungen dass die Wiege sogleich zu scliwimmen anfing, und von der Stelle hinweggerrissen wurde.
II. Give the definite article in full.
III. Give the present indicative of hdben.
IV. Give the past indicative of schivimmen.
V. State the number and case of all possessive pronouns used in this text.
VI. Give the principal parts of four strong verbs found in the text.
VII. Conjugate hlicken in the present indicative.
Translate into German : —
VIII. The mother stood on the hill.
IX. The child lies in the cradle.
X. He has called me.
WARREN H. CUDWORTH,
Chairman.
GIRLS HIGH AND NORMAL SCHOOL.
65
Number admitted to the Girls' High School, from different Schools, in each year, from September, 1852, to September, 1872, inclusive.
Names of Schools. |
OO CO |
1 1— ( |
1 30 |
i |
o 1 CO t-t |
c5 1 1 |
CO |
1 o CO |
i |
i to |
3 |
QO ^i CD IH |
i |
o 7 CO |
1 1 O •-< CO 1 00 r-l 1 r- |
i>i |
"3 o |
|||||
Adams . . . Bigelow . . Bowditch . Bowdoin . . Boylston . . Chapman . Comins , . Dearborn . Dorches'r H. Dudley . . Dwight . . Everett . . Everett, (D.) Francis at. . Franklin . . Gibson . . . Hancock . . Harris . . . No. Johnson So. Johnson Lawrence . Lewis . . . Lincoln . . Lyman . . Mather . . Mather (D.) Minot . . . Norcross . . Otis .... Prescott . . Sherwin . . Shurtleff . . Wells . . . Winthrop . Oth'r sources |
9 14 2 8 2 8 4 5 . 4 3 3 13 8 21 |
10 13 4 3 2 4 5 6 5 11 4 6 4 12 89 |
7 14 4 4 7 2 6 5 2 4 3 15 73 |
7 7 1 5 6 9 6 10 14 18 22 105 |
9 14 1 9 4 5 13 5 3 6 11 12 92 |
4 4 12 4 8 12 9 1 2 14 13 |
4 8 17 2 4 8 10 8 1 3 7 10 13 |
8 11 13 2 12 8 20 13 5 1 16 14 21 144 |
5 4 10 2 7 8 13 12 4 7 4 8 2.1 U |
9 22 27 |
4 |
4 7 3 10 8 20 17 9 . 6 7 4 8 17 35 |
5 6 4 8 6 16 12 10 4 8 4 6 14 65 |
3 7 2 16 11 21 10 12 6 7 3 4 10 53 |
6 5 5 16 5 28 17 9 1 5 2 14 17 67 |
5 3 4 171 |
5 10 5 9 4 5 3 3 10 16 89 205 |
8 8 3 17 11 7 26 24 13 12 2 8 7 11 17 99 273 |
4 8 19 11 4 6 8 29 2 26 12 12 13 2 1 16 4 16 10 16 75 |
10 4 17 8 8 3 1 6 38 6 24 4 19 2 6 16 5 2 3 12 7 19 8 28 69 |
16 8 20 7 10 11 4 1 2 35 2 28 2 20 4 6 16 1 22 10 1 19 8 22 59 341 |
100 137 56 292 21 151 31 7 8 16 50 269 10 1 309 6 216 6 17 5 48 24 111 86 9 3 4 61 3 34 1 54 189 324 857 |
Total . . |
104 |
89195 |
119 155 |
157 1 155 168 |
165 197 |
294 325 |
3516 |
|||||||||||||||
Graduated 28 |
23 23 25 30J28 |
39 57 46 58 59 |
52 57 39| 72| 62| 75| 94 |
66
ANNUAL SCHOOL REPORT.
CATALOGUE OF THE TEACHERS AND PUPILS OF THE GIRLS' HIGH SCHOOL, OCTOBER 1, 1872.
HEAD-MASTEE.
SAMUEL ELIOT.
master's-assistant. HARRIET E. CARYL.
TEACHER OF CHEMISTRT.
BESSIE T. CAPEN.
HEAD- ASSISTANTS.
MARGARET A. BADGER, EMMA A. TEMPLE.
KATHARINE KNAPP, MARY E. SCATES.
ASSISTANTS.
ADELINE L. SYLVESTER, ELIZABETH C. LIGHT, LUCY O. EESSENDEN, JULIA A. JELLISON, ADELINE S. TUFTS, ALICE M. WELLINGTON, EMERETTE O. PATCH, REBECCA R. JOSLIN, S. ANNIE SHOREY,
AUGUSTA C. KIMBALL, ELLEN O. SWAIN, MARY E. HOLBROOK, FLORENCE GRAY, LUCY R. WOODS, ELLEN M. FOLSOM, MARY J. ALLISON, LAURA B. WHITE.
PROSPilRE MORAND, Teacher of French. E. C. F. KRAUSS, " " German.
JULIUS EICHBERG, " " Music.
HENRY HITCHINGS, " " Drawing.
MERCY A. BAILEY, " " "
girls' high school.
67
PUPILS.
ADVANCED CLASS.
Aldrich, Millie A. Babcock, Nellie S. Baker, Carrie L. Boyden, Ida L. Bridge, Annie P. Comer, Fannie T. Davenport, Josie P. Lothrop, Carrie T. Morrill, Julia L. Morrison, Mary G. Murray, Parnell S. Page, Lilias Schlegel, Frances Webb, Anna W. Webb, Bessie T. Wilbor, Lizzie — 16.
SENIOR CLASS.
Adams, Helen M. Aldrich, Jessie S. Anderson, Lena G. Anderson, Mary E. Ashley, Coral. Atwood, Ella C. Austin, Allie N. Austin, Alma J. Babson, Kate Baldwin, Josephine Bartlett, Charlotte A. Beeching, Mary A. Bemis, Annie L. Bickford, Sarah E. Blaisdell, Adelaide C. Bond, Annie M. Bradley, Anna J. Bradley, Mary Brown, Jessie Brown, Lizzie H. Bryant, Maggie E. Buckley, Rebecca A. Bucknam, Josephine A. Carlton, Ella J. Carr, Maria F. A.
Chandler, Adelaide D. Cline, Ada F. Clough, Annie M. Colburn, Mary Colcord, Abby A. Coleman, Florette Connor, Alice N. Corey, Lizzie E. Cotter, Josephine M. Conley, Mary E. Coursey, Mary E. Cowdin, Ella F. Cowdrey, Jeannie M. Crawford, Elizabeth CuUen, Fannie C. Curtis, Kittie W. Gushing, Alice M. Dale, Sabine F. Dike, Cora E. Donnegan, Marcella Drew, Annie Eastman, Clara B. Edwards, Clara Egerton, Carrie M. Ellis, Clara Ellison, Amanda Fillebrown, Carrie O. Fitzgerald, Katie E. Flagg, Clara Fobes, Carrie Fobler, Jane F. Fullarton, Ella L. Geer, Grace W. Glawson, Emma C. Gove,. Emma Gunn, Katie S. Hanson, Helen I. Hargrave, Annie Haskins, Elizabeth D. Haven, Fannie Haydn, Carrie W. Hill, Silence Hinckley, Louie H. Hines, Mabel F. Hobart, Minnie L. Hollis, Cynthia E.
68
ANNUAL SCHOOL REPORT.
Howes, Lizzie G. Hurley, Margaret Hutchins, Mary F. Jacobs, Adelaide A. Johnson, Lucy Knox, Margaret A. Lane, Fannie Leahy, Frances E. Leary, Mary Leighton, Amelia L. Littlefield, Alice L. Lothrop, Caroline Marliave, Julia D. C. Marlow, Kate K. Mason, M. Ella McCluer, Alice M. B. McDermot, Nellie McDonough, Elizabeth F. McKay, Cressy McLaughlin, Sarah J. Merriam, Ida Merritt, Mary Meston, Adelaide Mitts, Mary E. Monahan, Mary J. Montgomery, Mary Moore, Nellie Morrison, Rebecca Murphy, Agnes J. Noonan, Ellen Noyes, Eliza W. O'Connor, Teresa O'Neil, Rosa O'Neill, Sarah V. Oviatt, Martha S. Paul, Fannie Peabody, Louie M. Perry, Leila Phalon, Alice C. Piper, Anna D. Power, Nellie M. Powers, Mary B. Putnam, Ella G. Putnam, Emma C. Raymond, Mary F. Richardson, Cevilla R.
Riley, Margaret F. Roys, Viola G. Ryan, Alice Sanford, Minnie Sawtell, Mary Slavin, Susie Smith, Lizzie L. Smith, Maria J. Smith, Marion F. Smith, Mary Snow, Anna M. Steel, Helen C. Stone, Ellen A. Summers, Katie S. Talbot, Gertrude Taylor, Ella M. Taylor, Ida F. Tiernay, Mary E. Torrey, Emeline E. Towle, Mary E. Tufts, Henrietta Vinal, Jennie M. "Wallace, Ellen L. Waller, Mary E. Westcott, Belle Wheelock, Emma Whitmore, Frances A. Willard, Fannie L. "Winchell, Mary B. Wolcott, Hattie F. Young, Esther — 148.
MIDDLE CLASS.
Abbott, Ellen M. Adams, Susie M. Alden, Edith F. Allen, Georgianna Allen, Mary E. Ames, Mary E. Andrews, Martha L. Bailey, Mary E. Bailey, Valetta J. Ball, Frances E. Barrett, Alice M. Bell, Cliarlotte R.
girls' high school.
69
Bell, Minnie F. Bennett, Katie E. Bibbey, Mary L. Bigelow, Florence J. Billings, Elizabeth F. Blodgett, Minnie L. Booth, Clara H. Brawley, Margaret E. Brooks, Emma G. Brown, Sarah A. Browning, Mary L. Bruce, Helen E. Bryant, Mary E. Bryant, Sarah Bulling, Jessie E. Bumstead, Emma W. Burgess, Helen Burton, Annie A.
Carney, Jennie M.
Caulkins, Maria L.
Chadbourne, Elizabeth S.
Chase, Belle M.
Cheney, Jennie A.
Clifford, Anna A.
Collison, Alicia J.
Cooke, Lizzie L.
Coughlin, Julia F.
Courtney, Mary E. A.
Crooke, Flora I.
Crosby, Lena J.
Cunningham, :Mary T.
Curtis, Susie W.
Davis, Annie M.
Dennison, Henrietta F.
Dolbeare, Alice G.
Dore, Annie M.
Draffin, Annie E.
Drew, Maggie A.
Dudley, Carrie M.
Ellis, Florence L.
Ellithorpe, Sarah B.
English, Rebecca F.
Evans, Julia A.
Flynn, Minnie E.
Forsaith, Ella F.
Foster, Mary E.
Fuller, Lizzie M. Fuller, Medora 0. Gainey, Annie F. Gale, Emma L. George, Katharine "W. Geyer, Susie E. Ginniss, Florence E. W. Gleason, Jennie M. Goetz, Eva M. Gogin, Emma C. Goodwin, Lucy A. Goodwin, Mary A. Gookin, Kate E. Gott, Annie C. Grady, Mary Grant, Margaret C. Gray, Sarah A. Grover, Lizzie A. Gupstill, Alma J. Hagan, Rosanna E. Hall, Nettie
Hamblin, Florence E. . Harlow, Carrie A. Harlow, Susan L. Haydn, Lelia R. Haynes, Alice F. Hersey, Clara Hinckley, Esther M. Hinman, Belle B.
Hitchcock, Annie C.
Holmes, Evvie T.
Hooper, Grace E.
Hubbard, Carrie C.
Ide, Mary E.
Jameson, Sarah C.
Jones, Mary F.
Josselyn, Mary E.
Kelley, Grace F.
Kendall, Jennie I.
Kieley, Jennie C.
Krueger, Ella G.
Ladd, Lizzie B.
Lanning, Ella F.
Lawrence, Clara A.
Leland, Emma F.
Leonard, Cora E.
70
ANNUAL SCHOOL KEPORT.
Logan, Florence A. Lombard, Hattie A. Lombard, Nellie C. Lougee, Josephine Mackie, Lillie I. Major, Mary A. Mann, Marietta R. Marks, Albertina M. Masten, Alida C. McAloon, Addie M. McCleary, Emily A. McGee, Ellen McNeil, Mary A. ^Mellen, Lucy J. Mendum, Helena C. Merrill, Frances M. Moore, Helen M. Morrison, Martha M. Morrison, Minnie Morse, Evelyn E. Morse, Frances E. Morse, Lucy M. Mosely, Clara M, Mullaly, Jennie Murtagh, Katie A. T. Nann, Katie Nann, Rosa E. Newell, Mary E. Nowell, Alice P. O'Connor, Ellen M. O'Connor, Sarah J. Ordway, Mary L. Overend, Sarah A. Palmer, Alice W. Parrott, Jane F. Patten, Fannie G. Pearl, Hannah A. Pendleton, M. Gertrude Philbrook, May A. Pickett, Alice E. Pickett, Katie L. Pierce, Carrie E. Pitcher, Mary E. Plummer, Fannie K. Plummer, Mary A. Plummer, Nellie S.
Priest, Mary D. Read, Alice O. Renter, Augusta Rich, Clara A. Robbins, Sarah H. Robinson, Elizabeth J. A. Robinson, Mary Robinson, Nellie A. B. M. Roraback, Ida W. Ross, Ella A. Sampson, Olive S. Sargent Mary F. Schafer, Mary E. Sherman, Effie D. Shurtleff, Hannah S. Shute, Sophia, A. Simonds, Carrie E. Simpson, Anna E. Slade, Louisa P. Smith, Lottie H. Smith, Louisa P. Snow, Jennie M. Somes, Eldora E. Stearnes, Susie C. Stevens, Clara R. Stevens, Lizzie F. Stevenson, Harriet E. Stone, Julia Stratton, Winella W. Strout, Alma E. Stumpf, Sarah E. Sutherland, Lillie B. W. Sweet, Louise M. Swindelhurst, Susan Symonds, Mary E. Tenney, Grace G. Thornton, Julia W. Titcomb, Mary A. Titus, Mary E. Toland, Sarah E. Towne, Susan E. Tracy, Catherine J. Waite, Addie C. Walsh, Ellen B, "Ward, Mary Welch, Anna C.
girls' high school.
71
"Weston, Annie W. Weston, M. Emma Whidden, Lizzie D. White, Annie A. White, Manella G. Whiton, Florence A. Wilson, Mary J. E. Wright, Mattie F. — 204.
JUNIOR CLASS.
Adams, Lizzie Luce Adams, Sarah E. Alexander, Mary L. Allen, Pauline E. Alley, Sarah A. Allison, Harriet E. Andrews, Mary A. Atwood, Sara E. Atwood, Flora C. Atwood, Dora Avery, Annie F. Babson, Abby H. Badlam, Mary E. Bailey, Fannie T. Bailey, Jessie H. Baker, Mary W. Balch, Zoe T. Barnicoat, Alice A. Bartlett, Edith S. Benedict, Emily Bishop, Ida J. Botto, Lillian Boyce, Emma Bradlee, Ella F. Bradley, Ella Brady, Mary E. Brennan, Annie M. Briggs, Emma F. Brigham, Georgiana Bright, Mary L. Brimbecom, Lizzie H. Brimbecom, Mary A. Brown, Carrie L. Brown, Grace C. Brown, Lucy L.
Bryant, Carrie H. Buckley, Martha G. Bugbee, Mary E. Burditt, Harriet A. Burgess, Mary C. Burrows, Mary H. Burton, Ida M. Batman, Gertrude W. Capron, Kate C. Carey, Nellie L. Cay van, Georgie E. Cliandler, Gertrude A. Chenery, Hattie M. Cherrington, Claudine E. Choate, Sarah L. Clarke, Martha G. Cleary, Margaret Cliffe, Lizzie F. Cline, Adele B. Cobb, Helen Collier, Florence E. Cook, Etta J. Coolidge, Eleonora R. Coolidge, Sarah L. Cormich, Fannie A. Coughlin, Eveline M. Coulter, Rebecca Crabtre, Annie C. Crane, Emma F. Crocker, Minnie P. Crooker, Ellen B. Cundy, Alice A. Curry, Margaret L. Curtis, Eulalie L. Gushing, Ethel Gushing, Arabella B. Danforth, Gertrude E. Darrow, Lydia D. Davenport, Mary L. Dean, Clitheroe Dexter, Florence E. Dickcrson, Julia A. Doe, Ellen L. Doherty, Mary Donaldson, Jennie Dow, Sarah F.
72
ANNUAL SCHOOL REPOKT.
Dowling, Ada J. Drake, Agnes L. Drake, Florence I. Driscoll, Mary E. Drisko, Laura M. Dunn, Mary C. Edmunds, Koxalana P. Edwards, Eloise S. Eliot, Emily M. Emery, Ella W. Emmons, Florence A. Enos, Aurelia Evans, Lottie P. Everett, Elizabeth H. Fagan, Annie E. Fairbanks, Carrie D. Farnham, Mary H. Farren, Helena G. Farrer, Cora D. Farrington, Millie B. Ferdinand, Lizzie Fineran, Catharine J. Fitzgerald, Eliza G. Flagg, Ida C. Floyd, Emily J. Folsom, Nellie Foote, Mary L. Forbush, Angeline S. Foster, Mary G. Frost, Sarah A. Fulton, Jennie D. Gates, Ada Glass, Sarah E. Glines, Augusta O. Goodrich, Mary L. Goodwin, Ella A. Gott, Genera E. Gould, Elsie M. Gould, Emma F. Gourley, Lctitia E. Grant, Emma C. Gray, Lizzie L. Greer, Nellie F. Griffin, Ellen H. Gunn, Eliza Gustin, Nellie M.
Gibson, Jennie, C. Hagan, Mary F. Hahn, Carrie S. Hall, Catharine M. Halliday, Ida E. Harding, Alice A. Healey, Katie E. Hertkorn, Carrie J. Heywood, Alice E. Heywood, Lucy B. Higgins, Rosa A. High, Belle A. Hill, Jennie L. Hill, M. Esther Hill, Sarah F. Hilliard, Carrie E. Hobbs, Stella M. Hodges, Mary S. Holland, Maggie E. Holmes, Therese C. Howard, Emma C. Hudson, Clara E. Humphrey, Mary J. Huntress, Jennie W. Hutchins, Ella C. Hutcliinson, Jennie Hyland, Emma W. Jackson, Adeline B. Jacobs, Nellie J. Jameson, Helen M. Jenkins, Effie M. Johnson, Cora M. Jones, Mary E. R. Joy, Emma F. Keats, Eva M. Keenan, Mary J. Keenan, Minnie F. Kelley, Lizzie C. Kelley, Margaret Kelliher, Elinor M. Kennemon, Matilda J. Kenney, E. Idella Kent, Gertrude E. Kimball, Hattie L. Kimball, Kate Kyle, Mary A.
GIRLS HIGH SCHOOL.
73
Lambert, Mary F. Learned, Cara W. Learned, Kittie A. Leland, Ada Leland, Ella A. Littlefield, Annie C. Lonergan, Theresa C Lotlirop, Charlotte N. Lynde, Emma Macomber, Ella L. Maguire, Agnes E. Mansfield, Addie S. Mayo, Susan J. McCarthy, Mary A. McCartney, Mary E. McCleary, Maria L. McDonald, Bessie McDonald, Lucy E. McDonald, Mary J. McGlinchey, Hannah L. Mcintosh, Jennie JIcKenn}', Adelle H. MeXamara, Mary Merriam, Sarah E. Merrill, Carrie Merrill, Lucy Meserve, Alice S. Metcalf, Jennie E. Middleby, Annie B. Millett, Emily M. Mills, Jennie P. Morrissey, Lizzie M. Moulton, Emily F. Mullen, Susan F. Murphy, Margaret C. Nelson, Maria L. Newcomb, Frances R. Nichols, Esther F. Nicholson, Martha Nolan, Alice M. Nowell, Charlotte E. O'Connor, Mary E. Page, Caroline E. Palmer, Mary Patterson, Nellie M. Paul, Madeline J.
Pecker, Annie J. Pentland, Ella L Perrj', Adelaide F. Phippen, Annah L. Pingree, Ina Piper, Harriet Pitman, Minnie E. Policy, Louise F. Porter, Mary E. Power, Kate M. Powers, Josie A. Pratt, Helen C. Putnam, Flora L. Putney, Lizzie F. Eamsdell, Ida M. Redlon,. Juliette F Regan, Annie J. Rice, Hattie J. Robinson, Clara E. Robinson, Edith V. Rogers, Abbie L. Rowe, Grace Rust, Helen W. Rust, Winniford A. Sehollard, Joanna A. Seaman, Alice A. Seayey, Adeline E. Shapleigh, Ida F. Shaw, Hattie Shaw, Helen A. Shea, Nellie M. F. Shepard, Alice Shepard, Lizzie G. Sherer, Mary E. Sliine, Mary E. Shove, Lucy E. SidweU, Annie Simpson, Ida F. Sloane, Susie H. Smith, Cornelia D. Smith, Henrietta Snapp, Mary A. Snow, Ellen C. Somerby, Mabel E. Souther, Annie L. Stafford, Lucy C.
74
ANNUAL SCHOOL REPORT.
Stearns, Marian C. Stuart, Amanda M. Summers, Carrie H. Swain, Helen M. Swett, Minnie B. Talbot, Linnie E. Thayer, Mabel C. Tucker, Hattie M. Tucker, Nellie B. Turner, Mary C. Upham, Mary D. Waite, Lizzie F. Wales, Lizzie S. Wallis, Abbie E. Walsh, Mary C. WArd, Martha E. Weeks, Isabel M.
Welch, Lizzie A. White, Carrie Wliite, Mary E. White, Nellie M. Whitney, Ellen A. Wightman, Florence A. Wilcox, Mary L. Wilder, Mary E. Williams, Annie T. Williams, Augusta M. Wilson, Lizzie E. Wilson, Sarah W. Winsor, Annie T. Wise, Alice Wood, Nellie F. Woodman, Mary L. — 298. Whole number — 666.
ROXBURY HIGH SCHOOL. 75
CATALOGUE OF THE TEACHERS AND PUPILS OF THE ROXBURY HIGH SCHOOL, SEPTEMBER, 1872.
HEAD-MASTER.
S. M. WESTON.
HEAD-ASSISTANT.
M. LOUISE TINCKER.
ASSISTANTS.
EMILY WEEKS, HELEN A. GARDNER,
ELIZA D. GARDNER, EDNA F. CALDER.
TEACHEE OF FRENCH.
MATHILDE DE MALTCHYCfi.
TEACHER OF MUSIC.
JULIUS EICHBERG.
TEACHER OF DRAWING.
BENJAMIN F. NUTTING.
TEACHER OP GERMAN.
JOHN F. STEIN.
INSTRUCTOR IN MILITARY DRILL.
LIEUT.-COL. HOBART MOORE.
EX-SENIORS.
Allen, Ida Blanche Bumstead, Anna Wells Edmands, Anna Mumford Faunce, Emily G. Faxon, Maria Davenport Frye, Mary Lane Gray, Nellie
PUPILS.
Lingham, Emma Isadora Manning, Julia Frances Moore, Mary Malvina Pearson, Susie A. Thomas, Minnie Evelyn Washburn, Jeanet Palmer Washburn, Emily Persia
76
ANNUAL SCHOOL REPORT.
SENIOR CLASS.
Boys.
Allen, Horace Gwynne Bacon, Horace Bell, William George Carter, Henry Hall Clark, William Lewis Coffin, George Crowley, Daniel Joseph Franklin, Charles Webster Gates, John James Goldsmith, Simon Hammond, George Francis Howe, James, Jr. Howe, Leonard Nutter Hutchinson, Henry Dana Kelly, Henry William Mulvey, James Samuel Nevers, Marshall Parker, Charles Pierce, Charles Taylor Peirce, Edward Rice, David Eiley, John Peabody Sanborn, Willfey Marshall Shaughnessy, Thomas Francis Spangler, Frank Sullivan, Richard Patrick Walker, Charles Howard Woodward, Clarence Elliot York, Nelson Potter
Oirls.
Burrell, Sarah Southack Clark, Ella Eudora Clark, Justina Bradford Clement, Hattie Frances Crosby, Sarah Alephonsus Crosby, Mary Elizabeth Cutter, Millie Antoinette Day, Sarah Louisa Dove, Amelia Jones Grady, Maggie Griffeth, Lucie Ellis
Harris, Susan Burley Howe, Florence Ada Killion, Delia Teresa Kohl, Elizabeth Littlefield, Hattie Augusta Mitchell, Margaret Jane Morse, Annie Wallace Mulliken, Mary Ella Mulrey, Elizabeth Dean .Newcomb, Annie Louise Perrin, Mary Esther Pish on, Eva Prince, Sarah Frances Ray, Katie Ellen Richards, Celia Gertrude Robinson, Annie Dexter Seaver, Harriet Emma Wheelock, Annie Worthen, Marietta
MIDDLE CLASS.
Boys.
Adams, Harry Franklin Anderson, William Frederic Ayres, Isaac Hull, Jr. Bardenhoff, Charles Frederic Berry, William Frederic Brooks, Richard Joseph Browne, Louis L'Ecluse Carter, Herbert Norton Cordingley, William Robert Costello, John Edward Crowley, John Thomas Engel, Joseph Isaac Faxon, William Henry Fowle, William Parker, Jr. Frothingham, Edwin Frost, Walter Sprague Gray, William Heard, John Reed Hodges, Edward C. Hodges, Frank Herbert Holbrook, Joseph Barnard Hunneman, William Cooper Klous, Henry Dudley
ROXBURY HIGH SCHOOL.
77
Lang, George Henry Libby, Clarence Jenness Lockney, Jobn Francis McGrady, James Daniel Monroe, George Ellis Parry, Charles Ed^vard Rice, Freeman Gill Eumrill, Frank Ryan, James Francis Ryerson, Frank Edward Scanlan, Michael James Stockwell, George Stephen Sweat, Thacher Swain, William Newman Weil, August White, Arthur Howard Williams, Samuel
Girls.
Aull, Elizabeth Ellen Bean, Mary Heywood Bowdlear, Ellen Hadley Cotter, Elizabeth Curtis, Carrie Walker Deane, Mary Emma Deane, Sarah Lizzie Dibblee, Agnes Ide Gardner, Alice Jane Grand, Eliza Theresa Hart, Lydia Jane Haynes, Catherine Hewitt, Mary Kallock Leavett, Ellen Willietta Merrill, Emma Louise Morrill, Josepliine Russell MuUiken, Harriet Davenport Murphy, Mary Agnes Murphy, Julia Mary O'Connell, Fanny Louise Parker, Abbie Durant Pike, Mary Olive Pishon, Lucretia Rider, Francena Ella Scarlett, Margaret B. E. Shaw, Emma Cora
Shedd, Ella Jane Smith, Addie Martha Waite, Salome Anthony Ware, Mary Brastow White, Abbie Elizabeth
THIRD CLASS.
Boys.
Adams, Charles Edwin Allen, Harry Mortimer Bowles, Joseph Brighani Carleton, Elbridge Winthrop Connell, Dennis Benedict Crosby, William Henry Chadwick, Frederic F. Cose, Edwin William Cram, Sylvanus Rich Currier, Edward Pfaff Decker, Ferdinand George Dolan, Edwin Joseph Donnelly, Walter William Foley, Frank Matthew Grady, Thomas Gray, Henry Hawkins, Daniel HoflP Hersey, George Edward Holmes, Arthur Thomas Howe, Edwin Allyn Hiinter, Frederic Spurr Hutchins, John Hurd Jacobs, Arthur Loring Karson, Alden John Kelley, Robert Philip Kelley, John Bernard Kendall, Fred O'Conner, Williams Joseph O'Donnell, George William Looby, James Edward Lord, Charles Frederick Lynch, Samuel B. McDonald, Charles Howard McGowan, Henry George Munroe, William Winship Mulvey, James Paul
78
ANNUAL, SCHOOL REPORT.
Rivinius, George Franklin Rousmaniere, Edmund Swett Schrocfiel, John Alfred Shea, John Francis Sierney, John Smith, Frank Cyrus Swan, William Osborn Sparhawk, George Sutton, Samuel Fernald Wallon, August C. F. "Wentworth, Edward Spenser "Wyman, William Hutchinson
THIRD CLASS.
Oirls.
Alexander, Carrie Eugenia Barton, Ida Louise Bean, Charlotte Elizabeth Bomis, Lizzie A. Caldwell, Harriet Eliza Carleton, Lizzie Marion Cordeiro, Alice Margarida B. Davis, Sarah Ellen Banks Doyle,' Mary Ann Fineran, Hannah Gertrude Foster, Emma L. Gerber, Emma Jennie Green, Ella May GuUbrandson, Annie Sophia Hildreth, Minnie Caroline Heidenreich, Bertha E. Howe, Josepliine Joselyn
Houghton, Elizabeth Hunneman, Elizabeth AUibone Kilroy, Esther Leavett, Harriet Woods Lincoln, Minnie Louise Manning, Emma Louise McLaughlin, Elizabeth J. McLellan, Annie Corinne McHenry, Lizzie Cushman Minns, Grace Winchester Moody, Ella Moulton, Helen Lyford Newsome, Jane Margaret O'Connell, Elizabeth Eleanor Partridge, Flora Almira Pevear, Nettie G. Putnam, Emma Richards, Annie Bullard Ryan, Mary Catherine Seaver, Annie Isabella Seavens, Annie Walton Stevens, Grace Cornelia Stocking, Ella Josephine Watson, Mary Emma Whelton, Annie Josephine
SUMMARY. |
|
Ex-Seniors . |
14 |
First Class . |
59 |
Second Class |
71 |
Third Class . |
90 |
Total
234
DOECHESTEE HIGH SCHOOL.
The Dorchester High School continues to be in good condition, and is faithfully doing the work allotted to it m the educational system of the City of Boston. This school was established in 1852, on the plan of the ordinary Massachusetts High School, as contemplated by the Legislature, to supplement with a course of higher education the instruction given in the Grammar Schools of the town, which has since been annexed to the city. It still retains this character, and in this respect is essentially different from the other high schools among which it is classed, and with which it is compared. The Public Latin School is intended solely for young men who intend to enter college; the English High School for those young men who desire a general advanced culture as a prep- aration for active business; and the Girls' High School for the education of young ladies in the higher branches. The Dorchester High School receives pupils of all these three classes, fitting young men for college, and supj)lementing the education of both sexes in the advanced studies. The Roxbury High School is practically relieved of the work of fitting young men for college by the Koxbury Latin School, — a most excellent institution, free to its pupils, but
79
80 ANNUAL SCHOOL REPORT.
not under the control of the School Committee. The Dorchester High School, therefore, is exceptional in its character, when compared with any of the other high schools of the city.
"While it is doubtless true that a careful division of labor in teaching, as well as in mercantile and mechanical pursuits, produces the best results, there are many advantages to be derived from educating the sexes together, after the pupils have reached the years of discretion, — which is perhaps a rather indefinite period, — and from placing the boy who is fitting for the university beside the one who is pre- paring for the counting-room, the machine-shop, or the farm. It may be questioned whether the gain in mere scholastic training is not overbalanced by the loss of those moral and social influences, — whose refining power none deny, — which exist in a school where both sexes meet every day on the same plane as in active life, and where the future clergyman and physician are not separated from the future mer- chant, mechanic, and farmer. The friendships con- tracted in school are often life-long, and cherished above all others, because they are formed in the most impressible years of life. A " Latin School " is to prepare boys for college; and it is desirable that its pupils should commence their classical training even before they have been graduated from the Grrammar School. At the age of ten or twelve they are brought together, and kept together for the long period of six years; which is followed by four years in the university, and two or three more in the professional school. All the students of this school have substan-
DORCHESTER HIGH SCHOOL. 81
tiallj one aim. In all their dozen years of student life they influence, and are influenced by each other only. Tliey cling* together, and the strong friends of after life are likely to be all graduates of colleges. Some time in their career, many of them may look in vain for powerful friends among the successful mer- chants, mechanics and farmers of the land. But the greater advantage to them would be the actual con- tact in school and its associations with those of dit- ferent aims; with those of the other sex; and with the rougher but more practical elements of every-day life.
Undoubtedly there are advantages in the union of all classes of students under the same school-house roof, though, from the merely educational stand-jjoint, we are accustomed to regard them only as compensa- tions, rather than as positive benefits. In such a school there are incentives to study and good con- duct, and influences which favor' the development of a true dignity of character, that do not exist in the special schools. But regai'ded even from the educa- tional stand-point the Dorchester High School need not apologize for its results. Tried by the college examinations of its graduates, it has an excellent record, and very seldom has one of its pupils, in applying to Ilarvai'd or elsewhere, for admission, been subjected to a condition.
Only in the largest cities is this division of the educational programme practicable; and it is a ques- tion whether the three large special high schools of Boston would not achieve more satisfactory i-esults if their diflering elements wei-e united in three estab-
G
82 ANNUAL SCHOOL REPORT.
lishments on the general plan of the "Town High School."' Perhaps, if they were organized on this plan, the standard of classical attainments wonld not be so high as at present, but it is possible that the students of both sexes would be better prepared, in- tellectually and moi'ally, for the duties of life.
The people of the Dorchester District are entitled to the same educational privileges as the other sections of the city; and the City Government and the School Committee, in the finishing and furnishing of the edifice for this high school, have liberally voted all that was desired to make the building and its ap- pointnaents equal to anything, not only in the city, but in the whole country. The Board recently made the salary of the head-master the same as that of the other heads of the high schools; thus removing the only distinction between him and themi. This is as it should be, for an inferior salary is coiTcctly inter- preted as procuring an inferior teacher, or at least one who is looking for a more lucrative situation in the older and more densely peopled section of the cit}^ Dorchester is entitled to a reasonable consideration on account of its peculiar circumstances. Though some portions of it are, as an eloquent member of the board declaimed in his speech, " a howling wilder- ness," the footprints of civilization and progress are to be found within its borders. The "howl" is drowned by the music of the saw and the hammer of the builder, so that the assessors could not hear the discordant sound when they marked up the valuation of the ward six and three-quarters millions of dollars in a single year. This section of the city is increasing
DORCHESTER HIGH SCHOOL. 83
in population and taxable valuation with almost unex- ampled rapidity. It needs, and has received, the judicious fostering of the City Government in the various improvements introduced. The city has lev- elled hills, extended and widened streets, burrowed through miles of rock to lay down water-pipe, spread the wires of the fire-alarm over the territory, built sewers, and scattered the police over the new ward, in order to place the citizens of the district on an equality with those of the other sections of the city; in order to make it a desirable place of residence, and to develop its business resources. It has made these improvements for the future rather than the present, satisfied that the growth of the city in this new terri- tory will fully justify the liberal expenditure bestowed upon it.
In bidding for the future prosperity of a city, a town, or a section of either, its educational advan- tages are an important element for consideration; and the future growth of the new ward will depend to a very great extent upon the character and quality of its schools. The merchant, the mechanic, or the la- borer will not build his house and make his home where the schools are not as good as the best, or are not conveniently accessible. "Are the schools as good as those in the other sections of the city?" is the question of the citizen, driven by the march of commerce to seek a home in the new territory of the city, or beyond its limits.
With this view of the needs of the district, the Committee of the Dorchester High School are very glad to be able to say that the school under their
84 ANNUAL SCHOOL REPORT.
charge is the equal of any other High School in the city; that its teachers receive the same salary; and that its facilities for educating the sons and daugh- ters of the people are as good as the best elsewhere.
The prosperity of the Dorchester High School must depend, to a considerable extent, upon the esti- mate which the people of the district place upon the school. Only to the honor of the people can it be said that they seek the best school for the education of their sons and daughters; and they will overcome many difficulties, and submit to many sacrifices, rather than send them to an inferior school. All that could be done to make the school worthy of the confidence of the citizens of this section of the city has been done; and, while it would be highly im- proper for the committee to make any comparisons between it and others of its class, they hope the resi- dents of Dorchester will carefully examine the subject for themselves. It is suggested that a visit to the school, a survey of its elegant buildings, and its edu- cational appointments, and an hour spent in the vari- ous class-rooms, would convince parents that the insti- tution is worthy of the city which sustains it. Those who have examined the matter the most thoroughly are satisfied that it is better, as a general rule, for advanced pupils residing in Dorchester, especially young ladies, to attend this school, though the other high schools of the city are open to them.
The opinions which prevail in the community in regard to the amount of school woi'k to be required of pupils are many and various. Some appear to be- lieve that no real work is done, because the scholars
DORCHESTER HIGH SCHOOL. 85
are fat, strong and healthy; that pale foces and puny forms are the only reliable evidences of hard study ; while others are confident that the schools cause an annual "slaughter of the imiocents," by requiring too much of the pupils. It is very difiicult to adjust the lessons of a class to the average ability of its mem- bers; and the most careful and judicious instructor may overwork a portion while an equal number are not compelled to study even a single hour out of school. The public sentiment of our time is violently opposed to overwork; and it is safer to do too little than too much. The methods of instruction, espe- cially in the languages, have been greatly improved ; and the dry labor of memorizing is, in a great meas- ure, superseded by the intelligent cultivation of the mind. More than ever before, the obtaining of ideas, rather than words, is the aim of the teacher. It is not now considered necessary to commit to memory the rules and paradigms of the Latin, French, or German grammar before the learner is allowed to put two words of the lauguage together, and know their meaning. Months of hard, dry study are thus saved every year; and the pupil is even more proficient in the end.
It is not now required that a scholar should be dis- gusted with a science or a language, before he can make any progress in learning it. Of course, under this system, scholars are less fluent and less showy in recitations; but their mental powers are better developed, and they carry away more from the school in the end. Lectures, conversations, experiments and illustrations take the place of the meaningless
86 ANNUAL SCHOOL REPORT.
recitals of the words of the text-books. The pupils, even of the high schools, need not be cheerless and unhappy; need not be overburdened with the cares of the school-room; and the system of education which makes them so is faulty. What boys and girls dislike the most is not necessarily that which will do them the most good. Perhaps the path of learning cannot be made pleasant to all, but the teacher and the system which do the most to make it so, the most nearly conform to the spirit of the age.
As it seems eminently proper that the head-mas- ter of the school should have an opportunity to ex- press his views upon topics relating to the welfare of the institution under his charge, the chairm.an invited him to prej^are a report, which is here inserted in full: —
REPORT OF THE HEAD-MASTER.
It is a question of some importance at this time, whether the course of High-school study does not require a rearrangement, or perhaps I should rather sa}', an extension in respect to time.
Twenty-five years ago our courses of High-school study were strictly intellectual. In the majoritj^ of schools the basis of edu- cation was the study of the pure mathematics. In examinations for admission to these schools, more importance was attached to arithmetic than to any other branch of instruction. The rank of mathematics in education was like that of charity among the moral virtues. Excellence in this department covered multitudes of geographical and grammatical shortcomings, while hundreds of boys and girls, who would have done honor to our High Schools, have been denied admission, merely because the3^ lacked that qual- ity which Sir William Hamilton ranks among the lower endow- ments of the human mind. As arithmetic ruled at the examination
DORCHESTER HIGH SCHOOL. 87
for admission, so algebra and geometr}- became the great tests of excellence during the High-school course. Want of power at the blackboard was considered a sure sign of intellectual weakness ; and not onl^- were hundreds, as I have already said, denied admis- sion for want of this power, but hundreds more who gained admis- sion were soon driven from the High School because the}'^ could not get seventy-five or eighty per cent, in algebra or geometry.
But better times are beginning to dawn upon our schools. Ed- ucators are beginning to believe and to practise the important truth which Paul taught centuries ago, that there are " diversities of gifts " where there is no want of high and even brilliant powers. It is somewhat sad to think that the man who has been ranked as the first inductive philosopher of the nineteenth centur3' could hardly have gained admission to a New England High School. Faraday, on one occasion, boasted that he had once in his life per- formed a mathematical calculation, and that was when he turned the handle of Babbage's calculating machine. Instead of the se- vere cultivation of the intellect, and that, too, upon a " single phase," it is now beginning to be felt that there are other and even higher powers to be developed. We have already taken important steps in the training of the body as the instrument or servant of the mind, and in the mind itself there are recognized creative, aesthetic, and imitative faculties, which we can no longer afford to neglect. And so we are now pushing our education vigorously in the direction of art and literature. Music, unknown in our schools a quarter of a century ago, or viewed onlj' with suspicion and distrust, as tending to divert attention from the " solid branches " is now as well established in our schools as geograph}- : and drawing for which, in former years, many a poor fellow has suffered the extreme penaltj^ of school law, is now exciting the zealousy of all the ologies and osophies, lest their rights should be invaded or their claims disallowed.
It is but the simple truth to say that since our courses of High- school study were first marked out, there has been added to them work, which, when rightly performed, must occup}', at least, twen- ty-five per cent, of the time. Again, the amount of work in the original course has been increased by nearly or quite an equal amount. This increased demand has been met in two ways.
88 ANNUAL SCHOOL REPORT.
First, better methods of teaching have enabled teachers to do mo4-e work in the same time ; and, in the second place, the relief afforded by variety of occupation has greatly diminished the bur- den imposed by these additional requirements.
But notwithstanding this, the question may be fairly asked, Does notour High-school work demand more time? Would it not be better for all concerned, if our minimum course for securing a di- ploma were not four years instead of three? It is my firm con- viction that this would be the case, and this conviction has been greatly strengthened by the experience of the past year. Those who have not had occasion to notice it can hardly realize how much increase of power and attainment will result from a fourth year of honest and earnest stud3% following directl}^ upon the ordinary three-years' course of the Boston High Schools. This fourth year, industriously spent, is worth half of the preceding three ; and it is worth all the more when spent with teachers already acquainted with a scholar's mental and moral capacities.
To give a more accurate idea of the increase of labor at present, as compared with that of fifteen years since, it will be well to state the case a little more minutely. In the course of a week we now give two hours to military. drill, two to drawing, and two to music, besides, at least, twelve hours to special teachers in French and German. The time occupied by the special teachers in modern languages covers, in part, time which was previously taken by the regular teachers of the school ; that is to say, the time appro- priated to the special teachers in French and German is not wholly additional to the work pieviously performed in the school. It is safe, however, to say that the time given to these exercises amounts, in the aggregate, to ten hours additional Avork in the week. It is proper to state, in this connection, that the age re- quired for admission to our colleges is now considerably greater than formerly. In the case of Harvard College, the actual aver- age is now found to be four years more than was formerl}- required. This fact indicates, what we all know to be the case, that the re- quirements for admission to our colleges have not only been increased in quantity, but in quality as well. This increased de- mand on the part of the colleges naturally affects all the lower schools, whether English or classical.
DORCHESTER HIGH SCHOOL. 89
The course of study in the Dovchester High School differs from the other High Schools of the city, inasmuch as the classicist and English courses of instruction are combined, ^ind both sexes are allowed and encouraged to pursue these courses to the extent of a full preparation for Harvard College. The advantages of this complete coarse seem to rae so great that I venture briefly to state them. It is the desire of many parents that their sons should go to college, and this desire leads many to put their boys at a very early age upon what is called a course of classical study, without any regard to their tastes or capacities. In a majority of cases it is found in the course of a year or two that the boys are not fitted for classical studies ; that their tastes and capacities are mercantile' mechanical or scientific ; and that acontinuance in the chosen course must result in a disastrous failure, or, at best, in but moderate suc- cess. Hence it often happens that the boys are put upon a differ- ent course of study in another scliool, but not, it may be, until they have some degree of self-confidence in view of their imaginary failure. Their apparent failure, however, was no fault of theirs, but the result of a want of good judgment on the part of their parents. The bo^'s were too young to judge for them- selves, and their parents followed the dictates of their feelings, and not of sound and enlightened judgments.
If, now, the boys had been qualified for a High-school course by a full term at the Grammar Schools, and the choice of the parent had been deferred until the opening faculties of their sons had furnished them ground for a wise judgment, much time would have been saved, and, what is of fur more importance, a lifelong sense of mortification from an imaginary failure. I have seen in so man}'- cases the evils resulting of this putting asunder what God bath joined together, that I often ask myself, when will this folly cease? This divorcement of classical and English studies does not exist in college ; wh}'', then, should it in preparation for col- lege? We have the intimation already from Cambridge, that candi- dates for admission there will be examined in the elements of the natural sciences as well as in Latin, Greek, and mathematics. We have inherited this absurdity from the Grammar Schools of England, and just in proportion to its absurdity will be the strength of the tenacity with which some will cling to it. " What reason 7
90 ANNUAL SCHOOL REPORT.
ncA'er designed," saj^s Dr. Johnson, " reason can never account for," and perhaps he might have added, reason will have the greatest difficulty in reraovii:|^. Among the innumerable mischiefs resulting from the'separation of classical and scientific studies is the notion that there is a certain superiority in classical over scientific pur- suits. And the bo}- who has been prepared for college in an exclusively classical school often goes to college with a kind of contempt for scientific pursuits, and for those who are specially devoted to them. This acts as a great hindrance to his own prog- ress, and when it is too late to correct his error, he finds that he has undervalued not onl}^ some of the most essential parts of a lib- eral education, but overlooked the great forces which underlie modern civilization.
I beg leave to speak an earnest word in behalf of the rights of girls to the same classical culture as boys. The history of our school bears ample testimony to the abilit}^ of .young ladies to do well, and in the same time, all the work required of young men in preparation for college. We have girls now pursuing the course of study required for admission to college who would be <5rnamentsto any classical school in the country. And when I see the grace, the facility, and the abilit}'^ with which thej^ master Cicero, Virgil, Xenophon, and Homer, I cannot but feel the injustice which denies them the same rights of study that are enjoyed by the male sex. When shall we have complete freedom in education? When shall we divest ourselves of prejudice and precedents, and treat the hu- man soul, whether male or female, as the image and noblest crea- tion of its Maker?
ELBRIDGE SMITH,
Head-master.
The discipline of the Dorchester High School is not such as would find favor with the " martinet of a school-master," who believes that the salvation of his school depends upon the precision with which the " third position " is taken and kept by his pupils. A certain degree of freedom, not inconsistent with the progress of the school, prevails. The scholars are
DORCHESTER HIGH SCHOOL. 91
not unnecessarily hampered with forms and restraints which are needful in the schools for young-er scholar.s. During the year, not a pnpil has been reported to the Committee — as provided in the Regulations — for continued misconduct. The relations between the teachers and the pupils have been of the pleasantest character; and there has not been a case of c(5rporal punishment during the administration of the present head-master, if there ever was one.
The excellent care taken of the building reflects the highest credit, not only upon the head-master and the janitor, but also upon the pupils, l^ot a mark nor a scratch, nor any wilful defacement of the premises can be found, even in those parts where the vandalism of school-boys is most likely to be ex- hibited.
At the close of the year, very much to the regret of the Committee, her associate teachers, and the pupils, the school was deprived of the valuable ser- vices and the excellent influence of Miss Mary F. Porter, who Avent from her chosen field to brighten the lot of an accomplished educational laborer; and his gain is certainly our loss. For several years she was a very faithful and efl&cient instructor in the school; and she carries with her into her new sphere in life the best wishes of the Committee, teachers, and scholars, for her future prosperity and happiness. Miss Porter's place was filled by the appointment of Miss Luther, a lady of much experience, and many accomplishments, whose temporary service in the school had prepared her for the position, and demon- strated her fitness for it.
92 ANNUAL SCHOOL REPORT.
At the Annual Exhibition, in Jnly, the hall was filled to itsntraost capacity by the parents and friends of the pupils, who thus manifested their interest in the school. The diplomas of graduation were pre- sented to forty-four scholars. The only graduate of the classical course, Frank ^^esley Burnham, was admitted to Harvard College with only an unimpor- tant " condition " in modern geography. At the exhibition, the graduating class presented to the school a very large and handsomely mounted photo- graph of the Roman Forum, as the class of the pre- ceding year had of the Coliseum at Kome. These useful and appropriate pictures were received by the chairman, and now adorn the walls of the hall, to remain there as memorials of the classes that pre- sented them.
This report cannot properly be closed without an allusion to the special teachers in Music, Drawing, Military Drill, French and German, who have not only discharged their several duties foithfull}^, but have manifested an earnest interest in the welfare of the school, and have endeavored to harmonize their labors with the general plan of the head-master; and generally they have merited and won the respect and esteem of the pupils.
All the applicants for admission at the close of the year were received, either after the first or the second examination, the questions being the same as those used at the other High Schools. At the fi.rst, only one failed to obtain the required per cent, of correct answers, the standard being the same as at other
DORCHESTER HIGH SCHOOL.
93
schools; a fact which *' very creditable to the Gram- mar Schools of the district. Of the fifty-two appli- cants admitted,
7 were from the Dorchester Everett School.
0 16 4 3 12 4 6
52
Gibson
Harris
Mather
Miuot
Stoughton
Tileston
Other sources.
In conclnsion, the Committee commend the Dor- chester High School to the consideration of the citi- zens of the ward in which it is located, with the hope that they will regard it as an institution liberally sus- tained by the city for their exclusive use and benefit; and that they will join the Committee in all needed efforts to improve its condition and promote its prosperity.
For the Committee of the Dorchester High School,
WILLIAJNI T. ADAMS,
Chairman.
94 ANNUAL SCHOOL REPORT.
CATALOGUE OF THE TEACHERS AND PUPILS OF THE DORCHESTER HIGH SCHOOL, SEPT., 1872.
HEAD-MASTER.
ELBRIDGE SMITH.
HEAD-ASSISTANT.
MARY WENT WORTH HALL.
ASSISTANTS.
REBECCA VINAL HUMPHREY. ELLEN GERMAINE FISHER.
HARRIET BYRON LUTHER.
TEACHEK OF MUSIC.
JULIUS EICHBERG.
TEACHEB OF DRAWING.
MERCY A. BAILEY.
TEACHER OF FRENCH.
CHARLES DE LAGARLIERE.
TEACHER OF GERMAN.
JOHN F. STEIN..
DRILL-MASTER.
LIEUT.-COL. HOBART MOORE.
PUPILS.
EX-SENIORS.
Babcock, David Marks Bent, William Danforth Ferry, George Harry Gorham, George Congdon
Gardner, Clifford Kendall, Walter Gardner Monroe, Stephen A. Douglas Preston, John Aiken Temple, William Franklin
DOECHESTER HIGH SCHOOL.
95
Girls.
Allbright, Susan Broughton Brooks, Antoinette Parsons Capen, Cordelia Rosanna French, Mary Elizabeth Hawes, Mary Hardwell Mann, Mary Ellen Melville, Caroline Frances Payson, Anna Holden Pope, Anna French Swan, Ella French Whiton, Esther Rebecca
Boys.
Baker, Frank Woods Baynton, Walter Cliilds, Harold Chessman Colgan, James Arnold Edstman, Edgar Frank Edwards, Thomas Pearce Gorham, Sherwood Fii Id Knight, Edwin Augustus Leavitt, George Oscar Lyons, Walter Shepard Upham, Charles Holbrook Sproul, Arthur Eliot White, Willie Gardner
Girls.
Bailey, Alice Howard Brown, Fannie Bates Caldoff, Mary Ann Coffin, Harriet Cushing, Anna Quincy Greeley, Ella Louisa Mann, Elizabeth Benson Mann, Marj' Susan Pratt, May Estella Preston, Edith Lee Roper, Mary Isabella Russell, Emma Frances Sanborn, Mary Elizabeth
Sheridan, Mary Jane Thayer, Sarah Munroe Weis, Anna Lora Weis, Mary. Blake Welles, Emma Geneva Williams, Susan Eliot
MIDDLE CLASS.
Boys.
Allbright, William Broughton Bent, Charles Henry Chadbourne, Henry Coombs, Frank Green, Alfred Pingree Hemmenway, Edward Augustus Huntington, Clarence Williams Kendall, Charles Francis Kerk, Joseph Payson, Horace Bfake Perrin, William Brown Robinson, James Leavitt Russell, Thomas Joseph Smith, George Clinton UfFord, Charles Augustus Upham, Charles
Girls.
Barlow, Abby Ella Brooks, Agnes Elvira Brown, Elizabeth Woodford Carlton, Mary Jane Milly Cook, Hattie M. Edwards, Elizabeth Caroline Esterbrooks, Emma Martha Emery, Carrie Maria Goodale, Mary Emma Hersey, Louisa Eliza Kendrick, Clara Bussey Merriam, Eleanor Hayes Nichols, Minnie Louise Ordway, Annie Freeman Packard, Ida Louise Porter, Clara Shiverick, Sarah
96
ANNUAX, SCHOOL REPORT.
Spargo, Ida Thankfull Wliitney, Mary Jane Worsley, Julia Baitlett
JUNIOR CLASS.
Boys.
Bradley, Cliarles Wesley Cook, John Henry Eddy, John Lodge Elder, William Eairbrother, Edwin Smith Grundy, Thomas 15eni:imin Hannum, William EUery Hubbard, Arthur Augustus Knapp, Hiiwaid Lawrence Lynes, William Moseley, Frederick Clark Murphy, ^Johri Pratt, Charles Dudley Putnam, Silas Safford Sharp, Everett Howe Sivret, Frank Tileston Sweet, James Todd, Frank Walker, John Ballantyne West, John Minot
Oirls. Anderson, Jane Allison Austin, Catlierine Downer Bacon, Annie Jane Barrows, Mila Isabel Blake, Annie Frances Buckpitt, Fannie Arabella Callender, Adeline Jones CofBn, Adeline Cowling, Miriam Louise S. Dix, Eva Clara Fifield, Mary Sanborn Elder, Mary Lambert Foley, Mary Theresa Glidden, Annette Jacobs, Bertha Whitter Johnson, Vesta Gertrude Jones, Josie Alena Knapp, Mary Augusta Littlefield, Carrie Maria Peckham, Lizzie Annie Eeid, Jane
Schallenback, Mary Frances Smith, Emma Louise Tavener, Grace Tucker, Mary Walker, Genie Wall, Abba Elizabeth Whall, Sarah Antoinette
BOSTON NORMAL SCHOOL.
97
CATALOGUE OF THE TEACHERS AND PUPILS OF THE BOSTON NORMAL SCHOOL, SEPTEMBER, 1872.
HEAD-MASTER.
LAEKIN DUNTON.
HEAD-ASSISTANT.
JANE H. STICKNEY.
ASSISTANTS.
FLORENCE W. STETSON.
W. BERTHA HINTZ.
ANNIE J. STODDARD, Teacher of Primary School.
Adams, Lavinia E. Backup, Mary J. Badlam, Anna B. Bailey, Elizabeth G. Bell, Helen M. Blanchard, Fannie Bickford, Eudora F. Boston, Hattie E. Brown, Ellen M. Colligan, Lizzie A. Crosby, Matilda F. Davis, Frances M. Davies, Ida H. Dolan, Mary A. A. Farrington, Mary A. French, Mary F. Gill, Frances W. Gillespie, Annie M. Gowing, Julia A. Guild, Mary Ella Haven, Carrie A. HayAvard, Laura K. Hill, Henrietta A. Hooker, Clara Huckins, S. Lila Jackson, Ella T. Kelley, Frances T. 7
PUPILS.
Kendall, Ida F. Leary, Maggie J. Lee, Isabel F. Levi, Miriam Livingstone, Isabel C. Lewis, Mary L. Macdonald, Anna May, Alice M. McGowan, Katie E. Nason, Katie A. Nash, Hannah A. Ordway, Lizzie O'Dowd, HonoraT. Park, Lizzie A. Porter, Electa M. Preble, Harriet I. Proctor, Florence M. Putnam, Helen A. Sanborn, Lizzie A. Sanford, S. Grinnell Scanlan, Bridget E. Smith, Florence Snow, Clara J. Stevens, Laura M. Story, Anna L. Thacher, Isabel Turner, Ella A. Withey, Emily W.
REPORTS
SUPERINTENDENT OF PUBLIC SCHOOLS
POB THE TEAB ENDING
AUGUST 31, 1872.
TWENTY-FOURTH
SEMI-ANNUAL REPORT.
To the School Committee of Boston : —
Gentlemen, — In conformity with the require- ments of your regulations, I respectfully submit the following as my Thirty-sixth Report, the Twenty- fourth of the semi-annual series.
SCHOOL ATTENDANCE.
Two things are requisite to make the education of the people complete : good schools and good attend- ance. Good schools will not suffice without good attendance 5 nor will good attendance avail without good schools. To secure these two things is the problem of education.
It is not my purpose at this time to discuss the character or extent of the means of instruction af- forded by our system of schools. "VYhen it is stated that adequate provision has been made for the in- struction, absolutely gratuitous, of all children and youth, not only in Primary and Grammar Schools, but also of all who are qualified, in High Schools; that the day schools are supplemented by a sys- tem of evening schools, of different grades and descriptions, for the benefit of adults and of chil- dren whose circumstances require them to work dur-
101
102 ANNUAL SCHOOL EEPOET.
ing the day; that the school accommodations com- prise 105 school-houses, most of which are substantial and commodious edifices, with all the modern im- provements in school architecture, the aggregate act- ual value of this school property amounting to $5,891,747.15; that the whole number of sittings, each consisting of a separate desk and chair of the best patterns known, amounts to 44,192; that 1,000 teachers are employed at the annual expense for sala- ries of more than $800,000; and that the annual ex- penditure for school purposes, exclusive of the cost of school-houses and lots, exceeds $1,000,000, — when this is stated, it is*evident that there has been no lack of means in this city for the establishment and sup- port of public schools. Cheap schools are usually poor schools. The great cost of our schools is not proof positive that they are good, but the liberal scale on which they are conducted affords the best pre- sumptive evidence in their favor, for an intelligent community would not be likely to pay so high a price for a poor article. If the inestimable blessings of a good education are not secured to every child in the community, it is certainly not for want of well equipped and liberally supported schools. If there are children growing up without proper instruction, the cause is to be found in the want either of ability or disposition on the part of their parents to send them to the schools which have been provided for their benefit.
What, then, are the facts in regard to the attend- ance and non-attendance of children in this city?
This important question I propose to answer, as
superintendent's report. 103
far as I am able to do so, by the use of the informa- tion at my command. In attempting. to accompUsh this purpose, the first item of information we have to seek is that of the number of cliildren of scJiool age. In a small country town it would not be a difficult task to get this statistical item with almost absolute exactness; but in a large city the eXact enumeration of all the children of suitable ai:>-e to attend school is a very difierent thing. The legal provision for the enumeration is as follows : —
" The assessors shall annually, in the month of May, ascertain the number of persons in their respec- tive towns and cities on the first day of May, between the ages of five and fifteen years, and, on or before the first day of July following, report I'ne same to the school committee." Our assessors, find- ing themselves unable, in a city of this size, to com- ply with the letter of the law by doing this work per- sonally, placed the supervision of it in my hands. This duty I have performed as well as I could, during the past ten years. The mode of proceeding is this: An enumerator experienced in such matters is^ ap- pointed to take charge of the work. He selects six- teen assistants, one for each ward, who present them- selves at my office for examination as to their fitness for the duty to be performed by them. "When the req- uisite number of assistants has been approved, they are furnished with blank books* and carefully in- structed as to the manner in which they are to proceed.
* Note. — The schedule printed at the head of the books used is as follows : —
Locality.
Order of the Families.
Children between
the apes
of 6 and 15.
Attend Public School.
. ^o.,^ !>..;..„.« Teachers of Location of ^""Si??,^"" P'.vate Private
104 ANNUAL SCHOOL EEPOET.
At the end of the first day's work the enumera- tor presents the books of his assistants for ex- amination. This is repeated several times during the progress of the work. If an assistant proves to be incompetent, he is discharged. As a means of securing fidelity and accuracy in the work, oc-
The following questions and explanations are printed on the first page of each book : —
DIRECTIONS TO CANVASSERS.
Questions to be asked by the Canvasser.
1st. Is there more than one family in this house?
2d. Is there any family in this house having one or more children?
3d. How many children have you that are over 5 years of age
and under 15? 4th. How many of these attend public schools ? 5th. How many of these attend private schools ? 6th. If any attend a private school, what is the name of the
school, and where is it located ?
N. B. These questions should be put in a clear and distinct manner, so that they may be well understood and correctly answered.
A single parent and one child are sufficient to constitute a family, and should be so registered ; but a single person living alone is not to be considered a family. A husband and ■wife are to be ac- counted a family, whether they have children or not.
A person keeping a hotel or boarding-house is to be considered a family. Children living away from their parents belong to the family with whom they live.
Ash of each family question Zd.
" Under 15 years of age " means before the 15th birthday.
" Over 0 years of age " means after the 5th birthday.
Each book contains also the map of the ward for which it is assigned.
superintendent's report. 105
casionally the name of one of the assistants is drawn by lot, and his book is put into the hands of a suitable person to re-canvass a portion of his ground. Sometimes the enumerator and myself together make this re-canvass. Even with all the care thus bestowed upon this matter, it is not to be supposed that math- ematical accuracy has been reached. It is, however, safe to say that a tolerably close approximation to it has been attained.
The enumeration of last May made the nuinber of 'persons in the city hetween the ages of five and fif- teen years, 45,970. This is the, number of children to be educated, or the number due at school, on the supposition that the schooling of all children is to be continued until the age of fifteen years.
"We are now to ascertain how far this number can be accounted for. In attempting to do this we begin with the enumeration of the pupils in the public schools; and for this purpose I use the statistics made up at the close of the last school year, because they contain the last yearly averages. Our school records have not been so kept, until the beginning of the pres- ent school year, as to show how many different pujyils are enrolled; they show only the average numher he- longing. The average for the year is found by aver- aging, in the first place, each month, the numbers act- ually on the roll for each day in the month being added, and the sum being divided by the number of school days in the month. Then the monthly aver- ages thus obtained are again averaged. "When a pu- pil is absent for five consecutive days, for any cause whatever, his name is dropped from the roll, until he
106 ANNUAL SCHOOL REPORT.
returns, and it is not counted with the number be- longing. If a pupil leaves without intending to return, his name is dropped at once. This mode of keeping the records makes the average belonging considerably less than it would be, if the names of pupils, absent from sickness or other causes, were re- tained and counted as being on the roll, until their return. Teachers generally try to keep their rolls trimmed as closely as possibly, because, in this way, the per cent, of attendance is made to appear more favorable. Besides, it is to be borne in mind that, by this mode of keeping the records, the number reported as the yearly average belonging, is much less than the whole number of pupils, who have been in attendance for some part of the year. For instance, if one pupil attended school five months, another tliree, and a third two, these three pupils would be counted as if they were only one child attending school the ten months which constitute the school year.
The average whole number belonging to the public schools for the year ending Aug. 31, 1871, was: —
Day Schools 36,174
Evening Schools 1,666
Evening Drawing Schools 380
Total 38,220
The average attendance at the private schools, for the year ending Aug. 31, 1871, was : —
Tuition Schools 2,945
Free Catholic Schools, and Charitable and Reformatory
Institutions 4,359
Total 7,304
superintendent's report. 107
The average attendance at these two general classes of private schools would not probably exceed 85 per cent, of the whole number belonging. On this supposition, the average toliole number helong- ing to the private schools would be 8,593. Adding this number to the average whole number belong- ing to the public schools, Ave have, as the aggregate^ average whole number of pupils belonging to public and private schools, 46,813, a number larger by nearly one thousand than that of the children in the city of school age. But this number includes pupils over 15 years of age; there are none in school under 5 years of age. We must, there- fore deduct from it those pupils who are over 15. In the High Schools the number of pupils over 15 is 1,082, and in the Grammar Schools, 1,110. As we have no returns of the ages of pupils in the evening and private schools, the number who are over 15 years of age can only be estimated. In the evening schools I estimate that two-thirds are over 15 years of age, amounting to 1,110. In the free private schools, little else than the elementary branches being taught, it is probable that there are very few pupils over 15 years of age. Among the tuition private schools were included the Industrial School of the Massachusetts Institute of Technology, and the commercial colleges, with 570 students be- longing. It may reasonably be taken for granted that all these students are over 15 years of age. By far the larger number of the tuition private schools are for young children, and, at all events, the proportion of the pupils in these schools, taken together, who are
108
ANNUAL SCHOOL KEPORT.
over 15 years of age, is not greater than that of the pubHc schools, which is about 6 per cent.; assuming this jSgure as the basis of calculation, the number over 15 in these schools is 4,65. Adding this num- ber to 576 we have 1,041. A fraction of the pupils in the private schools are non-residents, but this is balanced, probably, by the private schools not re- ported by the canvasser. Several private schools are known to have been omitted in the enumeration. The number over 15 years of age stands thus : —
In High Schools 1,082
In Grammar Schools 1,110
In Evening Schools ' . . 1,110
In Private Schools 1,041
Total, . 4.343
Deducting the total number over 15 from the whole number be- longing to all the schools, and we have the number under 15 belonging, thus : —
Number belonging to all the schools Number over 15 .
Number under 15 belonging
46,813 4,343
42,470
This number, thus accounted for, taken from the whole number of children of school age, enumerated, 45,970, leaves 3,500 still to be accounted for. For this purpose it is necessary to examine our school statistics a little more closely.
Classification of Pupils in Primary Schools by Ages.
Five years of age 17 per cent.
Six years of age . Seven years of age Eight years of age
Nine years of age and over
22 23 19 19
superintendent's report. 109
It appears from the above that the number of chil- dren 5 years of age who belong to the Primary Schools is only 75 per cent, of those 7 years of age. It may be assumed, then, that at least 25 per cent, of the children 5 years of age do not attend either pub- lic or private schools. The whole number of chil- dren 5 years of age is about one tenth of the number between 5 and 15, or 4,597; 25 per cent, of this num- ber is 1,149. I consider this number of children who are not in school, or nearly all of it, as satisfac- torily accounted for. When I say it is satisfactorily accounted for, I mean that this number cannot with propriety be considered as any part of the number of children who are growing up without the advan- tages of schooling. For these children are, for the most part, kept at home by their parents, not to their injury, but for their good. They are not withheld from school to work at home, or to work for hire. A very small fraction may be prevented from attending school on account of the neglect of parents. It is becoming very common for parents in easy circum- stances to defer sending their children to school until six or even seven years of age, and for a child un- der six years of age, the freedom of a good home is doubtless better than the teaching to be had in an ordinary school. The children of the poorer class of parents who arrive at the age of 5 years during the winter season, are generally kept at home until the opening of spring. This is not the consequence of neglect; it is done out of regard for the welfare of the children. Besides, it is to be borne in mind that children 5 years of age are not generally regarded
110 AJSTNUAL SCHOOL EEPORT.
as having arrived at school age. In several States of the Union children under six years of age are prohibited from attending school.
And then, on the other hand, it is not reasonable to take it for granted that all children from 12 to 15 years of age who are not in school are to be classed with those who are growing up without competent education. In this State there is no school age rec- ognized and fixed by law. Is it not doubtful whether it would be best for all children to attend school con- stantly until the age of 15 years? I am not aware of the existence of any system of general education that contemplates the constant schooling of all chil- dren up to that age. The end of the thirteenth year is the age most generally designated as the minimum for constant and consecutive attendance at elementary schools. In Switzerland, a country unsurpassed for the excellence of its system of popular education, the constant schooling of children is not required alter the end of their twelfth year. From this age they ai"e required, during three or four years, to attend certain schools from two and a half to eight hours in each week.
The number of pupils between 10 and 14 years of age belonging to the Grammar Schools is 12,718. This would give, if there were no iliUing off in the attendance of older pupils, 3,179 as the number of pupils, who are 11 years age, belonging to those schools. But the number of this age actually be- longing is only 1,760, showing a falling off of 1,419. This number of pupils, it is evident, must have at- tended school up to about the age of 14 years, and
superintendent's report. Ill
if 80, they are pretty well accounted for. If they have not received so good an education as could be desired, they are by no means to be classed as igno- rants. Then the number between 12 and 14 is 978 less than the number between 10 and 12. This num- ber fall out of the school ranks after they reach the age of 12 years and before they reach the age of 14; and all or nearly all pupils who remain in school until 12, even if their attendance is not very regu- lar, get a fair knowledge of reading, writing and spelling, with the elements of arithmetic and geog- raphy. It is reasonable to suppose that half the pu- pils at least, leaving school at 12 or 13 years of age, have a passable elementary education. On this sup- position, we have 489 more to add to those previous- ly accounted for.
The children between 5 and 15 not in school, thus accounted for, are : —
Those 5 years old kept at home 1,149
Those leaving school at 14 years of age .... 1,419 Half of those leaving school between 12 and 14 years of age 489
Total, 3,057
This leaves less than 500 of the 3,500 remaining to be accounted for, and yet I have made no estimate of the number under 15 who have left private schools after having obtained a tolerably good elementary education, nor have I undertaken to calculate how much the whole number belonging to our schools would have been swelled by disregarding the " five day rule," and counting as belonging all pupils who have been absent for a much longer period than five days.
112 ANNUAL SCHOOL REPORT.
RECAPITULATION.
"Whole number of children between 5 and 15, 45,970
Number belonging to Public Schools, 38,220
Number belonging to Private Schools, 8,593
Total number belonging to all schools, 46,813
Number in all schools over 15, 4,343
Number between 5 and 15 in all schools, 42,470
Number 5 years old not in school, 1,149
Number 14 years old not in school, 1,419
Half the number between 12 and 14 not in schools, 489
Number between 5 and 15 unaccounted for, 443
3,500
45,970
It appears, then, that the whole number of pupils of all ages belonging to the public and private schools is considerably in excess of the number of persons in the city between 5 and 15 years of age; that the number between these ages belonging to the public and private schools is 92 per cent, of the whole num- ber in the city; that of the 7 per cent, not attend- ing school, six sevenths are pretty well accounted for, making 99 per cent, in school, or accounted for, while 1 per cent, remains unaccounted for. This statement of the case respecting the school attendance in this city seems to afford evidence for the belief that the number of children who are growing up without acquiring at least the rudiments of education is quite small. During the past ten years, I do not remember to have met with the case of a child who had resided in the city until the age of fourteen without learning to read and write.
superintendent's report. 113
Our truant olficers are exjDected to look after all children not attending school, Avho are found in the streets without any lawful occupation. From their reports, and from information derived from other sources, I had good reason for believing that they are faithful and eflScient in the performance of their duty. But as I occasionally hear it said in ed- ucational speeches, or read in some newspaper com- munication, that there are several thousand — from ten to fifteen thousand I think is the number named! — vagrant urchins in the streets growing up in ig- norance, idleness, and vice, I thought I would try to find where they were. Accordingly, some week or two ago, on a bright and sunny morning, taking care not to select a holiday, I set out on a voyage of dis- covery. I went to all the railroad stations, I drove round the marginal streets, scanning the wharves and alley-ways, keeping a sharp lookout for boys and girls of school age. The result of this perambulatory expedition, which occupied two or three hours, was quite extraordinary, in respect to the smallness of the number of children of school age that were found at all. Every one found was stopped and his case inquired into. The whole number found was hardly more than could be counted on one's fingers, and among them there wls only one who had not a good reason for being out of school. This was a truant who had slipped through the fingers of his teacher, and escaped the vigilance of the truant ofilcer. The next day being fine, I continued the survey, going through nearly all the streets of a densely populated section of the city. The result was about the same
114 AjStxual school report.
as that of the preceding day. The few children found, witli one exception, gave good reasons for their absence from school. He was a licensed news- boy, and was generally found in school. A similar district in another part of the city was inspected on the third day. It was the same thing over again. I propose to repeat this survey of the streets when the spring opens. In my last report I presented a tabu- lated report of the doings of the truant officers dur- ing the past ten years. That report affords strong evidence of the activity of those officers, and it is no doubt largely owing to their labors that so few ab- sentees are found in our streets.
But however favorable our statistics of attendance may appear, it is nevertheless quite certain that there are many children in the city who are not in the way of acquiring what may be called a competent educa- tion, that is, a good elementary education; and so long- as there is one such child remaining, our efforts to improve the attendance, and reduce absenteeism, should not be relaxed. Among the forces to be re- lied upon to secure the general attendance of children at school, the character of the schools is the most important. The more nearly our schools approach to the most approved standard of excellence, the more they will be attended, not only by the children of the wealthier classes, but also by the children of the poor. In pursuing the conquest of ignorance this fact should ever be kept in the foreground. Still, the attractive force of a good school is not alone sufficient. Experience proves that it must be supple- mented by coercive instrumentalities. As I have
superintendent's report. 115
already intimatecl, the truant law, which has been in operation for twenty years, has proved a powerful auxiliary in the warfare against ignorance. Indi- rectly the truant officers have performed a very valu- able service, which, perhaps, was not anticipated when the truant law was enacted; they have, to a very great extent, been the means of making those classes of persons who do not appreciate the value of educa- tion, at least feel the disgrace of voluntary ignorance. Let the sentiment once become universal amonsr all classes of society that voluntary illiteracy is not only disgraceful, but criminal, and there will be compara- tively little need of the a2)pllcatioii of compulsory means to secure school attendance.
I am not yet prepared to take the ground that every child should be expected, much less compelled, to attend school constantly until the age of fifteen years, but I think we ought to spare no pains to secure to every child the advantages of schooling until the age of fourteen years. For the present this might be accepted as a reasonable minimum. The law requires children to be sent to school, by their parents or guardians, for at least twelve weeks in each 3^ear, until they are fourteen years of age, and it forbids the employment in manufiictories of children under fifteen years of age, unless they have attended school at least three months durinof the year next preceding such employm.ent. There is little occasion for enforcing these provisions of law in the case of children under twelve years of age. The practice of employing children from twelve to fourteen years of age in stores is becoming quite
116 ANNUAL SCHOOL REPORT.
common, and it may be found necessary to require the parents of such children to keep them in school dur- ing the time prescribed by law. The truant officers are now engaged in the investigation of this matter. I have frequently requested them to ascertain whether in their respective districts children are employed, contrary to law, in manufacturing establishments. But they have entered no complaints against manu- factories for such employment of children.
The evils of Non-Attendance, Absenteeism, and Truancy are largely occupying the attention of edu- cators in all parts of our country. The following judicious and appropriate remarks on these evils are taken from the last report of the United States Commissioner of Education : —
" The non-attendance of the population of school age in our cities, increased by absentees and truants, is the grand source from which are supplied all the developments of vice and crime against person and property. These evils are noticed in some form of complaint in almost every State and city report; each is sufficient to imperil the interests of any commu- nity. . . .
" For these evils, already so vast, and still growing with such rapidity in most of our cities, many causes are assigned. The indifference or the poverty of parents, the inconvenience of location of school- houses, the unattractiveness of the school-houses, the insufficiency of school accommodations, and the inefficiency of school-teachers, are among those generally given. But the causes are sufficiently ap- parent, in any community, to those who will look after them carefully.
superintendent's eeport. 117
"How can they be overcome, and their consequen- ces remedied? The piibhc sentiment of each com- munity must answer. ]N^othing adequate, however, may be expected, if the facts are not looked up by the teachers, the poHce, and other city authorities, and brought home to the feehngs of the citizens. It is useless to say that these evils cannot be removed. If they are irremediable, we must admit the alarming fact that many of our cities are fast becoming un- safe as places of residence for honest and decent people. Life would lose its security and property its value. The conduct of school officers, and teach- ers sometimes, by their indifference, suggests that the remedy should begin with them. In these cases they conduct the schools as if they were intended only for their own convenience, and for the benefit of schol- ars that they may choose to retain within them. Too many reports never recognize this element, never in- clude the whole population of school age. Average attendance and percentage of attendance are made out on the basis of enrolment; whereas the standard in every case, for the system or the school, should be the education of the whole number who ought to be in school. Every system and every school should compare what it does with what it ought to do for the whole number of children for which it is responsible.
" It is important to show the evils resulting from the running away, or absence, of those who are reg- istered in the school; but the representation, if truth- ful and complete, would include the corresponding facts with regard to those who never appear in the school-room. Go up and down our cities, how few
118 ANNUAL SCHOOL REPORT.
can even seat, and how many less can give instruction to the total number of children of school age? ISTot a single State can do this. It may be said then, first, that the idea must be corrected in the minds of school officers and teachers; second, there must be ample instruction and accommodations for the entire population of school age; third, every appropriate measure must be adopted to overcome the indiffer- ence of parents ; and fourth, if the evil is not other- wise remedied, the law should imperatively require every child to receive instruction, at least in the ru- diments of an Eugliah education, a certain number of months each year within the period of proper school age. These things not only ought to be, and are es- sential to the public good, but they have been done and well done. Boston long since showed, approx- imately, how education can be guaranteed to every child in an American city. Massachusetts furnishes a good law, and the respective municipalities put it into efficient operation. Municipal officers, teachers, police, heartily unite, and favorable results are re- ported. I^ew York has a good law, but it is well- nigh without enforcement. Whatever operates against one of these evils has a favorable effect upon each of the others. The absolute prevention of non-attend- ance will gradually reduce absenteeism and truancy." In commending what has been done in Mas- sachusetts to secure school attendance, I under- stand the able Commissioner, General Eaton, to mean that we have done well in comparison with those com- munities which have done little or nothing in this direction ; not that we have done all that is desirable.
supekintendent's report. 119
As it is profitable to know and to consider well what competent judges think of us, and especially what competent judges from foreign countries think of us, I quote in this conuection extracts from a letter concerning these matters in Massachusetts and Bos- ton, written to our Educational Commissioner at Washington, by Mr. A. J. Mundella, of England, a prominent member of Parliament, and an able and well-informed advocate of popular education. His visit to our schools, and his admirable address to our Primary teachers, are doubtless fresh in the minds of members of the Board : —
" I may congratulate you without reserve on pos- sessing, in all the States through which I have passed, the best and most commodious school-houses in the world. I^othing which I have seen in any European country will compare with them; the State of Mas- sachusetts, I think, and more especially the city of Boston, standing pre-eminent. The Kormal Schools which I have seen are excellent, and the attainments of the teachers, especially of the female teachers, be- yond anything I could have expected, and far beyond anything I have witnessed elsewhere.
" The munificence of the American people in the section I have visited, in providing schools, is, in my opinion, entirely without a parallel; a good educa- tion being offered free to every American child. If I have any regret, it is to notice that where such ample, almost lavish, provision has been made, there are still many who iKirtcike very sparingly only^ while otliers absent themselves altogether from the feast. If you could introduce a plan for enforcing
120 AisnsruAL school report.
regular attendance for a course of years, as is done in Germany, your educational system would leave little or nothing to be desired. I may state, from long experience, that where the education of children is wholly dependent upon the parents, selfishness, or the indifference, or intemperate habits of many, will cause a considerable number to be entirely neglected, or only partially educated; and, in a country like yours, where the only guaranty for your free institu- tions is the intelligent assent and support of the citi- zens, the State and the nation have a right to demand that those who, share in the government of the coun- try, and enjoy its privileges, shall have had the advan- tage of education and a virtuous training.
"In my opinion the successful working of the schools in Boston is mainly attributable to the fact that large, compulsory powers are exercised by the School Board of that city. . . .
" While there is so much room for congratulation, there is an immense field remaining unoccupied, which cannot be neglected without grievous loss to the nation. I refer to technical, industrial, and art edu- cation, which, so far as national and State effort is concerned, seem to have ieen much neglected. The Cooper Institute of 'New York, and the Institutes of Technology at Boston and Worcester, are bright ex- ceptions. The first I regard as one of the most noble and useful instances of private benevolence I have ever encountered."
superintendent's report. 121
CLASSIFICATION".
In coimection with the foregomg account of school attendance it seems desirable to show the classifica- tion of the pupils belonging to the public schools, for, as an element in determining the success of our school system, it is necessary to know, not only how many children are in school, but also to know to what grades and classes they belong. We want to know, in the first place, the percentage of pupils belonging to the three grades of scJiools, namely, — the High, the Grammar, and the Primary. And then we want to know the percentage of the pupils belonging to tJie different classes of each grade. For the purpose of this comparison the statistics are taken from the re- turns of January 31, 1872.
Taking the average whole number belonging to the day schools [36,560] , during the half year pre- ceding the above date, as the basis of calculation, we find that the percentage belonging to each grade is as follows : —
Scliools. Number, Per cent.
1873. 18G3.
High, 1,723 .04-7 .02-9
Grammar, 19,G05 .53-6 .47-4
Primary, 15,232 .42-6 .49-6
This table shows a very considerable gain in the percentages of the upper grades. The Grammar Schools have made a great relative gain. The pi"o- portion of pupils in the High Schools has increased very largelj^, the number 47 as compared with the number 29 representing the ratio of increase. For every 1,000 pupils in all the day schools, there are 47 in the High Schools, or a little less than 5 per
122
ANNUAL SCHOOL REPORT.
cent. But a little calculation will show that this is not the true per cent, of the puj^ils that enter the High Schools, as is sometimes erroneously asserted in attempting to prove the inefSciency of the lower schools. It is manifestly absurd to take the percent- age of pupils in High Schools at any given time as the per cent, of pupils who avail themselves of High School education. And yet this absurdity is repeated at about every educational gathering in this region. To get the true per cent, the time in the High Schools as compared with the time in the lower schools should come into the calculation in connection with the num- bers in these grades of schools. The number that entei-ed the High Schools this year was 19 per cent, of the, number that entered the Grammar Schools from the Primary.
Classification of High Scliools.
o o a C3 > < |
Classes. |
||||||
Schools, |
s |
'2 o u m |
o |
||||
23 104 117 41 46 |
27 170 181 G5 37 |
33 235 24G 78 47 |
25 |
11 |
99 |
||
■p.ncyliQh TTiirh . . |
U 52 IG |
||||||
Girls' High and Normal . . . |
|||||||
Totals |
82 |
S31 |
480 |
G39 |
25 |
11 |
99 |
Percentages |
.04-9 |
.19-8 |
.28-7 |
.38-3 |
.01-4 |
.00-G |
.05-9 |
SUPEEINTENDENT S KEPOKT.
123
The percentages in the foregoing table show the ratios of the several classes to the whole number of pupils belonging to the High Schools, January 31, 1872. The advanced class of the Girls' High and Il^ormal School includes the 36 pupils in the Training Department.
The following table shows the number of teachers, the average number of pupils, and the average num- ber of pupils to a teacher, in each of the High Schools, during the half year, ending January 31, 1872 : —
Schools.
Latin
English High
Girls High and Normal
Highlands High
Dorchester High
Totals
Ko. of Teachers.
11
17
23
6
6
62
Average Ko. of Pupils.
222 541 G22 206 132
1723
Average No. of Pupils to a Teacher.
20.1
31.8
27.
34.3
26.4
27.7 [av.]
Classification of Grammar Schools.
Classes. Number, Jan. 31, 72. Per cent.
First Class (highest), 1448 .07
Second Class, 2349 .12
Third Class, 2996 .15
Fourth Class, 3273 .17
Fifth Class, 4491 .23
Sixth Class, 6075 .26
124 ANNUAL SCHOOL REPOET.
The classification shown in the above table, which has been taken from the last semi-annual returns of the Grammar Schools, is not strictly correct, as it is known that pupils of some schools were reported as belonging to higher classes than they were, by the standard of the programme, qualified for. It is hoped that in future the returns in respect to clas- sification will be in strict accordance with the facts as they exist at the time of making the returns. In no case should pupils be designated as belong- ing to the fifth class, unless they have passed an ex- amination in all the studies required in the sixth class. And so of the other classes. One of the prin- cipal objects for which the course is divided into steps is to facilitate the transfer of pupils from one school to another without loss of time. But if these steps are disregarded in the promotion and designation of pupils, confusion and waste of time is the result.
A pupil going from a school which is not correctly classified to one that is, cannot be placed in a class suited to his attainments. And the case is just as bad where the pupil goes from a school that is classified is accordance with the programme to one which is not so classified.
The following table shows the number of teachers and average whole number of pupils, and the average number of pupils to a teacher (not counting the masters' head assistants) in each Grammar School for the half year ending January 31, 1572.
SUPERINTENDENTS REPORT.
125
Schools.
Adams
Bigelow
Bowditch. . . .
Bowdoin
Boylston.. . . Brimmer...^ Chapman....
Comins
Dearborn. . . . Dorch'r Dist. Dudley. . . . Dwight. . - .
Eliot
Everett. . . .
Franklin
Sherwin.. .
12 20 U 12 11 16 12 17 16 33 7 13 16 15 15 18
!zi .2
532 887 533 494 400 838 568 808 714 1075 258 599 742 684 652 800
48.3 46.6 41.0 44.9 40.0 42.5 51.6 50.5 47.6 35.8 43.0 49.9 49.4 48.8 46.5 47.0
SCHOOI.S.
Hancock . Lawrence Lewis .... Lincoln . . Lyman . . . Mayhew . . Norcross. . Phillips . . Prescott . . Quincy . . .
Rice
Shurtleflf. .
Washington
Wells....
Winthrop
Totak....
o §
19
18 12 15 12 13 15 13 13 14 15 14 7 11 18 456
<i °
873
858 561 774 498 4G8 687 551 609 609 618 664 243 451 757 19.605
jg 2 48.5 50.4 51.0 55.3 45.2 39.0 49.0 45.9 50.7 46.8 44.1 51.0 40.5 45.1 44.5 46.3
126
ANNUAL SCHOOL REPORT.
The following table shows the increase and de- crease in the number of pupils in the respective Grammar Schools during the past year : —
Schools.
Adams
Bigelow
Bowditcli .... Bowdoin . —
Eoylston
Brimmer . . . . Chapman ....
Comins
Dearborn
Dorch'r Dis't
Dudley
Dwight
Eliot
Everett
Franklin . . . . Sherwin
rH CO |
o n o |
a |
|
^ S |
a a 1-5 532 |
||
537 |
5 |
||
856 |
887 |
.... |
31 |
587 |
533 |
54 |
.... |
513 |
494 |
19 |
.... |
418 |
400 |
18 |
.... |
661 |
638 |
23 |
.... |
546 |
568 |
.... |
22 |
833 |
808 |
25 |
.... |
717 |
714 |
3 |
|
1001 |
1075 |
74 |
|
359 |
258 |
101 |
|
618 |
599 |
10 |
.... |
754 |
742 |
12 |
.... |
711 |
684 |
27 |
.... |
664 |
652 |
12 |
.... |
675 |
800 |
.... |
125 |
. Schools.
Hancock . . . Lawrence . .
Lewis
Lincoln . . . .
Lyman
Mayhew . . . . Norcross. ...
Phillips
Prescott . . .
Quincy
Rice
ShurtlefT . . . Washington
Wells
Winthrop . . Totals
oS |
c-i |
|
CO p a 1-5 |
||
886 |
873 |
13 |
850 |
858 |
|
487 |
561 |
|
761 |
774 |
|
508 |
498 |
10 |
519 |
468 |
51 |
679 |
687 |
|
581 |
551 |
30 |
581 |
609 |
|
660 |
009 |
51 |
634 |
618 |
16 |
582 |
664 |
.... |
386 |
243 |
143 |
473 |
451 |
22 |
796 |
757 |
39 |
19,833 |
19,605 |
693 |
28
82
465
It appears that the net decrease in all the Grammar Schools is 228. I am unable to account for this de- crease. In the particular cases of the "Washington and Dudley Schools, the decrease is accounted for by change of district limits, whereby pupils were trans-
superintendent's report. 127
ferred to other schools. The fact that the number of children betAveen five and fifteen years of age, enu- merated last May, showed a decrease, afibrds room for concluding that the population of the city has de- creased, in consequence of the recent rush to the sub- urban towns.
Classification of Primary Scliools.
Classes. Number, Jan. 31, 72. Per cent.
ISra. 1863.
First Class (highest), 2466 .16 .15
Second Class, 2723 .18 .14
Third Class, 2301 .15 .14
Fourth Class, 2363 .16 .15
Fifth Class, 2361 .15 .17
SLxth Class 3125 .20 .25
Here it will be observed that there is a remark- able evenness in the classes; and here the report is belived to be substantially in accordance with the facts. It will be seen also that the relative gain in the upper classes during the past years has been very gratifying. In 1863 the first class was only three- fifths of the sixth class; now it '\^ four- fif tits. It used to be said that in the graded system of Primary Schools, the sixth class must always be quite dispro- portionate in numbers to the other classes. Experi- ence has disproved this assertion. The aggregate percentages of the three upper classes is almost exactly the same as that of the three lower classes. This is a most satisfactory showing.
128
ANNUAL SCHOOL REPORT.
The following table shows the number of Primary pupils in each district, and the average nurriber oj 'pupils to a school, or teacher., during the last half year: —
Districts.
Adams . . Bigelow . Bowditch Bowdoin . Boylston . Brimmer . Chapman Comins . . Dearborn Dorchester Dwight . .
Eliot
Everett . . Franklin . Hancock . Lawrence
Ko. of |
Whole |
No. to a |
Schools. |
Number. |
School. |
9 |
415 |
46.1 |
14 |
G42 |
45.8 |
10 |
395 |
39.5 |
11 |
476 |
43.2 |
6 |
308 |
51.3 |
12 |
451 |
37.6 |
10 |
438 |
43.8 |
17 |
831 |
48.8 |
17 |
825 |
48.5 |
20 |
888 |
44.4 |
6 |
263 |
43.8 |
16 |
749 |
46.8 |
10 |
533 |
53.3 |
6 |
330 |
55.0 |
19 12 |
880 574 |
46.3 47.8 |
Districts. |
No. of Schools. |
Whole Number. |
Lewis Lincoln .... Lyman Mayhew . . . Norcross . . . Phillips .... Prescott Quincy Eice Sherwin . . . Shurtleff . . . Washington Wells Winthrop .. Training . • . |
10 11 7 7 14 7 9 11 10 12 12 7 12 9 1 |
490 588 806 289 610 269 436 441 356 572 629 305 514 365 38 |
Totals |
334 ♦ |
15,232 |
No. ton
School.
49.0 51.6 43.6 41.2 43.5 38.4 48.4 40.1 35.6 47.6 52.4 43.6 42.8 40.6 38.0 45.6
SUPERINTENDENT S REPORT.
129
The following table shows the number of Primary pupils in each district promoted to the Grammar Schools, January 31, 1872, and the average number of promotions to each school in the respective dis- tricts ; —
Districts.
Adams . .
Bigelow .
Bowditch
Bowdoin .
Eoylston.
Brimmer
Chapman
Comins . .
Dearborn
Dorchester
Dwight . .
Eliot
Everett . . Eranklin Hancock • Lawrence
No. of |
Sent to |
No. to a |
Schools. |
Gr. Sch. |
School. |
9 |
47 |
5.2 |
14 |
111 |
7.0 |
10 |
65 |
G.5 |
11 |
66 |
6.0 |
6 |
45 |
7.5 |
12 |
64 |
5.3 |
10 |
67 |
5.7 |
*17 |
99 |
6.1 |
17 |
123 |
7.2 |
20 |
101 |
5.1 |
G |
SS |
G.3 |
IG |
112 |
7.0 |
10 |
7o |
7.3 |
6 |
45 |
7.5 |
19 • 12 |
105 94 |
5.5 7.8 |
DiSTKICTS.
Lewis
Lincoln
Lyman
Mayhew . . . Xorcross . . .
PhiUips
Prescott.. . . Quincy . . . .
Piice
Sherwin
Shurtleff.... Washington
Wells
Winthrop . . . Training . . . Totals
No. of Schools.
10
11
7
7
14
7
9
11
10
12
12
7
12
9
1
334
Sent to Gr. Sch.
81 30 51 95 26 61 42 50 63 63 60 81 70
No. to a School.
7.5 7.3 4.3 7.3 6.7 3.7 6.7 3.8 5.0 5.2 5.2 7.1 6.7 7.7
2083
G.2
* One school discontinued.
130 ANNUAL, SCHOOL KEPORT.
TEACHERS.
"All roads lead to Itome;" so all lines of educational improvement converge into one central object, — the teacher. The importance of other elements that go^ to make up a good school may be, and often are, over- estimated. IS'ot so with the teacher. The teacher is the school. How to secure to every school a teacher who understands and loves his work, — this is the su- preme educational problem, at all times and in every place. It is a comparatively easy matter to build' good school-houses, and make a judicious choice of text-books, and draw up a rational and sound scheme of instruction; but to furnish such teachers as are needed is a very different thing.
At the present day no one, whose educational opin- ion is of much account, doubts that special prepara- tion is requisite for success in teaching. It is not enough that the person who undertakes to exercise the functions of teacher has enjoyed good advantages for general culture. To a thorough general educa-
tion in literature and science, he ought to add a knowledge of the principles and methods of in- struction and discipline. Thirty years ago or more, Horace Mann delivered in every county in the State an eloquent address on the proposition, "Special preparation is a pre-requisite to teaching." He set in a clear light the frightful waste of time and money in oar schools for want of such preparation. But he found everywhere opponents who told him that the teacher Avas born, not made; that skill in teaching was a gift that came by nature; that it was an art
superintendent's eepoet. 131
which was incapable of being- imparted by any pro- cess of ti'aining. Bnt, happily for us, a great change has taken place in this respect. There is now a toler- ably general agreement among us about the necessity of special professional training as a means of fitting teachers for their important and difficult duties. T^or is there any great difference of opinion in regard to the expediency and ecojiomy of providing for this needed training, through the instrumentality of special schools which ai'e exclusively devoted to this single object. "VYc call these institutions Normal Schools, the name nor'mal being derived from a Latin word, which signifies a rule, standard, law. Schools of this character were called IS'ormal Schools, either because they were designed to serve in themselves as the model or rule by which other schools should be or- ganized and instructed, or because their object was to teach the rules and methods of instructing: and governing a school.
Twenty years ago, after a thorough and exhaustive discussion of the subject, the School Board of this city established a Normal School, for the professional training of female teachers. This institution was not merely a Normal School in name; it was a Normal School in reality. And it did not aim or pi-etend to be anything else than a Normal School. Its sok; aim was " to fit its pupils in training for the practical du- ties of teachers, by making them familiar with the most approved methods of teaching, and by giving them such command of the knowledge they have ac- quired, and such lacility in imparting it, as shall en- able them to originate methods of their own, and to
132 ANNUAL SCHOOL REPORT.
apply them successfully in the instruction of those who may afterwards come under their care." It com- menced its career with the most flattering prospects of success, but before it had been in operation quite three years, the public sentiment demanded provision for the higher education of girls who were not intend- ino: to become teachers. The School Board under- took to meet this demand by changing the character of the IS'ormal School, so as to make it a High School for girls as well. "It will not, however," said the advocates of the measure, " entirely lose its character as a IsTormal School." True enough, it never has entirely lost its normal characteristics. But from that day it has been more of a High School than a !N^ormal School. It has undoubtedly rendered great service to the city. It has always been a school of many excellences; many of our most successful teachers have been indebted to it for the best part of their education, and the establishment of the Training Department, eight years ago, deserves especial men- tion as a step in the right direction, from which our schools have derived considerable benefit. Still, I believe that far better ^results would have been at- tained by two separate organizations. Everywhere, as education advances, educational institutions are simplified. Institutions hecome more efficient in pro- portion as their functions are limited and distinctly defined. The academy which enjoys the highest rep- utation in Kew England, and perhaps in the country, for fitting young men for college, limits itself to that single object. I have always regarded our plan for accomplishing the objects of two diflPerent schools
superintendent's report. 133
under one organization as a temporary expedient, and its abandonment as merely a question of time. It has been too long delayed. But the degree of unanim- ity with which the Board has just now, after long de- liberation, voted to have a separate High School for girls, and a separate Xormal School for the training of female teachers, leaves no room to doubt that this vexed question is at length settled.
This important action of the Board will leave the High School in its grand edifice, free to expand itself untrammelled, and to adapt its curriculum to the grow- ing demand of the community for the largest and most liberal provision for the higher education of such young ladies as possess the disposition and capacity to avail themselves of it. The IN^ormal School, on the other hand, not concerning itself with the busi- ness of imparting to its pupils a general education in literature and science, but limiting itself to the spe- cific object of training its pupils in the science and art of education, of forming teachers of pupils who are already well-educated women, will be enabled to supply our schools with teachers of the highest quali- fication. If these institutions are conducted on right principles there will be no rivalry and no antagonism between them, any more than there is between the Latin and English High Schools. They will harmo- niously co-operate with each other for the promotion of the educational interests of the city.
The i^ormal School should have, as an indispensa- ble part of its organization, a model and practising school connected with it, embracing all the classes of the Primary and Grammar School grades, ^one but
134 ANNUAL SCHOOL REPOET.
promising candidates, of mature age and good edu- cation, should be admitted to its course of training. The certificate of qualification should be awarded only to such pupils as prove, by actual practice, their aptness to teach. And then such as successfully pass the prescribed ordeal should have the preference over other candidates in filling the vacancies that occur in the schools. A Normal School conducted in accord- ance with these principles, cannot fail to improve the quality of teaching in all our Primary and Grammar Schools.
But such an institution is not the only means nec- essary for securing the requisite teaching ability. We need hetter regulations in respect to the exami- nation of teachers. In this respect, instead of mak- ing progress, we have lost ground. Ten or twelve years ago candidates were seldom elected without having passed an examination. It is true, the exam- inations were not very systematic or thorough, and there was no uniform standard of attainments re- quired. Latterly, teachers have, in most cases, been appointed without any examination. I am fully per- suaded that the best interests of our schools demand a reform in this respect. I sometimes hear it said that an examination is of no account. It is not difii- cult, indeed, to imagine a sort of an examination which would be of little value, as a test of a teacher's qualifications. But an examination of the right de- scription,— a fair, broad, thorough examination, cov- ering professional topics as well as subjects of gen- eral education, — w^ould be of great use in various ways.
supekesttendent's report. 135
Why should we not grant certificates of qualifica- tion of diflerent grades? Why should teachers re- ceive the maximum salary before they have obtained a first-class certificate? I am satisfied that there is great room for improvement in respect to the examination of teachers. I am satisfied that the present practice of ignoring the examination of candidates is not giving us the best teachers we might get for the salaries paid. What is needed especially is a fair chance for competition. And how can there be a fiiir chance for competition so long as there are no examinations open to all comers? Our practice is evidently not calculated to encourage the application of the most meritorious candidates. In- stead of opening the lists for competition in scholar- ship and knowledge of teaching, we virtually subject our candidates to a 'pedestrian competition^ in can- vassing the members of a large board, and a large number of masters.
We want teachers who combine tact and technical skill with good scholarship. The choice should not be between tact without scholarship, and scholarship without tact. We should, in the first place, exclude all candidates who have not good scholarship, and, I should say, very good scholai-ship,no matter how much tact they may have, and then from the good scholars select those who show the most tact. Teachers who are not good scholars do not wear well. They are not likely to improve. They become more and more mechanical in their teaching. They inevitably be- come, if they remain long in service, incorrigible routinists. Their minds are wholly occupied with
136 ANNUAL SCHOOL EEPOKT.
particulars and details, without being capable of deal- ing with principles. They are not likely to add much to the dignity or influence of the profession. It is especially desirable to have men of good education to fill the office of master; and as nearly all masters must come from the ranks of sub-masters and ushers, it is of the greatest importance to see to it that no man is appointed sub-master or usher who is not a very good scholar. The future of our schools de- pends largely on the character of the present sub- masters and ushers.
ADMISSION TO THE HIGH SCHOOLS.
On my recommendation, an order was introduced into the Board last year, with a view to a modification of the requirements for admission to the High Schools, excepting the Latin School. The proposition was to make the requirements of the highest class m the Grammar Schools the basis of the examination for promotion to the High Schools, and thus to har- monize these two grades of 'schools. This plan, how- ever, was not adopted. As the regulations relating to this matter now stand, pupils can get into the High Schools who are not qualified to receive the graduat- ing diploma of the Grammar Schools. This incon- gruity is not practically at this time a matter of vital importance. It is, however, quite important that the standard of requirements for admission to the High Schools should not fluctuate from year to year. The standard is composed of several elements, — the char- acter of the questions, the number of the questions, the time given for answering them, the mode of mark-
superintendent's report. 137
ing the results, and the percentage of correct answers reqmred. In all these elements ther^ should be a reasonable degree of uniformity from year to year, unless notice is given beforehand that a change is to be made in any of them. It is a very easy matter to make the percentiiges go up or down, by varying the mode of marking the results of the same answers to the same questions. Last year, at the English High School, the answers to the questions in Interest were marked wrong, if they were not in conformity with the results of a method of solution somewhat recently adopted by bankers and brokers, and which the Grammar Schools had not intended to teach, but which they might have taught in a short time, if it had been known that it w^ould be required. I do not know that any j^upil was ex- cluded in consequence of this marking, but the per- centage thus obtained, if sent out without due ex- planation, would do injustice to the Grammar Schools. As it is probable that there are many members of the Board who have not been furnished with the ques - tions used at the examination for admission to the High Schools last July, I insert them here, for future reference, and accompany them with a copy of the questions used last year, for the same purpose, at St. Louis : —
Foe Applicants to the High Schools, Bostox, July, 1871.
Geography.
1. Two ships start from the same port and sail, one ten degrees in latitude and the other ten degrees in longitude ; which sails the greater distance?
138 ANNtJAL SCHOOL EEPOET.
2. Define Equator and Tropics.
3. The difference in longitude between London and New Orleans is 90 degrees ; what is the difference in time?
4. What is the breadth, in degrees, of the Temperate Zone?
5. In what latitude and longitude are our antipodes?
6. What seas are found south of Europe?
7. Give three of the principal mountain chains in Europe.
8. Mention the three principal cities in the valley of the Po.
9. On what rivers are Hamburg and Bremen situated?
10. What change has taken place in the political geography of Europe during the past year, in consequence of the German French War?
11. Draw a rough outline map of New York, and mark the principal waters.
12. Mention the principal West India islands.
13. What are the exports of these islands?
14. If you were to visit Rochester and Syracuse, N. Y., and Pittsburg, Pa., what important productions and manufactures would you find at each of these places ?
15. Mention the great physical divisions of North America.
16. Mention the capitals of the Middle States. Mention the most important cities on the Rhine. What animals are found in the Old World which are not found in the New?
17. Mention two great deserts of the world, and state where they are situated.
18. Mention three of the highest mountain-peaks in the world, and state where they are found.
19. What do you understand by the term water-shed in Geog- raphy ?
20. What by a basin?
21. What is a relief map?
History.
1. When and by whom was America discovered?
2. When and by whom was Plymouth settled ?
superintendent's report. 139
3. In what colonies was free toleration of religion recognized ?
4. When and for what purpose was the confederacy of the " United Colonies of New England " formed?
5. "What was the Boston Port-Bill?
6. In what year did the Revolutionary war begin? End?
7. Mention one of the acts of the first Continental Congress.
8. What event determined the French to become our allies?
9. Why were the "Articles of Confederation" superseded by the Federal Constitution ?
10. What were the two national purchases of Jefferson's and Monroe's administrations ?
1 1 . What is meant by Protective Tariff ?
12. During whose administration was there a surplus revenue in the treasury, and what was done with it ?
13. What was the cause of the Mexican War?
14. Name two of our prominent generals in the Mexican War, and one important victory gained by each?
15. What was the cause of the Kansas troubles?
16. In what year did the Rebellion begin and end?
17. Name the State that first seceded from the Union.
18. Name two of the most distinguished loyal naval command- ers during the Rebellion, and one of the most brilliant exploits of each.
19. What terms were granted the rebels on their final sur- render ?
20. What presidents of the United States have died during their terra of office ?
Arithmetic.
1. Divide 312 by ^. Multiply 472 by f .
2. Divide f by 250. Substract ^^fvomZ2b.
3. 324 is f of what number? What is -J of 8| ?
140 ANNUAL SCHOOL REPORT.
4. Reduce t^^t to a simple fraction.
5. Add 113f, 118, 19^, and 117f.
6. Multiply forty and six hundred twenty-five thousandths by one hundred twenty-five thousandths.
7. Divide six hundred and twenty-five thousandths by two and five tenths.
8. Reduce 5 furlongs 21 rods to the decimal of a taile.
9. Reduce £7,325 to shillings, pence, and farthings.
10. If it costs Sll^ to carry 6 tons, 17 cwt., 20 lbs., 12^ miles, how far can the same be carried for $23 ?
11. How many cords in a pile of wood 100 feet long, 8 feet wide, and six feet high ?
12. How much will it cost to carpet a floor 30 feet long and 27 feet wide, at $3.75 per square yard?
13. Three men can do a piece of work in 24 days, how many men must be added to the number to do the same in 4 daj'^s ?
14. I sold a horse for $2,100, and gained 5 per cent, on the cost ; had I sold him for 1 1,800 should I have gained or lost, and how much per cent. ?
15. What is the interest of $735 from April 7, 1870, to July 13, 1871, at six per cent.?
16. What is the interest on $9,675 from January 1, to March 3, 1871, at 7f'o- per cent.?
17. AVhat is the interest on a six percent. U. S. Currency Bond of $10,000 from January 1, 1871, to March 17, 1871?
18. What is the bank discount on a three month's note for $5,000 at 9 percent.?
19. Find the interest due on the following note, if paid March 19, 1871: —
Boston, July 1, 18G9. $2,500. For value received, I promise to pay John Jones, or order, twenty five hundred dollars on demand, and interest at six per cent.
Note. — Calculate the interest by days, 365 days to the year.
superintendext's eeport. 141
20. "What -will be your per cent, of correct answers, if you get seventeen out of the twenty right?
Grammar. The figures ■written as exponents indicate the worth of the questions. !■*. What is the difference between an adjective and an adverb?
2^. Correct the sentences : If I had known it before I would have done different. Large bodies move slow. 3"*. Compare the adverbs soon^ ivell, much, loisely. 4"*. State the different properties of a noun.
5^. "Write the plurals of the following words : folly, chimney^ deer, sheaf.
6*. How is a passive verb formed ?
7*. Express the idea of the following sentence, with the verb in the passive voice : Columbus discovered a light at a distance.
8*. Define an auxiliary verb.
9*. "Write four auxiliary verbs.
10^. Correct the following sentences : Each of the young ladies* are good scholars ; but neither have learned their lessons. Between you and I, I think tis him.
11*. "What are the essential parts of a sentence?
12*. "Write a sentence wherein a participle is used as a noun.
13*. "Write a sentence in which the word that is used both as an adjective and as a conjunction.
14*. Name the different parts of speech used as connectives.
15*. "Write the 1st person plural of the verb call, in the em- phatic, progressive, and passive forms of the past indicative.
16*. AVhat are the principal parts of a verb?
17*. "Write the principal parts of spin, throw, cast, cling.
18*. Define parsing and analysis.
1912. Analj'ze the following : " Beautiful descriptions of morn- ing abound in all languages, but they are strongest, perhaps, in the East, where the sun is frequently the object of worship."
20'*. Parse the words in italics in No. 19.
142 ANNUAL SCHOOL REPORT.
For Applicants to the High School, St. Louis, in June, 1871.
Geography.
1. What is a meridian?
Where must ,a place be situated to have no latitude and no longitude ?
2. What is climate and upon what does it depend ?
3. Define in order the following terms : Lake ;
Ocean ; Watershed ; Isthmus ; Peninsular.
4. A vessel is at London. Name in their order, one under the other, the bodies of water on which she must sail in order to reach Cairo, in Eg^^pt.
5. Give the names of four rivers, whose course is northerly', and opposite each write the name of the grand division in which it is found.
6. Give the boundaries of Maryland, commencing with the northern boundary.
7. Give the situation of the following cities, naming the State, the part of the State, on what water : —
Chicago ; Cincinnati ; New Orleans ; Philadelphia ; Boston.
8. Where are the East Indies ?
For what natural productions are they noted? Where are the West Indies ? For what natural productions are they noted? Name the largest island of each group.
9. In what division of South America are earthquakes most fre- quent ?
10. Sketch an outline of Missouri, tracing the course of the Missouri river and locating St. Louis and Jefferson City, St. Joseph and Hannibal.
STJPERINTENUExNTS liEPORT. 143
History.
1. By whom was the Mississi]:)pi discovered? "Where? When?
2. Give the date and pLace of the earliest settlements in the United States.
(a) By the English. (&) By the Spanish, (c) By the Dutch.
3. What was the chief cause of the Avar in America between the French and English?
What part did the Indians take?
Name the most important generals on both sides.
4. What provisions were made for education in the early his- tory of Massachusetts?
5. What was the " Bill of Rights " ? By whom passed? Give its date.
6. How long did the Revolution continue? Name the first and last battles. Give the names of the commanders in the last.
7. State the important differences between the Articles of Con- federation and the Constitution of the United States.
8. What body of men formed the United States Constitution? When was it adopted?
What officers constitute the Cabinet of the President?
9. When are parties entitled to trial by jury ? What rights has the accused in respect to witnesses? To counsel? To jurymen? What is said of excessive bail ?
AritJimetic.
1. Subtract four hundred and twenty-nine thousand and six hundred and eighty-nine, from one million two hundred and thirtj'-four thousand five hundred and twenty-three, and multiply the remainder by four hundredths.
2. Divide 16.23551 by 7.31.
Define /r/.ctor; multiple; give examples of each.
3. Find the greatest common divisor of 18 and 6G2. Find the least common multiple of 16, 18, and 171.
144 ANNU.VL SCHOOL REPORT.
4. How would you proceed to find {^ of any number?
5. Four sevenths of 84 is six elevenths of how man}' times 9?
6. How many square feet of paper will it take to cover tne walls of a room 10 feet long, 6 feet wide, and 12 feet high?
7. A grocer sold three barrels of flour, one for $94- and each of the others for $8^-g-. If $27 were handed him, what ought he to return ?
4
8. Divide f of 2f by — .
9. What is the interest of $856.24 for 2 years, o months, and 7 days, at 6 per cent. ?
10. If 9 men can reap 12 acres of rj^e in 12 da5'S, how many men would be required to reap 8 acres in G days ?
Perform this questian by analysis.
Grammar.
1. "Write the plural of ecJio, knife, penny, and the letters a and 7i.
2. What is the rule for forming the plural of nouns? For form- ing the possessive?
3. Write the personal nouns.
4. How many degrees of comparison have adjectives, and wliat is the use of each?
5. Write a sentence in which the infinitive is used as subject ; one in which an infinitive is the object of a transitive verb.
6. How is the passive voice of verbs formed, and what kind of verbs may have the passive voice?
7. Parse " what" in the sentence " I told him what to. do."
8. Give an example of an interrogative sentence and under- score the subject of it.
9,. Analyze " The girls were sliding swiftly on the ice."
10. Write a synopsis of " know " in the first person singular of the indicative mood.
supeeintendent's report. 145
Words to Spell.
Always, bulrush, conqueror, descendant, easel, furnace, ghastly, harass, incessant, javelin, kangaroo, lose, mign- onette, necromancy, horizon, parallelogram, quadrillion, representative, stratagem, tranquillity.
THE FIRST STEPS IN" TEACHING NUMBERS.
Being highly pleased with the handling of numbers in the lowest classes of the Primary Schools in the Adams District, I requested two of the teachers to write out in detail their mode of proceeding. My request was very kindly complied with. The papers sent me are so good that I insert them here for the benefit of other teachers. It must not be inferred from my commendation of what these two teachers did, under the advice and direction of their principal, that there are not many other teachers who are doing excellent work in teaching the first steps in numbers.
MISS A. E. heed's paper.
The First Principles of Number, as Developed loith the Sixth
Class. »
In beginning my first lessons in number, I bring before the class a book, a pencil, or a bell, and ask different children the names of the objects before them; they give me the names of them, and then they are asked liow ma^i^/ books, how many pencils, etc.; they reply one. I ask them to repeat after me, one hooJc, one pencil, one hell, and then different children volun- teer to find me any one object that they may see in
146 ANNUAL SCHOOL REPORT.
the room, always being required to connect the name of the object with the number found.
After a httle drill upon one, I place one more be- side the objects first taken; if I have taken books, I place one book by the first, requiring the children to watch me closely. I put one pencil by the first, and then taking both away, ask any child to do as I have done. How many books did I put with the first book? How many pencils with the first pencil? How many have I now? If they cannot all tell me, I say, two books, two pencils, and then desire them to count alone ; one pencil, two pencils ; one book, two books, and then the children are sent to find and count any two objects in the room.
Three and four, and the numbers as far as ten, are taken much the same way, every new number being preceded by drill upon the numbers already given.
After they can recognize two and three readily, and have some idea of the increase of number by one, the numeral frame is taken, and a child is asked to move four balls to one side of the frame; he is then asked to take one ball from the four balls, and the class tell how many balls are left; then one is taken from the three balls, and the children tell what remain, and finally the class see that nothing is left, by taking one from each number of balls.
After considerable practice upon the first ten num- bers and their increase and decrease by 07ie, the ad- dition of numbers with objects (the sum not to exceed ten) is begun. I first take bright-colored blockSj as they are easily seen and handled ; I place one upon my desk, and ask the class how many blocks they see
superintendent's report. 147
(one) ; at a little distance from it I place another, and they say it is one block; then we count the number of blocks upon the desk and find there are two ; pointing to the first block, I say, one block (class repeats) and one block are two blocks; then the blocks are re- moved, and some child is asked to repeat it, selecting and placing as done at first.
After some little practice with the teacher at the desk, the children are sent to the boxes at the back of the room, which contain bright-colored cards. The number of cards first sent for is very small, as two cards and one card; three cards and two cards; these are arranged at each side of the desk, and when all the children are ready, the bell is struck, and each child stands in turn, and gives the number of cards at each side of the desk; and then their sum, as four cards and three cards are seven cards.
Another part of the programme is, counting by ob- jects to one hundred. ]S"ail-prints, spools, blocks, or cards are used by teacher and children in learning the succession of numbers; and when that is well learned, questions are asked the class upon, —
First. The Relative Size of Numbers; as, "Which would you rather have, sixteen tops or twelve tops? nine apples or eleven apples? and,
Second. The Order of IS'umbers, the children be- ing asked to tell what comes next after any number that is given them; what comes next after nineteen? thirty-seven? twenty-three? etc., and when the last step is well understood, the class will readily add one to any number below twenty without the use of objects, as thirteen cards and one card are fourteen cards; sixteen cards and one card are seventeen cards.
148 ANNUAL SCHOOL REPORT.
These are the different steps that I have followed hi number, this term, and comprise all the limits in the Sixth Class.
MISS ELIZA A. WIGGINS'S PAPER. '
The Development of Number in the Fifth Class.
The starting-point in Mathematics is the develop- ment of I^umber. A right beginning justifies, almost secures, a right ending. A slow and sure progress will be made by the constant use of objects brought before the child's eye, — handled and counted by him- self. This method (through the enthusiasm of the child) may startle the stiff disciplinarian, but most valuable and accurate practical knowledge will be gained.
Every member of the class requires to be furnished with a very economical apparatus, which will serve for all succeeding classes. This apparatus consists of paper boxes, — 5| inches long, o\ inches broad, — (the covers fitting loosely), within each of which are kept 25 inch cards of various pleasing colors. On the under part of the box is written the child's name, also the year, month, and day it was loaned to him.
Twice a week, we have a very simple process of counting the cards, to see that each child has his complement, — never allowing any one to carry a card home, to feast the eyes of juvenile members. These boxes are kept in the desk, at the right-hand corner, and are never to be touched, except by order. When the time appointed for their usage arrives, at
superintendent's report. 149
a given signal, the hands touch the boxes, — carry to laps, — place upon the desks, at the left-hand upper corner, having the length of the boxes parallel with the length of the desks, and at the very edge, — hands on covers, — covers on desks directly below the boxes, — hands in position.
The first idea to be developed is that of One or Unity. Teacher presents one book, one pencil, one boy, and children can very readily assign to it the name of One. Children are requested to look about the room and mention one thing they see, also one thing they have seen at home, on the street, or elsewhere. Children are told to take one card from the open box, and place it on the desk, at the right of the box, and touching the upper part of the box. After having advanced thus far, teacher places the figure 1 on the board, explaining its significance. Teacher makes one vertical line (| ) on the board, children ' tell how many lines are made, copy the same on the slate; teacher makes the figure 1 on the board, chil- dren tell what it is, and copy the same on the slate.
At the next lesson, we have a Review of One, and Two is brought forward in the same manner. Two objects are shown to the children, — two desks, two slates, two girls. Children tell how many are pre- sented. Children are told to place two cards on the desk at the right of the box and on a level. Teacher makes two (| | ) vertical marks upon the board ; chil- dren tell how many, and make the same upon the slate. The figure 1 is made upon the board by the teacher, and its significance given; children make 1 upon the slate. The figure 2 is made upon the
150 ANNUAL SCHOOL REPORT.
board by the teacher, and its significance given; children make 2 upon tlie slate.
In a similar manner, 3, 4, 5, 6, 7, 8, 9 and 10, are developed, by actual objects and by count. Then we take the combinations of numbers, — each decade by itself, — to 100.
At first the children are taught that 9 cards are more than 5 cards. The truth is evident to them as the cards lie upon the desk. In process of time they realize without sight that 3 oranges are less than 6 oranges, and finally they possess a knowledge of abstract numbers. They know that 9 is more thai! 7, 8 less than 10. To test their knowledge, teacher asks what number is counted before a certain number, what number after it; which is the larger number, which the smaller.
Children frequently count to 100, by the use of objects. The order of numbers can be easily taught at about this time ; first, second, third, etc. Teacher tells a child to touch the tenth scholar, fifteenth desk, etc.
ADDITION.
With a sure foothold upon the value of numbers, we commence to count two numbers together, or to add. The signs of addition and equality are ex- plained. The sign of addition, -}- (and), placed be- tween two numbers, tells us they are to be counted together, or added. The sign of equality, = (are), tells us that the numbers on the left of the sign counted together, or added, are equal to the number on the right. Children comprehend, if they cannot explain, the meaning of the signs.
superintendent's eeport. 151
One child is requested to stand in front of the class, also another, and the children tell readily how many are standing. Children place one card upon the desk at the right of the box, and touching the box, also one card immediately below the first card, and they can tell at once how many cards are upon the desk. They read, looking at the cards : — 1 card + 1 card = 2 cards.
Teacher makes one vertical mark (|) upon the board, also its equivalent in the figure 1. Children tell what they are, and copy on their slates. Teacher makes one vertical mark ( | ) immediately below it, also its equivalent in the figure 1. Children copy the same upon the slates. The work on the slate would be as follows : —
1 = 1
i = l
1 + 1=2
Children would read looking at the slate, thus: — 1 + 1 = 2
We proceed to add 2, 3, 4, 5, 6, 7, 8 and 9 to 1 in the same way, and gradually to add to 2, 8, 4, 5, 6, 7, 8 and 9, till the sum equals 10.
In connection with this work, teacher prepares plain white cards with the various combinations that amount to 10, using the signs + and = (8 + 2=), but not marking the answer, which the children (each having a different combination) are required to read aloud, and to illustrate by cards upon the desks, and also by marks upon the slates. Suppose the white card had the following upon it : —
152 ANNUAL SCHOOL UEPORT.
6+4 =
Children would read 6+4:=, and they would place 6 cards in the first line at the right of the box, and 4 cards immediately below in another line. The work on the slate would be thus: —
6+4 =
111111 = 6 1111= 4 6+4 = 10
After the colored cards have been examined by the teacher, to see if they were arranged according to the numbers on the white card (always obliging the children to place the number of cards in the first line to correspond with the first number on the white card, the second line of cards to correspond with the second number on the white card), the white cards are collected by the teacher, and the children look at the colored cards, and repeat thus: 6 cards and 4 cards are 10 cards. From the slate they would read thus: 6 and 4 are ten.
Each child answers according to his own arrange- ment of cards. Commencing with a difierent line of scholars every lesson, each child, after he has recited his own numbers, is allowed to arrange all the cards from his box, upon the desk, in any proper form he may choose, thereby keeping him employed, and developing his own ideas of form. Sometimes they make letters, vertical lines, horizontal lines, a series of steps, squares, etc.
After all the lines of children have recited, at a
superintendent's eeport. 153
given signal the children put cards in boxes (boxes remaining on the desks), hands on covers, covers on boxes, boxes in laps, boxes in right-hand corners of the desks.
Practical questions of imaginary or concrete ob- jects are represented by cards, also by lines upon the slates, by the children.
After the children are thorough upon the principle of adding numbers, the sum of which is 10, we pro- ceed gradually in the same manner to add numbers, the sum of which would be 20. They also commence at this stage of knowledge, at first by objects, after- wards abstractly, to count by 2's to 100, both odd and even numbers, also to add 2 promiscuously to any number less than 100.
When the principle of adding is thoroughly under- stood, we consign it to oblivion for a season (so as not to perplex the young minds with the principle of Addition and Subtraction at the same time), and begin to develop Subtraction.
SUBTEACTIOI^.
"With the children's knowledge of ^N^umber and Addition, they have quite a firm basis for starting upon a higher and more difficult principle. The sign of Subtraction, — (less), is explained to them. It signifies that the number on the right of the sign is to be taken from the number on the left, or the smaller number is to be taken from the larger. Like the other signs which the children have been taught, they understand their practical significance, but no definitions are required of them.
154 ANNUAL SCHOOL EEPORT.
One book is brought before the class, the children tell how many they see, then the book is placed away, and they readily see there are none left. One card is placed on the desk at the right of the box, and then one card is taken away (from the card on the desk, and not from the open box) and removed to the very edge of the desk at the right hand, and the children quickly see that no cards remain, and they read looking at the cards, 1 card less one card are 0 cards. On the slate the work would stand as follows : —
1 — 1 =
1 — 1:^0
The children would read looking at the slate, 1 — 1 = 0.
"We proceed to take I from 2, 3, 4, 5, 6, 7, 8, 9 and 10, and gradually to progress to take one number from another which shall not exceed 10.
White cards are prepared by the teacher, one num- ber to be subtracted from another, the minuend not exceeding 10. These white cards are worked out by the children, with the colored cards on the desks, and also with the vertical lines on the slates. Suppose the white card had upon it the following : —
10 — 7 =
Children would read 10 — 7=, and they would place 10 cards on the desk at the right of the box, and then place 7 cards away at the right-hand edge of the desk. They would readily see how many cards they had at first, how many they had taken away, and
superintendent's report. • 155
how many they had left. They would read, lookmg at the cards, 10 cards less 7 cards are 3 cards. Teacher would represent on the board, and the chil- dren would copy on the slates as follows : —
10 — 7 =
I i i 10—7 = 3
Children tell how many lines to make at first, to correspond with the first number on the white card, how many lines to take away, to correspond with the second number on the white card, how many there would be left, and they read, looking at the slates, 10 — 7 = 3.
Each child has a white card with different numbers upon it, according to which numbers the colored cards on the desks, also the lines upon the slates, are to be arranged, and after the cards and lines have been examined by the teacher, the white cards are collected, and the children look at the colored cards and at the slates, and read according to their own arrangement.
By using the white cards (which the children are not allowed to touch), with the numbers upon them for Addition and Subtraction, for the children to work out, with colored cards upon the desks, and also with lines upon the slates, many advantages are secured. They familiarize the children with the figures and signs; they serve to economize the teacher's voice; a greater variety of combinations than would directly suggest themselves to the teacher's mind is grasped; and time and accuracy are gained.
156 AOTHJAL SCHOOL REPORT.
During the present term from September to Feb- ruary, this work was accompHshed in the Fifth Class of a Primary School, but a grand and thorough pre- paratory training had been successfully drilled through the two Sixth Classes, from which this Fifth class was formed.
DE. Leigh's method.
In my last report I stated that this method was in successful use in the Primary Schools of eleven dis- tricts. During the last year it has been introduced into some other districts. This method consists in the use of reading books for beginners, printed in what is called " pronouncing type." The Roman let- ters are modified to indicate their difierent sounds. By this method, beginners in reading are not taught the names of the letters at first; they are taught only the sounds. Dr. Leigh has devoted himself for many years to the invention and development of this method, with a patience and perseverance worthy of all praise.
This system is described by the author in the fol- lowing language : —
"What is it? It is orthography, the common orthography of our books and newspapers. It is not Phonotypy ; the spelling ia not changed, every word being printed and spelled according to our standards, Webster or Worcester.
But it is a Pronouncing Orthography. It shows the exact pro- nunciation of every word. A special form of a letter is used for each sound of it. Letters which have no sound are printed in a hair-line or light-faced tj^pe. It thus shows the pronunciation without changing the spelling, and even preserves the familiar form, or face, of the words as we are accustomed to see them in
supeeintendent's eeport. 157
our books and newspapers. "Words printed with this type diflFer less from those on this page in the common Roman print, than italic words do, or those printed with most of the fancy types so much used in our newspapers and advertisements. In this way, •without doing any harm, it does great good. It does for the reading lessons in the child's primer, what Webster's or "Worces- ter's accent marks do for the words in their dictionaries ; only it avoids the use of the accents, which would be a blemish to the page, and would not be practical or useful enough for the chil- dren. It is designed and used, not for the dictionary merely, but for the primer, making every word, and line, and page, a pro- nouncing dictionary for the learner, always under his e^^e, that he can use with ease and certainty at the very time he needs it. It thus combines in one our two English languages, — the written and the spoken, — which have been hitherto so widely separated by our difficult and irregular orthography. It is not a new book, but a way of printing any primary book, the very same books which have long been approved and used in our schools, as will be seen from the list given below.
It is not a new method of teaching (though it does lead to improved methods), but is applicable to any good method now in use and auxiliary to it, preserving all that is good, and adding much that is of the greatest value."
For several years it has been optional with the District Committees to adopt this system or not. Its success, where it has been used, has been so decided, that it seems desirable that it should be made obli- gatory in all the districts.
The following points, which were drawn up by the author of the system, will serve, not only as a guide in investigating the results of the use of the method, but also as hints which may be turned to good ac- count by the teachers who use it.
^^ In all the inquiries into the results of the use of Pronouncing Orthography in the Boston schools, let me ask attention to the following points : —
158 ANNUAL SCHOOL REPORT.
1. The facility with which the pupils learn the phonic letters and their sounds, as compared with the ordinary learning of the letters of the alphabet and their names.
2. The interest which the pupils take in learning and practising the sounds.
3. The interest they take in spelling by sound, and in finding out the spoken words from the sound of the letters, and the advantage of this.
4. That they learn all the sounds.
5. How well they spell by sound.
6. Their rapid progress in learning to read.
7. Their correct and distinct pronunciation.
8. How soon they may be taught to read fluently and naturally.
9. That, in learning to read in this print, they are learning to read in common print; there is really no transition to make.
10. The correction of foreign brogue, accent and bad pronunciation.
11. The distinct utterance of every sound; the correction of careless utterance.
12. The cultivation of self-reliance, and self-help. The pupils can do and study themselves, and not look to and lean on the teacher.
13. The cultivation of the eye and ear in discrim- inating the various forms and sounds of the letters and the habits and power of observation thus acquired, with their future influence, extending, as it must, to all their future reading, writing, and spelling.
14. The cultivation of the vocal organs by this constant practice and drill.
SUPERINTENDENT'S REPORT. 159
15. The training of the mind to order, regularity, consistency, truthfuhiess in school, and in books, such as the child meets with in nature out-of-doors.
16. The importance of the immense saving of time (doing two years' work in one), especially to those children who, in Boston, have but four or five years' schooling, and in most cities and towns but two or three.
17. The uniformity of these results in all the schools, here and elsewhere, where this print has been used, and the very strong and decided testimony of most, if not all of the teachers.
18. The difficulties and objections have been only in anticipation, and have vanished before experience Teachers who began with reluctance and doubt, have imiformly succeeded before reaching the end of the primer, and have become decidedly in favor of the method.
19. That these are the results of several years' ex- perience, in various parts of the country, with all sorts of teachers, in several thousands of schools, and that as yet I know of not one real exception.
20. That these results have been obtained under many disadvantages. The print and the method were both new to the teacher; the books used were the old books, merely printed in the new type, and were not prepared and arranged in progressive lessons suited to the new print and method. The teacher had no minute and special directions, and guides in teaching, but each was left mainly to her own wit and the blackboard. Experience, too, has shown that, in some respects, the suggestions made
160
ANNUAL SCHOOL REPORT.
by me to the teachers and the ways of teaching in- dicated, were not so good as has since been found out. "With increased facilities and advantages of so many years' experience by so many excellent teachers, it is certain that very much better results will be secured, than even the remarkable ones already re- ported."
EXPENDITUEES FOE SCHOOLS.
The following table shows the ratio of the total school expenditures, including school-houses and lots, as compared with the total city tax for all purposes, for two decades, expressed in decimals : —
Decade from 1841-1851. |
Decade from 1861-1871. |
||
1841-42 |
25.0 |
1861-62 |
22.9 |
1842-43 |
21.7 |
1862-63 |
17.9 |
1843-44 |
28.2 |
1863-64: |
13.2 |
1844-45 |
27.6 |
1864-65 |
14.3 |
1845-46 |
28.8 |
1865-66 |
13.0 |
1846-47 |
32.0 |
1866-67 |
11.7 |
1847-48 |
34.3 |
1867-68 |
13.7 |
1848-49 |
26.8 |
1868-69 |
21.5 |
1849-60 |
26.5 |
1869-70 |
20.9 |
1850-51 |
25.7 |
1870-71 Average .... |
17.4 |
Average .... |
27.6 |
16.6 |
From the above table it appears that, for the ten years ending 1851, the average ratio of the school expenses, as compared with the total city tax, was 27.6,
superintendent's report. IGl
while for the last ten years the ratio averaged only 16.6. So that, if we should increase our school ex- penses fifty per cent, and more, we should only stand relatively where we stood twenty or twenty-five years ago. This statement is not made as a reason for any special increase of the outlay for schools, but I present the fact as it is, as an answer to the random and sweeping charges which are not unfrequently made against the management of the School Committee, with reference to economy in financial matters.
Respectfully submitted, by
JOHIS" D. PHILBRICK,
Superintendent of Public Schools.
March, 1872.
TWENTY-FIFTH SEMI-ANNUAL REPORT,
To the School Committee of Boston : —
Gentlemen, — In conformity with the require- ments of your regulations, I respectfully submit the following as my Thirty-seventh Report, the Twenty- fifth of the semi-annual series.
SUMMARY OF STATISTICS
For the School Year ending August 31, 1872.
I. POPULATION.
Population of the city, U S. Census, 1870 . . 250,701
Number of persons in the city between five and
fifteen years of age, May 1, 1372 . . . 46,144
Increase for the year . . . .174
II. SCHOOLS.
Number of districts into which the schools are
grouped for supervision .... 30
Number of High Schools 6
Latin School, for boys.
English High School, for boys.
Girls' High and Normal School, for girls.
Highlands High School, for boys and girls.
Dorchester High School, for boys and girls.
163
I
164
ANNUAL SCHOOL EEPORT.
Number of Grammar Schools
For boys, 10 ; for girls, 10 ; for boys and girls, 17 Number of Primary Schools for boys and girls
Increase for the year Number of schools for licensed Minors School for Deaf-Mutes . Kindergarten School . Whole number of day schools
Increase for the year Number of Evening Schools . Whole number of day and evening schools
Increase for the year
8
37 335
2
1
1
381
11 392
III. SCHOOL-HOUSES.
Number of school-houses for High Schools .
School-rooms, 45 ; class-rooms, 24 ; halls, 6 seats, 2,350.
Number of school-houses for Grammar Schools School-rooms, 431 ; halls, 30 ; seats, 23,842.*
Number of school-houses for Primary Schools be longing to the city now occupied . School-rooms, 334 ; seats, about 18,700.
High School divisions in Primary School-house
Grammar School divisions in Primary School- houses
Grammar School divisions in hired buildings
Primary Schools in Grammar School-houses .
Primary Schools in Ward-rooms .
Primary Schools in hired buildings
Number of Ward-rooms in Grammar School-houses
Number of Ward-rooms in Primary School-houses
37
61
23 1
29 1
15 2 4
♦Dorchester buildings reckoned as Grammar school-houses, with an average of 50 seats to a room ; the other buildings reckoned at 56 seats to a room.
superintendent's report. 165
IV. TEACHERS.
Number of teachers in High Schools ... 77
Male teachers, 43 ; female teachers, 34.
Increase for the year .... 7. Number of teachers in Grammar Schools . . 487
Male teachers, 71 ; female teachers, 416.
Increase for the 3'ear . . . . 10. Number of teachers in Primar}^ Schools . . 336
Male teachers, 1 ; female teachers, 335.
Increase for the year .... 8 Number of teachers in the schools for Licensed
Minors, females ...... 2
Number of teachers in Deaf-Mute School, females 3
Number (?f teachers in Kindergarten School, female 1
Number of teachers in Evening Schools . . 95
Male teachers, 32 ; female teachers, 63. Number of teachers in day schools . . . 906
Whole number of teachers ..... 1,001
Male teachers, 147 ; female teachers, 854.
Regular teachers, 963 ; special teachers, 38.
Aggregate increase for the year. ... 11
V. PUPILS.
Average whole number «f pupils belonging to day
schools of all grades during the year . . 86,234
Ratio of the number of pupUs belonging to the
schools to population of the city . . . .14
Ratio of the number of pupils belonging to the
schools to school population . . . . .78
Average daily attendance of pupils in all the day
schools 33,502
Avetage daily absence of pupils in all tlie day
schools 2,732
Average per cent, of attendance of all the day
schools 92.4
166 ANNUAL SCHOOL REPORT.
Ax^erage whole number of pupils belonging to the
High Schools 1,640
Boys, 873 ; girls, 767. Average daily attendance at High Schools . . 1,553
Per cent, of attendance at High Schools . . 93.8
Average number of pupils to a regular teacher in
High Schools 2G.0
Average whole number of pupils belonging to
Grammar Schools ...... 19,760
Boys, 11,343; girls, 8,417. Average daily attendance at Grammar Schools . 18,500
Per cent, of attendance at Grammar Schools . 92.8
Average number of pupils to a regular teacher iu
Grammar Schools ..... 42.6
Average whole number belongiiug to Primary'
Schools ....... 14,716
Boys, 8,093 ; girls, 6,G23. Average dail^'^ attendance at Primary Schools . 13,351
Per cent, of attendance at Primary Schools . . 89.8
Average number of pupils to a regular teacher in
Primary Schools ...... 43.9
Average whole number belonging to the schools
for Licensed Minors ..... 59
Average daily attendance at schools for Licensed
Minors ........ 51
Average whole number belonging to School for
Deaf-Mutes . . . . . • . . .41
Average whole number belonging to Evening
Schools 2,072
Average attendance at Evening Schools . . 1,140
Average whole number belonging to Evening
Drawing School ...... 400
Aggregate whole number belonging to day and
evening schools 38,688
superintendent's kepoet.
167
VI. EXPENDITURES.
Salaries of Officers of School Committee and
Truant Officers ..... Salaries of Teachers, High Schools
Grammar Schools \ Primary Schools ) Licensed Minors' School Deaf-Mute School . Evening Schools . Kindergarten School Whole amount of salaries of teachers . Incidental expenses .....
By Com. on Public Buildings $260,895 72
By School Committee . . 68,743 46
"Whole amount of incidental expenses, including
salaries of officers ......
Whole amount of current expenses for all the day
and evening schools and salaries of officers Expenditures for school-houses and lots Total Expenditures for all School Purposes . Cost per scholar based upon the average whole number belonging For tuition.
All day schools
For incidentals.
All day schools
For both tuition and incidentals,
All day schools
Whole amount appropriated by the City Council
for salaries, and ordinary or current expenses
of schools for the financial year, beginning
May 1, 1872 .... . .
Distribution of the appropriation.
Salaries of officers . . $24,000 00
Salaries of teachers . . 919,600 00
Incidentals, — Committee on Pub- lic Buildings . . . 235,000 00
Incidentals, — School Committee 73,000 00
$23,281 66 125,388 34
711,744 13
1,400 GO
3,790 00
20,678 00
658 34
863,658 81
329,639 18
352,920 84
1,216,579 65
97,800 68
1,314,380 33
23 83
9 74
33 57
1,251,600 GO
168 ANNUAL SCHOOL EEPOKT.
Total amount of appropriations voted by the City
Council for 1872-73 9,861,032 00
Amount assessed for State, County and City taxes
for the financial year 1872-73 . . . 7,759,842 00
Ratio of the amount appropriated for the current expenses of the Public Schools, to the total amount of appropriations of the city for the year 1872-73 .12 +
Ratio of the amount appropriated for the current expenses of the Public Schools, to the whole amount to be raised by taxation for the year 1872-73 .16 +
Valuation of the city. May, 1872 .... 682,724,300 00
Per cent, of valuation of 1872, appropriated for
Public Schools .001-83
Valuation of the city. May, 1865 .... 371,892,775 00
Per cent, of valuation of 1865 appropriated for
Public Schools for the year 1870-71 . . .002-98
Average percentage of the valuation of 1865, of the cities and towns of the State, appropriated for Public Schools, to be expended in the year 1870-71 .003-25
Amount received from the income of the State
School Fund 9,363 24
By comparing the above summary with that of last year's report I find that the increase in the average whole number of pupils belonging to the day schools has been only sixty, while the increase in the number of teachers in these schools has been tvjenty-Jlve. It appears also that, notwithstanding the small increase of pupils, the increase in the current expenses has been $84,980.29; but, as the expenditures for new school-houees were far below the average, the total amount expended for schools shows a decrease of $260,898.74.
superintendent's report.
169
PBIMARY SCHOOLS,
The attendance at these schools during the last half- yearj as compared with that of the corresponding six months of the preceding year, was as follows: —
The average whole number of pupils belonging was 14,199 against 14,793, the deci^ease being 594; the average daily attendance, 12,814 against 13,404, showing a decrease of 590; and the per cent, of attend- ance, 89.8 against 89.4, the increase being four-tenths of one per cent. The whole number belonging at the date of the closing of the schools in July was 14,610 against 14,660, the decrease being 50.
The considerable decrease in the average whole number belonging and in the daily attendance, as shown above, was due mainly, I think, if not wholly, to the unusual severity of the weather during the winter and early spring; for, as the summer advanced, the number increased until the closing of the schools in July, when it reached very nearly that of the same date in the preceding year.
The whole number of regular teachers belonging to this grade of schools at the end of the school year was 335, against 327 last year.
The classes at the end of the year were as follows : —
Classes. |
No. Aug. 31, 1872. |
Per cent |
First Class |
2,447 |
.17 |
Second Class |
2,390 |
.16 |
Third Class |
2,184 |
.15 |
Fourth Class |
2,209 |
.15 |
Fifth Class |
2,235 . |
.15 |
Sixth Class |
3,145 |
.22 |
170 ANNUAL SCHOOL REPORT.
The ages of the pupils at the end of the year were as follows : —
Ages. No. Aug. 31, 1872. Per cent.
Five years of age Six years of Jtge
--' — J --0
Seven years of age . Eight years of age . Nine years of age and over
2,355 |
.16 |
3,288 |
.23 |
3,531 |
.24 |
2,725 |
.19 |
2,711 |
.18 |
It is gratifying to find that the number of pupils in the first class was so large, it being larger than that in any other class except the sixth, and consid- erably above the average of the classes, including the sixth. It is evident therefore that the pupils have been carried upward through the several grades with a good degree of regularity. The aim should be to keep the number in the upper classes at least equal to that in the lower classes. In a few of the districts the proportion of pupils in the sixth class is still larger than it should be.
The ages stand very nearly as they did last year. There has been a slight falling off in the number of those who are five years of age, and a corresponding increase of those who are seven. The aim should be to transfer the pupils from the Primary to the Gram- mar School grade at the age of eight years, that is, before the completion of the ninth year. Pupils of fair capacity, and from intelligent families, who do not enter school until six years of age, can be easily fitted in two years to pass examination for admission to the Grammar School grade.
superintendent's eeport.
171
The following table shows the number of primary pupils in each district, and the average number of pupils to a school, or teacher, during the last half year : —
DiSTKICTS.
Adams . .
Bigelo\T .
Bowditch
Bowdoin
Boylston.
Brimmer
Chapman
Comins . .
Dearborn
Dorchester
Dwight . .
EHot
Everett . Franklin Hancock. Lawrence
No. of Schools.
Whole IN'umher.
9 13 10 11
7 12 10 IG 17 20
C 16 10
G 10 12
397 532 332 440 327 415 432 796 758 839 251 708 491 2G3 803 507
No. to a School.
44.1 40.9 33.2 40.0 46.7 34.5 43 2 49.7 44.5 41.1 418 44.2 49.1 43.8 42.2 42 2
Districts.
LewLs . — Lincoln . . Lyman . . . Mayhew . Norcross • Phillips .. Prescott. • Quincy • •
Pice
Sherwin . Shurlleff . Washington
Wells
Winthrop Traininar •
Totals .
No. of |
Whole |
Schools. |
Number. |
10 |
437 |
11 |
532 |
7 |
300 |
7 |
2G4 |
14 |
573 |
7 |
272 |
9 |
414 |
10 |
403 |
10 |
385 |
12 |
532 |
13 |
607 |
7 |
2SG |
12 |
4G5 |
9 |
339 |
2 |
100 |
335 |
14,199 |
No. to a School.
43.7 48.3 42.8 37.8 40.9 38.8 46.0 36.6 38.5 44.3 46.6 40.8 38.7 37.6 50.0 42.3
The above table deserves special attention. It will be seen that there is a great disparity in the number of pupils to a school. Only two districts have kept up to the standard.
172 ANNUAL SCHOOL REPORT.
The average number of piij^ils to a teacher dnrmg" the last half-year was forty -two and tliree-tentlis, agahist forty-five and two-tenths for the correspond- ing six months of the preceding year. Fifteen years ago the Primary Schools averaged sixty pupils to a teacher. They were then without desks and unclass- ified. At that time I urged upon the Board the de- sirableness of limiting the maximum number to fifty- six. This was at length done, although not without strenuous opposition. "We are now, it seems to me, swinging into the opposite extreme, and reducing the number of pupils to a teacher to a point, which, in view of our admirable classification and other fixcili- ties for instruction and management, is not quite jus- tifiable on the score of economy. Something more than three years ago it was found that the average number of pupils to a teacher was less than 47, al- though the standard number fixed by the regulations was 5Q. After a full discussion of the subject in the Board, it was decided to reduce the standard number to 49, thus making the regulation respecting this mat- ter more nearly conform to the existing average to a teacher. Since that time the number of pupils to a teacher has been constantly on the decrease, the standard fixed by the regulations being little regarded. In the old sections of the city, where business is en- croaching upon the population, it is not to be ex- pected that teachers will be summarily dismissed as soon as the average fiill below the prescribed standard, thus interfering with the classification. But in those sections where the population is on the increase we should naturally expect that each room would have its full complement of pupils.
SUPERINTENDENTS REPORT.
173
The following table shows the number of primary pupils in each district promoted to the Grammar Schools, July, 1872, and the average number of pro- motions to each school in the respective districts : —
Districts.
Adams
Bigelow . . . Bowditch . . Bowdoin . Boylston . Brimmer . Chapman . Comins . . . Dearborn . Dorchester Dwight . • .
Eliot
Everett . . . Franklin . . Hancock . Lawrence .
No. of |
Sent to |
No. to a |
Schools. |
Gr. Sch. |
School. |
9 |
84 |
9.3 |
13 |
80 |
6.1 |
10 |
63 |
6.3 |
11 |
79 |
7.1 |
7 |
59 |
8.4 |
12 |
69 |
5.7 |
10 |
58 |
5.8 |
16 |
100 |
6.2 |
17 |
118 |
6.9 |
20 |
180 |
9.0 |
6 |
48 |
8.0 |
16 |
103 |
6.4 |
10 |
76 |
7.6 |
6 |
44 |
7.3 |
19 |
94 |
4.9 |
12 |
69 |
5.7 |
Districts. |
No. of Schools. |
Sent to Gr. Sch. |
Lewis Lincoln Lyman Mayhew . . . Norcross . . . Phillips .... Prescott . . . Quincy Kice Sherwin .... Shurtleff... Washington Wells Winthrop . . Training . . . |
10 11 7 7 ■ 14 7 9 11 10 12 13 7 12 9 2 |
82 100 52 47 86 28 70 70 63 107 91 30 71 66 |
Totals |
335 |
2,287 |
No. to o School.
8.2 9.0 7.4 6.7 6.1 4.0 7.7 6.3 6.3 8.9 7.0 4.2 5.9 7.3
6.8
174 ANNUAL SCHOOL REPORT.
The number of pupils promoted to the Grammar Schools in July was 2,287; the number promoted January 31 was 1,983; the total for the year was 4,270 against 4,631 for the preceding year, the decrease being 364.
The supervision exercised over the Primary Schools by the masters of the Grammar Schools is producing good results, on the whole; some of the masters, how- ever, very evidently do more and better work than others in this department.
There is no new development in the management or instruction requiring special mention, except in the matter of drawing. After the teachers began their lessons at the JS^ormal Art School, an improvement in the drawing in their schools was immediately visible.
The method of teaching the first steps of reading by the use of Dr. Leigh's " pronouncing type " has been steadily gaining in favor among our teachers. A year ago it was used in eleven districts and about thirty schools; it is now found in twenty-three dis- tricts and upwards of sixty schools. It has had a thorough and protracted trial, and the result has been in a high degree satisfactory. I am now ready to give the system a cordial endorsement, and I hope the Board will, without delay, make its use obligatory in all the districts.
The following is the tabulated result of inquiries addressed to the masters respecting the introduction of Dr. Leigh's method into the schools of their re- spective districts : —
SUPERINTENDENTS REPOET.
175
Districts.
Adams
Bigelow
Bowditcb
Bowdoin
Boylston
Brimmer
Chapman
Comins
Dearhorn
Dwight
Eliot
Everett
Everett, Dorchester
Franklin
Gibson
Hancock
Harris
Lawrence
Lewis
Lincoln
Lyman
Mayhew
M!ather
Minot
Norcross
Phillips
Prescott
Quincy
Kice
Sherwin
ShartlefT
Stoughton
Tileston
"Washington ....
Wells
■Winthrop
Whether taught or not.
Yes.
Yes.
No.
Yes.
Yes.
Yes.
Yes.
Yes.
No.
Yes.
No.
No.
No.
Yes.
Yes.
No.
Yes.
Yea.
Yes.
Yes.
Yes.
No.
Yes.
No.
Yes.
No.
Yes.
No.
Yes.
Yes.
No.
Yes.
Yes.
Yes.
No.
No.
In how many Schools.
Four. Three.
One. Four. Two. Four. Two.
Two.
Two. One.
One.
Five.
One.
Sis.
One.
Two
Three
Sis.
Four. Three
Four, One. Two
How long !t has been taught.
Three years. Four years.
Four years. Seven months. One month. Three years. One year.
Abont three years.
Seven months. Two years.
Five months. Three years. One month. Five or six years. Three years.
Six months.
Three years.
Three years.
Two years. One year.
One year. Six months. Two years.
176
ANNUAL SCHOOL REPORT.
GRAMMAR SCHOOLS.
The attendance at these schools during the last half year, as compared with that of the corresponding six months of the preceding year, was as follows : —
The average whole number of pupils belonging was 19,914 — boys 10,478 and girls 9,436 — against 19,297, the inci-ease being 617; the daily average at- tendance, 18,527 against 17,939, and the per cent, of attendance 92.8 against 92.3. The whole number of regular teachers in this department at the end of the last school year was 464; males QQ, females 398. In addition to these there were eighteen teachers of sewing, three teachers of music, seven teachers of drawing, who divided their time between these schools and the High Schools, and for a part of the year a teacher of vocal culture.
The whole number of pupils on the register at the close of the school year was 17,102. These pupils were classified as follows : —
Classes. No. Aug. 31, 1872. Per cent.
First class (highest) . . . Second class . . . . - .
Third class
Fourth class
Fifth class
Sixth class
Ages.
Under eight years Between eight and ten years Between ten and twelve years Between twelve and fourteen years Between fourteen and fifteen years Over fifteen years
1,285 |
.08 |
1,833 |
.11 |
2,481 |
.14 |
2,858 |
.17 |
3,826 |
.22 |
4,819 |
.28 |
i.Tig. 31, 1872. |
Per cen |
126 |
.01 |
3,221 |
.19 |
5,687 |
.33 |
5,051 |
.29 |
1,813 |
.11 |
1,204 |
.07 |
superintendent's report. 177
Tn my last report I called attention to the fact that the returns of the classification of the Grammar Schools were not strictly correct. Pupils were desig- nated, in certain schools, by higher ranks in the grades than those to which they actually belonged. The above table of classification is believed to be a nearer approximation to strict accuracy than that which was reported last March. Still, I am quite sure it is not as accurate as it should be. If, on visiting a Grammar School room, I ask the teacher what the class is called, and then on further inquiry find that the pupils are not up in all their studies to the rank, grade, or class by which they are designated and known in the school, I think I may fairly infer that the returns of classification from that school are not as reliable as they should be. The authorized pro- gramme is the only recognized standard of classifica- tion. If the classes are not named and reported in accordance with their actual proficiency in the regu- larly prescribed course of study, how is the School Board to get any reliable information as to the general progress of our school system as a whole, or as to the comparative standing of the individual schools? A member of the Board who wants to get at a general knowledge of the condition of our Grammar Schools, outside of those schools with which he is es- pecially connected, would naturally first look at the re- quirements of each step of the programme, and then he would look to see how many pupils in each school were found in the respective steps or grades into which the programme is divided; and finally he would look at the report of the ages, to see how they compare with the numbers in the respective classes.
178
ANNUAL SCHOOL REPORT.
If he should find, for instance, the ages in a certain school ranging high, and the classes low, he would probably not place that school high in the scale of merit. But if the report of the classification is inac- curate, he is without any firm ground on which to base an opinion. It is hoped, therefore, that in future every return will show the classification precisely as it is.
The following table shows the number of teachers and average whole number of pupils, and the average number of pupils to a teacher (not counting the master's head assistant), in each Grammar Schooljfor the half year ending August 31, 1872.
Schools. |
^2 |
BCHOOLS. |
6 . M 3 |
•fi.2 |5 |
|||
Adams Bigelow Bowditch . . . Bowdoin . . . Boylston . . . Brimmer • . . Chapman . . . Comins Dearborn . • Dorch'r Dis. Dudley Dwight Eliot Everett Franklin . . . |
12 20 14 12 11 16 13 18 17 33 7 13 16 15 15 19 |
539 900 518 511 414 649 576 844 771 1,110 269 622 787 681 622 874 |
49.0 47.3 39.8 46.4 41.4 43.2 48.0 49.6 48.1 42.8 44.8 51.8 52.4 48.6 44.4 ■48.5 |
Lawrence . . Lewis Lincoln Lyman Mayhew . . . . Norcross . . . . Pliillips Prescott . . . . Quincy Rice Sherwin .... Shnrtleff Washington . Wells Winthrop . . . |
18 13 18 12 13 15 13 14 14 15 17 15 7 11 18 |
875 589 772 467 475 695 581 611 601 639 799 662 256 444 761 |
51.4 49.0 45.5 42.4 39.5 49.6 48.4 47.0 46.2 45.6 49.9 47.2 44.0 44.4 44.7 |
Hancock .... |
Totals |
464 |
19,914 |
46.8 |
SUPERINTENDENT S REPORT.
179
The following table shows the increase and de- crease in the number of pupils in the respective Grammar Schools during the past year, the first column showing the average number belonging for s the half year ending August 31, 1871, and the second for the half-year ending August 31, 1872 : —
Schools.
Adams
Bigelow
Bowditch . . . . Bowdoin . . . . Boylston . . . . Brimmer . . . . Chapman . . . .
Comins
Dearborn. .., Dorch'r Dis't
Dudley
Dwight
Eliot
Everett
Franklin . . . . Hancock • . . .
< |
CO to < |
6 S o |
o o u o a M |
|
549 |
539 |
10 |
||
866 |
900 |
.... |
34 |
|
573 |
518 |
55 |
.... |
|
509 |
511 |
2 |
||
415 |
414 |
1 |
||
C73 |
649 |
24 |
...J |
|
488 |
576 |
88 |
||
790 |
844 |
54 |
||
716 |
771 |
55 |
||
990 |
1110 |
120 |
||
243 |
269 |
26 |
||
576 |
622 |
40 |
||
773 |
787 |
14 |
||
625 |
681 |
|
50 |
|
623 |
622 |
1 |
.... |
|
890 |
874 |
16 |
.... |
Schools.
Lawrence . .
Lewis
Lincoln . . . .
Lyman
Mayhew . . • . Norcross....
Phillips
Prescott . . .
Quincy
Rice
Sherwin.. .. Shurtleff . . . Washington
Wells
Winthrop . . Totals
n |
S |
|
< |
C5 to < |
o a |
874 |
875 |
— |
513 |
589 |
.... |
752 |
772 |
|
504 |
467 |
37 |
505 |
475 |
30 |
700 |
695 |
5 |
602 |
581 |
21 |
551 |
611 |
.... |
649 |
601 |
48 |
559 |
639 |
.... |
746 |
709 |
|
614 |
662 |
.... |
241 |
256 |
.... |
474 |
444 |
30 |
714 |
761 |
.... |
19,297 |
19,914 |
278 |
1
76 20
60
80 53 48 15
47 895
From the above table it appears that the number of pupils is falling off in all the schools in the old city proper, while there has been an increase in East Bos- ton, South Boston, Roxbury and Dorchester.
180
ANNUAL SCHOOL REPORT.
The following table shows the number of scholars who received the diploma of graduation, at the close of the schools for the year, in July, 1872, in each Grammar School: —
Schools. |
Boys. |
Girla. |
Total. |
Schools. |
Boys. |
Girls. |
Total. |
Adams Bigelow Bowditch Bowdoin Boylston Brimmer Chapman Comins Dearborn Dudley Dwight Eliot |
23 36 9 40 1 19 19 44 22 4 2 16 41 |
14 18 30 10 20 25 14 14 41 5 33 2 6 30 |
37 36 18 30 19 40 21 44 33 14 44 22 41 9 33 4 22 30 41 |
Lewis Lincoln Lyman Mather Mayhew Minot Norcross Phillips Prescott Quincy Rice Sherwin Shurtleff Stoughton . . . Tileston Washington . . Wells Winthrop .... |
16 26 12 1 17 4 17 20 22 29 12 3 3 11 |
23 22 11 5 3 42 14 7 34 4 3 18 32 |
39 48 23 6 17 7 42 17 34 22 29 19 |
Everett Everett, Dor. . . Franklin Gibson Harris Hancock |
34 7 6 11 18 32 |
||||||
Lawrence |
Total |
469 |
480 |
949 |
It appears that the whole number of graduates was 949, the increase for the year being 45. By an inspection of the list it will be seen that there is a great inequality in the number of graduates from the
superintendent's eeport. 181
different schools. As the number of graduates turned out by a school, taking two or three years to- gether, is one of the tests by which its merits ought to be determined, it is important that the Committee on each school should look to this matter with a good degree of scrutiny. By looking back and examining the statistics of several years past relating to this matter, it will be seen that some schools have averaged a much lower per cent, of graduating diplomas than others. It is obvious enough that a perfect equality in this respect ought not to be looked for, and yet the difference in the circumstances of the schools does not, in all cases, as it seems to me, adequately account for the disparity in the number of their graduates. ]^or can this disparity be accounted for on the ground of the difference of the standards and tests of their respective committees. All the committees are bound by the same provision of the regulations, which re- quires that diplomas of graduation "shall be awarded to those pupils of the graduating class of each Grammar School, who have, in the opinion of the District Committee, properly completed the pre- scribed course of study, and whose deportment dur- ing the year has been generally satisfactory." After making due allowance for every other influence that can affect the number of graduates, it must be ad- mitted that the management of the masters has a great deal to do with it. For one, I wish to see our system of elementary education carried to such a degree of perfection that every child shall substan- tially complete the Grammar School course of study, which comprises nothing more than what belongs to a good common-school education.
182
ANNU^kL SCHOOL REPORT.
HIGH SCHOOLS.
The average whole number of pupils belonging to these schools during the last half-year was 1,557 — boys 826, and girls 731 — against 1,501 for the cor- responding six months of the preceding year; the average daily attendance was 1,457, and the average per cent, of attendance was 92.3. The number of regular teachers was 63; males 31, and females 32. Besides there were 16 special teachers of military drill, drawing, music, French and German.
The following table shows the number of regular teachers, the average number of pujDils, and the aver- age number of pu23ils to a regular teacher, in each of the High Schools, during the half-year ending August 31, 1872: —
Schools.
Latin
English High
Girls' High and Normal
Koxbury High
Dorcliester High
Totals
No. of Reg. Teachers. |
Average No. of pupils. |
11 |
191 |
17 |
491 |
24 |
558 |
6 |
194 |
5 |
123 |
63 |
1,557 |
Averag No. of pupils to a Keg. Teacher
17.3
28.8 23.7 32.3 24.6
24.7
It appears from the above table that the High Schools have had an average of less than twenty-five pupils to a regular teacher. As the average annual cost of tuition per pupil in these schools is about eighty dollar's, by giving to each teacher only one
superintendent's report.
183
additional pnpil, the saving would be about Jive thou- sand dollars.
The following table shows 'the classification of the High Schools at the close of the school year: —
o a a > |
Classes. |
|||||||
Schools. |
s |
a 8 |
Third. |
.a 1 |
S |
1 •a S |
m •3 1 |
|
18 99 109 42 42 |
22 140 158 61 34 |
28 218 212 69 43 |
21 |
9 |
53 |
|||
English High Girls' High Koxbury High Dorchester Hi<''h . . |
10 37 7 1 |
|||||||
Totals |
55 |
310 |
415 |
570 |
21 |
9 |
53 |
|
Percentage |
.03-8 |
.21-6 |
.28-9 |
.39-7 |
.01-4 |
.00-6 |
.03-6 |
It appears that upwards of twenty-five per cent, of the High School pupils are in the first and advanced classes, — a very good proportion. As the Latin School has twice as many classes as the other schools, its first class is on an equal footing with those of the others when its percentage is half as high.
The following table shows the attendance during the last year: ^-
184
ANNUAL SCHOOL REPORT.
Average whole number Average attendance ...
Per cent, attendance. . .
Boys. |
OirlB. |
874 841 |
7G6 712 |
.... |
.... |
Total.
1,640 1,553
94.6
The average number belonging during the past year was 139 in excess of the number belonging during the preceding year. This increase is in itself considerable, and its significance is enhanced by the fact that our school population has, during the last few years, gained but little.
The following table shows the number of scholars who received the diploma of graduation at the close of the school year, in each of the High Schools; —
Schools.
Latin
English High.
Girls High and Normal
Regular course.
Regular and extra. . . . ^ Training Department .
Roxbury High . . Dorchester High ,
Total
Boys. |
Girls. |
18 |
.. |
99 |
.. |
.. |
91 |
•• |
6 |
.. |
28 |
14 |
28 |
14 |
29 |
145 |
182 |
Total.
18 99 91 0 28 42 43
327
SUPERINTENDENT S REPORT.
185
The following table shows the number of pupils admitted at the July and September examinations, and the number of those who actually joined the
High Schools : — |
|||
Boj-s. |
Girls. |
Total. |
|
608 401 |
456 346 |
964 747 |
|
107 |
110 |
217 |
|
The number of pupils admitted was 96 more than that of the preceding year ; but the number of those who actually joined was only 20 more.
Of the whole number admitted, 871 were sent up from the Grammar Schools, this number being 78 less than that of the graduates of these schools.
It appears that 217 candidates were admitted on examiuation, who did not present themselves as pupils at the beginning of the school year. The number of candidates who take the examination without intend- ing to enter upon a course of High School education has increased quite rapidly during the past four or five years. This is owing, no doubt, to the growing custom, among the masters of the Grammar Schools, of advising their graduates to take the examination, even though they may not have decided to become High School pupils. This practice may not bo re- garded with flivor by the head-masters of the High Schools, who are thereby put to the trouble of exam-
186
ANNUAIi SCHOOL REPORT.
ining many candidates who do not enter their schools; but on the other hand it enables the masters of the Grammar Schools to show how many pupils they have qualified to pass the examination.
LATIN" SCHOOL.
The average whole number of pupils belonging during the last half-year was 191, against 213 for the corresponding six months of the preceding year; the average daily attendance was 174, and the per cent, of attendance 91. These pupils were taught by one head-master, ten masters, and four special teachers, namely, one of the French language, one of music, one of drawing, and one of military drill.
The following table shows the number and average Rge of boys admitted to the Latin School from each Grammar School, and also the number admitted from other sources, during the year ending September 14, 1872: —
Boys' and Mixed Schools, Roxbury AND Dorchester EXCLUDED. |
•6 1 < 1 |
6 to < o tlS ci |
Boys' and Mixed Schools, Roxbury AND Dorchester EXCmDED. |
'6 1 |
< 1 |
2 2 1 5 1 1 1 1 |
15.25 12.87 13.58 14.20 13.25 11.08 12.92 14.83 |
Mayhew |
1 2 7 2 3 31 GO |
12.25 |
|
Brimmer |
17.06 |
||||
Phillips |
14.29 |
||||
TiwicrV^t |
Prescott |
13.12 |
|||
13.97 |
|||||
Everett (Dor.) Lawrence |
Other sources .... Totals |
15.31 14. G8 |
|||
superintendent's refort. 187
The ages of the boys admitted were as follows : — Between eleven and twelve, three. Between twelve and thirteen, eleven. Between thirteen and fourteen, twelve. Between fourteen and fifteen, eleven. Between fifteen and sixteen, eight. Between sixteen and seventeen, four. Over seventeen, eleven.
It is a fact deserving attention that the attendance at this school has been falling off for several years past. This decrease does not appear to be owing to a deterioration in the qualifications of the instructors of the school, for it has the same head-master, and it is safe to say that the average ability of the assistant masters was never higher than it is at present. And, besides, the number of teachers as compared with the number of pupils to be taught has been nearly doubled within a few years. If it is said that the demand for a classical education has diminished, the assertion seems to be contradicted by the fact that the college classes in l!^ew England are on the in- crease. I should like to see at least five hundred pupils in this school. This city cannot aiford to have a smaller number of her best boys engaged in a course of study which aims especially at truly liberal culture. A necessary means for the attainment of this result, in my judgment, is a modification for the conditions of admission.
ENGLISH HIGH SCHOOL.
The average whole number of i)upils belonging during the last half-year was 191, against 407 for the
188
ANNUAL SCHOOL REPORT.
corresponding six months of the preceding year; the average daily attendance was 477, and the per cent, of attendance 97. These pupils have been taught by one head-master, five masters, eleven sub- masters, and five special teachers, namely, two of drawing, and one each of military drill, music, and the French language.
The pupils in this school are acquiring an excellent education for the practical purposes of life. The prosperity of the school, not only in respect to num- bers, but also in respect to the character of the in- struction, is highly gratifying.
The following table shows the number and average age of the pupils admitted into the English ITigh School^ from Grammar Schools and from other sources, at the examination of candidates, Julj^, 1872, and also how many actually joined the school at the beginning of the school year, September,' 1872 : —
Schools.
Adams . . Bigelow. . Boylston. Brinimor. Chapman Dwight. .
Eliot
Lawrence Lincoln . .
No. admitted.
14 32
9 27
6 62 21 22 24
No.
joiucd.
10
19 7 22 6 52 10 12 19
15.0
14.9
13.10
15.3
14.5
15.2
14.7
14.2
14.6
Schools.
Lyman
Mayhcw
Phillips
Prescott
Quincy
Eice
Latin
OthtT sources Totals
No. admitted. |
No. joined. |
10 |
8 |
12 |
10 |
15 |
14 |
19 |
13 |
18 |
12 |
50 |
41 |
2 |
1 |
20 |
20 |
303 |
27G |
Average
age.
14.4
14.9
15.9
14.8
14.8
14.11
14.11
15.2
14.9
superintendent's report. 189
Of those who were admitted, there were: —
Between twelve and thirteen years, thirteen. Between thirteen and fourteen, forty-eight. Between fourteen and fifteen, ninety-four. Between fifteen and sixteen, seventy-nine. Between sixteen and seventeen, thirty-three. Between seventeen and eighteen, nine.
It appears that the number of candidates who joined the school was 276, against 248 for the preced- ing year, showing an increase of 28. I regret to find that the average age of the candidates is higher than it was in 1871, it being y\q^y\j fifteen years. This is about one year higher than it should be. It will be seen that ninety-four of the candidates were between fifteen and sixteen, and thirty-eight were over sixteen. If any member of the committee desires to know where the responsibility for retaining boys in the Grammar Schools to so mature an age lies, he has only to examine the series of tables like the above which has been printed in our reports. If boys are properly instructed and properly promoted in our Grammar Schools, they will be, as a general rule, well prepared for this High School at the age of fourteen years. It will be seen that the Dwight School sent a large number, sixty-two having passed the exami- nation ; the age, however, is higher than the average. The Boylston stands first in respect to age.
190
ANNUAL SCHOOL REPORT.
The following table shows the number of graduates in each year since the founding of the school : —
Year. |
Number. |
Year. |
Number. |
Year. |
Number. |
1821 1822 1823 1824 1825 1826 1827 1828 1829 1880 1831 1832 1833 1834 1835 1836 1837 1838 |
15 28 12 17 18 17 9 12 14 18 11 15 13 15 |
1839 1840 1841 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 1852 1853 1854 1855 1856 |
17 16 15 24 22 23 24 17 20 23 20 33 32 22 29 26 27 24 |
1857 1858 1859 1860 1861 1862 1863 1864 1865 1866 1867 1868 1869 1870 1871 1872 |
23 27 17 28 25 29 34 17 27 31 37 41 44 61 63 99 |
It is gratifying to observe that during the past three or four years the number of graduates has been much larger than it was in previous 3^ears. The num- ber of graduating diplomas awarded last July — ninety-nine — was surprisingly large. In 1864, when* the graduating class numbered seventeen, I said in
gUPERINTENDENT'S REPORT. 191
my report that it ought to number at least fifty. I remember very distinctly that my standard was re- garded in some quarters as extravagantly high. But we have seen it exceeded all but a hundred per cent. Perhaps the entrance examination has not been, for the last two or three years, quite rigorous enough in all respects. Still, looking from the High School stand-point, I have seen no serious evil resulting from this cause. The pupils have in most cases been able to go on with the course of study, and they have generally profited by the promotion. But the Gram- mar masters complain that by admitting pupils to the High Schools from their second classes, the first classes are somewhat demoralized; the desire to fit themselves for admission to the High School is no longer a stimulus to application, when they see pupils admitted from a grade inferior to their own. And yet, if a Grammar master persists in keeping boys in his second class who should be in his graduating class, I would not hesitate to transfer them to the High School. I do not see so much fault to find with the carrying out of the regulation respecting the admission of pupils to the High School, as with the regulation itself. To my mind it is plain enough that the requirement for promotion to all the High Schools, except the Latin School, should be made to conform to the standard of requirement in the Grammar School programme for the graduating class.
192
ANNUAL SCHOOL REPORT.
The following table shows the whole number be- longing in the month of February of each year, from 1824 to 1872: —
Year. |
Number. |
Year. |
Number. |
Year. |
Number. |
1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 |
121 121 128 132 141 114 129 134 111 112 128 125 131 115 115 104 105 |
1841 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 1852 1853 1854 1855 1856 1857 |
120 150 170 149 152 143 141 156 183 193 195 176 170 159 162 152 144 |
1858. ]859 1860 1861 1862 1863 1864 1865 1866 1867 1868 1869 1870 1871 1872 |
160 156 169 171 175 174 174 200 230 264 271 309 346 428 523 |
GIRLS HIGH AND NORMAL SCHOOL.
The average whole number of pupils belonging, including the Training Department, during the last half-year was 558, against 488 for the corresponding six months of the preceding year; the average attend- ance was 515, and the per cent, of attendance 92.
superintendent's report.
193
These pupils were taught by one head-master, twen- ty-three female teachers, of whom twenty ranked as assistants, and two as head-assistants, and one as superintendent of the Training- Department, and four special teachers, one each, in music, drawing, and the French and German languages. At tho close of the year, nhiety-one young ladies received diplomas of graduation in the several courses.
The following table shows the number and average age of the pupils admitted to the Girls' High and N^ormal School, from each Grammar School, and from other sources, and also the number of those who joined the school and entered upon the course of study in the fall of 1872: —
Schools.
Adams
Bowditch
Bowdoin
Boylston
Chapman
Comins
Dearborn
Dudley
Everett
Everett (Dor.)
Franklin
Gibson (Dor.).
Hancock
Harris (Dor.) .
N"o. ad- mitted.
24
8 21
9 19 IG
5
3 33
3 29
2 20
6
No. joined.
11
8 20
6
8 11
i
2 31
2 28
2 19
4
Av'age age ad- mitted.
15.76 16.07 16.04 15.42 15.48 15.32 16.18 15.58 15.83 15.03 15.86 15.41 15.11 14.54
Schools.
Lewis
Lincoln
Lyman
Mather (Dor.) Minot (Dor.) . ,
Norcross
Prescott ......
Sherwin
Shurtleff
Wells
Winthrop
Other sources .
No. ad mitted.
Totals
6
17
11
2
1
40
10
3
32
9
22
26
No. joined.
377
6
15
6
0
1
22
10
0
20
8
19
23
Av'ago age ad- mitted.
15.09
15.
16.28
14.91
16.
15.10
15.47
15.83
15.36
15.97
15.55
16.78
286
15.68
194 ANNUAL SCHOOL REPORT.
Of the candidates from the Grammar Schools there were : — Between twelve and thirteen, one. Between thirteen and fourteen, twenty-five. Between fourteen and fifteen, seventy-two. Between fifteen and sixteen, one hundred and thirty. Between sixteen and seventeen, eighty-four. Between seventeen and eighteen, twenty-nine. Between eighteen and nineteen, ten.
This school, from the date of this document, takes a new name and a new role. Instituted origi- nally as a formal School, with its model school for practice of the Grammar grade, then, by an extension of its course of study and the discontinuance of its model school, converted into a Girls' High and Nor- mal School, and subsequently supplemented on the IS^ormal side by the establishment of a " Training Department," with a Primary Model School attached, it now becomes, by the elimination from its curriculum of whatever is peculiar to a normal or training school, a " Girls' High School " in name and purpose. Hence- forth it is to be an institution for the higher general education and culture of young ladies, without spe- cial regard to the particular pursuits, whether indus- trial or professional, in which they may engage.
From this date also, the school, thus modified in its design and scope, passes into the hands of a new head-master, Samuel Eliot, LL. D., late president of Trinity College, a gentleman whose ri^^e scholar- ship, high culture, large educational experience, and singular goodness, render him most fit for this high and responsible situation. And to the honor of the Board it should be said that they made choice of this eminent man to be the head of this great school, with-
superintendent's report. 195
out any application on his part, or knowledge even, that he was to be voted for. His acceptance of the post cannot but be regarded with lively satisfaction by the friends of our public education who know his superior quaUfications for the discharge of its duties. If now, on the one hand, he be not cramped and trammelled by unnecessary restrictions and Imiita- tions; if he be allowed that degree of liberty and power which the head of such a school ,ought to have accorded to him, in order to enable him to work with the greatest efficiency and success; and if, on the other hand, he be favored with the requisite support and co-operation of the Committee in his plans and efforts, it seems more than probable that under his care and direction this institution will, in its new sphere, and with its unsurpassed accommodations and appliances, and its accomplished corps of assistant and special teachers, become even more useful and more highly valued than it has been at any previous period. In saying this, I do not mean to undervalue, in the slightest degree, the services of the able men who have, under less favorable circumstances, in for- mer years, had its management in their hands.
During the past year complaints have been made by advocates of a higher education for women, that the sexes were not provided with equal educational advantages, as there was no public classical school for girls, corresponding to the Latin School. If there is a demand for the instruction of girls in Latin and Greek, not only to the extent now afforded by the Latin School course, but even beyond it, I trust that ample provision will be made for such instruction in
196 ANNUAL SCHOOL EEPOET.
the Girls' High School. It may be found expedient also to make provision for the admission of students who desire to take a partial course, no pupils being permitted, however, to take such a course who are not qualified to pass the entrance examination. Other modifications of the programme of studies will prob- ably be found desirable, in order fully to adapt the school to the demands of this community at the present time, for higher female education. For sev- eral years, instruction in a one year's course has been provided for in an advanced class of such gradu- ates as wished to continue their studies. As boys are allowed to pursue a classical course of six years in the Latin School, girls should be permitted, if they desire it, to pursue a similar course for the same length of time.
EOXBUET HIGH SCHOOL.
The average whole number of pupils belonging during the last half-year was 19-1 — boys 91, girls 103 — against 181 for the corresponding six months of the preceding year; the average attendance was 183, and the per cent, of attendance 91. These pupils were taught by one head-master and five female teachers, three ranking as assistants and one as head- assistant. Besides these, four special teachers were employed, namely, one each in drawing, in music, in the French language and in the German language. At the close of the year graduating diplomas were awarded to a class of 42, — 14 boys and 28 girls.
In former reports I described the peculiarities and good traits of this excellent school. There is nothing to add now as to its manaorement and instruction.
SUPERINTENDENTS EEPORT.
197
except to say that it maintains its high rank as a vigorous, thorough and successful school. Its rapid growth within a few jears is a sufficient proof of the high appreciation in which it is held by the inhab- itants of the Highlands. Its growth has been such that its building, although an excellent and commo- dious structure, is now quite inadequate to its wants. An admirable and economical plan for its enlarge- ment has been devised, and it is hoped that the City Council will immediately take the necessary measures to authorize the contracts for it to be made.
The following table shows the number and average age of the pupils admitted to the Roxbury High School, from Grammar Schools, and from other sources, and also the number of those who joined the school and entered upon the course of study, in the fall of 1872: —
Schools,
Bigelow
Comins
Dearborn. . ..
Dudley
Dwight
Sherwin
Lewis
Washington . . Other sources
Totals...
Admitted.
Boys. Girls
1 18 13
2
4:
12
GO
10 9
3
U
52
Joined.
Boys. Girls
1
16
9
1 3 8 5
2
45
6 6 6
2 10
87
Average Age.
Boys. Girla
13.6 15.1 15.9
U.3
14.10
15.10
15.7
13.8
14.10
15.5 16.8 15.1
15.0
15.3
15.6
198 ANNUAL SCHOOL REPORT.
Of those who joined the school, there were, — Between thirteen and fourteen, eight. Between fourteen and fifteen, twent3'-seven. Between fifteen and sixteen, twentj^-seven. Between sixteen and seventeen, fifteen. Between seventeen and eighteen, five.
DOECHESTER HIGH SCHOOL.
The average whole number belonging for the last half-year was 123 — boj^s 53, and gu*ls 70 — against 119 for the corresponding six months of the preceding year; the average attendance was lOS, and the per cent, of attendance was 89. These pnpils were taught by one head-master and four female teachers, three ranking as assistants, and one as head-assistant.
At the close of the school year graduating diplo- mas were awarded to a large class consisting of 14 boys and 23 girls, 43 in all.
This is a thoroughly equipped school, with accom- modations of the highest order, and a faithful and able corps of instructors. Its course of study is broad and liberal, comprising a Classical department, where young men can fit for college, and an English department, affording a thcirough practical education. The inhabitants of Ward Sixteen are fortunate in having such a school open to all their sons and daughters who desire to go beyond the elementary course of education.
SUPERmXEXDENT'S KEPORT.
199
The following table shows the number and average age of the puj^ils admitted to the Dorchester High School, from Grammar Schools and other sources, and also the number who joined the school and entered upon the course of study in the fall of 1872 : —
BCHOOLS.
Mather
Harris
Everett
Stoughton . . .
Gibson
Tileston
Minot
Other sources
Totals...
Admitted.
1
6. 5 i
2 2 5
25
Boys. Girls.
3
10
2
27
Joined.
Boys. Girls
20
3
10 2 5
1 1 1
Average Ago.
Boys. Girls
13.2 15.6
U.7
15.3
U.ll 13.10
I 15.2 15.2
14.G
IG.IO
15.3
22 U.ll
14.8 13.9 16. G
14. lU
Of those who joined the school there were, Between twelve and thirteen, one. Between thirteen and fourteen, six. Between fourteen and fifteen, twelve. Between fifteen and sixteen, seventeen. Between sixteen and seventeen, five. Between seventeen and eighteen, two.
NORMAL SCHOOL.
The action of the Board, by which this school was established, has been already referred to in speaking of the Girls' High School. It is intended that this
200 ANNUAL SCHOOL REPORT.
shall be in reality, as well as in name, a Wormal School, that is, a school especially designed for the 'professional training of teachers, and for nothing else, it being no part of its purpose to give that in- struction which belongs exclusively to general and liberal education. Its studies will be limited strictly to those which are pedagogical, those which relate to the science and art of education. Its programme will of course comprise mental and moral science, physiology and logic, a knowledge of which studies is essential to the well-equipped teacher. It will also include the study of the best methods of organizing, managing, teaching and governing schools, of differ- ent grades. Ample provision will no doubt be made, and at an early day it is be hoped, for the obser- vation and practice of the pupils in model or train- ing schools, comprising all the grades of study in our whole course of elementary education.
With our experience of twenty years in different organizations for normal training, we ought to be able, in a comparatively short time, to develop this school into a model institution of its class. Fortu- nately it begins its career with the most important element of success already assured, in a most capable and experienced teaching corps, comprising the ladies who have done so much valuable work under the direction of Miss Stickney, in the Training Depart- ment of the Girls' High and ISTormal School, and the recently elected head-master, Larkin Dunton, Esq., late master of the Lawrence Grammar School, a gen- tleman pre-eminently fitted for such a post. He is a sound practical educator, and I feel well assured
superentexdent's eepokt. 201
that under his direction and instrnction, aided as he will be by able assistants, this school will send out well-trained and capable teachers.
HIGH SCHOOL QUESTIONS.
The questions used at the examination for admis- sion to the High Schools except the Latin School, in July, were as follows : —
Arithmetic.
1. ^ of my property is in laud, -i is in stocks, and the remainder is $380. What is the amount of my propert}^ ?
2. The difference of two numbers is 15f , the smaller is 12j-j- ; what is the greater ?
3. What is the least common multiple of 14, 20, 24?
4. How many square yards of carpeting will be required to cover a floor 32 feet long and 23 feet wide ?
5. Add f , ^, and ^^.
6. Divide |^ by |, and explain the operation.
7. Find the greatest common divisor of 304 and 232.
8. A man owning f of a ship sold J of his share for $5,425. What was the value of the ship at that rate ?
9. Reduce £421875 to shillings, pence, and farthings.
10. What is the interest of $325, from Jan'y 1, 1870, to June 23, 1872, at 7 per cent. ?
11. What is the compound interest of $232, for 4 years, at 6 per cent. ?
12. If a pole 15 feet long cast a shadow 20 feet long, how high is a steeple that casts a shadow of 270 feet at the same time?
13. Having sold 5,000 lbs. of tea, at 30 cts. per lb., what is my commission at 2 per cent., and how much money shall I remit to my employer ?
202 ANNUAL SCHOOL REPORT.
I'l. A horse and chaise are together worth $1,000, but the horse is worth only -^^ as much as the chaise. What is the value of each ?
15. Divide £25 13s. 2d. equally among four men.
16. What is one-fourth per cent, of $225?
17. My commission at ^ per cent, for investing a certain sum of money was $10. What was the sura invested?
18. How many pints in J gal,, ^ qt., and f pt. ?
19. Divide 212.0565 by 24.125.
20. What is the present worth of $100.54, due 3 years hence, at 6 per cent. ?
Grammar.
1. Into what parts is English Grammar divided?
2. Name the parts of speech.
3. Decline : boy, I, who, he.
4. Write the plurals of the following words : enemy, valley, German, Frenchman, sheaf.
5. What is gender? Give the opposite gender of the following words : window, author, abbot, landlord.
6. Correct : If there is anybody there let them answer.
7. What is comparison? To what parts of speech does it belong?
8. Compare the following words : pretty, soon, good, little.
9. Write the principal parts of the following words : ride, be, go, become.
10. What is an auxiliary verb ? Name four auxiliary verbs.
11. Write the present, active, and passive participles of the word move.
12. Correct : If I was her. He laid down upon the sofa. He has lain the book upon the table. She set in her seat.
superintendent's report. 203
13. Parse the nouns in the following : John's hat lies on my table.
14. My sister gave me what I wanted. Parse what.
15. Write three sentences showing the word that used, 1, as in- terrogative pronoun ; 2, as a relative pronoun ; 3, as connective.
16. Define Analysis.
17. "Write a sentence containing a simple subject and a. simple predicate.
18. Write a sentence containing an adverbial phrase and an objective clause.
19. Analyze the following : —
" A tender bud, That tried to blossom in the snow, Lies without where the violets blow."
20. Parse the words in italics : —
" Lives of great men all remind us, We can make our lives sublime ; And, departing, leave behind us Footprints on the sands of Time."
Geography.
1. Boston is about 71° E. longitude, and Philadelphia 75° E. longitude ; what is the difference in time ?
2. The difference in time between London and New Orleans is six hours ; what is the difference of longitude ?
3. What is the width in degrees of each of the Temperate Zones?
4. What is the area, and what the population of the United States ?
5. In what latitude and longitude are the antipodes of Boston ?
6. When the sun has just crossed the Equator in March, will it be day or night at the North Pole, and how long will this day or night continue?
204 ANNUAL SCHOOL REPORT.
7. A vessel is in 23° S. latitude, and 112° E. longitude ; in what ocean, and near what land is she ?
8. What is the size of the State of New York as compared with Massachusetts ?
9. A vessel sails from Boston to Rio Janeiro ; what will proba- bly be her return cargo ?
10. A vessel carries goods from Boston to New Orleans, and is there hired to carry a cargo to Liverpool ; what is probably that cargo ?
11. What difference between the industrial pursuits of the in- habitants of Rhode Island and Virginia?
12. What are the chief agricultural products of the Gulf States? of the North Western States? of Southern Russia? of China? of New England?
13. Through what State does the Missouri river flow, and of what State does it form the Eastern boundary ?
14. Name the largest of the West India Islands ; to whom does it belong, and what is its chief city?
15. Name the greatest commercial city in Europe ; of the United. States.
16. What large city of Europe is nearly in the latitude of Bos- ton?
17. A vessel is to sail directly from Lake Michigan to London ; over what waters will she sail ?
18. Name the three longest rivers on the globe.
19. Name the three largest cities in the United States, in the order of their size.
20. Draw a map of the State of Pennsylvania.
History.
1. Name three of the earliest known discoveries of land in the New World, and state by whom made.
superixtexdext's report. 205
2. Give very brief history of the Plymouth Colony.
3. Give very brief history of the Virginia Colony.
4. In what Colonies did religious toleration exist ?
5. State principal causes of the American Revolution.
6. Name five of the principal leaders of the American Revolution.
7. What is meant by the Monroe doctrine ?
8. When was the present Constitution adopted, and why?
9. Name three victories important to the Americans.
10. Who were our Allies ?
11. What was the Missouri Compromise?
12. Name the acquisitions of territory made by the United States, both by conquest and purchase.
13. Name some of the important events of General Jackson's administration.
14. Why did several of the States secede in 1861? Give briefly the results of their secession.
15. For what purposes have the public lands been granted?
16. What is meant by a protective tariff?
17. What Presidents have served two terms?
18. Of what oflicers does the Cabinet consist?
19. State what you know about the "Treaty of Washington," why it was made, and success of it thus far.
20. What are the important political questions of the day ?
SPECIAL SCHOOLS,
During the last year there have been in operation seventeen special schools, namely, two Evening Draw- ing Schools, one Evening High School, ten Element-
206 ANNUAL SCHOOL REFOET.
ary Evening- Schools, two Schools for Licensed Minors, one for Deaf-Mutes, and one Kindergarten School. The whole nnmber of teachers employed in these schools was 101, and their salaries amounted to 126,526.31.
EVENING DRAWING SCHOOLS.
Year before last, all the instruction in industrial drawing, in accordance with the requirements of the recent statute relating to art-education, was given at rooms in the Institute of Technology, rented for the purpose by the city. Although ten instructors were employed to teach here in several departments of drawing, the whole organization was designated as only one school. Last winter, the subjects of instruc- tion being divided into two general classes, namely, free-hand and mechanical, two separate schools were carried on, each being devoted to one of these classes of subjects. The Free-hand school was accommodated in the Kormal Art School rooms at the Appleton street building, and the School in Mechanical Draw- ing in rooms at the Institute of Technology. The Free- hand School was taught by a principal and three assistants; 322 students were registered, but the greatest number considered as belonging was 170; the average attendance was 65; males 51, and females 14, the maximum attendance being 91, and the mini- mum 23. The pupils were taught in three classes, working from outline blackboard drawings, from flat examples, and from casts.
The School in Mechanical Drawing, at the Institute of Technology, was taught by six instructors, and
superintendent's report. 207
the attendance was upward of two hundred, all males. It Avas divided into four departments, one for ship- drafting, one for geometrical drawing, one in archi- tecture, and one in machine drawing. The greater part of the students in this school were young men engaged in some branch of industrial labor requiring skill in drawing for its most successful pursuit. In both schools the teachers were thoroughly devoted to their work, and the students were earnest, industri- ous, and most commendable in deportment. Besides the free instruction in drawing, given in the above- named Evening Schools, a class in drawing was pro- vided for at the Evening High School, where element- ary geometrical drawing was taught as a preparation for the classes at the Institute of Technology. Av- erage attendance, 24. Late in the season a free-hand class was commenced, Avhich had an average attend- ance of 16. Both classes made satisfactory prog- ress.
At the close of the Evening Drawing Schools, on the 6th and 7th of May, they were systematically and carefully reviewed by the Supervisor, Mr. Walter Smith, the regular teachers neither participating nor being present. The results in detail have been printed in the report of the Committee on Drawing.
EVENTN^G HIGH SCHOOL.
This most interesting and useful institution has from its commencement constantly increased in num- bers and efficiency. Last winter it was under the charge, as principal, of Mr. Luther W. Anderson, the senior master in the English High School, whose
k
208
ANNUAL SCHOOL EEPORT.
long experience and eminent practical ability rendered him an eminently fit person for the management of such a school. He was assisted by eight competent teachers, all of whom devoted themselves to their work with zeal and fidelity. The average attendance was 225, against 150 for the preceding year, showing a gratifying increase. The number connected with the school varied from 375 to 524.
The studies pursued were as follows: navigation and surveying, arithmetic, English Grammar, English literature, geometry, algebra, the French and German languages, geometrical and free-hand drawing, book- keeping, natural philosophy, penmanship, and the Latin language.
The following table shows the statistics of the Evening High School during the last year : —
No. of Sessions. |
Av'age No. Belonging. |
Average Attendance. |
O CO . a |
||||
ISYl-TS. |
Males, |
Females. |
Total. |
||||
October, 1871.. |
22 |
398 |
152 |
107 |
259 |
7 |
34 |
November, 1871.. |
21 |
524 |
138 |
108 |
246 |
8 |
28 . |
December, 1871.. |
20 |
481 |
137 |
85 |
222 |
8 |
24 |
January, 1872.. |
23 |
463 |
129 |
86 |
215 |
8 |
23 |
February, 1872 . . |
20 |
452 |
127 |
81 |
208 |
8 |
23 |
March, 1872.. |
14 |
375 |
no |
62 |
172 |
8 |
21 |
Totals |
120 |
2,693 |
793 |
529 |
1,322 |
47 |
153 |
Averages .... |
449 |
132 |
83 |
220 |
8 |
25.5 |
superintendent's eeport. 209
It appears that the average number of pupils to a teacher, mcludhig the prhicipal, was upAvards of 25; exclusive of the principal it was upwards of 30. By judiciously managing the classification, and thus giv- ing a fair number of pupils to each teacher, the cost of carrying on the school has been kej)t within very reasonable limits. The progress which this school has made since it w^as instituted, three years ago, 'is extremely gratifying. The experiment has demon- strated, beyond a doubt, the utility and need of such a school. If there is any class of persons for whom the city can afford to furnish free education, it is that class of industrious young men and women who have neither the time nor means to attend a day school, but whose desire for improvement is so strong as to induce them to devote their evenings to the acquisi- tion of knowledge.
"With what consistency or reason could we expend so many thousands on our day High Schools, and with- hold the pittance required for the support of the Even- ing High School? I know of no sound argument for the maintenance of our day High Schools which will not hold equally good for the maintenance of our Evening High School. But I believe there is no need of looking for arguments to convince the members of the Board of the expediency of sustaining this school by their votes and their influence.
There was some opposition to it during the first and second years of its existence ; but it has gradually disappeared as its character and objects have become better known.
The leading purpose of this school is to impart technical instruction, that is, such instruction as is
210
ANNUAL SCHOOL REPORT.
applicable to the practical pursuits of life. Book- keeping, navigation, surveying, and practical geom- etry are some of the strictly technical branches taught. But it very properly opens its doors also to those pupils who desire to pursue studies which are usually classed with those which have general culture for their object. For a detailed account of the manner in which the school has been conducted during the last year, T beg to refer to the excellent report of the able principal, which has been printed in the report of the Commit- tee on Evening Schools. This committee justly say that " th e school is a great credit to the city."
ELEMENTAEY EVENING SCHOOLS.
The following table contains the summary of the statistical reports of the several Elementary Evening Schools, which were in operation from October, 1871, to April, 1872: —
North Bennet street . . Cham'bers Street Chapel Anderson street .... ■Warrenton Street Chapel Harrison avenue ....
South Boston
Roxbury, Cabot street . Old Franklin School. • Reed's Hall, East Boston 48 Richmond street . . .
Totals . . . .
a |
■2 |
to |
Average |
o j<_- si) |
|||
o |
O.S |
Attendance. |
^.c--'X^ |
||||
m |
O to |
MM |
|||||
o |
o'Si |
t. o |
. , |
o.!°.2:^rt |
|||
o d |
6 |
6 |
ci |
"3 S |
3 o |
a aP-l o«M |
o o as . |
^ |
!2< |
^ |
79 |
f^ |
H 79 |
■^ |
^M,» |
114 |
600 |
134 |
6.8 |
13 |
|||
106 |
405 |
216 |
64 |
35 |
99 |
9.1 |
12 |
117 |
443 |
211 |
94 |
37 |
131 |
10.3 |
14 |
75 |
329 |
189 |
48 |
40 |
88 |
7.0 |
12 |
116 |
569 |
311 |
79 |
52 |
131 |
12.0 |
12 |
117 |
209 |
116 |
86 |
86 |
8.8 |
11 |
|
118 |
532 |
124 |
56 |
17 |
73 |
8.1 |
10 |
120 |
375 |
137 |
74 |
36 |
110 |
10.0 |
11 |
114 |
383 |
150 |
77 |
13 |
90 |
9.6 |
12 |
50 |
196 |
35 |
30 |
3 |
33 |
1.0 |
23 |
1,047 |
4,001 |
1,623 |
687 |
233 |
920 |
83.3 |
11 |
superintendent's report.
211
s^^^.
u«
The average nightly attendance was 920, against 887 for the preceding year. The branches taught in these schools are reading, spelling, writing, arithme- tic, and geography. In the new school at East Bos- ton there was an excellent class in book-keeping.
These schools are doing much good, and they are to be, no doubt, a permanent department of our sys- tem of public instruction. Experience will probably suggest improvements in their management and in- struction. What seems to be especially needed to render them more eflSclent is a better classification. The great obstacle to this desirable improvement, at present, is the want of more suitable accommodations. So long as they are conducted as they now are, in large halls, with numerous classes, grouped around tables, a pro])er classification for class instruction is extremely difiicult, if not impracticable. Hence the instruction is necessarily almost exclusively in- dividual, and consequently much more costly than that of the day schools. If each teacher could have a separate room, the pupils might be at once classified so as to enable the teachers to instruct at least twice the number now assigned them, with at least as good results as are now produced. The very fact that the pupils are not now held to class instruction, but are mainly taught individually, accounts to some extent for the irregularity of attendance, which is one of the principal evils with which the teachers of these schools have to contend. It seems to me also that the success of these schools would be promoted by abolishing the regulation which prohibits the employ- ment in them of teachers of day schools, so as to
212 ANNUAL SCHOOL REPORT.
leave the Committee on the Evening Schools to ex- ercise their own judgment in the matter. The prin- cipals, at least, might be vi^ith advantage taken from among the teachers of the Grammar Schools.
SCHOOLS rOK LICENSED MINORS.
The average number belonging durhig the last half-year was GO, and the average attendance 51. It appears that the average attendance is less than half as large as it was during the corresponding six months of the preceding year. The teachers are the same, and they are competent and faithful, but the attendance has fallen to so low a figure as to suggest the expediency of discontinuing one of the schools.
These schools were designed especially for licensed newsboys and bootblacks, the former attending for a session of two hours in the morning, and the latter for a session of the same length in the afternoon. The rule is that boys are not to be licensed unless they promise to attend school, and that after receiving a license, if they absent themselves from school, their licenses shall be revoked. The carrying out of this rule belongs to the truant officers, in co-operation with the police. The bootblacks still continue to attend much more than the newsboys. I believe the efiect of this plan has been to cause more of the newsboys to attend the Grammar and Primary Schools, for they are not excluded from any schools for which they are qualified. At any rate, it is quite obvious to even the casual observer, that since this plan was adopted, a very great improvement has taken place among the classes of boys which it was designed to effect.
superintendent's report. 213
SCHOOL FOR DEAP-MUTES.
The whole number of pupils who were in attend- ance during the last six months was 44, and the aver- age attendance was 31.
This school has been carried on during the past year with a high degree of efficiency and success. Its teachers deserve great credit for their earnest- ness, zeal, and patience in advancing the progress of the pupils committed to their care. The accomplished principal is extremely well qualified, both by her tem- perament and her education, for the difiicult situation which she occupies. She exhibits the spirit of Avhat I call the true teacher, the teacher who is bound to attain, not apparent success, but real success, — the spirit of candid and thorough study to find out right ways of doing things, — not merely good v/ays, but the hest ways. Her strong practical common sense enables her readily to discriminate between what is merely fanciful and captivating, and what is useful for the accomplishment of the object in view. Iler enthusiasm is controlled by reason. Her assistants seem to be equally Avell suited to their sphere.
The use of Prof. Bell's system of visible speech as a means of instruction, during the past year, has jus- tified the opinion of its utility as an instrumentality in the instruction of deaf-mutes, which was expressed by me in a former report. I am highly gratified to learn that Prof. A. Graham Bell, a gentlem.an of the highest respectability, and of the rarest ability as a teacher, has opened a IS'ormal Training School in this city, for the purpose of qualifying teachers for the
214 ANNUAL SCHOOL REPORT.
application of visible speech to deaf-mute instruction. It would be a decided advantage to all teachers of speaking children to possess some acquaintance with the new science — the true science of vocal utterance.
THE KINDEEGAETEX SCHOOL.
This school numbered, during the last half-year, eighteen pupils, and the average attendance was fourteen. This school has been in operation two years. It was set up as an experiment, to see what could be done here in Boston with a school conducted on Froebel's plan, as a part of a public system of free education. When the school was opened, it was the first, so far as was known, j^ublic free Kindergarten in the world. Froebel's system of training young children, as he developed and expounded it, has been endorsed and commended by good educational author- ities. Froebel was no doubt an original educator, and as such he is well worth studying, but when the advocates of his system insist that the Kindergarten must be exactly what he prescribed and nothing else, that there must be no departure from his precise pat- tern and type, no modification whatever of the pro- gramme which he laid down, they claim, it seems to me, rather too much. Education is a progressive science, and it is hardly safe to assume that perliection has been reached in any of its departments. Besides, the spirit and principles of a system may be substan- tially retained and applied, although the forms of organization, and the material appliances and means may undergo various modifications.
superintendent's report. 215
The question has been asked why it is that the Kindergarten, with all its acknowledged merits, makes so slow progress here in a community where there are so many enlightened friends of education, and where so much is doing in various ways to fid- vance the cause of education. I do not pretend to be able to give an answer to this question which will be sat- isfactory to everybody. But to my own mind, one obvious reason for this is to be found in the very fact that our Primary Schools, as now conducted, already do so much of the work which Frocbel aimed to do in his children's garden. If any one will go into our lowest Primary class, he will find very much of the spirit of Froebel's system. I have read in the news- papers communications, apparently written by ardent and well-meaning advocates of the Kindergarten sys- tem, caricaturing our Primary Schools, in order per- haps to make the need of their favorite system ap- pear the more urgent. This mode of advocacy does not seem to me to be wise. Persons who have not examined our Primary Schools for a score of years have but a very inadequate idea of what they now are. They are not without imperfections. But would Kindergartens necessarily be perfect?
My view of this matter has been so much mis- understood, that I feel it necessary to define my position. I think highly of Froebel's system as 1 understand it. I do not accept it as a perfect inven- tion, as an educational finality, as an institution which must accept no variation or modification, that must be copied entire or not at all. Still, I think so well of it that I feel justified in advising and recommend-
216 ANNUAL SCHOOL REPORT.
mg its fair and full trial. I should like to see tliree or four model Kindergartens set up in different local- ities, so as to take in pupils from varied conditions in society. I should like to study their operations and results. After such an experiment, and only thus, should I be prepared to give an opinion as to the next step to be taken in regard to the system.
SEWING.
The following are the provisions of the regulations respecting sewing : —
" Plain sewing may be introduced into any Primary School, if the sub-committee think it advisable.
"Instruction shall be given in sewing, to the fourth, fifth, and sixth classes in the Grammar Schools for girls, provided that not more than six divisions be taught in any one school. The district committee of each school in which such instructions is given shall nominate to the Board, for confirmation, some qual- ified person as teacher of sewing, who shall give to each pupil two lessons a week, of not less than one hour each, on different days or sessions of the school."
The salary of sewing teachers is $87 for each division taught.
Sewing has not been introduced into our Primary Schools, and it seems hardly desirable that it should be, as practically all the Primary pupils go forward into the Grammar Schools, where they can be taught needle-work more systematically and efficiently.
Three of the Grammar Schools entitled to instruc- tion in sewing, the Chapman, Preseott, and Adams, did not report any sewing teacher.
superintendent's report. 217
By the word "division," in the regulation cited above, is meant the portion of a class taught in a separate room by a separate teacher. The average number of pupils to a division is about 47. It ap- pears, then, that instruction in sewing is limited to six such divisions, or a maximum of about 282 pupils in each school. This limitation works unequally. "While in some of the smaller schools it permits in- struction in sewing to be given to all the pupils of the three lower classes, in some of the larger schools it cuts ofi" not only the whole of the third class, but a part, if not the whole, of the fifth.
Considering the utility and imjDortance of sewing* and cutting-out, as a branch of female education, I hope that provision will be made for its efficient in- struction, not only in all the divisions of the three lower classes, but also, to some extent at least, in the three upper classes.
The following table shows the average number of girls belonging to each Grammar School, the number of divisions in which sewing is taught, the number of pupils in those divisions, and the salary of each sewing teacher: —
218
ANNUAL SCHOOL REPORT.
Schools.
Av. No. ofiXo. of divis-L. of girls I Amount of girlsbelong- ipns ,n laugl.t lew- salaries for
Adams . . Bowditch . Bowdoin . . Boylston . Chapman . Comins . . Dearborn . Dorchester • Dudley . . Everett • . Franklin . . Hancock . . Lewis . . . Lincoln . . Lyman . . Norcross . . Prescott . • Sherwin . . Shurtlcff. . "Wells . . . Winthrop .
Totals
195 525 503 205 269 393 362 549 264 682 637 874 263 317 169 691 285 354 663 443 759
9,413
282 235 141
282 235
188 282 183 282 141 183 94 188
282 376
.282 282
3,048
$525 00 437 50 262 50
525 00 437 50 800 00 350 00 525 00 350 00 525 00 252 00 350 00 175 00 350 00
525 00 700 00 525 00 525 00
$8,150 00
During the last two or three years considerable progress has been made in the instruction in sewing in our Public Schools. A new interest has been awakened in regard to it both among teachers and pupils. Whenever I ask the classes of girls who are employed with their needles if they like their Bewing lessons, I always get an emphatic answer in the affir- mative. The teachers seem anxious to systematize and improve their plans of instruction, and to carry
superintendent's repoet. 219
forward their pupils to higher grades of work than they formerly attempted. Last May I invited the sewing teachers to meet me at the City Hall, for the purpose of consulting in regard to the best means of promoting improvement in the instruction in this branch. This invitation was cordially accepted, and the result was an interesting and useful meeting. A committee was ajDpointed to prepare a graded pro- gramme of work to be done, and it was unanimously agreed that it was desirable that there should be an annual exhibition of the needle-work of the pupils in eacli school where sewing is tanght, at the time of the usual annual exhibitions of those schools. It was also suggested that it would be well for each teacher to send to the Superintendent an annual report of the work done by her pupils. Several teachers gave some account of their plans and arrangements. It became apparent, from the remarks made, that there was not much uniformity of plans or aims among the teach- ers, and that scarcely any one of them knew what was done by other teachers. But all manifested a lively interest in their work, and were extremely anxious to avail themselves of all practical means for improvement. Probably one of the best tilings they could do would be to visit each other's schools. In accordance with the suggestions made at the meeting, in several schools, very creditable exhibitions of sewing were held, and carefully prepared reports of work done have been received from about half of the teachers, of which the following is a specimen : — '
220 AJSTNUAL SCHOOL EEPOET.
Deay-lorn School Sewing Report for the year ending July, 1872. Five
Divisions.
Aprons, 80 Pillow-slips 40
Napkins, 41 Night-dresses, 3
Patchwork, squares, .... 2,137 Table-cloths, 3
Hemming, yards, fi53 Hats trimmed, 1
Towels, 148 Curtains, 8
Handkercliiefs, 270 Drawers, pairs, 9
Skirts, 27 Bibs, 8
Bags, 117 Veil, 1
Sleeves, 144 Stitching; yards, 21
Pockets, 12 Dusters, 6
Button-holes, 444 Pen-wipers, 25
Tidies, 4 Holders, 6
Scarfs, 15 Bolster-case, 1
Waists, 12 Needle-books, 4
Shirts, ......... 2 Dolls' Dresses, 21
Chemises, 7
Quilt 1 Total, 4,268
Sheets, 2
It has seemed to me that it might be well for the School Board to appoint a competent Committee of ladies to examine the instruction in sewing in our schools, and make a report upon it; and it gives me pleasure to inform the Board that in a quiet and in- formal way an inspection was actually made, during the last summer, of the sewing in six schools, by a Committee of the Women's Education Society. I have been kindly furnished with a copy of their re- port, in writing, from which I make the following quotations : —
" The knowledge gained is perhaps not great, but it will be valuable as a basis on which further im- provement may rest. We have found sewing well taught in the fifth and sixth classes of our Grammar Schools, and in one visited (the Wells), in the lowest division of the fourth also.
superintendent's report . 221
"The greatest difficulty at present is to supply- work for the children who bring none, and this can be done, at very small expense, by providing strips of cotton cloth a quarter of a yard in width and three times that length, that can be made to answer the pm-pose of patchwork, handkerchief, or apron, etc., in so far as knowledge of stitches put into them g*oes; top-sewing, hemming, felling, stitching and button- holes, patching and marking can all be done on such a strip, as specimen work, and this sort of work will have a twofold effect : it will supply the child with material, and teach her plain sewing; but it will be dull in comparison with the apron or handkerchief her neighbor is making, and will, perhaps, induce her to bring her own work for the next lesson."
"Increased attention to mending would be very desirable; it is difficult to obtain; for a garment patched, or a stocking darned, does not swell the list that makes up the report, and so does not add to the reputation of the class. The only inducement to this sort of work would be an exhibition of needle-work, which should include only the very best work of each kind. It might be classified somewhat as fol- lows for children from six to twelve years: under seven, the best top-sewing; under nine, hemming and felled seam; under ten, stitching; under twelve, the best button-holes, the best entire specimen, the best mended stocking, the best sampler, and the best knit stocking. 'No fancy work should be allowed; but the knitting of stockings should be encouraged, and the marking of linen with thread, as more dura- ble and economical, and easier than with ink."
222 ANNUAL SCHOOL REPORT.
" In conclusion, we feel greatly encouraged to find the children so well taught, the teachers so much in- terested, and so convinced of the importance of the instruction, the Superintendent so favorable to the extension of sewing to all the classes, as is recom- mended in the excellent report of Dr. Lothrop (as Chairman of the Special Committee on Industrial Schools), and while we are waiting for the School Committee to act upon the orders annexed to the report, we shall be thankful to have sewing, mend- ing and knitting thoroughly taught in the three lower classes of the Grammar Schools, to have the children supplied with specimen work, and to obtain permis- sion for a yearly exhibition of sewing, as this will in- sure a superior quality of work, very difficult to obtain without some prospect of reward, the object now being on the part of the child to finish a gar- ment as quickly as possible, in order to have the bene- fit of it; and, on the part of the teacher, to report as many garments as possible made in her classes, for the sake of her own reputation as a skilful and compe- tent needle-woman. "
By " yearly exhibition," the Committee mean a gen- eral exhibition, somewhat like that of drawing, in addition to the exhibitions in the several schools. This plan as well as the other suggestions, presented in the above quotations, appear to be judicious, and I hope they will receive careful attention.
DU AWING,
During the last year great progress was made in this branch, both in the Evening Industrial Drawing
superintendent's report. 223
Schools and in the day schools of all grades from tne lowest Primary classes to the highest classes of the High Schools. For many years we had been trying in a moderate way to teach drawing in our public schools. Fifteen or sixteen years ago, in order to im- prove the instruction in this branch, I procured from England at my own expense a set of copies and models, for which the School Committee refused to pay. The models nobody that I could find knew how to use, and they were given to a Primary School to be used in object lessons. From the copies, by the kind assistance of Mr. Bartholomew, who was emploj^ed to teach drawing a few hours a week in the Girls' High and IS^ormal School, I prepared the Boston Primary Drawing Tablets and Slates for Primary Schools; and although I was to receive no pecuniary benefit therefrom, their introduc- tion was strenuously opposed by some members of the Board of high social and literary standing. I mention this curious fact to show how little the true scope and utility of drawing as a branch of common school education was known by those who might be supposed to have the best understanding of the matter. Their reasoning was this: "Drawing is a fine art, an accomplishment, an educational luxury for the wealthy classes; the public schools are for the children of the poorer classes, who must work for a living. What have they to do with making pictures? Let them stick to the three K's." "When we consider that it was scarcely twelve years from that time that the Legislature enacted a law requiring drawing to be taught in all schools, on the ground that it is the true
224 ANmJAL SCHOOL REPORT.
fundamental element of all industrial education^ we cannot but feel that the world does move.
"When Mr. Bartholomew brought out his drawing books, we were enabled to take a new step forward in the right direction, but it was not a very long step. There was no great interest in the subject, nor were its nature and objects clearly understood and appre- ciated. Drawing was taught in the High Schools, except the Latin, by special teachers, and it was re- quired to be taught in all the lower grades. But wdiat was done was uphill work. In the mean time we were greatly occupied with other reforms and im- provements, more fundamental and more important still. At length the time came for vigorous measures for perfecting the instruction of drawing in all our schools. For this purpose new instrumentalities were needed. The first of all was a Standing Committee of the Board to give special attention to its develop- ment. Such a Committee was instituted, and it went to work in earnest. The Evening Industrial Drawing Schools were estabhshed as required by law. The schools were examined in drawing; an exhibition of drawing was ordered. But still another instrumen- tality was necessary to carry forward the work. A thoroughly accomplished art-master w^as wanted to be the director and supervisor of this branch, a man thoroughly trained and thoroughly experienced in all branches of art education. After long negotiations, such a man was at last secured in Mr. Walter Smith, of England, one of the very ablest graduates of the ISTormal Art Tk-aining School at South Kensing- ton, who had for many years successfully conducted
superintendent's report. 225
art schools, — a man of broad art-culture, of extensive knowledge of the methods and systems of different countries, of practical skill in teaching, of tact in the handling of classes, of organizing power, of executive ability, of business capacity, of immense working force, and of a noble professional ambition. This is the sort of a man the Committee on Drawinsr had the good fortune to secure. This was an immense step in the right direction. It is easy to make regulations, but the essential and difficult thing is to get the right men and set them to work. From the arrival of Mr. Smith, last October, a new epoch began. In saying this, I would not abate the tithe of a hair' from the credit due to other faithful workers w^ho preceded him, and who are so efficiently and earnestly co-op- erating with him. The JSTormal Art School, in Apple- ton street, for the instruction of teachers, was at once opened, the beneficial effects of which were immedi- ately visible in the improved methods and aims in teach- ing drawing in all our schools. Our teachers deserve great credit for their hearty co-operation in develop- ing this branch of instruction. It was natural that there should be some grumbling, for there are always some who are averse to any extra exertion or any in- teiTuption to established routine. But the exhibition of drawing last May seemed to give great satisfac- tion, and put everybody in better humor. The glory, however, of last year's labors and efforts was seen in June, at the Girls' High and Kormal School build- ing, when jive liundied of the teachers of our Pri- mary, Grammar and High Schools, voluntarily pre- sented themselves for an examination of their quail-
k
226 ANNUAL SCHOOL REPORT.
fications for teaching drawing; for the success of the whole scheme depends upon the competency of the mass of the teachers to teach this branch to their classes, aided and assisted by competent supervisors.
The general plan of carrying on the teachings is the same as that which has been so triumphantly successful in our musical instruction. A general supervisor at the head, to plan and direct, with a corps of four or five as- sistants, to teach personally in the highest classes of the High Schools, and to aid in teaching the teachers and in inspecting, examining, and supervising the work done in all the lower grades of the schools, the Committee on Drawing, of course, being the power over all. As to the details respecting the examinations, programmes and expenses, the RejDort of the Com- mittee furnishes all needed information.
The path is now clear and plain, in the main. Just now there may be some teachers who do not fully see how to carry out the programnies which have been made. But this is only a temporary difficulty, and it will no doubt soon be overcome. If modifications in the requirements are found by experience to be neces- sary they will be made. Only a little patience is wanting. Extra pressure was mevitable in the in- troduction of so great an improvement. For the time drawing may seem to some to engross too much attention and time. But this is only a temporary phase of the matter. For one I have no fear that our scholars will be the losers. Wheii drawing is prop- erly understood and properly taught, it will he ac- Tcnowledged hy enery enlightened mind to he an indis- pensahle element in the education of every human heing.
superintexdext's report. 227
whatever 7nay he his destination in life. Here general education and technical education coincide. The child needs drawing equally whether he is destined for a course of liberal culture, or for any industrial pursuit.
A TTENDANCE,
As to the importance of keeping this subject prom- inently in view in the administration of school sys- tems, there is no dispute. What is the whole number of children of school age? AYhat is the whole num- ber enrolled? What is the averasre number belonof- ing, and how does it compare with the dail}^ attend- ance? What are the ages of the pupils *in attend- ance? What is the average period of attendance? What percentage of the pupils complete the course? What is the number of pupils who attend one year, two years, etc.? Answers to such questions as these in respect to a school system are necessary to a ftdl and complete estimate of its efficiency and success. In my last report I gave as full information in rela- tion to our school attendance as the statistics in my possession would allow. Since that report was sub- mitted, I have obtained tw^o items of some importance relating to this matter.
The first is the whole nurtiber of different pupils enrolled in all the schools during the last school year. As this is the first time we have attempted to obtain the number of different pupils enrolled in a given period, it is possible that there may have been some errors committed in the enumeration; but the result arrived at is believed to be substantially correct. In order to get the true
228
ANNUAL SCHOOL EEPORT.
number, the teachers were instructed to begin on the first day of the school year with the roll of pupils known to actually belong to the school on that day. Additions to those rolls, for the purpose in view, were to be made only of the names of pupils subsequently admitted who had not attended any Boston public school since the first day of the school year. These rolls would give the total enrolment of difierent pupils.
The following is a summary of the total enrolment of dijQTerent pupils in the public schools, for the school year 1871-72 : —
Schools.
High Schools
Grammar Schools. Primary Schools.. Licensed Minors. .
Kindergarten
Deaf Mute School
Totals
Boys.
954
10,973
11,030
103
19
22
23,101
Girls.
883
10,752
9,283
26 29
20,973
Total.
1,837
21,725
20,313
103
45
51
44,074
In the above table it will be observed that the en- rolment in the Grammar Schools does not much ex- ceed the average whole number belonging, as reported in the tables of statistics. This is due to the fact that the four thousand two hundred and seventy pupils promoted from the Primary to the Grammar Schools were not counted in the number enrolled in the latter
\
superintendent's report. 229
schools, as they had already been previously enrolled in the Primary Schools within the year. On the other hand, the enrolment in the Primary Schools largely exceeds the average whole number belong- ing. The reason for this is found in the fact that these schools, during the year, receive upwards of four thousand new pupils, who enter school for the first time, and transfer about the same num- ber to the Grammar Schools. This number, added to the average belonging, makes a sum reasonably near in amount to the enrolment in these schools.
The other item above referred to is the result of an enumeration of tJie cliildren residing in Boston, he- tween five and fifteen years of age, lolio are em- jployed in stores and industrial estdblisliments, and not attending school. This enumeration was made with great care, at my request, by the truant officers, each canvassing his own truant district. They found the employers very ready to give them the informa' tion desired. They deserve thanks for their readi- ness to undertake this service, and for the thoroujrh- ness with which it was performed. The sraallness of the number of children found employed surprised me ; but I have no reason to believe that the enumer- ation was not substantially correct.
The following table shows the number of children residing in Boston, between five and fifteen years of age, employed in stores and industrial establishments, June 1872: —
230
AKNU^y[j SCHOOL REPORT.
Truant Distkicts. |
Boys aged |
Total boys. |
Girls aged |
Total girls. |
Total hoys and girls in District. |
||||||||
9 |
10 1 1 1 13 |
11 4 6 23 5 |
12 1 16 12 52 4 14 3 2 • |
13 1 15 22 45 6 13 6 13 1 |
14 |
8 1 1 |
9 2 2 |
10 4 4 |
13 13 |
12 1 17 18 |
13 2 21 2 25 |
14 1 19 1 1 4 2 28 |
|
North |
4 36 37 15 14 30 9 15 3 2 |
7 73 78 154 29 57 20 32 4 4 |
4 77 1 1 6 2 |
11 |
|||||||||
East Boston Central |
1 |
73 155 |
|||||||||||
Southern South Boston South . . . .' |
1 |
154 29 53 |
|||||||||||
Koxhury, East District Roxbury, West District Dorchester, Northern . Dorchester, Southern . |
2 |
16 |
2 2 1 1 49 |
21 88 4 6 |
|||||||||
, Totals |
104 |
122 |
165 |
458 |
91 |
549 |
In a "Memorial" read before the Committee on Education of the Massachusetts Legislature, last February, a printed copy of which I have lately re- ceived, I find the following : " It is estimated that in the City of Boston alone there are from five to ten tJiousand chilcb'en of poor, struggling families, who require their ofi*spring to earn a daily pittance as the price of afi'ording them the miserable shelter of a roof. These children support themselves by selling matches, soap, shoe-strings, toys, photographs, etc. They are from seven to twelve years of age. Their average earnings are from ten to seventy-five cents per day. They are left to grow up uneducated, both mentally and physically; their feelings are brutalized by habits that will eventually render them pests to society. Then there is a small army of beggars, going about the streets, learning full early the vices that fester in
superintendent's report. 231
every large city. . . . How is this pledge (of the public care for the morals and minds of children) kept to those ten tliousand children, who, in the City of Boston alone, are allowed to grow up criminals and vasfrants?"
In the last report of the Bureau of Statistics of Labor, of Massachusetts, I find the following state- ment of the school attendance of Boston : " In Boston, the returns made by the school authorities to the Board of Education show 46,301 children, between 5 and 15, and only 36,868 at any school, public or private, leaving 9,443, or about 20 per cent., not ac- counted for. Whether the sworn returns are correct, we do not know, but such are the figurate results from the data given. We most sincerely hope that even the smallest number of non-attendants derived from any correct computations, or from any explana- tions, may be still further reduced. The honor and welfare of the State demand it."
Before this statement was printed, the Chief of the Bureau was informed by me that the above " figurate results " were not correct.
As estimated and figured statements respecting the number of children in this city who are growing up in ignorance, like those above quoted, are eagerly seized upon and quoted by the enemies of popular education, in proof of the failure of the system, and of the uselessness of laws such as we have for com- pelling the attendance of truants and absentees, I reprint, in this connection, for the use of the Board, the concluding portion of my last report respecting school attendance in this city: —
232 ANNUAL bUHOOL REPORT.
" Whole number of children between 5 and 15, 45,070
Number belonging to Public Schools, 38,220
Number belonging to Private Schools, 8,593
Total belonging to all schools, 46,813
Number in all schools over 15, 4,343
Number between 5 and 15 in all schools, 42,470
Number 5 j-ears old not in school, 1,149
Number 14 jears old not in school, 1,419
Half the number between 12 and 14 not in schools, 489
Number between 5 and 15 unaccounted for, 443
3,500
45,970
" It appears, then, that the whole number of pnpils of all ages belonging to the public and private schools is considerably in excess of the number of persons in the city between five and fifteen years of age; that the number between these ages belonging to the pub- lic and private schools is 92 per cent, of the whole number in the city; that of the 7 per cent, not attend- ing school, six-sevenths are pretty well accounted for, making 99 per cent, in school, or accounted for, while 1 per cent, remains unaccounted for. This statement of the case respecting the school attendance in this city seems to afford evidence for the belief that the number of children who are growing up without acquiring at least the rudiments of education is quite small. During the past ten years I do not remember to have met with the case of a child who had resided in the city until the age of fourteen without learning to read and write.
" Our truant oflScers are expected to look after all children not attending school, who are found in the
I
superintendent's report. 233
streets without any lawful occupation. From their reports, and from infomiation derived from other sources, I had good reason for believing that they are faithful and efficient in the performance of their duty. But as I occasionally hear it said in ed- ucational speeches, or read in some newspaper com- munication, that there are several thousand — from ten to fifteen thousand I think is the number named ! — vagrant urchins in the streets growing up in ignorance, idleness, and vice, I thought I would try to find where they were. Accordingly, some week or two ago, on a bright and sunny morning, taking care not to select a holiday, I set out on a voyage of dis- covery. I went to all the railroad stations, I drove round the marginal streets, scanning the wharves and alley-ways, keeping a sharp lookout for boys and girls of school age. The result of this perambulatory expedition, which occupied two or three hours, was quite extraordinary, in respect to the smallness of the number of children of school age that were found at all. Every one found was stopped and his case inquired into. The whole number found was hardly more than could be counted on one's fingei-s, and among them there was only one who had not a good reason for being out of school. This was a truant who had slipped through the fingers of his teacher, and escaped the vilgilance of the truant officer. The next day being fine, I continued the survey, going through nearly all the streets of a densely populated section of the city. The result was about the same as that of the preceding day. The few children found, with one exception, gave good reasons for
i?34 AXSTAL SCHOOL EEPOBT.
their absence fi*om school. He was a licensed news- boy, and was generally found in school A similar district in another pai*t of the city was inspected on the third day. It was the same thing over again. I propose to repeat tliis sui'yey of the streets when the spring opens. In my last report I presented a tabu- lated i*eport of the doings of the truant officers dur- ing the past ten yeai*s. That report affords strong evidence of the activity of those officers, and it is no doubt largely owing to their laboi*s that so few ab- sentees are found in our streets.
"^ But, however favorable our statistics of attendance may appear, it is nevertheless quite certain that there ai*e many children in the city who are not in the way of acquiring what may be c;illed a competent educa- tion, that is, aarood elementary education ; and so Ions: as there is one such child remaining, om* effoits to improve the attendance, and reduce absenteeism, should not be relaxed."
HTGIJEy-E.
Twelve years ago I made'an earnest appeal to the Boai'd in behalf of phvsicial education, and urged the introduction, into all grades of our schools^ of a thorough system of Physical Training, as a part of school culture, concluding with these words : "Hitherto we have directed our attention almost exclusively to intellectual education. The tasks of the bi*ain have been greatly increased, without a corresponding in- crease of care for the preservation of health. This is tlie gi*eat defect of American education. It is fitting that Boston, this cradle of the great system of
s^PERrsTE^■DE^~^ s report. 2oo
free popular education, should take the lead in show- ing to the world how this defect cau be remedied. Henceforth, let both mind and body i-eceive their due share of attention.'' The subject was referred to a Special Committee, with permission to report in print. The report submitted by this Committee was brief, but elaborate, and to the point. It said to the Board. ~ Tour Committee concur, in the main, with the views of the Superintendent as to the deficiency in health and bodily vigor of the children and youth among us. Those persons who have never ti*avelled, and who have never made the subject a study, are not fully aware of this physical degeneracy, because they have no standard of comparison. As a proof of its existence, however, it may be remarked that foreignei*s. on theh* arrival in America, are struck with the predominance of sallow, thin, uuhealthlul countenances, while on the other hand, the American, on his first visit to England, is surprised at precisely the opposite phenomenon, — the ruddy and healthful countenances being in the majority."
The Committee concluded their important report by recommending the appointment of a Standing Committee on Physical Training, with authority to appoint and nominate to the Board a suitably quali- fied person to aid and instruct the teaehei*s in the training of their pupds in physical exercises, the time devoted to such exercises not to exceed hall' an hour each half day, nor to be less than a quarter of an hour.
About four years elapsed before action was taken on the recommendation of the repoit. In the mean
236 ANNUAL SCHOOL REPORT.
time the subject was much discussed by members of the Committee, by teachers, parents, and the press. In my report, which immediately followed that of the Special Committee, attention to the subject was again invoked. I said : " Every day's experience in the schools deepens my conviction of the impera- tive necessity of making physical training a part of our school culture. This necessity is increased just in proportion to the perfection of the arrangements of the system, with a view to the highest intellectual results. The very completeness of our system in other respects is what makes it liable to injure the health, or, at least, to prevent the proper physical development of the pupils."
In the next and succeeding reports the topic was repeatedly discussed. Such language as the follow- ing was used : " The proposed reform in physical education is, in my opinion, as important as any which has been attempted since the origin of our system of schools. As long as it is deferred, we are losing a great part of the benefit which we might otherwise derive from our noble system of popular education. If we do not provide for it, our children must suffer for our neglect." The Committee on the Annual Keport for 1861 earnestly advocated the proposed reform. At length, after four years of agitation and discussion, the first effective step was taken to remedy the evil complained of, by insti- tuting the proposed Standing Committee. But its function was made to include vocal as well as pJiysical training. An excellent instructor — Prof. Monroe — was appointed to instruct the teachers in
superintendent's repoet. 237
these two branches of education. It was not long before he felt his salary to be inadequate. Instead of raising it, however, he was allowed a portion of his time for private instruction. At length the time of his employment in the school service was reduced to three months in the year; and finalty, at his re- quest, it was discontinued altogether. His services were extremely valuable. I know of no money that has been expended to better purpose for the improve- ment of our schools. Still it must be owned that he did not accomplish so much in the improvement of the hygiene of the schools, as in promoting good reading and vocal training. One of the valuable results of his labors was the production of an excel- lent Manual of vocal and physical training, which was put into the hands of the teachers, at the expense of the city. The system of vocal culture introduced is no doubt in itself highly beneficial in a hj^gienic point of view, as it requires breathing exercises, and such gymnastic training as is especially adapted for the development and strengthening of the muscles which effective vocal utterance bring into play.
In reviewing what has been done during the past twelve years for the improvement of the physical well-being of the pupils in our schools, I am glad to be able to say that some progress has been made. The vigorous and effective system of military drill provided for all the boys in our High Schools, has in my judgment been of incalculable advantage; and its moral results have been no less valuable than its physical effects. It is good both for those who com- mand and those who obey. A gain in the score of
238 ^ANNUAL SCHOOL REPORT.
health has been made by exckiding from the Primary Schools children between four and five years of age. Another gain in favor of hj^giene has been made in limiting the afternoon sessions of the schools to two hours. School accommodations have been improved. The average size of the school-rooms has been in- creased, while the average number of pupils to a room has decreased. The teachers take more pains than formerly to ventilate their rooms, without exposing their pupils to cold draughts of air. The Saturday session of the Girls' High and Normal School has been discontinued. By these and other means the average physical condition of the pupils in our schools has been improved.
Still I feel bound to say, and to say with emphasis, that there is still great room for improvement in physical culture. We ought to aim, not merely to AVOID INJURING the health of pupils luhile carrying on their instruction in our schools, hut to increase their physical health, strength and heauty. I dare call that system of education a failure which sends out into the world, to fight the battles of life, its fin- ished graduates, with narrow shoulders, flat chests, crooked spines, pale faces, weak muscles, and low vital energy. You may say that the exigencies of modern society demand some sacrifice of physical health and strength to intellectual attainments. For one I deny the soundness of this doctrine altogether. Complete physical health and development is essential to the truest and best intellectual results of education.
I would not in the slightest degree underrate the value of what has been done in the interest of the physical well-being of the pupils of our schools. I see better
superintendent's eeport. 239
looking countenances in all grades of our schools than I used to see, and I greatly rejoice at the sight. I see handsomer young men and young women in our High Schools, because I see broader shoulders, straighter spines and fresher faces. The spectacle gives me more hope for the future of the race. But when I consider the still existing errors, defects and shortcomings, in respect to the physical educa- tion of our children, I feel compelled to say that I think that all we have done in the interest of school hygiene during the past twelve years, is far, very far, from being what we can safely accept as a satisfac- tory finality. It is in truth only a beginning of the vast work yet to be accomplished in this direction, if we mean to make our system of education a complete success.
Our bo3^s receive less physical injury from their schooling than our girls. Nature helps the boy more. The boy manages to get some wholesome play. But the poor girl is easily crushed under the terrible weight of school lessons. Her strong love of appro- bation, given to her for a wise purpose, is easily made to work her physical ruin by the machinery of ex- aminations. Therefore, if we have no compassion for the care of the boys, let us not disregard the physi- cal well-being of our girls. "While writing this, one of the victims of neglected school hygiene has revealed to me, in answer to inquiries, the process by which she has been deprived of the blessing of health, while preparing herself to earn a livelihood by teaching. The dear girl never suspected the aim of my ques- tions, or the cause of her physical weakness. She seemed to be even grateful to her teachers, in the
240 ANNUAL SCHOOL REPORT.
belief that they had made thorough work with her in- struction. "Thorough work" indeed! O Thorough- ness, what educational crimes have been committed in thy name ! When shall we learn the true and right idea of thoroughness? For my part, if I must choose between what generally goes by the name of thorough- ness, but is really for the most part cramming, and rosy health, give me the latter. I am willing to confess that my feeling on this subject is deep and strongs and if I were to take counsel of my feelings, I should write much about it. But reason tells me that I must try to be moderate, for if it is once imagined that I feel more than I reason on this subject, my influence m regard to it is at once weakened. But let me just remark that my deep feeling in regard to this matter has come through the protracted exercise of reason and observation. I am convinced that our girls must have a better physical education, if they are to be suc- cessful and happy women, no matter what may be their destination. Some will say that I am pleading for idleness. Be it so. I do not hesitate to tell any mother in Boston that, in the present state of things, the head of a class in school is not a very safe or desirable place for a girl to occupy.
In conclusion, I would urge two items of immediate reform, in view of this matter: first, that the rides in regard to home lessons he rigidly enforced j and second that our High School girls shcdl no longer he seen car- rying home daily for study large hundles of class- hoohs. Respectfully submitted,
joh:n^ d. philbrick.
Superintendent of Puhlic Schools.
Sgptembbb, 1872.
STATISTICS
ACCOMPAmrnsTG the semi-axnual reports of the superintendent
OF SCHOOLS FOR THE SCHOOL YEAR
1871-1872.
STATISTICS OF THE SCHOOLS.
TEACSEltS.
Tables sliowing the number of teachers of each sex, in the dijferent grades of schools, August 31, 1872.
REGULAR TEACHERS.
Schools.
Latin School
English nigh School
Girls' Iligh .ind Normal School Highlands High School . . . . Dorchester High School , . . .
Grammar Schools
Primary Schools
Licensed Minors' School . . .
Deaf-Mute School
Evening Drawing-School . . .
Evening Schools
Kindergarten School
Totals
Males.
Females.
23
5
4
398
335
834
Total.
11 17
24
6
5
464
335
2
3 9
8G 1
SPECIAL TEACHERS.
Schools.
Vocal and Physical Culture : all the Schools . Military Drill: Latin, Eng. Iligh and Dighlands Drawing: High and Grammar Sohoolii ....
French : Iligh Schools
German : Iligh Schools
Music : Iligh, Grammar and Primary
Sewing: Grammar Schools
Totals
Males. |
Females. |
Total. |
1 |
1 |
|
1 |
1 |
|
6 |
1 |
7 |
3 |
1 |
4 |
2 |
2 |
|
5 |
5 |
|
13 |
18 |
|
18 |
20 |
38 |
243
244 ANNUAL SCHOOL EEPORT.
HIGH SCHOOLS.
Abstract of Semi-Annual Returns, January 31, 1872.
Schools. |
a < |
a a .a 5 |
Average w number |
hole |
Average Attendance. |
o o MO |
eg ; C 97.0 |
2 |
u |
5 < |
2 |
||||
o |
5 |
1 o |
o |
5 |
"a o |
ji |
|||||||||
Latin |
60 |
29 |
222 |
222 |
'',16 |
^in |
6 |
1 1 10 |
|||||||
English High |
252 |
41 |
541 |
541 |
528 |
528 |
13 |
97.6 |
1 |
5 |
11 |
. |
|||
Girls' High and Normal |
399 |
114 |
. . . |
622 |
622 |
580 |
580 |
42 |
93.0 1 |
3 |
19 |
||||
Roxhury High .... |
93 |
20 |
■98 |
108 |
206 |
96 |
105 |
201 |
5 |
97.0 |
1 |
1 |
4 |
||
Dorchester High . . . |
144 |
14 |
60 |
72 |
132 |
57 |
66 |
123 |
9 |
91.5 |
1 5 |
15 |
11 |
1 5 |
3 |
Totals |
948 |
318 |
921 |
802 |
1723 |
897 |
751 1648 ! |
75 |
95.2 |
26 |
HIGH SCHOOLS.
Abstract of Semi-Annual Returns, August, 1872.
Schools. |
'6 a a •a |
a 5 |
Average whole number. |
Average Attendance. |
a 6 |
o J3 il 1^ |
6 5 |
^ |
2 3 < 1 1 5 |
2 |
|
1 |
S |
o |
>-> o |
"a o Eh |
10 . 5 n |
■< |
|||||
Latin |
4 |
42 55 151 32 12 |
191 491 91 53 |
558 103 70 |
191 491 558 194 123 |
174 477 86 47 |
515 97 61 |
174 477 515 183 108 |
17 14 43 11 15 100 |
91.0 97.0 92.0 04.0 89.0 92.3 |
|
Girls' High and Normal Roxhury High .... Dorchester High . . . |
71 11 139 |
20 4 3 |
|||||||||
Totals |
225 |
292 |
826 |
731 |
1557 |
784 |
673 |
1457 |
15,11 |
^' |
STATISTICS.
245
i 1 |
5 * |
o a 3" < |
■5 -» |
•5' |
p |
1 3 |
5' 5_ |
3^ 3' |
S' |
b • |
-5 p 3 3 3 |
W 3 |
a o "<; o 3 |
o |
> a |
m o a o o p CO |
|
1 |
o |
-. |
o |
s |
X |
o |
Ki |
en |
^ |
to |
1844. |
||||||
*k |
o |
CO |
Hi O |
o |
to |
en |
1^ |
o |
1845. |
||||||||
i |
o |
CO |
en |
to OS |
o |
03 |
to |
M |
o |
1846.* |
|||||||
o |
o |
>;>■ |
>;>. |
Oi o |
^ |
-^ |
1^ |
to |
-1 |
1847. |
|||||||
] |
13 |
to |
00 |
>;>' |
to |
4>. |
|«> |
4>> |
en |
to |
1848. |
||||||
03 |
00 |
o» |
ca |
o o> |
to |
3 |
o |
M |
-I |
to |
1849. |
||||||
O |
o |
-: |
M |
o to |
CO |
3 |
t; |
CO |
4^ |
en |
1850. 1 |
||||||
00 |
-J |
00 |
to |
o o |
>c^ |
^ |
en |
o |
03 |
» |
1851. |
||||||
ti |
-> |
2 |
o |
If^ Ifc |
CO |
- |
^ |
to |
>C- |
1853. |
|||||||
K . |
-. |
rf^ |
^ |
CO o |
^ |
0 |
00 |
to |
on |
o |
1853. |
||||||
1*^ . |
en |
-» |
CO |
«n to |
w ^ |
^ |
o |
i-i |
ai |
o |
1854. |
||||||
!:: |
o> |
CO |
to |
en to |
CO < |
■o |
s |
M |
-. |
o |
1855. |
||||||
00 |
M |
CJ |
K* |
s to -J |
en |
o |
o |
o |
CO |
o |
1856. |
||||||
CO |
cn |
CO |
o |
2 00 oo |
^ |
- |
to |
o |
to |
H-» |
1857. |
||||||
1^ |
00 |
CI |
o |
2 to *. |
-^ c |
^ |
CO |
o |
S |
to |
1858. i |
||||||
CO |
- |
to |
to |
3 |
J> *-■ CO |
en |
0 |
o |
03 |
o |
-^ |
1859. 1 |
|||||
(O |
o |
-^ |
to |
3> |
F^ C *. |
o c |
^ |
l^ |
4^ |
to |
en |
1860. |
|||||
o |
o |
c |
to |
^ |
O O 4:^ |
M : |
.- |
o |
03 |
en |
c>. |
1861. |
|||||
CO |
CO |
w |
o » |
E^ |
J> O CO |
to o ► |
- |
CO |
O |
03 |
^ |
1803. I |
|||||
- |
to |
OS |
o |
-0 |
_. lo ' |
>. |
*■ c |
3 |
00 |
to |
o |
-^ |
1863. |
||||
-^ |
s |
-X) |
o < |
K |
O *^ C5 |
en c |
» |
s; |
4^ |
4^ |
to |
1864. |
|||||
1 |
^ |
00 |
l-" < |
jO |
-» CO 00 |
CO |
J |
to 00 |
to |
03 |
1865. |
||||||
1 |
o> |
C3 |
C-T |
en |
/> |
-J CO CO |
CO |
u |
to 4- • |
to |
03 |
00 |
1866. |
||||
i |
3 |
^ |
-^ |
ti |
-^ |
^ |
J" to CO |
CO |
t |
03 03 |
*. |
to |
*>. |
1867. 1 1 |
|||
' o |
5 |
o |
o |
-. |
o |
- |
3V W to |
to CO |
- |
l", |
4- |
CI |
00 |
1868. |
|||
00 |
^^ |
3J |
o |
o |
o> |
- |
ti M O |
to |
o |
to |
to |
10 |
M |
1 1869. |
|||
'S : |
- . |
-^ |
o |
o |
- ' |
:S |
i -, :^ |
^ : |
tk |
ii |
o |
to |
1870. |
||||
£^ . |
■J |
- |
Si |
o |
^ |
0 ^ |
- to *- |
y |
/. |
'i |
o |
CO t^ |
to |
1871. |
|||
5 |
» |
3 |
en |
to |
o |
^ |
2 to S |
to < |
» |
i^ |
to |
03 to |
^ |
1873. |
$5 Si.
«Q C6
1^ |
|
^ |
|
^ |
^■^ |
(^ |
|
« |
s^ |
*^ |
|
-5' |
|
^ |
|
f |
^ |
Ks4 |
>^ |
Qo |
o o |
q^
$5
246
ANNUAL SCHOOL EEPOET.
GRAMMAR SCHOOLS. Abstract of Scmi-Annual Returns, January 31, 1872.
Schools. |
'6 S ■a |
u a .a S |
Average whole Number. |
Average Attendance. |
1 |
1 |
t |
c H < 4 |
c < ( |
^ |
||||||
Boys. |
Girls. |
Total. |
Boys. |
Girls. |
Total |
si « |
||||||||||
Adams .... |
-.236 |
295 |
335 |
197 |
532 |
312 |
186 |
498 |
34 |
94.1 |
||||||
Bigolow .... |
145 |
115 |
887 |
887 |
840 |
846 |
41 |
95.4 |
2 |
2 |
14 |
|||||
Bowditch . . . |
200 |
313 |
533 |
533 |
509 |
509 |
24 |
95.4 |
4 |
9 |
1 |
|||||
Bowdoin .... |
275 |
332 |
494 |
494 |
464 |
464 |
30 |
93.0 |
3 |
8 |
1 |
|||||
Boylston .... |
227 |
199 |
193 |
207 |
400 |
183 |
188 |
371 |
29 |
92.3 |
1 |
4 |
5 |
1 |
||
Brimmer .... |
254 |
200 |
638 |
638 |
606 |
606 |
32 |
94.9 |
1 |
2 |
11 |
|||||
Chapman . . . |
343 |
286 |
306 |
262 |
568 |
288 |
248 |
536 |
32 |
95.0 |
1 |
4 |
6 |
|||
Comins .... |
191 |
177 |
423 |
385 |
808 |
398 |
361 |
759 |
49 |
94.0 |
1 |
5 |
10 |
1 |
||
Dearborn . . . |
383 |
358 |
364 |
350 |
714 |
338 |
324 |
662 |
52 |
93.0 |
1 |
4 |
10 |
1 |
||
Dorchester Dis't . |
433 |
258 |
534 |
541 |
1,075 |
490 |
483 |
973 |
102 |
87.0 |
. |
4 |
22 |
1 |
||
Dudley .... |
191 |
131 |
258 |
258 |
239 |
239 |
19 |
03.0 |
*1 |
2 |
4 |
1 |
||||
Dwight .... |
12S |
53 |
599 |
599 |
581 |
. . . |
581 |
18 |
96.6 |
1 |
2 |
8 |
||||
EHot |
345 |
313 |
742 |
742 |
707 |
707 |
35 |
95.0 |
1 |
2 |
11 |
|||||
Everett .... |
6Vo |
237 |
684 |
684 |
655 |
655 |
29 |
95.7 |
4 |
10 |
1 |
|||||
Franklin .... |
638 |
353 |
652 |
652 |
. . . |
008 |
608 |
44 |
93 3 |
4 |
10 |
1 |
||||
Hancock .... |
414 |
3S3 |
873 |
873 |
830 |
830 |
43 |
95.0 |
. |
5 |
13 |
1 |
||||
Lawrence . . . |
360 |
291 |
858 |
858 |
834 |
. . . |
834 |
24 |
97.2 |
1 |
2 |
2 |
12 |
|||
Lewis |
204 |
ISl |
204 |
267 |
561 |
279 |
252 |
531 |
30 |
94.0 |
1 |
3 |
7 |
1 |
||
Lincoln .... |
200 |
183 |
455 |
319 |
774 |
428 |
299 |
727 |
47 |
93.0 |
1 |
4 |
C- |
1 |
||
Lyman .... |
ISO |
142 |
320 |
178 |
498 |
301 |
169 |
470 |
28 |
94.3 |
1 |
3 |
7 |
1 |
||
Mayhew .... |
231: 240 I |
468 |
468 |
442 |
442 |
26 |
94.0 |
1 |
2 |
8 |
||||||
Norcross .... |
333, 301 |
687 |
687 |
667 |
667 |
20 |
97.0 |
3 |
11 |
1 |
||||||
Phillips |
143 87 |
551 |
551 |
492 |
. . . |
492 |
59 |
80.8 |
1 |
2 |
8 |
|||||
Prescott .... |
571 2S7 |
325 |
284 |
609 |
305 |
267 |
572 |
37 |
04.0 |
1 |
4 |
7 |
||||
Quincy |
240 253 |
OOJ |
609 |
584 |
584 |
25 |
95.8 |
1 |
2 |
;■ |
||||||
Rice |
574' 244 |
618 |
618 |
594 |
594 |
24 |
96.2 |
1 |
2 |
10 |
||||||
Sherwin .... |
222 220 |
446 |
354 |
sno |
421 |
331 |
752 |
4S |
93.5 |
1 |
3 |
10 |
1 |
|||
Bhurtlcff. . . . |
282 229 |
664 |
6s;4 |
618 |
618 |
40, |
93.0 |
. |
4 |
9 |
1 |
|||||
Washington . . |
69 59 |
243 |
243 |
228 |
228 |
'■i |
94.0 |
. |
2 |
4 |
||||||
•Wells |
231 : 218 |
451 |
451 |
430 |
400 |
1 21 |
95,0 |
. |
3 |
7 |
1 |
|||||
Winthrop . . . |
807^ 594 |
757 |
757 |
688 |
68S |
69 j 1132 |
00.8 93.0 |
• |
10 |
1 5l 991 |
12 290 j |
1 |
||||
Totals . . . |
3986 '7422 1 |
12,208 |
9,397 |
19.605 |
S657 |
8816 |
18,470 |
H |
20 |
18 |
* Female Principal.
STATISTICS.
247
GRAMMAR SCHOOLS. Abstract of Semi-Annual Returns, August, 1872.
SCHOOLS. |
13 a < |
SB C3 .a o 0 |
Average whole Number. |
Average Attendance. |
to" |
O o ^ c |
C3 2 |
O 3 1 |
5 |
a a 4 |
c c! < 6 |
|||||
Boys. |
Girls. |
Total. |
Boys. |
Girls. |
Total. |
|||||||||||
Adams .... |
135 |
219 |
ai6 |
193 |
539 |
316 |
182 |
498 |
41 |
02.1 |
||||||
Bigelow .... |
126 |
294 |
900 |
. . . |
eoo |
851 |
851 |
49 |
94.8 |
2 |
1 |
2 |
14 |
|||
Bowditch . . . |
248 |
314 |
518 |
518 |
. . . |
489 |
489 |
29 |
94.4 |
4 |
9 |
|||||
Bowdoin .... |
158 |
217 |
511 |
511 |
470 |
470 |
41 |
91.0 |
3 |
8 |
||||||
Boylston .... |
157 |
187 |
209 |
20.j |
414 |
194 |
185 |
379 |
35 |
91.1 |
1 |
9 |
||||
Brimmer .... |
213 |
337 |
643 |
649 |
612 |
612 |
37 |
94.2 |
1 |
2 |
11 |
|||||
Chapman . . . |
79 |
58 |
301 |
275 |
576 |
281 |
257 |
538 |
38 |
93.0 |
4 |
7 |
||||
Comins .... |
163 |
230 |
432 |
412 |
844 |
401 |
382 |
783 |
61 |
93.0 |
5 |
11 |
||||
Dearborn . . . |
351 |
355 |
397 |
374 |
771 |
361 |
840 |
701 |
70 |
91.0 |
I |
4 |
11 |
|||
Dorchester Dis't |
381 |
459 |
554 |
556 |
1,110 |
500 |
482 |
982 |
128 |
87.0 |
7 |
10 |
||||
Dudley . . . . |
123 |
188 |
269 |
269 |
. . . |
249 |
249 |
20 |
92.0 |
*1 |
. |
2 |
4 |
|||
Dwight .... |
82 |
79 |
622 |
. . . |
622 |
595 |
. . . |
595 |
27 |
95.3 |
1 |
2 |
8 |
|||
Eliot |
2C6 |
335 |
787 |
787 |
742 |
. . . |
742 |
45 |
94.2 |
1 |
2 |
11 |
||||
Everett .... |
142 |
344 |
681 |
681 |
647 |
647 |
34 |
94.9 |
4 |
10 |
||||||
Franklin .... |
327 |
600 |
622 |
622 |
. . . |
572 |
672 |
50 |
92.0 |
4 |
10 |
|||||
Hancock .... |
315 |
3SS |
874 |
874 |
. . . |
825 |
825 |
49 |
94.4 |
5 |
13 |
|||||
Lawrence . . . |
389 |
452 |
875 |
875 |
838 |
. . . |
838 |
37 |
96.0 |
2 |
2 |
12 |
||||
Lewis |
312 |
309 |
3'?0 |
269 |
589 |
300 |
250 |
550 |
39 |
93.2 |
3 |
8 |
||||
Lincoln . . . . |
124 |
76 |
458 |
314 |
772 |
430 |
289 |
719 |
53 |
93,0 |
4 |
12 |
||||
Lyman .... |
90 |
179 |
307 |
160 |
467 |
282 |
149 |
431 |
36 |
92.0 |
3 |
7 |
||||
Mayhew .... |
181 |
269 |
475 |
475 |
436 |
430 |
39 |
91.0 |
1 |
2 |
8 |
|||||
Norcross .... |
252 |
316 |
695 |
695 |
667 |
667 |
28 |
96.0 |
3 |
11 |
||||||
Phillips |
5G |
114 |
581 |
581 |
521 |
521 |
60 |
89.4 |
1 |
2 |
8 |
|||||
Prescott . . . . |
266 |
294 |
324 |
287 |
611 |
301 |
263 |
564 |
47 |
91.0 |
4 |
8 |
||||
Quincy |
179 |
250 |
601 |
601 |
573 |
. . . |
573 |
28 |
95.3 |
1 |
2 |
0 |
||||
Rice |
204 |
547 |
039 |
639 |
602 |
602 |
37 |
94.0 |
1 |
2 |
10 |
|||||
Sherwin . . , . |
506 |
510 |
445 |
354 |
799 |
422 |
328 |
750 |
49 |
93.7 |
4 |
11 |
||||
Shurtleff. . . . |
311 |
422 |
. . . |
662 |
602 |
. . . |
604 |
604 |
58 91.0 |
4 |
10 |
|||||
"Washington . . |
47 |
38 |
256 |
256 |
241 |
241 |
15 |
94.2 |
2 |
4 |
||||||
"Wells |
208 |
306 |
444 |
444 |
419 |
419 |
25 |
94.0 |
3 |
7 |
||||||
"Winthrop . . . |
490 |
714 |
701 |
761 |
679 |
679 |
82 |
89.0 |
37 |
!! |
10 |
100 |
12 298 |
|||
Totals . . . |
0886 9560 1 |
10,478 |
0430 |
19.914 |
9790 |
8728 |
18,527 |
1387192.8 |
18 |
* Female Principal.
248
ANNUAIi SCHOOL KEPORT.
GRAMMAR SCHOOLS.
Table showing the nv-mbcr of Pupih in each Clans, the number of thf diferent ages, and the whole number in each Grammar School. January 31, 1872.
£ |
13 |
q a |
■a |
. |
|||||||||
Schools. |
5 a o m |
a O H |
5 |
.a |
a 3 a o |
C3 O >» W a |
S 2 a o m |
P3 |
3 o >> 1.1 c |
||||
Adams . . . |
58 |
81 |
102 |
98 |
100 |
95 |
534 |
1 |
58 |
178 |
174 |
88 |
35 |
Bigelow . . |
46 |
72 |
123 |
148 |
255 |
256 |
900 |
2 |
176 |
313 |
276 |
86 |
47 |
Bowditch . |
36 |
S6 |
45 |
44 |
141 |
164 |
516 |
0 |
104 |
175 |
173 |
37 |
27 |
Bowdoin . . |
46 |
103 |
96 |
101 |
75 |
92 |
513 |
1 |
70 |
150 |
176 |
54 |
62 |
BoylBton . . |
19 |
41 |
43 |
85 |
85 |
127 |
401 |
2 |
68 |
179 |
108 |
32 |
12 |
Brimmer . . |
44 |
83 |
128 |
128 |
125 |
144 |
652 |
2 |
124 |
201 |
211 |
C5 |
49 |
Chapman . |
24 |
65 |
111 |
120 |
128 |
142 |
580 |
4 |
90 |
160 |
184 |
91 |
42 |
Comins . . |
46 |
66 |
85 |
103 |
255 |
250 |
805 |
5 |
139 |
303 |
258 |
61 |
39 |
Dearborn . |
7& |
84 |
83 |
94 |
161 |
201 |
695 |
0 |
53 |
244 |
251 |
89 |
53 |
Dorch. Dist. |
99 |
150 |
188 |
177 |
308 |
219 |
1141 |
6 |
140 |
375 |
384 |
141 |
95 |
Dudley . . |
34 |
23 |
54 |
33 |
45 |
62 |
251 |
1 |
43 |
81 |
75 |
30 |
21 |
Dwight . . |
49 |
96 |
101 |
99 |
103 |
166 |
614 |
1 |
90 |
207 |
190 |
64 |
62 |
Eliot .... |
41 |
92 |
101 |
07 |
206 |
198 |
735 |
6 |
157 |
267 |
232 |
50 |
23 |
Everett . . |
47 |
103 |
104 |
133 |
148 |
160 |
695 |
1 |
73 |
205 |
212 |
121 |
83 |
Franklin . . |
36 |
101 |
99 |
90 |
135 |
198 |
059 |
0 |
79 |
195 |
234 |
68 |
83 |
Hancock . . |
32 |
51 |
193 |
196 |
175 |
200 |
847 |
7 |
176 |
335 |
253 |
49 |
27 |
Lawrence . |
48 |
98 |
90 |
178 |
190 |
242 |
852 |
9 |
178 |
319 |
263 |
60 |
23 |
Lewis . |
59 |
111 |
110 |
111 |
106 |
59 |
556 |
2 |
64 |
201 |
170 |
62 |
57 |
Lincoln . . |
8S |
106 |
104 |
158 |
171 |
105 |
792 |
2 |
109 |
302 |
244 |
82 |
53 |
Lyman , . |
45 |
62 |
64 |
74 |
109 |
130 |
490 |
1 |
65 |
162 |
171 |
60 |
31 |
Mayhew . . |
75 |
47 |
42 |
59 |
109 |
122 |
454 |
1 |
108 |
144 |
133 |
41 |
27 |
Norcrosa . . |
45 |
78 |
103 |
101 |
157 |
187 |
671 |
3 |
100 |
249 |
209 |
70 |
34 |
Phillipa . . |
38 |
49 |
158 |
103 |
101 |
143 |
592 |
0 |
98 |
278 |
163 |
34 |
19 |
Prescott . . |
37 |
50 |
102 |
103 |
104 |
216 |
612 |
1 |
93 |
197 |
192 |
81 |
43 |
Quincy . . |
39 |
87 |
S3 |
94 |
148 |
145 |
596 |
6 |
120 |
203 |
217 |
35 |
15 |
Rice .... |
35 |
58 |
119 |
78 |
184 |
157 |
631 |
1 |
104 |
227 |
203 |
64 |
32 |
Sherwin . . |
61 |
94 |
92 |
86 |
171 |
241 |
745 |
3 |
121 |
251 |
240 |
93 |
37 |
Shurtleff. . |
45 |
51 |
106 |
102 |
204 |
148 |
656 |
2 |
1-29 |
228 |
195 |
55 |
47 |
Washington |
32 |
34 |
47 |
41 |
39 |
50 |
243 |
2 |
54 |
60 |
76 |
31 |
20 |
Wells . . . |
21) |
50 |
35 |
108 |
91 |
138 |
442 |
1 |
58 |
133 |
145 |
58 |
47 |
Winthrop . |
52 |
87 |
85 |
131 |
155 |
252 |
762 |
3 |
103 |
225 |
238 |
100 |
93 |
Total. . |
1448 |
2.349 |
2996 |
3273 |
4491 |
5075 |
19,632 |
76 |
3164 |
6747 |
6250 |
2052 |
1S43 |
STATISTICS.
249
GRAMMAR SCHOOLS.
Table showing the number 0/ Pupils in each Class, the number of the different ages, and the whole number in each Grammar School, July, 1872.
ScnooLS. |
3 |
1 3 a 0 |
a 3 -a u |
C9 3 U |
a 3 .g |
1 3 5 |
u 0 |
i a >> 00 0 ■a a |
-d § . 00 2 a |
"2 5 . pq |
13 i P5 |
-3 c 3 si a 0 |
>> > 0 |
Adams . . . |
45 |
59 |
77 |
79 |
77 |
98 |
435 |
1 |
81 |
134 |
150 |
35 |
34 |
Bigelow . . |
40 |
65 |
121 |
126 |
227 |
245 |
824 |
4 |
165 |
284 |
251 |
74 |
46 |
Bowditch . |
33 |
69 |
34 |
36 |
106 |
170 |
448 |
2 |
94 |
145 |
135 |
42 |
30 |
Bowdoia . . |
41 |
87 |
86 |
89 |
94 |
97 |
494 |
4 |
67 |
140 |
162 |
54 |
67 |
Boylston . , |
19 |
29 |
42 |
79 |
77 |
125 |
371 |
4 |
75 |
143 |
114 |
21 |
14 |
Brimmer . . |
3S |
70 |
76 |
105 |
110 |
111 |
510 |
6 |
96 |
185 |
133 |
48 |
42 |
Chapman . |
47 |
22 |
104 |
118 |
126 |
184 |
601 |
6 |
129 |
178 |
123 |
114 |
51 |
Comins . . |
40 |
74 |
144 |
176 |
210 |
97 |
747 |
3 |
136 |
285 |
235 |
54 |
34 |
Dearborn . |
61 |
83 |
89 |
76 |
138 |
244 |
691 |
3 |
99 |
225 |
233 |
70 |
61 |
Dorch. Dist. |
91 |
138 |
186 |
185 |
296 |
264 |
1169 |
6 |
157 |
364 |
400 |
136 |
97 |
Dudley . , |
15 |
25 |
17 |
25 |
37 |
57 |
176 |
1 |
62 |
53 |
34 |
27 |
9 |
Dwight . . |
45 |
69 |
80 |
73 |
84 |
118 |
469 |
0 |
62 |
161 |
138 |
52 |
56 |
Eliot .... |
37 |
77 |
81 |
81 |
191 |
199 |
666 |
8 |
170 |
241 |
185 |
40 |
22 |
Everett . . |
40 |
82 |
75 |
110 |
86 |
100 |
493 |
1 |
81 |
142 |
122 |
115 |
32 |
Franklin . . |
33 |
63 |
46 |
47 |
70 |
127 |
386 |
0 |
45 |
108 |
121 |
46 |
60 |
Hancock . . |
30 |
42 |
153 |
162 |
190 |
197 |
774 |
34 |
160 |
295 |
202 |
51 |
82 |
Lawrence . |
40 |
85 |
92 |
174 |
196 |
202 |
789 |
7 |
162 |
304 |
227 |
69 |
20 |
Lewis . . . |
50 |
97 |
100 |
107 |
103 |
112 |
569 |
4 |
78 |
193 |
167 |
77 |
50 |
Lincoln . . |
75 |
S3 |
83 |
137 |
145 |
239 |
762 |
5 |
140 |
262 |
203 |
105 |
42 |
Lyman . . |
33 |
44 |
46 |
64 |
97 |
117 |
401 |
0 |
60 |
117 |
153 |
46 |
25 |
Mayhew . . |
50 |
27 |
30 |
45 |
9U |
115 |
366 |
5 |
80 |
126 |
113 |
26 |
16 |
Norcross . . |
42 |
73 |
85 |
84 |
133 |
190 |
607 |
0 |
113 |
202 |
202 |
51 |
39 |
Fhillips . . |
33 |
42 |
136 |
109 |
97 |
116 |
533 |
1 |
117 |
163 |
151 |
64 |
37 |
Prescott . . |
35 |
42 |
80 |
93 |
80 |
253 |
583 |
1 |
130 |
173 |
154 |
79 |
46 |
Quincy . . |
35 |
65 |
85 |
80 |
130 |
133 |
523 |
4 |
118 |
187 |
163 |
37 |
14 |
Rice .... |
26 |
10 |
25 |
58 |
59 |
112 |
290 |
3 |
106 |
61 |
67 |
40 |
13 |
Sherwin . . |
65 |
73 |
82 |
89 |
188 |
246 |
733 |
2 |
118 |
285 |
227 |
58 |
43 |
Shurtleff. . |
40 |
47 |
88 |
85 |
175 |
180 |
615 |
2 |
141 |
194 |
161 |
03 |
54 |
Washington |
25 |
35 |
48 |
•13 |
45 |
58 |
254 |
3 |
43 |
80 |
86 |
^ |
13 |
Wells . . . |
33 |
17 |
23 |
48 |
56 |
112 |
294 |
3 |
42 |
95 |
79 |
39 |
39 |
Winthrop . |
52 |
49 |
62 |
75 |
104 |
196 |
538 |
3 |
99 |
162 |
155 |
56 |
63 |
Total . . |
12S5 |
1833 |
2481 |
2858 |
3826 |
4819 |
17,102 |
126 |
3221 |
5687 |
5051 1813 |
1201 |
250
ANNUAIi SCHOOL REPORT.
GRAMMAR SCHOOLS. — DORCHESTER. Abstract of Semi-Annual Returns, January 31, 1873.
SCHOOI.S.
Atherton .. Everett.... Gibson .... Harris .... Mather ... Minot .... Stoughton Tileston. ..
Totals .
•6 o 1 < 5 34 49 99 149 35 40 22 |
•6 1 1 5 1 32 18 48 84 37 7 21 |
Average whole number. |
Average Attendance. |
0 0 MO c: a i^ 0 « 6 20 11 15 22 12 10 6 |
ll 80.0 89.4 90.6 91.3 89.0 91.0 9T.9 93.0 |
0 a *i |
2 a 3 < 4 3 4 5 8 4 2I —1 |
||||
t o P3 21 98 55 79 109 65 62 45 |
"3 5 12 95 59 93 105 68 69 40 |
3 o H 33 193 114 172 214 133 131 85 |
« 19 89 51 72 97 60 59 43 |
5 8 84 52 85 95 61 62 36 |
■3 0 E-t 27 173 103 157 192 121 121 79 |
||||||
433 |
248 |
584 |
541 |
1075 |
490 |
483 |
973 |
102 |
87.0 |
8 |
25| 1 |
occ-i
25
* Female Principal. Abstract of Semi-Annual Returns, August, 1872.
Schools.
Atherton • . Everett.... Gibson .... Harris .... Mather ....
Minot
Stoughton . Tileston...
Totals.
IS |
Average Tvhole |
Averag |
, |
"Sg |
|||||||
•0 |
60 |
number. |
Attendance. |
^ a |
|||||||
SJia |
==-3 |
a |
|||||||||
a |
.a |
C3 c |
:l |
1 |
|||||||
ID |
m |
m |
-J |
||||||||
<5 |
fi |
0 |
Ll |
% |
>> |
u |
B |
« |
^< |
S |
<, |
« |
0 |
H |
n |
dj |
H |
10 |
76. |
*1 |
|||
3 |
7 |
26 |
17 |
43 |
21 |
12 |
33 |
||||
47 |
33 |
96 |
86 |
1S2 |
87 |
73 |
160 |
22 |
85. |
4 |
|
18 |
25 |
57 |
54 |
111 |
51 |
47 |
98 |
13 |
88. |
3 |
|
117 |
132 |
88 |
110 |
198 |
80 |
98 |
178 |
20 |
90. |
4 |
|
105 |
148 |
117 |
110 |
227 |
105 |
95 |
200 |
27 |
88. |
5 |
|
64 |
56 |
64 |
61 |
125 |
58 |
51 |
109 |
16 |
89. |
3 |
|
2 |
18 |
64 |
81 |
145 |
59 |
73 |
132 |
13 |
87. |
4 |
|
25 |
40 |
42 |
37 |
79 |
39 |
33 |
72 |
7 |
91. |
2 25 |
|
381 |
459 |
554 |
556 |
1110 |
500 |
482 |
982 |
128 |
87. |
8 |
o J-*
* Female Principal.
STATISTICS.
251
GRAMMAR SCHOOLS.— DORCHESTER.
Table showing the number of Pupils in each Class, the number of the different
ages, and the whole number in each Grammar School, January 31, 1872.
Schools. |
5 2 5 |
3 5 -a c o o |
5 1-1 |
a O |
la a 5 |
CJ .a |
u CO o c p |
00 CS g ^ o o |
o £ •S3 n3 |
"* £ n 5 |
o |
||
Everett .. |
12 |
27 |
50 |
22 |
52 |
32 |
195 |
1 |
27 |
07 |
67 |
21 |
12 |
Gibsou* .. |
9 |
13 |
26 |
36 |
41 |
29 |
154 |
• • |
18 |
45 |
49 |
24 |
18 |
Harris |
21 |
29 |
22 |
37 |
52 |
52 |
213 |
1 |
37 |
78 |
52 |
28 |
17 |
Mather . . . |
16 |
32 |
40 |
21 |
74 |
49 |
232 |
1 |
35 |
71 |
90 |
21 |
14 |
Minot .... |
8 |
19 |
13 |
26 |
46 |
21 |
133 |
• • |
8 |
49 |
48 |
13 |
15 |
Stoughton |
18 |
23 |
22 |
20 |
22 |
26 |
131 |
• • |
2 |
40 |
54 |
22 |
13 |
rileston .. |
15 |
7 |
15 |
15 |
21 |
10 |
83 |
3 |
13 |
25 |
24 |
12 |
6 |
Totals . . |
99 |
150 |
188 |
177 |
308 |
219 |
1141 |
6 |
140 |
375 |
384 |
141 |
95 |
* Grammar class of Atherton reckoned with the Gibson.
GRAMMAR SCHOOLS. — DORCHESTER.
Table showing the number of Pupils in each Class, the number of the different
ages, and- the whole number in each Grammar School, August, 1872.
S |
m |
i |
x" |
5° |
?. |
e^ £ |
-* ? |
« |
|||||
Schools. |
a O |
5 •a |
3 -a |
5 u |
a 5 .a |
a 6 |
!2S 1- |
S |
So if" |
" C3 |
^3 |
^ a |
O |
fi |
o |
s |
5 |
i?^ |
c |
a 5 |
1"^ |
n a 26 |
o |
||||
Everett . . |
10 |
28 |
49 |
30 |
51 |
35 |
209 |
42 |
71 |
57 |
13 |
||
Gibson* .. |
5 |
15 |
20 |
35 |
36 |
41 |
152 |
16 |
47 |
49 |
21 |
19 |
|
Harris . • . |
20 |
22 |
33 |
27 |
30 |
68 |
200 |
1 |
42 |
72 |
57 |
14 |
14 |
Mather • . . |
10 |
32 |
33 |
23 |
95 |
42 |
241 |
3 |
28 |
70 |
93 |
27 |
20 |
Minot |
14 |
12 |
25 |
17 |
45 |
28 |
111 |
1 |
15 |
50 |
52 |
17 |
6 |
Stoughton |
14 |
23 |
20 |
37 |
24 |
21 |
139 |
•• |
2 |
06 |
62 |
22 |
17 |
Tileston . . |
G |
C |
6 |
10 |
15 |
29 |
7S |
1 |
12 |
IS |
30 |
9 |
8 |
Total*. . |
91 |
138 |
186 |
185 |
296 |
264 |
1160 |
6 |
157 |
364 |
400 |
136 |
97 |
Grumma'- class of Atherton reckoned with the Gibson.
252
ANNUAL SCHOOL REPOET.
§
5r>
i H O |
1 |
I-H |
||||||||||||
5 |
(M .COCO-"* .OiHOi-IO |
|||||||||||||
o |
359 976 222 694 335 480 410 587 65-J 821 |
|||||||||||||
to Hi « |
•s.H!oA iiaojxis ucqi ojoj^ 1 ^ |
C-1 CO |
rH . in CO c |
. — |
||||||||||
1 "^ ■eSu JO sjLvoS. uoa^xig |
a CO |
CO rH t- O t- rH r-i |
||||||||||||
•oSb JO sjTJOii aoo^j;^ '='' |
C) c? *~ |
O O to rH CO (M (N rH O rH |
||||||||||||
•oSb jo sivai uoa;.mo^ |
<N |
• S Si ^ |
CO T^ O rH C5 ■* CO lO cn CI |
|||||||||||
•oSg jo sjfo^ uoojjiqx ^ |
GO CO CO CO CO CJ |
»^ i^ 1- O CO CO O O 00 T)l |
||||||||||||
•oSb jo SJEail OApMX |
g |
t^ CI o 00 C5 CO |
CTJ CC -H CI o CO O t^ O CO |
|||||||||||
•aSc JO sxriaA uaAa^g "^ |
00 1-1 CO 0> 1~ lO |
o m 00 eq r- CO t- >ra o -* |
||||||||||||
•aSB JO sjcaX uax "^^ |
^ r-l ^ 00 00 •* |
00 t- I- cq CJ CO t- to o •<* rH |
||||||||||||
•aSB JO sivai ou!j!l '"' |
as?? |
CO CO CI t- CO CO -^ tH lO CO |
||||||||||||
•oSc JO BjBOjf iqStj '-' |
^ c-l ■-< |
• o uo o -* .ra cq O) rH rH Cl |
||||||||||||
•s.iBO;i ^HSia uvq} sso'-i | " |
CO O CO |
. rH CN TT « |
||||||||||||
o5 o |
•g.iBaX uaojxis ucqj ojoj^ | • "" |
r- (M . IM (M I-H |
CO e- |
|||||||||||
•aSB JO eivs^ uoajxig "-• |
CO 00 r-i M (C -^ rH rH |
o c- |
||||||||||||
•aSs JO saBa.'I naajjt^ •-' '* |
O OJ >n rH -rj* O CO (M CO 1-1 O |
tO r- |
||||||||||||
•aSB JO siB9iC uaajjno^ "* " |
t- ^ Oi >iO CO •* i-H to (N O CO to , |
5 ^ |
||||||||||||
•oSb jo sivbA naa^jiqx |
CO I-H |
O O ■* ir? oi C-1 (N O >0 to O O |
CO 1~ r- a |
|||||||||||
•oSc JO gjBaif aApA^x |
CO to w <M (N m CO rH to CO 1- O |
CO to O C3 i-< r-i |
||||||||||||
•aSu jo sjBajf uaAaig "^ S |
CI CI o .ra -f m O C» lO 00 00 Cl |
O -^ |
||||||||||||
•a3B JO BjBail uax |
^ 1:- O CD |
^ u:. CD t- c) t- co c:^ lO oo t" t^ |
S ^ |
|||||||||||
•aSB JO sjBa^J om^ '^ 3 |
CO CO to CO O r— C-l C7> CO -nl Tp O |
£ 3 |
||||||||||||
■aSB JO sjBaiS iqSig |
S S |
r-( CI t- -^ CI O Cq Tjl rH rt rH r=i |
S S |
|||||||||||
■BicaA ^tqSia UBqi 830T[ |
I-H 1-f r-l |
Til to CO •» rH -* |
CD |
O |
||||||||||
5 c c u |
1 |
1 Pi |
'c |
c c 0 p: |
(h E |
P c s c c c |
c |
c c f |
t5 .a « ■ u S t> § 1 O ft |
o |
STATISTICS.
253
^, |
O |
<o |
J-t |
OS |
•^ |
e<i |
o |
•O" |
tH |
-n |
l>- |
e; |
||||||
'~ |
o |
o |
o |
'^ |
o |
•a |
t- |
<o |
CO |
E5 |
||||||||
r-^ |
,_, |
-^ |
Tf |
^ |
t— |
u» |
||||||||||||
'^ |
c? |
Ci |
c^ |
CD |
" |
C3 |
c"! |
|||||||||||
1^, |
CO |
1— |
H |
CO |
r-. |
,— |
||||||||||||
CB |
CO |
■^ |
o |
CO |
to |
•* |
||||||||||||
"" i-i |
|
CO |
||||||||||||||||
« |
Ci |
^ |
CO |
|||||||||||||||
>.- |
||||||||||||||||||
r^ |
t-^ |
00 |
?o |
t^ |
to |
to |
n |
CO |
CO |
CO |
||||||||
C3 |
^ |
|||||||||||||||||
^ |
crj |
,_, |
CO |
CO |
--. |
i^ |
(^ |
Cl |
CO |
|||||||||
ro |
(C |
c^ |
CI |
'"' |
CO |
(M |
to |
|||||||||||
J_ |
cc |
,—1 |
r~t |
Cl |
t^ |
Cl |
to |
|||||||||||
O |
00 |
CO |
CO |
CI |
CO |
•<f |
to |
1-1 |
0 |
|||||||||
f^ |
CO |
oc |
1^ |
■"^ |
o |
t^ |
00 |
|||||||||||
r-i |
"^ |
|||||||||||||||||
1- |
CO |
o |
o* |
c^ |
1- |
CO |
CO |
|||||||||||
C3 |
^ |
'-^ |
^ |
o |
... |
'' |
to |
|||||||||||
— ^ |
.—. |
rH |
i-O |
i^ |
o |
to |
£J |
r-i |
||||||||||
00 |
o |
rH |
-1' |
CC |
CO |
.^ |
r-4 |
to |
||||||||||
to |
e> |
J-^ |
CO |
CO |
||||||||||||||
c- |
<o |
t- |
||||||||||||||||
■^ |
•"^ |
|||||||||||||||||
,_, |
CO |
c. |
T* |
uo |
CO |
lO |
Ira |
|||||||||||
QO |
3 |
c» |
CO |
00 |
CO |
CO |
u. |
|||||||||||
— |
00 |
CI |
CI |
o |
,-( |
o |
I-- |
■^ |
a> |
|||||||||
*"* |
K |
|||||||||||||||||
iO |
S |
-3- |
"^ |
o |
T-t |
uo |
^ |
CO |
S |
|||||||||
'-' |
■N |
• 1 ^1 |
||||||||||||||||
■^ |
;:; |
r- |
;£ |
'- |
o |
c |
■* |
t£ |
?? |
|||||||||
■^ |
||||||||||||||||||
tr |
in |
|||||||||||||||||
r-H |
IM |
c |
' |
*"* |
0 |
I-I |
||||||||||||
rv |
1^ |
f. |
f*J |
c |
t^ |
|||||||||||||
U |
C< |
'^ |
CO |
^ |
CO |
V |
t^ |
T)< |
Q- |
0 |
||||||||
,- |
5f |
i^ |
r |
i. |
1^ |
^ |
0 |
|||||||||||
r- |
||||||||||||||||||
|
^ |
r-i |
||||||||||||||||
OO |
r |
C |
't |
i^ |
c^ |
o |
r |
to |
||||||||||
"" |
||||||||||||||||||
,- |
1^ |
c- |
1^ |
cc |
a |
|||||||||||||
'.'■. |
||||||||||||||||||
*" |
||||||||||||||||||
l. |
IN |
tr |
•^ |
"* |
rs |
to |
||||||||||||
<o |
c |
|||||||||||||||||
'" |
*" |
^ |
||||||||||||||||
^ |
C |
r-t |
ir |
r-< |
iT |
(N |
||||||||||||
^ |
t- |
J_ |
^ |
n |
1- |
tc |
CO |
r- |
to |
|||||||||
' |
rH |
CQ |
c |
c- |
IM |
c^ |
(N |
to |
||||||||||
t |
T |
CO |
t' |
i~i |
a |
tc |
^~ |
c |
to |
|||||||||
3 |
m |
|||||||||||||||||
1 |
i [^ |
c i i |
C c |
r £ |
i i r 5 |
c 1 k |
1 C |
>" C |
c 4 OQ |
(a 03 |
t^ |
J) |
O |
0 |
254
ANNUAL SCHOOL EEPORT.
£q
^
'^
i |
o |
d 0 « to 00 iH •* 00 tS r-t -^ 10 »r5 00 t-* iH CI M r-( i-f |
oe 0 |
||||||||
5 |
0 t- C 01 -f ,-1 0 CO r^ i-i »-< 01 00 CO |
rH to |
|||||||||
a |
S CO 0 ?3 0 I- ^ |
CO |
|||||||||
5 |
■siBOjJ uaajxis uum ajoj^ |
CO |
|||||||||
•oSu JO sacojS uaa^xig |
r-f (M •« • i-( rH |
o> |
|||||||||
•oSv JO sacoX uaojjr J |
t- to ■* 0 0 to N |
»o |
|||||||||
•0S1! JO 8JB3X noajano^j |
ro (M t~ 0 CD 0 to |
rH 03 |
|||||||||
•o2c JO sjcaX uaaiJtqx |
CO 0 0 C^ 00 C5 t |
g |
|||||||||
•aSc JO sjcaiC aAjaAix |
ro t~ tH to 0 0 sq r-l rl !N rt CI .-1 |
0 |
|||||||||
•aSu JO Siuail uaA0i2[ |
lO >-0 C^ to CO 0 IH |
0 |
|||||||||
•aSu JO sicOiS uax |
0 c-i <M 0 t- 0 -^ |
i |
|||||||||
•a§c JO sjua^f anjii |
t- 0 O Tf 0 ?» 0 |
||||||||||
•age JO eacaX gqSi j£ |
C^ IM •* rH |
■-•3 |
-* |
||||||||
•sjBaX iqSia ucq} Bsoq |
• CO rH |
•<# |
|||||||||
>• o |
•sjcaX uaa;s[g ucqj aaoj^ |
• ' • rH |
- |
||||||||
•aSc JO sanoX uaaixig |
lH 0 O) 1-1 (N |
CO |
-* |
||||||||
•aSc JO sjBoX uaajji^ |
t~ »~ C4 C» >0 00 C^ |
0 0 |
|||||||||
•aSi? JO sjcaX uaa^ino^j |
t-i C5 iM e-1 to 00 to |
Tjl to |
|||||||||
•aSc JO Sana.? aaoj-iiiix |
CO t- Cl to 0 f 00 rH r-l IM rH r-l |
||||||||||
•a3u JO eacaX aApA^x |
CO rH 00 cj e-i- to t- TJ r-l IH <M r-l rH |
0 |
|||||||||
•aSi! JO sinsS. u3A3I3 |
-* 0 -* T* '* CO 0 |
at 0 |
|||||||||
■oSu JO s-reaX uax |
CO CO CO to t— cs to |
t~ |
|||||||||
•age JO gjTjajf aui^ |
05 •»!' e-l 00 0 rH CI |
0 |
|||||||||
■aScjosacaX^qSia |
rH IM CO t- (M r-l |
||||||||||
•BicaA ^qSia utjqj sso'x |
rH IM |
- |
•<JI |
||||||||
in h^ 0 C a u |
a 1 |
# C C ,r C |
E 1. tr |
C ;2 |
c .£ IS |
c c 1 c |
c c ' 1 f |
STATISTICS.
255
Table showing the numher of Pupils sent to the High Schools, hy each Grammar School, 'July, 1871.
ScnooLs.
32 o
Adams
Bigelow
Bowditch
Bowdoin
Boylston
Brimmer
Chapman
Comins
Dearborn
Dorchester District
Dudley
Dwight
Eliot
Everett
Franklin
Hancock
Lawrence
Lewis
Lincoln
Lyman
Mayhew
Norcross
rhillips
Proacott
Quincy
Rice
Sherwin
Shurtleflf
"Washingfton . . . .
Wells
Winthrop
31 39 4 15
31 20 25 23 72 22 46 15 40 27 19 27 37 45 20 10 20 22 22 8 38
29
12
9
30
Total
270
256
ANNUAL SCHOOL REPORT.
Table showing the number of Pupils admitted to the High Schools, whether they joined or not, by each Grammar School, July, 1872.
SCHOOIiS.
Adams
Bigclow
Bowditch
Bowdoin
Boylston
Brimmer
Chapman
Comins
Dearborn
Dorchester District
Dudley
Dwight
Eliot
Everett
Eranklin
Hancock
Lawrence
Lewis •
Lincoln
Lyman
Mayhew
Norcross
Phillips
Prescott
Quincy
Rice
Bherwin
Shurtleflf
Washington . . . .
Wells .
Winthrop
Total
24 |
17 |
10 |
11 |
12 |
. . |
40 |
|
15 |
|
19 |
10 |
18 |
|
50 |
. . |
3 |
|
32 |
|
9 |
|
22 |
STATISTICS.
257
PRIMARY SCHOOLS. Abstract of Semi-Annual Returns, January 31, 1872.
BlSTRICTd. |
o o m 9 |
Average whole number. |
Average Attendance. |
to " « c |
89.1 |
210 |
S >> 00 > o 191 |
|||||
Boya. |
Girls |
Total. |
Boys. 271 |
Girls. |
Total |
O C3 |
||||||
Adams .... |
295 |
120 |
415 |
107 |
378 |
37 |
401 |
|||||
Bigelow .... |
14 |
368 |
274 |
642 |
344 |
248 |
592 |
50 |
90.6 |
368 |
227 |
595 |
Bowditch . . . |
10 |
189 |
206 |
395 |
175 |
185 |
360 |
35 |
91.9 |
236 |
153 |
389 |
Bowdoin . . . |
11 |
226 |
250 |
476 |
205 |
220 |
425 |
51 |
88.5 |
277 |
228 |
605 |
Boylston . . . |
6 |
156 |
152 |
308 |
145 |
140 |
285 |
23 |
92.5 |
208 |
97 |
305 |
Brimmer . . . |
12 |
234 |
217 |
451 |
215 |
198 |
413 |
38 |
91.8 |
300 |
160 |
460 |
Chapman . . . |
10 |
286 |
152 |
438 |
263 |
132 |
395 |
43 |
90.1 |
289 |
153 |
412 |
Coming .... |
17 |
437 |
394 |
831 |
396 |
341 |
737 |
94 |
86.7 |
466 |
345 |
811 |
Dearborn . . . |
17 |
432 |
393 |
825 |
390 |
339 |
729 |
96 |
88.0 |
4^11 |
386 |
827 |
Dorchester . , |
20 |
454 |
434 |
888 |
S99 |
371 |
770 |
118 |
89.6 |
476 |
420 |
896 |
D-wight .... |
6 |
131 |
132 |
263 |
121 |
121 |
242 |
21 |
91.2 |
176 |
95 |
271 |
Bliot |
16 |
447 |
302 |
749 |
417 |
279 |
696 |
53 |
93.0 |
495 |
252 |
747 |
Everett .... |
10 |
291 |
242 |
533 |
271 |
227 |
498 |
35 |
92.3 |
291 |
264 |
555 |
Franklin . . . |
6 |
165 |
165 |
330 |
153 |
154 |
807 |
23 |
92.3 |
191 |
147 |
338 |
Hancock . . . |
19 |
403 |
477 |
880 |
384 |
440 |
824 |
66 |
93.0 |
600 |
266 |
866 |
Lawrence . . . |
12 |
574 |
574 |
543 |
543 |
31 |
94.5 |
308 |
251 |
559 |
||
Lewis |
10 |
275 |
215 |
490 |
248 |
186 |
434 |
56 |
88.3 |
270 |
224 |
494 |
Lincoln .... |
11 |
340 |
228 |
568 |
316 |
205 |
521 |
47 |
91.0 |
307 |
272 |
579 |
Lyman .... |
7 |
207 |
99 |
306 |
192 |
91 |
283 |
24 |
91.G |
178 |
123 |
301 |
Mayhew .... |
7 |
194 |
95 |
289 |
174 |
81 |
255 |
34 |
88.2 |
136 |
170 |
306 |
Norcross . . . |
14 |
182 |
428 |
610 |
177 |
410 |
587 |
23 |
96.7 |
350 |
264 |
614 |
Phillips .... |
7 |
159 |
110 |
269 |
142 |
99 |
241 |
28 |
88.4 |
159 |
129 |
2SS |
Prescott .... |
9 |
235 |
201 |
436 |
218 |
180 |
398 |
38 |
91.1 |
233 |
208 |
441 |
Quincy .... |
11 |
233 |
208 |
441 |
213 |
187 |
400 |
41 |
90.0 |
279 |
153 |
432 |
Rice |
10 |
184 |
172 |
356 |
168 |
154 |
322 |
34 |
89.4 |
200 |
175 |
375 |
Sherwin .... |
12 |
300 |
272 |
572 |
278 |
248 |
626 |
46 |
91.9 |
376 |
203 |
579 |
Shurtleflf. . . . |
12 |
340 |
239 |
• 629 |
313 |
258 |
571 |
53 |
90.0 |
423 |
209 |
632 |
Washington . . |
7 |
160 |
145 |
305 |
145 |
129 |
274 |
31 |
89.8 |
215 |
99 |
314 |
Wells |
12 |
252 |
262 |
514 |
235 |
239 |
474 |
40 |
92.8 |
301 |
239 |
640 |
Winthrop . . . |
9 |
170 |
186 |
356 |
155 |
165 |
320 |
36 |
89.0 |
248 |
139 |
387 |
Training School |
1 |
38 |
55 |
93 |
36 |
52 |
88 |
6 1,344 |
95.0 89.2: 1 |
72 9,079 |
18 0,200 |
90 |
Totals .... |
334 |
8,357 |
6,875 |
15,232 1 |
7,702 |
6,186 |
13,888 1 |
15,339 |
258
ANNUAL SCHOOL KEPORT.
PEIMARY SCHOOLS. Abstract of Semi-Annual Returns, August, 1872.
Districts. |
o o .a m 9 |
Average whole number. |
Average Attendance. |
s> 6 u o > ,o << |
O o *; S " o u *^ ^< 90.4 |
in . 233 |
s >> 00 u u o 180 |
1 1 1 |
||||
Boys. |
Girls. |
Total. |
Boys. |
Girls. |
Total. |
|||||||
Adams .... |
282 |
115 |
397 |
259 |
103 |
862 |
35 |
413 |
||||
Bigelow .... |
13 |
307 |
225 |
532 |
283 |
203 |
486 |
46 |
9X.1 |
376 |
173 |
549 |
Bowditch . . . |
10 |
163 |
169 |
332 |
147 |
151 |
298 |
34 |
88.9 |
238 |
113 |
351 |
Bowdoin . . . |
11 |
215 |
225 |
440 |
190 |
197 |
387 |
53 |
86.2 |
250 |
171 |
421 |
Boj'lston . . . |
7 |
164 |
163 |
327 |
154 |
149 |
303 |
24 |
92.5 |
224 |
S7 |
321 |
Brimmer . . . |
12 |
224 |
191 |
415 |
204 |
171 |
375 |
40 |
89.4 |
273 |
148 |
421 |
Chapman . . . |
10 |
285 |
147 |
432 |
253 |
127 |
380 |
52 |
89.5 |
315 |
133 |
448 |
Comins , . . . |
16 |
424 |
372 |
796 |
382 |
323 |
705 |
91 |
89.1 |
472 |
330 |
802 |
Dearborn . . . |
17 |
407 |
351 |
758 |
364 |
294 |
658 |
100 |
86.7 |
469 |
339 |
808 |
Dorehester . . |
20 |
441 |
398 |
839 |
385 |
325 |
710 |
129 |
84.4 |
527 |
357 |
884 |
Dwight . . . . |
C |
134 |
117 |
251 |
122 |
105 |
227 |
24 |
90.9 |
177 |
98 |
275 |
Eliot |
16 |
413 |
295 |
708 |
380 |
274 |
654 |
54 |
92.0 |
481 |
237 |
718 |
Everett . . . . |
10 |
266 |
225 |
491 |
249 |
205 |
454 |
37 |
91.3 |
287 |
231 |
618 |
Franklin . . . |
6 |
136 |
127 |
263 |
127 |
114 |
241 |
22 |
91.5 |
145 |
88 |
233 |
Hancock . . . |
19 |
371 |
431 |
802 |
360 |
389 |
749 |
53 |
92.8 |
572 |
262 |
834 |
Lawrence . . . |
12 |
507 |
507 |
4S4 |
. . . |
484 |
23 |
95.1 |
333 |
198 |
631 |
|
Lewis |
10 |
237 |
200 |
437 |
205 |
170 |
375 |
62 |
85.1 |
288 |
189 |
477 |
Lincoln . . . . |
11 |
319 |
213 |
532 |
289 |
191 |
480 |
52 |
89.8 |
329 |
244 |
573 |
Lyman . . . . |
7 |
199 |
101 |
300 |
185 |
91 |
276 |
24 |
91.5 |
166 |
138 |
304 |
Mayhew . . . . |
7 |
181 |
83 |
264 |
158 |
70 |
228 |
36 |
84.5 |
172 |
121 |
293 |
Norcross . . . |
14 |
171 |
402 |
573 |
165 |
381 |
546 |
27 |
95.0 |
395 |
239 |
634 |
Phillips . . . . |
7 |
103 |
109 |
272 |
144 |
S9 |
243 |
29 |
87.6 |
164 |
115 |
279 |
Prescott . . . . |
9 |
215 |
199 |
414 |
192 |
170 |
362 |
52 |
87.0 |
201 |
176 |
437 |
Quiiicy . . . . |
11 |
222 |
181 |
403 |
207 |
161 |
368 |
35 |
89.6 |
262 |
141 |
403 |
Rice |
10 |
185 |
200 |
385 |
169 |
184 |
353 |
32 |
90.6 |
221 |
124 |
345 |
Bherwin . . . . |
12 |
285 |
247 |
532 |
261 |
226 |
487 |
45 |
91.0 |
357 |
217 |
674 |
Shurtleff. . . . |
13 |
319 |
288 |
607 |
288 |
252 |
540 |
67 |
88.0 |
384 |
211 |
595 |
Washington . . |
7 |
158 |
128 |
286 |
141 |
114 |
255 |
31 |
88.7 |
210 |
106 |
310 |
Wells |
12 |
234 |
231 |
465 |
218 |
209 |
427 |
38 |
90.9 |
323 |
138 |
461 |
Winthrop . . . |
9 |
158 |
181 |
339 |
145 |
161 |
306 |
33 |
89.6 |
245 |
103 |
348 |
Training Schoo |
1 2 |
43 |
57 |
100 |
41 |
54 |
96 |
5 |
94.0 89.8 |
25 9,174 |
19 5,430 |
44 |
Totals. . . . |
335 |
7,828 |
6,371 |
14,199 |
7,151 |
5,663 |
12,814 |
1,385 |
14,610 |
STATISTICS.
259
PRIMARY SCHOOLS.
Table showing the number of Pupils in each Class, the number of the different ages, and the whole number in each District, January 31, 1872.
Schools. |
a 5 a i 02 |
s |
a 5 u 3 o |
5 |
5 .a m |
it |
o o > |
2 a |
£ V C |
£ % |
u on 3 a |
|
Adams . . |
79 |
59 |
45 |
95 |
40 |
83 |
401 |
53 |
KO |
77 |
69 |
122 |
Bigelow . . |
10-1 |
93 |
90 |
82 |
104 |
122 |
595 |
73 |
127 |
168 |
108 |
119 |
Bowditch . |
73 |
76 |
50 |
51 |
60 |
79 |
389 |
76 |
76 |
84 |
78 |
75 |
Bowdoin . |
80 |
114 |
68 |
66 |
63 |
114 |
505 |
62 |
113 |
102 |
96 |
132 |
BoylstoQ . |
45 |
48 |
53 |
50 |
56 |
53 |
305 |
S5 |
90 |
83 |
61 |
36 |
Brimmer . |
59 |
78 |
92 |
96 |
47 |
88 |
400 |
90 |
104 |
106 |
91 |
69 |
Chapman . |
60 |
53 |
f)7 |
67 |
90 |
105 |
442 |
80 |
115 |
94 |
93 |
60 |
Comius . . |
107 |
160 |
103 |
151 |
124 |
166 |
811 |
90 |
158 |
218 |
166 |
179 |
Dearborn . |
149 |
143 |
121 |
110 |
110 |
194 |
827 |
123 |
157 |
161 |
153 |
233 |
Dorchester |
176 |
200 |
165 |
125 |
108 |
122 |
896 |
113 |
173 |
190 |
181 |
239 |
D wight . . |
39 |
49 |
50 |
43 |
40 |
50 |
271 |
31 |
62 |
83 |
47 |
48 |
EHot . . . |
113 |
120 |
111 |
112 |
105 |
186 |
747 |
119 |
211 |
165 |
116 |
136 |
Everett . . |
72 |
07 |
82 |
95 |
99 |
110 |
555 |
64 |
99 |
128 |
118 |
146 |
Franklin . |
55 |
50 |
69 |
57 |
59 |
58 |
338 |
20 |
73 |
98 |
61 |
86 |
Hancock . |
118 |
122 |
116 |
175 |
141 |
194 |
866 |
166 |
219 |
215 |
113 |
153 |
Lawrence . |
108 |
98 |
95 |
70 |
98 |
90 |
559 |
81 |
129 |
98 |
102 |
149 |
Lewis . . . |
79 |
79 |
85 |
63 |
91 |
97 |
494 |
55 |
96 |
119 |
110 |
114 |
Lincoln . . |
87 |
98 |
86 |
94 |
111 |
103 |
579 |
53 |
114 |
140 |
140 |
132 |
Lyman . . |
57 |
52 |
47 |
41 |
50 |
54 |
301 |
33 |
65 |
80 |
60 |
63 |
Mayhew . . |
68 |
66 |
37 |
48 |
31 |
56 |
306 |
32 |
44 |
60 |
73 |
97 |
Norcross . |
108 |
92 |
105 |
84 |
99 |
126 |
614 |
90 |
122 |
138 |
130 |
134 |
Phillips . . |
45 |
64 |
40 |
39 |
39 |
61 |
288 |
50 |
55 |
04 |
43 |
86 |
Prescott. . |
63 |
81 |
49 |
66 |
68 |
114 |
411 |
59 |
90 |
84 |
89 |
119 |
Quincy . . |
43 |
76 |
77 |
71 |
61 |
104 |
4;32 |
74 |
123 |
82 |
78 |
75 |
Rice. . . . |
62 |
69 |
46 |
53 |
75 |
70 |
375 |
48 |
61 |
91 |
53 |
82 |
Sherwin. . |
139 |
163 |
103 |
43 |
55 |
76 |
579 |
103 |
131 |
124 |
108 |
113 |
Shurtleflf . |
63 |
108 |
88 |
108 |
101 |
164 |
632 |
81 |
180 |
162 |
121 |
83 |
■Washington |
60 |
64 |
52 |
48 |
46 |
44 |
314 |
37 |
01 |
87 |
56 |
43 |
Wells . . . |
85 |
84 |
94 |
78 |
75 |
124 |
540 |
92 |
137 |
129 |
94 |
88 |
Winthrop . |
70 |
49 |
22 |
63 |
87 |
97 |
SS7 |
56 |
106 |
. 86 |
81 |
58 |
Training . |
IS |
13 |
20 |
18 |
21 |
90 |
45 |
16 |
11 |
14 |
4 |
|
Totela. . |
2,466 |
2,723 |
2,301 |
2,363 |
2,361 |
3,125 |
15,339 |
2,184 |
3,417 |
3,517 |
2,943 |
3,278 |
2G0
ANNUAL SCHOOL REPORT.
PRIMAEY SCHOOLS.
Tabic showinff the number of Pupils in each Class, the number of the different ages, and iko whole number in each District, July, 1872.
Schools. |
C3 s S3 I |
u |
5 .a t. p o |
a s S |
3 |
6 IN |
i a |
a « >> |
e o 13 1 |
i o >> |
||
Adams . . |
75 |
63 |
88 |
46 |
51 |
90 |
413 |
47 |
107 |
79 |
75 |
105 |
Bigelow . . |
80 |
92 |
74 |
S9 |
96 |
108 |
549 |
95 |
134 |
147 |
106 |
67 |
Bowditch . |
79 |
46 |
51 |
60 |
43 |
72 |
351 |
73 |
95 |
70 |
73 |
40 |
Bowdoin . |
76 |
76 |
68 |
55 |
62 |
94 |
421 |
67 |
88 |
95 |
78 |
93 |
Boylston . |
59 |
51 |
49 |
54 |
53 |
55 |
321 |
38 |
96 |
90 |
38 |
59 |
Brhnmer . |
07 |
61 |
71 |
71 |
67 |
84 |
421 |
79 |
94 |
100 |
76 |
72 |
Chapman . |
60 |
50 |
76 |
62 |
82 |
118 |
448 |
75 |
121 |
119 |
74 |
59 |
Comins . . |
104 |
145 |
105 |
177 |
101 |
170 |
802 |
99 |
189 |
184 |
175 |
155 |
Dearborn . |
139 |
135 |
106 |
104 |
113 |
211 |
808 |
142 |
150 |
1»7 |
154 |
185 |
Dorchester |
200 |
151 |
176 |
108 |
112 |
137 |
884 |
135 |
177 |
215 |
163 |
194 |
D wight . . |
49 |
53 |
39 |
44 |
40 |
45 |
275 |
47 |
52 |
78 |
52 |
46 |
Eliot , . . |
103 |
122 |
112 |
114 |
95 |
172 |
718 |
107 |
203 |
171 |
120 |
117 |
Everett . . |
76 |
76 |
73 |
93 |
97 |
103 |
518 |
85 |
92 |
110 |
107 |
124 |
Franklin . |
30 |
S3 |
41 |
38 |
42 |
49 |
233 |
22 |
52 |
71 |
54 |
34 |
Hancock . |
118 |
118 |
103 |
166 |
147 |
182 |
834 |
159 |
207 |
206 |
125 |
137 |
Lawrence . |
87 |
82 |
79 |
72 |
111 |
100 |
531 |
86 |
108 |
139 |
113 |
85 |
Lewis . . . |
81 |
90 |
65 |
62 |
79 |
100 |
477 |
57 |
97 |
134 |
85 |
103 |
Lincoln . . |
94 |
90 |
95 |
77 |
96 |
121 |
573 |
55 |
117 |
157 |
125 |
119 |
Lyman . . |
61 |
60 |
48 |
40 |
45 |
50 |
304 |
33 |
71 |
62 |
68 |
70 |
Mayhew . . |
59 |
51 |
31 |
37 |
39 |
76 |
293 |
47 |
72 |
53 |
51 |
70 |
Norcross . |
110 |
93 |
87 |
81 |
111 |
152 |
634 |
120 |
117 |
158 |
111 |
128 |
Phillips . . |
53 |
54 |
35 |
38 |
26 |
73 |
279 |
49 |
59 |
56 |
40 |
75 |
Prescott. . |
72 |
52 |
• 67 |
78 |
71 |
97 |
437 |
74 |
78 |
109 |
73 |
103 |
Quincy . . |
71 |
61 |
67 |
55 |
67 |
82 |
403 |
80 |
80 |
102 |
77 |
64 |
Rice .... |
36 |
64 |
51 |
47 |
41 |
106 |
345 |
74 |
63 |
84 |
70 |
54 |
Sherwin . . |
118 |
128 |
85 |
65 |
78 |
100 |
574 |
111 |
131 |
115 |
110 |
107 |
Shurtlcff . |
94 |
101 |
93 |
94 |
86 |
127 |
505 |
74 |
150 |
160 |
116 |
95 |
Washington |
63 |
54 |
50 |
45 |
41 |
63 |
316 |
59 |
70 |
81 |
63 |
43 |
"Wells . . . |
61 |
77 |
08 |
62 |
72 |
121 |
461 |
98 |
107 |
118 |
87 |
61 |
Winthrop . |
66 |
56 |
25 |
53 |
69 |
79 |
348 |
67 |
99 |
79 |
54 |
49 |
Training . |
6 |
6 |
12 |
12 |
8 |
44 |
1 |
12 |
12 |
11 |
8 |
|
Totals. . |
2,447 |
2,390 |
2,184 |
2,209 |
2,235 |
3,145 |
14,610 |
2,355 |
3,288 |
3,531 |
2,725 |
2,711 |
STATISTICS.
261
PRIMAKY SCHOOLS — DORCHESTER.
Abstract of Scmi-Annual Returns, January 31, 1872.
Sub-Districts. |
o o .a m 1 |
Average whole number. |
Average Attendance. |
7 |
o ^ 83.0 |
eg a 23 |
a Ci > O IS |
= "5 |
||||
Boys |
Girls 22 |
Total |
Boys 18 |
Girls 17 |
Total |
II |
||||||
Atherton |
20 |
42 |
35 |
41 |
||||||||
Everett |
3 |
78 |
56 |
134 |
67 |
45 |
112 |
22 |
84.1 |
73 |
57 |
130 |
Gibson |
2 |
30 |
31 |
61 |
27 |
26 |
53 |
8 |
86.5 |
28 |
30 |
53 |
Harris |
3 |
82 |
80 |
162 |
72 |
69 |
141 |
21 |
SG.l |
66 |
98 |
164 |
Mather |
3 |
80 |
77 |
157 |
64 |
67 |
131 |
26 |
83.5 |
111 |
56 |
167 |
Minot |
3 |
58 |
79 |
137 |
51 |
66 |
117 |
20 |
85.5 |
76 |
62 |
108 |
Stoughton |
3 |
70 |
65 |
135 |
66 |
59 |
125 |
10 |
91.4 |
54 |
82 |
136 |
Tileston |
1 |
15 |
13 |
28 |
14 |
12 |
26 |
2 |
93.2 |
26 |
5 |
31 |
Stoughton, Intermediate |
1 20 |
21 454 |
11 434 |
32 |
20 |
10 371 |
30 |
2 118 |
93.0 89.6 |
19 476 |
12 420 |
31 |
Totals |
888 |
399 |
770 |
896 |
PRIMARY SCHOOLS — DORCHESTER.
Abstract of Semi-Annual Returns, August, 1872.
Sub-Districts.
Atherton
Everett
Gibson
Harris
Mather
Minot
Stoughton
Tileston
Stoughton, Intermediate
Totals
Average whole number.
Boys Girls Total
32 130
64 129 148 143 127
30
31
Average Attendance.
BoysJGirls Total
385
23 107
54 112 122 125 111
28
28
710
a i |
> O |
|
70.0 |
25 |
10 |
82.0 |
59 |
62 |
85.5 |
29 |
35 |
86.6 |
92 |
58 |
82.0 |
129 |
55 |
84.0 |
93 |
50 |
87.0 |
51 |
64 |
92.0 |
29 |
6 |
91.0 |
20 527 |
17 |
84.4 |
357 |
if
35 121
64 150 184 140 115
35
37
SS4
262
ANNUAL SCHOOL REPORT.
CLASSIFICATION OF PRIMARY SCHOOLS, AUGUST, 1872.
Schools |
HAVING |
1 |
S |
|||||
Districts. |
3 o c O |
C3 o |
C3 3 o 5 |
1 O 3 |
a s > |
o S V. |
c o O o |
|
Adams |
6 12 7 1 |
3 |
1 2 2 |
1 |
||||
Bigelow |
1 |
2 |
||||||
Bowditch |
3 6 6 1 2 4 2 |
2 |
||||||
2 |
2 |
1 |
1 |
|||||
Boylston |
||||||||
Brimmer , |
10 8 9 15 6 13 8 |
1 |
1 1 1 3 1 2 1 |
2 |
||||
Chapman |
■7 |
|||||||
2 |
1 |
2 |
||||||
Dearborn |
3 |
|||||||
Dwight |
2 |
|||||||
Eliot Everett |
. . . 2 3 |
2 |
1 |
2 |
||||
Franklin |
6 |
1 |
1 |
|||||
2 12 1 1 3 2 |
3 1 |
2 |
||||||
1 11 1 8 6 |
1 |
1 |
1 |
|||||
2 |
||||||||
6 |
\ |
|||||||
1 1 |
1 1 |
2 |
||||||
1 |
||||||||
4 1 1 3 3 5 1 6 7 |
I 1 1 3 |
|||||||
1 1 9 |
1 |
1 1 1 |
||||||
1 1 |
1 |
r, |
||||||
Phillips |
||||||||
3 10 4 4 13 |
1 |
|||||||
...'... i |
2 1 2 2 |
2 |
||||||
9 |
||||||||
Sher'w^n |
• ■ T • • |
1 |
||||||
3 |
||||||||
3 |
1 1 |
. . . 1 . . . |
||||||
. . 1 |
||||||||
1 |
||||||||
2 8 V |
5 3 |
1 1 1 |
||||||
WTells |
1 |
0 |
||||||
o |
||||||||
i |
||||||||
Totals |
193 |
97 |
25 |
9 |
7 |
4 |
35 |
44 |
STATISTICS.
263
SCHOOL CENSUS.
\
Table showing the number of children in each Ward between five and fifteen years of age, and the number at school, May, 1872, as repoj-ted by the censvs-taTcer.
"Wards. |
Children between 5 and 15. |
Attending Public Schools. |
Attending Private Schools. |
1 |
5,146 |
• 3,632 |
869 |
2 |
4,742 |
3,452 |
365 |
3 |
1,936 |
1,434 |
183 |
4 |
915 |
550 |
203 |
5 |
1,960 |
1,638 |
22 |
6 |
1,592 |
1,041 |
344 |
7 |
6,128 |
4,696 |
877 • |
8 |
1,138 |
3,143 |
99 |
9 |
1,970 |
1,429 |
206 |
10 |
2,102 |
1,603 |
163 |
11 |
2,720 |
1,892 |
509 |
12 |
4,909 |
3,060 |
562 |
13 |
1,981 |
1,640 |
85 |
U |
2,388 |
2,063 |
HI |
15 |
3,476 |
2,938 |
178 |
16 |
2,456 |
2,078 |
131 |
185 |
185 |
||
Thompson's Island, |
100 |
100 |
|
Total, |
46,144 |
35,084 |
5,102 |
264
ANNUAL SCHOOL REPORT.
PI <1
EH
f3 fM
05 03
?" ft,
g o
2 ""s
•saaqotiax Jo -Oii |
C<I |
§ |
I-H |
<M |
?-) |
<o |
CI |
J5 |
<o I-l |
- |
CO |
to |
>o |
uO |
a> |
s |
|
^ |
^ |
.^ |
^ |
r. |
§ |
||||||||||||
■Biidnj JO |
•OJSE |
in |
OJ |
■^ |
-^' |
:?: |
«5 |
<o |
o> |
0 00 |
^ |
tc |
t» |
to |
CO |
||
■sn'!n JO ^n |
5 |
c 0 |
0 |
R |
S |
R |
0 |
0 |
, |
0 |
0 |
0 |
R |
0 |
0 |
||
■ovdvD Supta |
s^ |
* |
to |
• |
no |
0 |
0 |
0 |
|||||||||
00 |
■^ |
Tf |
^_ |
CO |
0 |
^ |
|||||||||||
•s^uogjo |
OK |
*a |
CO |
t- |
t- |
I- |
00 |
||||||||||
1 •smooj ii^Dg |
ON |
CO |
0 |
» |
•'S' |
0 |
CO |
- |
to |
fH |
;? |
•^ |
- |
I-l |
-* |
||
•sauojg JO |
OJS |
-* |
■* |
•^ |
« |
■91 |
« |
-S" |
CO |
CO |
•Jl |
•<* |
•* |
■^ |
"* |
■^ |
|
-a |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
5C |
|||||||||
"S s |
OJ |
cc |
c |
c |
CO |
||||||||||||
t« |
t^ |
<c |
0 |
(M |
00 |
CO |
CI |
Oi |
CO |
^^ |
|||||||
ISo |
^ |
||||||||||||||||
t- 0 |
"2 |
00 |
CO |
n |
iro |
||||||||||||
<& |
^ |
'^ |
" |
||||||||||||||
■^ |
|||||||||||||||||
<s |
to |
l?> |
n |
0 |
c |
00 |
0 |
||||||||||
9 |
|||||||||||||||||
•s}OTjoozig S |
»~i. |
^ |
0 |
*^ |
■^ |
■* |
rH |
CO |
|||||||||
1 |
<! |
I-t |
I-H |
*"* |
i-( |
*"* |
CO |
(N |
•^ |
||||||||
-6 |
|||||||||||||||||
0 |
|||||||||||||||||
a |
M |
■n |
10 |
m |
to |
,• |
ri |
to |
to |
to |
to |
to |
|||||
^ |
|||||||||||||||||
rt |
a |
« |
a |
rt |
C3 |
C3 |
a |
a |
C3 |
CS |
d |
cS |
03 |
i |
|||
a- |
c |
p |
a |
C |
C |
c |
p |
c |
3 |
3 |
3 |
||||||
a |
3 |
d |
3 |
3 |
9 |
2 |
'ri |
:*! |
3 |
5 |
3 |
||||||
P:< |
h |
^ |
P=^ |
ft, |
fe |
fl^ |
m |
OQ |
1^ |
(^ |
(^ |
[=1 |
P^ |
fe |
|
||
.0 |
0 |
(M |
00 |
i |
0 |
to |
(M |
„ |
^ |
t» |
^ |
||||||
"HPia eeiiOH |
CO |
00 |
2 |
l-t |
3 r-1 |
55 |
s |
rH |
CO l-H |
||||||||
0 |
0 |
1-1 |
m |
1 |
0 |
(N |
<n |
3 00 |
CO |
0 |
lO |
(N |
|||||
•pjinpsui uoq^ |
i-i |
S |
T-i |
IH |
§5 IH |
• |
CO |
00 |
1 |
||||||||
0 |
|||||||||||||||||
a 0 •-3 g •3 |
1 0 |
0 0 n |
0 3 |
0 |
0 i a 2 |
i |
a 0 c |
0 1 ■►a 3 0 £ |
6 a S c ,0 |
0 0 |
0 to "a .s |
0 8 3 |
ft 3 ft c |
0 u r3 0 to |
0 |
1 m 0 5 |
|
w |
0 02 |
0 |
^ |
a |
W |
H |
Q |
« |
OQ |
;2i |
^ |
Ph |
0 w |
||||
0 0 |
'■ |
||||||||||||||||
0 a |
a |
60 |
1 |
.s 'S •a |
c |
1- i |
3 OS 1 |
3 |
g 0 •s |
0 |
^ |
3 i 3 |
§ 3 |
0 0 3 1 |
|||
0 |
0 |
||||||||||||||||
!zi |
< |
n |
n |
« |
n |
fq |
0 |
0 |
« |
M |
ft |
w |
W |
p4 |
a |
hJ |
STATISTICS.
265
s |
lO |
ei |
CO |
CO |
CO |
Til |
>r3 |
00 |
t4* |
- |
- |
00 |
|
^ |
^ |
•r*( |
^_^ |
r- |
|||||||||
• |
O |
<_. |
<c |
o |
00 |
||||||||
s |
^ |
o |
o |
o |
|||||||||
■" |
;o |
c^ |
o |
■o |
|||||||||
^ |
-ii |
•w |
^ |
o |
3 |
||||||||
» |
t- |
" |
t- |
CO |
|||||||||
s |
•<1" |
T-l |
o |
CI |
S |
to |
-* |
-c |
o |
■T* |
b- |
c |
-* |
'S" |
■»* |
M |
CO |
•* |
•># |
00 |
■* |
CO |
CO |
CO |
05 |
■<ll |
■<* |
lO |
O |
^. |
•n |
^ |
un |
•a |
o |
o |
o |
1(0 |
o |
||
IN |
■* |
o |
|||||||||||
LO |
I-H |
t^ |
i-O |
IN |
|||||||||
*"* |
tH |
^ |
" |
^ |
<N |
||||||||
^ |
? |
S |
N |
.o |
^ |
c |
,_ |
00 |
|||||
w |
I-H |
IM |
*"* |
CO |
*"* |
IN |
CO |
■fli |
'" |
^^ |
|||
rO |
|||||||||||||
QJ |
o |
o |
O |
O |
|||||||||
s |
3 |
o |
c |
o |
3 |
S a |
5 p |
a o |
=^ |
i |
c P |
||
\^ |
Pi^ |
CD |
i^ |
«J |
[^ |
m |
fe |
xn |
m |
m |
\^ |
Cii |
f^ |
rf) |
00 |
N |
^ |
05 |
o |
o |
00 |
vO |
|||||
r-i |
" |
rH |
f-H |
T-l |
T-l |
I-l |
|||||||
« |
00 |
.-, |
^ |
^ |
o |
CJ |
o |
CO |
CO |
||||
1-H |
^ |
rH |
T-H |
■-^ |
^ |
'-' |
^ |
tH |
|||||
0] |
|||||||||||||
fj |
^ |
||||||||||||
e |
♦? |
lU |
a> |
||||||||||
o |
p |
O |
a |
a |
u |
o |
m |
o |
g |
||||
o |
e |
o |
c |
o |
p |
||||||||
p |
m |
o |
5 |
ra |
01 |
o |
^ |
■« |
|||||
ii |
n |
o |
c |
n |
^ |
o |
o |
n |
tp |
F! |
a |
||
^ |
« |
/<t |
n |
t^ |
s |
•a |
^ |
£ |
|||||
G |
|||||||||||||
3 o |
a |
5 do |
w |
H |
C3 |
3 o 02 |
^ |
o 5 |
H |
||||
• |
• |
a |
• |
||||||||||
5 o o |
p £ |
2 f |
o c |
Pi |
o |
>> g ■p Of |
g |
p 02 |
r, p |
B a |
"3 |
2 |
266
ANNUAL SCHOOL REPORT .
pq
I
•sjoqot'oxjo'o^ |
fH |
S5 |
o |
>o |
|
•endtij JO •ojsr |
H |
3 |
o o 1?) |
||
o |
•siFnjo
AiiocdBo^ufjuag
•s;b3S jo -ojvj
<N r-l rH
•sraooj -looqog JO ox
•souo;g JO "OX
•5nni sosnon
•pa
M fi
h^ w ci5 a ft
STATISTICS.
267
^«^ 'i:^
t^
cc
•sjaqoBax JO 'ojsj |
I-< |
us |
'i' |
o |
to |
■* |
U5 |
CO |
1" |
^ |
, |
^ |
-** |
||||
•8iidiid:jo-ojs[ |
-s> |
c^ |
^ |
• |
iH |
|||
•sntJHJO |
. |
, |
^ |
. |
, |
, |
, |
|
jljioudcoSuijuog |
* |
• |
• |
■ |
• |
• |
• |
|
o |
o |
O |
o |
o |
o |
O |
o |
|
•aHiog JO -Oil |
CQ |
CO |
■« |
C3 |
CO |
CO |
^ |
|
•BUIOOI |
^ |
t- |
o |
00 |
t- |
b- |
to |
00 |
-looiiog JO -Oil |
||||||||
^ |
c« |
IM |
CO |
. |
<M |
(N |
CO |
|
•eouo?gjo-Oii |
||||||||
o |
.O |
5 |
||||||
<M a |
o |
t- |
||||||
o a |
o |
|||||||
s i 1 |
||||||||
"3 3 1-} |
||||||||
^ |
IM |
(N |
CO |
(N |
!N |
>a |
||
^ W |
||||||||
o |
O |
o |
C |
in |
o |
|||
CO |
CO |
|||||||
3 |
||||||||
o § |
n |
• |
||||||
.2 5* |
||||||||
TJ |
||||||||
s |
, |
, |
||||||
^ |
||||||||
a |
a |
c« |
C3 |
CJ |
Cj |
C3 |
||
^ |
a |
fl |
3 |
a |
3 |
3 |
a |
a |
ta |
3 |
s |
3 |
3 |
^ |
3 |
3 |
& |
oa |
o |
r- |
T-l |
«> |
to |
CO |
||
•JimQ, sasnojx |
s |
00 |
i-l |
5^ r-t |
CO |
OO |
03 |
|
1 'Pa |
, |
. |
. |
. |
, |
. |
. |
|
-irnpsni u3crA\ |
* |
* |
• |
• |
• |
" |
||
^ |
||||||||
a |
^ |
,^ |
U |
|||||
o o 1-1 |
a 3 O |
|
■ffl 1 |
w o |
1 |
s |
1, o |
|
o |
||||||||
o |
||||||||
^ |
||||||||
m |
||||||||
<« |
||||||||
o |
a |
|||||||
3 |
o |
a o |
||||||
g |
X |
j3 |
3 |
to |
u |
|||
^ |
u S H |
b |
cj |
a |
3 2 |
268
ANNUAL SCHOOL REPORT.
The following Table shows the number of persons in the city hetiveen the ages of five and fifteen, in the month of May, for ten years, and also the amount received by the city, in each year, from the State School Fund : —
Years.
1863 1864 1865 1866
1867 1868 1869 1870 1871 1872
Persons between Five and Fifteen Years of Age. |
Proportion of Income from School Fiuid. |
|
32,147 |
6,364 99 |
|
32,854 |
6,430 63 |
|
34,902 |
6,750 44 |
|
35,225 |
8,082 08 |
|
36,030 |
5,310 30 |
|
43,109 |
11,545 13 |
|
42,624 |
8,171 38 |
|
46,301 |
7,226 79 |
|
45,970 |
12,015 14 |
|
46,144 |
9,363 24 |
The following Table shoics the average whole number, the average attendance and the per cent, of attendance, of the Public Day Schools, of all grades, for ten years, ending August 31, 1872 : —
Years.
1862-63 1863-64 1864-65 1865-66 1866-67 1867-68 1868-69 1869-70 1870-71 1871-72
Average Whole Number.
27,051 26,961 27,095 27,723 28,126 32,385 33,535 35,164 36,174 36,234
Average Attendance.
24,516 24,617 25,001 25,809 26,265 30,399 31,126 32,463 33,464 33,502
Per Cent.
90.6 91.6 93.0 93.5 94.0 92.7 93.3 92.3 92.5 92.4
STATISTICS.
269
The folio-wing Table shows the aggregate of the average whole number and attendance of the pupils of the High Schools, /or rew years, ending August 31, 1872: —
Tears.
1862-63 1863-64 1864-65 1865-66 1866-67 1867-68 1868-69 1869-70 1870-71 1871-72
Average "WTiole Number.
733
527
740
776
873
1,050
1,064
1,283
1,501
1,640
Average Atteudance.
696
691
712
751
845
977
1,025
1,230
1,430
1,553
Per cent.
94.9 94.5 96.1 96.2 96.7 95.7 95.7 95.9 95.2 93.8
The following Table shows the aggregate of the average whole number and at- tendance of the Grammar Schools, for ten years, ending August 31, 1872 : —
Years.
1862-63 1863-64 1864-65 1865-66 1866-67 1867-68 1868-69 1869-70 1870-71 1871-72
Average Whole Number.
13,347 13,523 13,915 14,394 14,849 17,450 18,043 19,028 19,565 19,760
Average Attendance.
12,439 12,601 13,110 13,620 14,026 16,362 16,963 17,807 18,312 18,500
Per cent.
93.1 92.8 93.8 94.2 94.1 93.3 93.9 93.2 92.3 92.8
270
ANNUAL SCHOOL REPORT.
The following Table shows the aggregate of the average xvhole number and attendance of the pupils of the Primaky Schools, for ten years, ending August 31, 1872.
Years.
1862-63 1863-64 1864-65 1865-66 1866-67 1867-68 1868-69 1869-70 1870-71 1871-72
Average Average
Wliole Number. Attendance.
12,971 |
11,412 |
89.4 |
12,713 |
11,325 |
87.5 |
12,440 |
11,179 |
89.1 |
12,553 |
11,438 |
90.3 |
12,405 |
11,393 |
91.1 |
14,885 |
13,060 |
89.3 |
14,384 |
13,101 |
90.4 |
14,739 |
13,330 |
90.4 |
14,977 |
13,614 |
89.4 |
14,716 |
13,351 |
89.8 |
Per Cent.
The following Tahle shows the mimher of Primary Schools, the average number and the average attendance to a school, for ten years, ending August 31, 1872.
Years.
1862-63 1863-64 1864-65 1865-66 1866-67 1867-68 1868-69 1869-70 1870-71 1871-72
Schools and Teachers.
264 254 257 256 259 303 307 323 327 335
Average No. to Averago Attend. a School. to a School.
51.0 50.0 48.4 49.0 47.8 47.4 46.8 45.9 45.8 43.9
45.0 44.5 43.5 44.7 43.0 43.1 42.6 41.2 41.6 39.8
STATISTICS.
271
OEDINAEY EXPENDITURES.
Annual Expenditures for the Public Schools of Boston fot the last eighteen financial years, ending ZOth of April, in each year, exclusive of the cost of the scliool-hovS9S ; also the average whole number of scholars for each school year ending August 31, 1872.
Financial Year. |
No. of Schola's. |
Salaries of Teachers. |
Rate per Scholar. |
Incidental Ex- penses. |
Rate per Scholar. |
Total Rate per Scholar. |
1854-55.. |
23,439 |
$222,970 41 |
9.51 |
§62,950 50 |
2.66 |
12.17 |
1855-56.. |
23,749 |
224,026 22 |
9.43 |
67,380 06 |
2.84 |
12.27 |
1856-57.. |
24,231 |
225,730 57 |
9.32 |
72,037 71 |
2.97 |
12.29 |
1857-58.. |
24,732 |
258,445 34 |
10.45 |
86,849 27 |
3.51 |
13.96 |
1858-59 . . |
25,453 |
268,668 27 |
10.56 |
86,098 2] |
3. 38 |
13.94 |
1859-60.. |
25,328 |
277,633 4G |
10.96 |
95,985 15 |
3.79 |
14.75 |
1860-61.. |
26,488 |
286,835 93 |
10.82 |
111,446 31 |
4.21 |
15.03 |
1861-62.. |
27,081 |
300,181 28 |
11.08 |
108,245 06 |
4.00 |
15.08 |
1862-63.. |
27,051 |
310,632 43 |
11.50 |
115,641 97 |
4.27 |
15.77 |
1863-64.. |
26,960 |
324,698 51 |
12.04 |
140,712 56 |
4.85 |
16.89 |
1864-65.. |
27,095 |
372,430 84 |
13.74 |
180,734 00 |
6.67 |
20.41 |
1865-66.. |
27,723 |
403,300 82 |
14.54 |
172,520 76 |
6.22 |
20.77 |
1866-67.. |
28,126 |
492,796 6G |
17.52 |
186,908 85 |
0.64 |
24.16 |
1867-68.. |
32,885 |
548,615 90 |
16.68 |
224,090 51 |
6.81 |
23.49 |
1868-69.. |
33,535 |
719,628 04 |
• 21.45 |
263,048 96 |
7.84 |
29.29 |
1869 70.. |
35,164 |
720,960 65 |
20 50 |
226,451 95 |
7.57 |
28.07 |
1870-71.. |
36,174 |
816,344 66 |
22.11 |
315,254 70 |
8.71 |
30.82 |
1871-72.. |
36,234 |
863,658 81 |
23.83 |
352,920 84 |
9.74 |
33.57 |
272
ANNUAL SCHOOL REPORT.
TOTAL EXPENDITURES.
Table showing the net total expenses of the city, for Education, for eighteen years, from May 1, 1854, to April 30, 1872, inclusive.
Financial |
Salaries of |
Incidental |
Cost of |
Total |
Tear. |
Teachers. |
Expenses. |
School-houses. |
Expenditure. |
1854-55 |
$222,970 41 |
$62,350 50 |
$103,814 73 |
$389,135 64 |
1855-56 |
224,026 22 |
67,380 06 |
149,732 80 |
411,139 08 |
1856-57 |
225,730 57 |
72,037 71 |
51,299 26 |
349,067 54 |
1857-58 |
258,445 34 |
86,849 27 |
225,000 00 |
570,294 61 |
1858-59 |
268,668 27 |
86,098 21 |
105,186 42 |
459,952 90 |
1859-60 |
277,683 46 |
95,985 15 |
144,202 67 |
517,871 28 |
1860-61 |
286,885 93 |
111,446 31 |
230,267 04 |
628,549 28 |
1861-62 |
300,181 28 |
108,245 06 |
166,181 50 |
574,567 84 |
1862-63 |
310,632 43 |
115,641 97 |
107,812 74 |
534,087 14 |
1863-64 |
324,698 51 |
140,712 56 |
5,870 87 |
471,281 94 |
1864-65 |
372,430 84 |
180,734 00 |
90,609 84 |
643,774 68 |
1865-66 |
403,300 82 |
172,520 76 |
200,532 64 |
776,375 22 |
1866-67 |
492,796 06 |
186,908 85 |
101,575 09 |
781,280 60 |
1867-68 |
548,615 90 |
224,090 61 |
188,790 80 |
961,497 51 |
1868-69 |
719,628 04 |
263,048 96 |
346,610 78 |
1,329,287 78 |
1869-70 |
720,960 65 |
266,451 95 |
612,337 86 |
1,599,750 46 |
1870-71 |
816,344 66 |
315,254 70 |
443,679 71 |
1,575,279 07 |
1871-72 |
863,658 81 |
352,920 84 |
97,800 68 |
1,314,380 33 |
KE P O ET
STANDING COMMITTEE
MUSIC.
EEPOET OF THE COMMITTEE ON MUSIC.
In School Committee, Dec. 10, 1872. The Committee on Music respectfully submit the
following'
REPORT.
In their more recent official com^munication to this Board your Committee have unfolded, with some mi- nuteness, the j^lan and pui'pose of musical instruction as it is now pursued in the Boston Public Schools, sketching in outline the oi-igin, progress and scope of such instruction, explaining its progressive steps and methods throughout the various grades of Pri- mary, Grammar and High School pupilage, and ex- hibiting, to a limited extent, the results which are already being accomplished.
During the past year a gratifying advance has been made in this specialty of our public instruction. This is manifest in the greater interest exhibited on the part of the pupils, in the more systematic and efficient instruction given by the regular teachers, and in the unanimity and harmony of action which prevails throughout the corps of professional instruc- tors. All this will further appear in the several com- munications made to this Committee by the profes-
275
276 ANNUAL SCHOOL REPOET.
sional teachers of music, and which, as showing more minutely and definitely the present condition and the practical working of this department, we have em- bodied at considerable length in this report.
In the Primary Schools, now 335 in number, your Committee have found, in their recent visits, that it is the rare exception to meet with a teacher who is not able intelligently and satisfactorily to impart to the pupils the requisite instruction in music. The following is the revised programme of this instruc- tion (in conformity with the recently adopted text- book), a copy of which programme, in the form of a circular, has been placed in the hands of every teacher.
REVISED PROGRAMME OF ELEMENTARY INSTRUCTION IN SINGING FOR THE BOSTON PRIMARY SCHOOLS.
Reqidrements for the First Year (Sixth and Fifth Classes) .
Sixth Class. — 1. Pupils shall be taught to sing by rote all the songs and exercises with words through the first fourteen images of the '' First National Music Eeader."
2. They shall be taught to sing the scale, ascending and de- scending, at a convenient pitch (in about the Key of D), bj'^ the scale names, One, Two, Three, Four, Five, Six, Seven and Eight, represented by the numerals, 1, 2, 3, 4, 5, 6, 7, 8 ; also to sing the same by the syllables. Do, Re, Mi, Fa, Sol, La, Si and Do.
3. Pupils are to practise from the numerals at the bottom of Chart No. 1 , being made to understand that a comma, after a figure, means to sing a short sound, and a dash means to sing a long sound.
4. The}'' shall be taught to sing by rote the following songs : — "At Home and Abroad," page 55.
" Fido and his Master," page 81. (Transpose to C.) "Pussy Knows," page 86. (Transpose to G.)
5. The teacher should be able to report, when her pupils are
REPORT ON MUSIC. 277
transferred to the Fifth Class, the number Avho can sing the scale alone, and those who cannot, and to furnish a list for the teacher to whom they are transferred.
6. Other songs hy rote at the discretion of the teacher.
7. Teachers are respectfully referred to Chapter VIII, page 16, of the National Music Teacher, as to " Exercise Songs," singing while marching, etc.
Fifth Class. — 1. In addition to the requirements of the Sixth Class, pupils of the Fifth Class shall be taught musical notation to the extent indicated on Chart No. 2, according to the " Illus- trated Lessons " I, II, III, lY, V, VI and VII. (Using the sylla- bles synonymous with the scale names.)
2. Degrees of loudness, m/, / and p^ and the Repeat, from Chart No. 3, Exercises 1, 2 and 3, "Lesson" VIII.
3. Go on in daily practice from the Charts to the bottom of Chart No. 6, according to " Illustrated Lessons " IX to XIV, in- clusive.
4. The following songs, hy rote : —
"The Rising Sun," page 26.
" Spring Song," page 24 (may be transposed to D or E flat).
" Rest of the Flowers," page 30.
5. Other songs at the discretion of the teacher.
6. Teacher to report the number of pupils who can sing the scale, and those who cannot, on being transferred to the Fourth Class.
7. See remarks as to " Exercise Songs," etc., page 16 of the National Music Teacher.
Requirements for the Second Year {Fourth and Third Classes).
Fourth Class. — 1. Review the requirements of the Fifth and Sixth Classes, the pupils using the First Music Reader (See Pre- fjice, or "To Teachers," third paragraph), and in addition to the same proceed to the bottom of Chart No. 12, carefully instructing the pupils according to Illustrated Lessons XV to XXI inclusive.
2. Rote songs — pages 15, 16 and 17 — being very careful as to the dotted quarter note.
" Forget Me Not," page 56.
278 ANNUAL SCHOOL REPORT.
" Speak GenUy," page 36. " Out in the Air," page 32.
3. Otiicr songs at the discretion of the teacher.
4. Teacher to report, on transfer to the Third Class, the num- ber of pupils who can sing the scale, and those who cannot, also the pupils who can sing one song alone from the First Music Reader.
5. See remarks as to Exercise Songs, etc., page 16, "National Music Teacher."
6. Exercise pupils daily upon the sounds of the Scale, with the Manual Signs in about the Key" of C or D.
Third Class — 1. Review the work of the three lower classes, pupils using the First Music Reader ; and proceed on Charts to bottom of No. 15, as indicated in Lessons XXII, XXIII and XXIV of the National Music Teacher.
2. Rote songs : —
" Autumn Song," page 80. " My Lamb," page 59. "The Violet," page 74.
3. Exercise daily upon the sounds of the Scale with the Man- ual Signs.
4. Other songs hy rote at the discretion of the teacher.
5. On transfer to the Second Class the teacher should be able to report the number of pupils who can sing the Scale, and those who cannot, also the number who can sing alone one song from the Fii'st Music Reader.
6. See remarks as to " Fxercise Songs," etc., page 16 of the National Music Teacher.
lieqidrements for the Third Year {Second arid First Classes).
Second Class. — 1. Review the work of the four lower classes from the First Music Reader ; go on with Charts to bottom of No, 20, according to Illustrated Lessons XXV to XXVIII.
2. Rote songs : —
" My Flower," page 71. •
" Nature gives no Sorrow," page 65.
" Love of Country," page 37.
3. Pupils to be taught with great care. Chart No. 16, according
REPORT OX MUSIC. 279
to illustrated Lesson XXVI of the National Music Teacher ; also Chart No. 17.
4. Pupils are to be taught the Middle, Upper and Lower Scales from Chart No. 18, according to Illustrated Lesson No. XXVII ; to name the fifteen different pitches and tell readily the position of each pitch upon the Staff.
5. Daily exercises upon the Scale with the Manual Signs.
6. The teacher is to ascertain and keep a record of the compass of the voice of each pupil.
(a) The number who can sing alone the Scale in the Key of C. (6) The number who can sing easily as high as twice marked e, and no higher.
(c) The number who can sing easily as high as twice marked
g-
(d) The number who can sing to small a in the lower Scale.
(e) The number who can sing to small g in the lower Scale.
7. Other songs and exercises, according to the discretion of the teacher.
8. The teacher is referred to page 16 of the National Music Teacher, to the Chapter on Exercise Songs, etc.
First Class. — 1. Review the entire work of the five lower Classes from the First Music Reader.
2. Proceed through Charts from 21 to 36 inclusive, according to Illustrative Lessons, XXIX to XLII.
In teaching the Charts 21 to 36, the teacher is supposed to be furnished with a Piano-forte or some other good keyed instru- ment.
By consulting the above programme, every teacher may know definitely what is expected to be taught in each term of the school year; every room is now fur- nished w^ith its appropriate set of charts and a copy of the IS^ational Music Teacher, giving directions how to use these charts in connection with the pariieuhir text-book in the series.
Subjoined is Mr. Mason's table, showing the times for the visitation of the scholars under his charge: —
280
ANNUAL SCHOOL REPORT.
Tahle showing the times appointed for visiting the Primary Schools of the various districts by the Musical Director for these grades.
Days.
Chapman Monday, A.M,
Sburtleff
Adams
Norcross
Franklin
Wiuthrop
Dwight
Bowdoin " "
Prescott Tuesday, A.M.
Lincoln
Lyman
Bigelow
Brimmer " P.M.
Boylston
Evorett
Phillips
Washington "Wednesday, A.M
Sherwin
Lewis
Comins " "
Hancock Thursday, A.M
Mayhcw
Lawrence
Eliot
Rice " P.M.
romins Every Friday from
*^''"'"^ 9 to 12 A.M
Quincy
Bowditch
Wells
Remote Districts .
Saturday, A.M
14
21
28
7
14
21
28
7
15
22 1-29
8
15
22
1-29
8
16
23 2-30
9
17
24 3-31
10 3-31
16
23
2-30
9
16
23 2-30
9
16
23 2-30
10
17
24 3-31
10
17
24 3-31
11
18
25 4
12
19
26 5
13 20 27
6 13 20 27
7
14 21 28
7
14 21 28
8
15 22 1-29
9 16 23 2-30 23
3-31 10 17 24
3-31 10 17 24 4 11 18 25 4 11 18 25 5
12 19 26 6 13 20 27 20
28
7
14 21 28
7
14 21 1-29
8
15 22 1-29
8
15
i2
2-20
9 16 23
3 10 17 24 17
26
5 12 19 26
5
12 19 27
6 13 20 27
6 13 20 28
7
14 21 1-29
8 15
24
3-31
10
17
23 2-30
9
16
23
2-30
9 16 24
3 10 17 24
3 10 17 25
4 11 18 26
5 12 19 12
REPOET ON MUSIC. 281
The following is taken from the special Report of Mr. Mason to the Committee regarding the operation of the department under his charge during the past year: —
" I am happy to report a decided progress in music in the Pri- mary schools I am glad to be able to say that the
masters in the several districts are doing all that can be expected of them in their supervision over this department of instruction. Most of them have examined the pupils of the several grades for promotion at the semi-annual examinations. Nothing has so much encouraged the teachers in the performance of their part of the work as these examinations. Several of the masters have ex- pressed themselves as well pleased with the results of our efforts in this province of school work, and have acknowledged to me the beneficial influence of such training of the voice and ear in the reading and other recitations. No one can see better than I can where improvements may 3^et be made, and I shall be most happy, with the assistance of my associate directors, the masters and the regular teachers, to carry out anj^ changes which the Committee, from year to year, may suggest."
It may be proper to refer here to the fact that since the organization of the present force of special musi- cal instructors, the number of Primary Schools has greatly increased, and their field of operations, by annexation and otherwise, been greatly extended. Of course, under this condition of things, the duty of the Musical Director, in this department, can be only supervisory. The time has come when the question of providing him with duly qualified assistants ought to be taken into serious consideration. During a considerable portion of the past year Mr. Mason has been assisted in his active work by his two daugh- ters, who have laboriously and faithfully rendered
2 82 ANNUAL SCHOOL RErOET.
their aid, and that without compensation from the cit}^
In the Grammar Schools the classes are divided for musical instruction into two grand divisions, the four lower classes comprising the First, and the two upper the Second division. The following is the programme of instruction recently recommended by the Commit- tee for the division comprising the four lower classes, as above stated, and will show the progressive char- acter of this teaching: —
Programme of the Instruction in Music for the Lower Classes of the Boston Grammar Schools.
Requirements for the First Year {Sixth Class) of the Grammar
Course.
1. — Pupils shall be taught the exercises and songs found in the first twenty pages of the Music Charts, second series.
2. — Tliey shall be taught all the exercises and songs contained in the first thirty-three pages of the Second Music Reader.
3. — They shall be taught the diflTerent forms of measure therein used, and be able to beat the time correctly while singing.
Requirements for the Second Year {Fifth Class) .
1. — This class will commence with the reversed pages of the charts, and shall be able to sing the chromatic scale with syllables (do, re, mi, etc.), scale-names and pitch-names.
2, — They shall be taught all that is contained on the Charts Nos. 21 to 40 inclusive.
3. — They shall be able to write properly the different scales, and name the pitch of the sounds of which each scale is composed.
4. — They must be able to beat the time correctlj"^ in all the ex- ercises.
5. — They shall review, from time to time, the same music, using their books, and shall acquire at least one additional song in each key.
6. — Other songs, at the discretion of the teacher.
REPORT ON MUSIC. 283
Requirements for the TJiird Year (Fourth Class).
1. — This class shall begin upon the Third Series of Charts, They shall be taught to know the intervals, to the extent of the major and minor seconds, major and minor thirds, perfect and augmented fourths, perfect and diminished fifths.
2. — They shall be taught all the music found on the first twenty numbers of this series of Charts ; also all the music contained on the first twenty-two pages of the Third Music Reader.
3. — They shall be taught to beat the time correctly in all the exercises and songs.
Requirements for the Fourth Year {Third Class).
1. — This class will commence with the reverse pages of the Third Series of Charts, and complete the set.
2. — They shall be taught the names of the common harmonics, on the different degrees of the scale, viz. : — the tonic, dominant, sub-dominant, and dominant seventh.
3. — They shall review this music from the books, and shall ac- quire at least one additional song in each key.
4. — Other songs, at the discretion of the teacher.
The above programme contains, it will be seen, hints and snggestions for the guidance of the teach- ers of the sevei'al classes rather than a full exposition of what shall be taught. This must, of course, be left in a great measure to the discretion of the Musi- cal Director of this grade. A reference to last year's report of this committee will show more definitely what is attempted to be done, and what is in fact ac- complished. Up to this point in the course, the text- books of the newly-adopted series have been placed in the schools, and are giving abundant satisfaction.
AYe quote the following from the report of Mr. Holt, upon the working of his department: —
284 ANNUAL SCHOOL REPORT.
" Many schools have made a decided advance upon the previous year ; still the improvement has not been so uniform throughout the city as I had hoped. A general and steady advancement is seen in every school where the allotted time is taken and faithfull}^ devoted to this studj'. This is done in most of the schools — I am sorr}^ to say not conscientiously and scrupulousl}' in all. It is the gradual accumulation, gained from the practice of every da}', that makes success easy and certain. I think the time has come when Ave should have a definite programme for each class, upon which they should be examined for promotion, as in the other studies. This must be done before I can supervise a work, spread over so large a territor}-, and in so many classes, and have it uniform.
" The improvement during the past year in the proper manage- ment of the voice, and the production of a good quality of tone, has been ver}' marked.
" I cannot close my report without referring to the very general and cordial support and co-operation I have received from the masters and teachers, without which any system of special instruc- tion must be a failure."
The following is the schedule, giving the times for the visitation, by the Musical Director, of the classes of this grade.
EEPORT ON MUSIC.
285
Programme of tlie Times for Visitation in the Four Lower Classes of the Grammar Schools.
Chapman . Prescott . , Franklin . Everett . . Rice . . . Sherwin . , Adams . . Dwight . . Brimmer . La-wrence . Shurtleff . Bigelow . . "Winthrop . Boylston . Quincy . . Dearborn . Eliot . . . Mayliew . Hancock . , Norcroaa . Lincoln . . Lewis . . . Dudley . . Bowditch . Wells . . . Lyman . . Bowdoin . Phillips . . "Washington
Days.
Monday,
Tuesday,
Wednesday, Thursday,
Friday,
O |
> o |
1-3 |
4 ^ |
s. < |
26 |
||||
A.M. |
23 |
14 |
11 |
9 |
6 |
3 |
3-31 |
28 |
|
- |
16 |
21 |
18 |
16 |
13 |
10 |
10 |
7 |
5 |
" |
9 |
28 |
25 |
23 |
20 |
17 |
17 |
14 |
12 |
•' |
30 |
7 |
4 |
2-30 |
27 |
24 |
24 |
21 |
19 |
P.M. |
23 |
14 |
11 |
9 |
6 |
3 |
3-31 |
28 |
26 |
" |
16 |
21 |
18 |
16 |
13 |
10 |
10 |
7 |
5 |
« |
9 |
28 |
25 |
23 |
20 |
17 |
17 |
14 |
12 |
" |
30 |
7 |
4 |
2-30 |
27 |
24 |
24 |
21 |
19 |
A.M. |
17 |
15 |
12 |
10 |
7 |
4 |
4 |
1-29 |
27 |
" |
10 |
22 |
19 |
17 |
14 |
11 |
11 |
8 |
6 |
" |
3 |
1-29 |
26 |
24 |
21 |
18 |
18 |
15 |
13 |
" |
24 |
8 |
5 |
3-31 |
28 |
25 |
25 |
22 |
20 |
P.M. |
17 |
15 |
12 |
10 |
7 |
4 |
4 |
1-29 |
27 |
" |
3 |
1-29 |
26 |
24 |
21 |
18 |
18 |
15 |
18 |
" |
34 |
8 |
5 |
3-31 |
28 |
25 |
25 |
22 |
20 |
A.M. |
|||||||||
A.M. |
19 |
17 |
14 |
12 |
9 |
6 |
6 |
3 |
1-29 |
" |
12 |
24 |
21 |
19 |
16 |
13 |
13 |
10 |
8 |
" |
5 |
3-31 |
28 |
26 |
23 |
20 |
20 |
17 |
15 |
" |
26 |
10 |
7 |
5 |
2-30 |
27 |
27 |
24 |
22 |
P.M. |
19 |
17 |
14 |
12 |
9 |
6 |
6 |
3 |
1-29 |
« |
12 |
24 |
21 |
19 |
16 |
13 |
13 |
10 |
8 |
« |
5 |
3-31 |
28 |
26 |
23 |
20 |
20 |
17 |
15 |
" |
26 |
10 |
7 |
5 |
2-30 |
27 |
27 |
24 |
22 |
A.M. |
13 |
18 |
15 |
13 |
10 |
7 |
7 |
4 |
2-30 |
" |
6 |
25 |
22 |
20 |
17 |
14 |
14 |
11 |
9 |
P.M. |
13 |
18 |
15 |
13 |
10 |
7 |
7 |
4 |
2-30 |
a |
6 |
25 |
22 |
20 |
17 |
14 |
14 |
11 |
9 |
<( |
20 |
11 |
8 |
6 |
3-31 |
28 |
28 |
25 |
23 |
Your Committee would again refer to their official report of last year, in which may be found a full ac- count of the course of musical instruction in the two
286
ANNUAL SCHOOL REPORT,
upper classes of the Grammar Schools, which consti- tute the Second Division of these grades. We are glad to make the following extracts from Mr. Shar- land's report : —
" During the year the classes under my charge have macle good progress in the following points, viz. : — Musical Theory, Purity of Tone, Distinctness of Articulation, Time, Rhythm and Accent, the Dynamics of Music, Reading at Sight and Singing under the baton. Musical Theory has been taught by a careful review of their previous work, with practical examples upon the blackboard, and daily practice under the regular teachers upon the charts (Fourth Series). This chart is intended to familiarize the pupils with the scale of C and its intervals, giving the power to sing the same in two parts.
EXA3IPLE.
Andante.
=1==1:
feitiii — i_ "
=^==1T=1-
'^-
'P^^^m.
Hullah.
-^-
-P — m
^-■^T^
n:
i&z^
:t=1:
M-
--^±S
•- -*- -^-
"The subject of purity of tone and distinctness of articulation has been presented in the form of brief lectufcs on the organs in- volved in the production of tone and the reflection and distinct enunciation of the same, coupled with practical exercises.
REPORT ON MUSIC.
287
EXAMPLE.
Streeter.
i
22:
122:
zr~^ — ^ — ^
A — as in bay, bar, ball, bat. £ — as in bee, bed. / — as in time, tin. 0 — as in tone, top.
" Frequent practice in the reading of music, by syllables, has been resorted to. Tliis, it is believed, compels, to a considerable extent, a knowledge of d^'naraics, accent, etc. Much benefit has been derived from the constant practice of solfeggios in parts, with rapid change of kc}-, — alwa3's singing under the baton, with or without accompaniment.
EXAMPLE. Key of C through various keys to Al.
Allegretto.
288 ANNUAL SCHOOL EEPORT.
" The want of a music-book, equal to the requirements of the pu- pils, has occasioned much extra labor, and has retarded, to a con- siderable extent, the progress of my classes.
" In closing I feel it ray duty to commend the faithful efforts of all who are charged with the daily care and instruction of the classes in my department. Masters and teachers have been alike kind and forbearing under their pressure of work, thereby lessen- ing my labor and greatly aiding to bring about the progress claimed in this report."
REPORT ON MUSIC.
289
The times for the visitation of these chisses, by the Musical Director, are set forth in the following table: —
Schedule of the times for Visitation of the First and Second Classes of the Grammar Schools.
School.
Lawrence . Norcross . . Bigelow . . . Shiirtleff . . . Lincoln . . . . Preseott . . . Chapman . Lyman .... Adams . • . . ,
Eliot
Hancock.. . Mayhew . . .
Wells
Bowdoin. . . Phillips ....
Rice
Pranklin ... Winthrop . Dwiglit . . • .
Everett
Washington Dudley . • . . Dearborn . .
Lewis
Quincy
Bowditch . . Sherwin . . . .
Boylston
Brimmer . . . •
Day.
Monday 9.15 A.M.
Monday 10 "
Monday 10.45 "
Monday 11.30 "
Monday 3.30 P.M.
Tuesday 9.15 A.M.
Tuesday 10. "
Tuesday 10.45 "
Tuesday 11.30 "
Tuesday 2.45 P.M.
Tuesday 3.30 "
Wednesday 9.15 A.M.
Wednesday 10 "
Wednesday 10.15 "
Wednesday 11.30 "
Thursday 9.15 "
Thursday 10 "
Thursday 11.30 "
Thursday 2 P.M.
Thursday 2.45 "
Friday 9.15 A.M.
Friday 10 "
Friday 10.45 "
Friday 11.30 "
Friday 2.15 P.M.
Friday 3.30 "
Saturday 9.15 A.M.
Saturday 10.45 "
Saturday 11.30 "
290 ANNUAL, SCHOOL KEPOET.
The text-book for these grades is in process of preparation, and is now undergoing the examination of the committee. They hope soon to be ready to recommend its adoption by the Board, when a regu- larly prescribed programme of study will be devised for the upper, as has already been done for the lower classes of the Grammar and Primary courses.
In the Dorchester District the same plan of gener- al instruction is now followed, although for the pres- ent the Primary and Grammar grades are under the sjDCcial charge of an assistant teacher of music, who is subject to the general direction of the supervisors in their several departments. It will no doubt be gratifying to the citizens of this district to learn from the report of Mr. Wilde the progress which has been made under his teaching in the past year: —
"In the district under my charge, the progress has been greater during the past year than in any, or, perhaps, all of the three pre- vious years. The teachers have performed their work better and with more confidence in themselves. Every room is now supplied with charts, and the same system is carried forward which is pur- sued in all the schools in the city. I have taken great pains to assimilate my work, so that it may conform to the work of Messrs. Sharland, Holt, and Mason, whose classes I have frequently vis- ited.
" In the Primary Schools the teachers have carried out the re- vised programme, and almost all of them have even gone beyond that programme. In the lower classes of the Grammar Schools I have taken up the following exercises, practising the major scale in the nine different keys, with two-part singing in all the major' keys, e. g. : —
REPORT ON MUSIC.
291
*; -•-
^^^=^^^^^S^^^M^S^
XT
Si
-tf^
:li:
3^-
^!^^Ep_=ESi=Elit
aa
P^^HP
a^^
'• la the third class I have introduced the triads on the different degrees of the scale, major and minor seconds and thirds, perfect and diminished fifths, and three-part singing, e. g. : —
-iS'-|-i£3-H— —H-S -Sfi — ^+0 — « — «l-!^ -si » — »-\
■1 < '-gg "■•S ® — •I-'-*' — # — ig ' 1 1 i-*-;^-!
-<s'--&- -^ -§1- -»- -^- ^- -5- -W- -g-
=^-W=^
CP'
-^ — iSSI'
4ir — I
--^-
" In the upper classes the lessons of the preceding years are first carefully reviewed. Then follow the triads of the different keys
292
ANNUAL SCHOOL RErORT.
and studies in the different kinds of measure, such as f , |^, |, f , f , f, ^/, and practice on the triads of the scales of G, D, A, E, F, Bb, Eb, Ab, Db. After this solfeggios are practised in the above keys, together with frequent practice in the proper use of the voice and respiration, which I consider one of the most important studies that can be introduced to these two classes. The minor scale is here introduced, in both the harmonic and melodic forms, and the relationship to the major scale explained. The terms used by- composers, indicating various kinds of movement, are explained, and the following exercises, in different keys, are practised : —
s
zfcrz^jrr^— =1z
:^:
=t
1E3E5N:
-^-^-MziS.^-
«^-
--^'
S)!-^-
" The pupils are expected to read, at sight, with comparative ease, exercises like the following, in any key : —
" I am glad to say that the classes will compare favorably with those in other parts of the city."
EEPORT ON MUSIC.
293
TahJe showing the times of Visitation to the various Grammar and Primary Schools of the Dorchester District, by the Assistant Teacher for that District.
School.
Harris
Minot
Mather , . . . .
Everett
Stougliton
Stoughton Intermediate
Gibson
Atherton
Tileston
Day.
Monday 9 00 A.M.
Monday , 2.00 P.M.
Tuesday 9.00 A.M.
Wednesday 9.00 A.M.
Thursday 9 30 AM.
Thursday 12.00 M.
Friday 9.00 A.M.
Friday P.M.
Saturday 9.00 A.M.
Appended hereunto we add the report of Mr. Eichberg-, which, while it confirms what has already been said in regard to the generally satisfactory con- dition of the mnsical instruction in the other grades, develops so fully the character and progress of this instruction in the High School Department, that we make no apology for inserting it here at length: —
To J. Baxter Upham, Chairman of the Committee on 3Iusic, in the Boston Public Schools : —
" I have the honor to submit to you the reports of the Dh'ectors and Teachers of Music in the Primary and Grammar Schools. They show a satisfactory degree of progress in the study of this branch of instruction, alike creditable to the special teachers and to the regular instructors upon whom devolves the duty of carrying out most of tlie work under their direction. Personal observation has convinced me of the growing ability of our regular teachers to instruct music successfully, and I hope, in the near future, that the same mode of teaching, under the supervision of the special teacher
294 ANNUAL SCHOOL REPORT.
of music, may be given at least a trial in the High Schools now under my own instruction.
" 111 addition to the general supervision of music in all our schools, I am required by the rules to teach in person in all the High Schools. They are five in number, one Girls', two mixed and two Boys' High Schools, viz. : —
The Girls' High School.
Highlands High School. Dorchester High School. English High School. Public Latin School.
The instruction given includes,
A. Cultivation of the Voice.
B. Theory and Harmony.
C. Practice in Singing at Sight.
D. Practice in Part-singing.
"Every candid teacher will agree with me, that the successful tu- ition of music in the schools is nowhere surrounded by greater dif- ficulties than in the High Schools. The age of most of the pupils renders extreme caution in the treatment of their voices a duty and a sacred obligation. The common belief that bo3"s' voices alone require especial- care during the period of transition, has led to much loss of voice and of health. Just as important, if less striking, changes occur in the nature and " timbre " of the fe- male voice. I am satisfied that the voice of a girl from twelve to seventeen years of age requires all the more careful management from the very fact, that, not suffering like a boy, from an almost absolute impossibilit}' to sing, she is likely to over-exert herself, to the lasting injury of both health and voice. When teachers are better acquainted with these physiological facts, they will under- stand the necessity of not sacrificing such young — such tempora- rily diseased voices — to the desire of exhibiting and showing off their classes.
" Another fruitful cause of injury proceeds from the desire of many female pupils always to sing the highest part, — the first soprano. It is with them ' Aut Ccesa7\ aut nullus.' Periodical examination
EEPORT ON MUSIC. 295
of the pupils' voices, by the teacher, has seemed to me the only safe course, in order to remedy this evil. And, in this connec- tion, let me take note of the gratif3'ing fact that the best works of our great composers demand but a limited compass of voice. The old Italian masters, such as Palestrina, Gabrieli and Per- golese, but seldom exceed, in their wonderful choral works, the compass of two octaves and a half, from the bass to the soprano. It has been always my aim to secure beauty rather than strength of tone, satisfied, as I am, that no one can reasonably expect from a young girl of fifteen the ripened vocal powers of a singer per- haps ten years her elder.
" In our Boys' High Schools, we find a general average of fully fifty per cent, of the voices of the pupils in the process of mntatiou. Consequently the instruction is limited, as it should be, to the study of theory mainly, and to the practice of songs of eas}^ com- pass for those that are able to sing. I may sa}' that, in spite of these drawbacks, I believe I have succeeded in rendering these les- sons profitable and interesting. Short solfeggios, especiall}^ written for this purpose, none of the parts exceeding the compass of one octave, have been found very useful, in giving the scholars all needed practice in singing at sight. In a lesson of about fifty minutes' duration, we give, perhaps, fifteen minutes to this prac- tice ; the rest is taken up in the study of rhythm, modulation and dictations at the piano, which latter study has grown to be very popular in all our High Schools.
"It gives me pleasure to testify to the constantly increasing in- terest in our High Schools in the study of music as a science. Since the introduction of the stud}' of thorough-bass in the Girls' High School (senior class), a great progress is obvious in more than one direction. Without such knowledge, the harmonic analy- zation of a composition becomes simply impossible ; imth it, the student can vastl}' better understaiid the master's meaning — can learn with what simple means great eflects are obtaiued — and can understand, by comparison, that the same laws which govern lit- eiary composition find their application in music. Such an insight into a well-written piece of music (and we use none other) quickens the love and the respect for musical art, and endows the pupil with a faculty for pure enjoyments in after life.
296
ANNUAL SCHOOL REPORT.
"• I have found, and others with me, that the pupils who arc most interested in music arc generall}' the most successful in their other studies. This is at least so in our High Schools. It takes but a short time to awaken an interest for the higher study of music in the mind of an earnest pupil. Such an one, upon entering life, will always keep himself well informed in musical matters, and will influence others to do so.
" The Girls^ High School is divided, for the purpose of musical in- struction, into four divisions, two Junior, Middle and Senior. The Junior Classes are reviewed in their Grammar School studies, and have a regular practice in sight-singing, which enables them, at the end of the j'ear, to sing solfeggios, like the following, without much difficulty : —
Moderato.
£BE^^^
^
-jzL
:i=^:
^2:
^-}-^--
:t=:
rX
^:
^—.
?2Z
:t=±zt=:
g
3=a
m
" They are expected to have a full knowledge of all the inter- vals ; to be able to write the major and minor scales correctly, and also to write short melodies, when hearing them played b3' the teacher.
This melody
:=1:
mM
:=F3=1q
:=^=:i1:
m
has been written correctly in every respect by as many as fift3'-five per cent, of the whole class. We use, for practice in part-singing, selections from the works of Cherubini, Mendelssohn and Rossini. " The Middle Class, in addition to practice in dictation and sing- ing at sight, have to analyze exercises from the standpoint of mod- ulation and construction. The following may serve as a speci- me I : —
REPORT ON MUSIC.
297
^^^^■=.
f?=^
yz)-
1=^
il/bt?. /o ^ Major.
:*=*;
zi:
^0 ^ Minor.
Back to D Major.
:^
—■*;=: — =i-
:^2:
=1^-
:=^:
-^^^
"Pupils are to give reasons for these rrioclulations, and also to know why they lead to A major and E minor, when nothing in this melody indicates the mode of these changes of key.
" The Senior Class receive instruction in elementary harmony in addition to the above-mentioned studies. The figured bass, which I add here, will give some idea of our attempts in this direction : —
IS
:^:
^-
7^-
:^
^:
--m^
?2:
-m.-.
^
" It will be seen that we have as jQi only taken consonant chords and their inversions. The choral studies of both Senior and Mid- dle Classes embrace works by Schubert, Rossini, Cherubini, Bar- giel and Mendelssohn. All the classes receive a full course of vocal training, suitable to their age and compass of voice.
" In the Highlands nigh School the instruction is in the main the same as at the Girls' High, but owing to its being a mixed school, we are enabled to practise choruses for soprano, alto, tenor and bass, from the works of good writers. It gives me pleasure to tes- tify to the great interest this school has constantly taken in music, and to the earnestness of purpose that has been a marked feature of the male pupils, who have till recently been altogether excluded from the music lessons. It is perhaps unnecessary to add that great care is taken in the selection of .our choruses, and that no boy, in the process of change of voice, is expected to join in the sing- ing, although such pupils are required to be present at the lessons.
" The Dorchester High School, like the one previously mentioned, is a mixed school, and its instruction is consequently similar in character. A marked progress has been made during the year, and I fondly anticipate the time when this High School will vie with the others in excellence and interest in matters musical.
298
ANNUAL SCHOOL REPORT.
" In the English High and Public iafm Schools, an advanced in- struction has been given in the theory and practice of music, for ■which most of the pnpils are well qualified by their previous train- ing in the Grammar Schools. To show how anxiously anytliing demanding great vocal exertion has been avoided, I will add an exercise in singing at sight, which will serve as an illustration to the above : —
3:
-m
2=^:
2=^;
:b=i:1=z=:^^z=«i=3=l
-9>-
-<=J-
^--
:^rT=^==
^-
-■^-
2:^;
■^$^
" I can see no possible objection to the use, in these schools, of exereises like this, embracing, as it does, only one octave, and yet giving in this small compass, practice in rhj^thm, modulation, and, as far as feasible, in vocalization.
All of which is respectfully submitted,
JULIUS EICHBERG,
Gen. Supervisor of Music, and Teacher of 3Iusic in the High Schools."
Schedule of Mr. Eichherg's times for Visitation and Instruction in the
High School?.
Girls' High School. Tuesday and Friday.
9 o'clock, Junior Classes, Sect. "A— F.
10 " ... Junior Classes, remaining Sections.
11 " Middle Class.
12 " Senior Class.
REPORT ON MUSIC. 299
Highlands High School.
Monday and TJiursday.
9 o'clock, Junior Class.
10 " Middle and Senior Classes.
Dorchester High School. Monday.
11.30 o'clock, Junior Classes.
12.15 " Middle and Senior Glasses.
Latin School.
Saturday. 10 o'clock, Entering Class.
English High School.
Wednesday.
9 o'clock, Entering Class.
Saturday. 9 o'clock, Upper Classes.
Remaining hours devoted to visiting the lower grades, such as Grammar, Intermediate and Primary Schools.
In the Normal School, a thorough course of in- struction is given by Mr. Mason, the object of which is to enable the young ladies of that institu- tion to understand and to teach the elements of music in their turn. One hour each week is devoted to such teaching. The lessons are given on Fridays, from one till two o'clock P. M., and, we venture to add, are among the most interesting and useful of all the musical exercises given in the schools.
300 ANNUAL SCHOOL EEPOET.
The development and growth of the musical in- struction in the Boston PubHc Schools has been a matter of time. It is now more than forty years since the first attempts were made towards the intro- duction of music as a branch of common school educa- tion in this city. It was several years after the first agitation of the subject before it existed as a recog- nized department of study. In 1857 the School Board appointed a Standing Committee on Music, to whom was delegated the especial care of this branch of instruction. But even then, and for several years afterwards, the teaching was mainly confined to the two upper classes of the Grammar, and to the Girls' High and ^Normal Schools. It was not till Julj'^, 18(il:, that a special instructor in music was furnished for the Primary Schools; only in 1868 was the further step taken of providing a special instructor for the lower classes of the Grammar Schools; and not until the present year has the chain of progressive in- struction been comj^leted, by the formal establish- ment of music, as a recognized branch of study in all the High Schools of the city.
By such slow and gradual steps has this branch of public instruction arrived at its present stage of ex- istence. That it is yet imperfect in many respects, none are so conscious as those whose duty it has been in all these years to watch over and guide its hesitating and painful progress. But, for the sim- plicity of its plan, for thoroughness of teaching, for good adaptation of means to the end, for abundant and legitimate results, combined with a careful econ- omy of administration, we venture to claim for it,
REPORT ON MUSIC. 301
even now, a place beside the best-tried systems of public musical education.
The Fourteenth Annual Musical Exhibi- tion of the schools (the fifth of the regular series), took place, under the direction of the Committee on Music, on the twenty-second day of May, at the ac- customed hour and place. The performances this year were confined to the pupils of the upper Gram- mar classes, and a selection from the Latin and High Schools, to the number in all of about twelve hundred.
The attraction of a large and efiicient orchestra and the organ was added; the whole under the con- ductorship of Mr. Eichberg.
The following was the programme : —
I. Voluntary on the Organ, hy Mr. Sharland.
II. Choral, — " Praise God, ye People," Nicolaus Hermann.
Sung in four parts by the Chorus of 1200 Pupils of the High and Grammar
Schools.
III. Solo AND Chorus (in four parts), Mendelssohn.
From the Cantata, "Lauda Sion."
The Soli will be sung by the Pupils of the Girls' High and Normal, Highlands, and Dorchester High Schools.
IV. Overture, — " Jubel," . . . O. M. von Weler.
By the Orcliestra of tlie Harvard Symphony Concerts. V. Glee, — " Light and Laughing vSuinmcr Sky," Macfarren. VI. Trio, — " The Heaving Billow," . . . Verdi.
302 ANNUAL SCHOOL EEPORT.
VII. Sailor Chorus ...... Wallace.
VIII. Overture, — " Semiramide," .... Bossini.
IX. Chorus of Angels (in four parts) , Sir Julius Benedict.
From the Legend of St. Cecilia.
Sung by the Pupils of the Girls' High and Normal, Highlands, and Dorchester
High Schools.
X. Solo and Chorus, from " Atlialie," . Mendelssohn.
Soli by the Pupils of the High Schools. XI. To Thee, O Country, — National Hymn. J. Eicliberg.
Words by Miss Annie P. Eichberg.
To thee, .0 country, great and free,
With trusting heart we cling, Our voices tuned by joyous love.
Thy power and praises sing. Upon thy mighty, faithful heart
We lay our burdens down ; Thou art the only friend who feels
Their weight without a frown.
For thee we daily work and strive,
To thee we give our love ; Por thee with fervor deep we pray,
To Him who dwells above. 0 God, preserve our fatliers' land,
Let Peace its ruler be ; And let her happy kingdom stretch
Prom north to south-most sea.
XI [. Solo and Chorus . . . . J. L. Uatton.
XIII. The Old Hundredth Psalm.
REPORT ON MUSIC. 303
The performances of this occasion, it is safe to say, fell in no degree behind those of any preceding year; while in some respects they surpassed, in excellence, all former effoi-ts of the kind. For the first time in the history of these festivals, music of the. highest order, in four parts (a portion of a cantata of Men- delssohn), Avas successfully attempted, the boys of the Latin and High Schools taking the tenor and bass parts.
These are always occasions of rare enjoyment, — unique in their kind, most touching and beautiful in their influence on the mind and heart of the listener. For many years these musical exhibitions of the schools have taken place annually in the Music Hall, before crowded and delighted audiences; and they have elicited the highest encomiums from competent judges, whether viewed as a spectacle merely, or an exhibition of the reality and efficiency, the prompt- ness and order which belongs to and is a part of our system of public school instruction, — or as a musical performance of the very highest order of merit. " To witness the assembling and the quiet, reposeful and orderly conduct of the scholars upon the stage, and the brilliant tahleaux they there present is in it- self a sufficient inducement," as Chancellor Barnard once said of it, " for one to travel a hundred miles to see." Add to this that nameless charm which be- longs to the young and fresh voices of children sing- ing together in unison or in great harmonic masses, and we have an effect altogether unique and unpar- alleled.
In conclusion, your committee offer their grateful
304 ANNUAL SCHOOL REPORT.
testimony to the esprit du covins, the interest and diligent attention to their duty, and the entire har- mony of purpose and of action manifested by the official corps of instructors in this department of our public service during the past year, as well as to the efficient aid and co-operation of the masters and teachers generally, all which have combined to pro- duce the substantial results hitherto attained. Kespectfully submitted, J. BAXTER UPHAM, JOHN P. ORDWAY, R. C. WATERSTON, CHARLES L. FLINT, FRANCIS H. UNDERWOOD, WILLIAM B. MERRILL, WARREN H. CUDWORTH,
Committee on Music.
REPORT
SCHOOL COMMITTEE
DRAWING.
REPORT.
UxDER the Order of the Board, of June 11th, 1872, the Committee on Drawing present the following Report : —
By the liberal appropriations of the Board, this committee has been able to inaugurate the system of instruction in drawing, which the reports of this de- partment of public instruction for the past two years have endeavored to show the need of. The ne^d of systematic work, competent insti'uctors, and the edu- cation of the regular teachers in the schools, was insisted upon in the two previous reports. Acting upon the suggestions of those reports, the Board allowed this committee to appoint a general super- visor, whose technical loiowledge of drawing and the proj^er ways of teaching it, and organizing schools, might enable them to successfully complete their plan. Mr. Walter Smith was appointed, on the recommen- dation of gentlemen amply competent to judge of his ability and our requii^ements, and the work of the year has been under his direction. In justice to Mr. Smith, however, it should be stated that he arrived in this countr}^ after the term had commenced, and the school work in other branches provided for, and as the instructors in drawing already employed by the city needed informati(m of the new methods Mr. Smith proposed to introduce, much time was lost.
This committee has always insisted upon the im-
308 ANNUAL SCHOOL REPORT.
porta nee of requiring the regular teachers to give all the elementary instruction in drawing, and they found Mr. Smith quite ready to adopt this opinion. Classes were organized for the Grammar and Pri- mary teachers at the Appleton-street School, on al- ternate Wednesdays; and the supervisor, aided by Messrs. Bai-ry, Efitchings, Furneaux and N'utting and Miss Bailey, commenced the teachers' course, of which a synopsis will be given below. The lessons thus received were repeated by the teachers in the schools, and thus, in a few weeks, without in any way inter- fering with the authorized text-books, new informa- tion was imparted to all the pupils. A careful exam- ination was held during the winter, and the results of this course of instruction were found to be highly satisfactory.
The entire work done in the department of drawing may be divided into four classes: first, the instruc- tion in the Primary and Grammar schools, given by the regular teachers; second, that in the High schools, given by the special instructors; third, the instruction of the teachers in the Normal Art School in Appleton street; and, fourth, the free evening- classes. The work in each of these classes will be described in order, because for the first time the re- sults have enabled the committee to present to the Board a definite programme, and it is desirable that the Board should be informed on the grounds upon which it is constructed before being called upon to consider it, especially as the Exhibition of Draw- ings, in May, possibly conveyed a wrong impression of the course already pursued. And here the com- mittee would state that no drawins; will be admitted
DRAWING. 309
to these exhibitions- in future which has not been made in the school by which it is presented, and made in the regiihu' course of instruction of the same year. The committee wholly condemn the practice of preparing special exhibition drawings, either at home or at school, and consider the regular work the only proper subject for exhibition. •
PRIMARY SCHOOLS. The subjects taught are free-hand drawing on slates, from outlines on the blackboard or charts, and the estimation of forms and distances. Under the new programme, the teachers would place on the board graded ontlines, and the three lower classes would copy them on slates, while the upper classes copy more difficult subjects on paper or in blank- books. The charts and cards now in use will answer this purpose, if supplemented by the work of the teachers on the board, — especially if the teachers avail themselves of the hand-book of blackboard drawing, soon to be published by Mr. Smith. Mem- ory lessons and dictation exercises are provided for, and the children will commit to memory the defini- tions of Plane Geometry, as at present in the lower classes of the Grammar schools. Great variety should be given to the exercises in these schools, and the four half-hours each week devoted to them may easily be made, by a competent teacher, opportu- nities for object-teaching and recreation, without in any way diminishing the value of the instruction.
GRAMMAR SCHOOLS. Of course most of the work in drawing will be done in the Grammar schools. The lessons proposed are
310 ANNUAL SCHOOL REPORT.
three half-hour exercises each week. One thn-cl of the chiss will draw on the board each lesson. Half of the page of the text-book is to be used in copying the design given by the teacher on the board. The subjects will include free-hand outline of ornament, and objects placed on the board by the teacher; map- drawing, and drawing from the solid model; memory drawing and dictation exercises; geometrical drawing. To carry out properly this plan, each school should be provided with a set of geometrical models and solid forms; and the teachers Avith dividers, and flat rulei's, with inches marked upon them, to aid in the geometrical and perspective work on the board. At present, those schools where the teachers have repro- duced the lessons given at the Normal Art School in their own schools, the standing of the classes is quite satisfactory; and it was a very noticeable feat- ure of the exhibition in May that the school which exhibited the best work last year, but which was ap- parently satisfied with that, and took no part in the l!^ormal lessons, this year was nearly at the foot of the list; where the proper advantage had been taken of the excellent instruction provided by the committee, the work was so much improved as to be noticed by any casual observer of the two exhibitions. The in- struction will be given entirely by the regular teach- ers, and the examinations conducted by the supervisor and special instructors.
IIIGFI SCHOOLS.
In the Latin School the instruction has been par- tial, and confined to the lower classes, and so quite elementary. In the High School all the pupils havfe
DRAWING. 311
been under the instruction of the special instructors, Mr. Edwai-cl R. Clark having been appointed late in the school year, at the request of the High School committee, to take charge of the instrumental draw- ing, which was required to fit the pupils for admissi(m to the Institute of Technology. Except for this spe- cial purpose, the useof instruments should perhaps be confined to the lower classes. In the Roxbur}^ High School, Mr. Barry was assigned to assist Mr. 'Nut- ting, in the early spring. In the Dorchester High School, also, the progress has been satisfactory.
An order has been brought before this Board to appropriate $600 for the purchase of suitable models for the High schools, in accordance with the recom- mendation of the supervisor of drawing. He says: —
" I wish to draw the atteutiou of the committee to the fact that in none of these schoolsjs an}' collection of flat copies or models, whereb}' the teacher can give advanced instruction, except such objects as have been obtained lndiscriininatel3% and which the drawing committee, in its last report, noticed as being not alto- gether satisfactory in the case of the Roxbnry High School.
" There is need of proper examples in all the High sciiools, and the instruction given will not be satisfactory until they are sup- plied. Work from tlie text-books and blackboard are both good in their several ways, but they are only the beginning of element- ary instruction, and the teacher, however skilful, cainiot teach model and object drawing by their help only, without the assist- ance of actual models and objects. The time has arrived when such are required, and could be most usefully studied from in the High schools, and I would therefore ask the committee to supply them. At present, I am sending a few copies to each school from the Normal Art School, on loan ; but this decreases the Normal School collection, which is not very extensive for its own wants."
The Cambridge High School has pi'ocured, through the chairman of the committee, an excellent set of models, casts, and flat examples, as recommended by
312 ANNUAL SCHOOL REPORT.
Mr. Smith, and other towns have applied for similar lists. Owing to the time necessarily consnmed \u importing these materials, it is much to be regretted that the Committee on Acconnts have not been able to act on this order before the summer recess.
TEACHERS' NORMAL SCHOOL.
Although little has been said about this school, your committee deem its establishment the most im- portant step taken by the city of Boston in the Art Education of the PubUc Schools. With very slight expense to the city, all the teachers are enabled to fit themselves thoroughly in this depai'tment for the duties required of them by the school board. The teachers have generally appreciated the advantages thus offered, and not elsewhere obtainable, and have attended faithfully, and with good results. Especial commendation should be given to the masters who have aided the supervisor and his assistants by their sympathy and constant attendance. The teachers in the High schools were not provided for nntil late in the season, and a special class was formed for them. Another year it will be advisable for all who have not passed an examination and obtained certifi- cates, to attend these classes.
The following abstract of the Report of the super- visor to the committee is appended: —
" The drawing in the Boston scliools during the year 1871-2 has been carried on in accordance with the regulations of the school committee, the text-book adopted l)y the committee being used, as in previous ^-ears. The instruction in drawing given to the teachers, at the Normal Art School, has however, influenced tiieir own teaching in the Grammar and Primary schools, tlie lessons received having been generally reproduced for the pupils in those
DRAWING. 313
schools by the teachers. About one half of the work done in drawing by the Grammar school scholars has been from the black- board, though this has been the case only where the teachers have attended the lessons at the Normal School of Art.
" The experience of the j'^ear has shown that very rapid progress is made in the study of drawing by teachers who attend the classes, and as all teachers are now required to give instruction in the subject to their pupils, those who have not yet become pro- ficient should attend the classes during the coming session.
"The course of drawing laid down in the printed scheme of instruction, both as to subjects and examples, must be adhered to by the teachers, and those who do not feel qualified to carry it out are advised to seek instruction in the subjects they have to teach, as pi'ovided bj' the school committee.
" An examination of the Grammar schools, held in Februar}'', 1872, displayed much excellent teaching.
" In the Primary schools a large proportion of the work has been from the blackboard, the subjects being lessons received by the teachers at the Normal Art School, the remainder carried out on the instructions issued by the published regulations of the school committee.
" In the Latin and High schools the drawing has been scarcely less elementaiy than in the Grammar schools with the exception of the English High School, drawing suitable to the ages and capacities of the pupils being impossible without examples with •wliich to give instruction.
" In all the sc]]Ools,the drawing has been better than might have been expected under the circumstances ; but, upon a plan which embraces special subjects in progressive order for all the graded schools and each class in them, supplemented'by proper appliances to make the teaching efficient, very much better results may be looked for in future j-ears."
On June 19, 1872, an examination of the teachers who had attended the ]^ormal Art School was held, with the following results. The attendance was voluntary, and certilicates, or certificate cards, were awarded to the foil owing- named persons, in the departments indicated by the star: —
314
ANNUAL SCHOOL REPORT.
Result of Teachers' Examination in Freehand, Model and Memory Drawing, Jmie Will, 1872.
Atwood E. C. . Abbott 8. B. . . Allen A.M. . . Ames M. E. . . Adams E. . . . AUine L. M. . . Allison M. J. . . Allen M.E. . . 'Austin S. E. . . Bradley F. H. . Burgess L. L. . Blacker E. F. . Baker C. A. . . Bailey M. L. . . Barney M. L. . Burrill E. F. ■. . Burgess D. K. . Bacon L. E. . . Bird E. L. . . . Barton E. L. . . Blanchard K. E Buffum M. E. . Blackinton I. F. BicknellW. . . Baker M. A. . , Brooks M. W. . Bullard I. M. .
Free- hand.
Model
Lioynton A. E. . . .
Bowler E. F
Bowman L. H. . . .
Bunker A
Bicknell A. T. . . .
Bonney I
Baker A. W
Bonney S. R
Burrill M. Q
Bearse 8
BalchA. M
Brown E
Bates C. J
Boardman W. L. P. Bolmau H. M. . . .
Bird L. W
Brooks F. N
Bartlett M. A. . . .
Brown D
Baker A. L
Bettis H. A
Barflett L. C. . . .
Balcll" C. H
Barrett A. n. . . ,
Bowles S. R
Baldwin C. E. . . , Burjre A. C. . . . .
Free- hand.
jfOTE. — Teachers^ Certificates in Freehand Outline Drawing will be issued to those teachers who have successfully passed this examination and proved their ability to teach by their pupils' work.
Certificate Cards will be issued to those who have suceessfullj' passed this examination in Model and Memory Drawing; Teachers'" Certificates will be issued after proven competency by class-work.
See Circular issued June 1st, 1S72, by authority of Committee, in appendi.K.
DRAWING.
315
Teachers' Examination. — Continued.
BioisTi D. C. . . . Buckingham L. H. , Boynton E. P. . . . Brigharn A. A. . . , Bense J. A. . . . . Blanchard R. N. . ,
Baker S.J ,
Beal A ,
Brackctt CM..., Bond A. E. . . . , Brickett S. 0. . . . BakurE. I. . . . , Bigelow C. B. . . . BlancharJ L. F. . .
Bean L. F ,
Bird L. n ',
Brown E. L. . . . Beckler M. L. . . Berry A. n. ... Bootliby A. ... Ballard G. A. . . Bullard I. W. W.
Boston A. F
Bradeen A. A. . . Cumraiiigs M. L. . Cushman N. I. . . Clapp n. L. . . . Capen C. JT. ...
Cook C. E
Chase L. M. ... Chamherlinc A. W.
Copp 8. J
Crocker E. F. . . Clark A. E. . . .
Free- hand.
Model
Mem.
ICorliss AT.. . . Ciimmings M. A. .
Cos E
Cherrington J. B. Chapman C. E. .
Cooper A
Chadwick J. "W. . Crombie H. . . . Cashman M. H. , Crocker M. A. . . Chandler S. F. . . Carter M. S. . . . Collins A. E. . . . Cutter F. J. . . . Conant C. F. . . , Cheney E. B. . . Crozier C. S. . . . Cushman A. L. .
Cook L. I
Crocker S. E. . . Crolty Miss . . . Davis L. E. . . , Damon M. M. . . Duncan M. . . . Duncan A. J. . .
Draper n
Davis M. A. . . . Dunnels L. J. . . Dunbar H. M. . . Donald F. M. . , Dutton S. A. . . . Dewey F. B. . . . Danforth A. . . . IDodgc K. L. . . .
Free- hand. |
Model |
Mem, |
* |
— |
— |
* |
* |
* |
* |
* |
— |
* |
— |
* |
* |
* |
— |
* |
* |
— |
* |
— |
•* |
* * |
* |
* |
* * |
* |
* |
* |
* |
* |
* |
* |
* |
« |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
I |
* |
* |
— |
* |
* |
* |
* |
* |
-R |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
— |
* * |
— |
* |
* |
* |
* |
816
ANNUAL SCHOOL REPORT.
Teachers' Examination. — Continued.
Davenport H. E. Davis A. A. . . Dunton L. . . , Downe M. A. . Drake M. E. . . Davis M. E. . . EastonE. M. . . Evert E.M. . . ElUs A. C. . . . Ellis 8. F. . . . Everett A. L. W, Emery T. J. . .
Eliot 0
Emery J. F. P. . Eliot E. B. . . , Eaton E. L. . . Emmons L. . . Emmons E. 8. • Edes M. C. . . . Endicott W. E. . Frost N. J. . . . Fogarty M. E. . Fay E. A. ... Fisher E. a. . .
Fisher L
Fuller 8
Fisher C.T. . . Fisher E. C. . . Filton F. E. . . Fisk L. A. . . . Fisher A. E. . . Foster M. M. . . Favon H. M. . . Fessendon L. O.
Free- hand.
Model
Mem.
Ford A. E. . . . Frizzell S. . . .
Farley S
Foster E. E. . . Ford M. A. . . Fraser A. M. . . Frye 8. E. . . . Foster S. 8. . . Fisher S. E. . . Ford A. W. . . Freeman E. A. . Fillcbro-wn A. G. Garrett 8. L. . . Gragg C. A. . . Gerry L. I. . . . Gerry M. L. H. Gallagher S. A. Gei-ry M. C. . . Gilbert A.M.- . GraggG. E. . .
GrayF
Gore M. L. . . . Goss E.I. ... Gould C.B. . . GibhsM. A. . . Graham 8. A. . Gavet M. A. . . Gavet A. R. . . Gould E. 'J'. . . Gray J. A. C. . , Gillett M:. L. . . Gould E.C. . . Gardner M. E. . Ilalcott E. B. . ,
Free hand.
Model
DRAWING.
317
Teachers^ Examination. — Continued.
Holland M. L
Hintz E. L. B
Hall M. C
Hussey F. W
Hooper G
Hudson A. L
Hurlbutt L
HallE. P
Haskins S. E
Hammond A. S
Hamblln S. B
Horr S. B
Hills H. M
Hlggins N. T
Hoyt E. G
Hauua I. M
Henshaw M
Harrington E. M
Halliday M. C
Heard O. C
Howard M. L
Hearscy S. E
Holbrook, M. E
Harden C. H
Home E. T
Hunt E. A
Hotchkiss L. S
HalstrickE
Howe E. L
Howe E. L
Hubbard D. B
Hamlin D. A
Hewes C. L
Hosmor S. H
Free- hand. |
Model |
|
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* 1 |
HoltE.H. . .
Herrick S. I^.
Hovey L.J. .
Joffcrds L. L.
Johnson H. E.
Jenkins M. A.
Jobnson E. U.
Jameson I. . .
Jennison C. E.
Joslin R. R. .
Johnson L. F.
Jacobs M. C. .
Jones D. W. •
Johnson P. . .
Jenkins A. L.
jJohnson M. E.
Johnston M. E.
KingC. F. . .
iKimball C. F.
jKelleyE.I. .
jKelley M. P. .
IKyleM. . . .
I
JKelley A. T. .
Keller E. M. .
iKelveu I. IM. .
tEamball M. D.
i
jKer.t A. B. . .
iLothrop C. . .
Litchfield C. S.
jLewis H. A. .
Leonard A. M.
Lothrop H. S.
Leary O. E. G.
i
Light M. F. .
Free- hand. |
Model |
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
* |
* |
— |
* |
— |
* |
* |
* |
— |
* |
* |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
Mem.
318
ANNUAL SCHOOL REPORT.
Teachers' Bxamination. — Continued.
Long J. F. . . Lincoln C. I. . LovellS. E. . . Lothrop E. Lothrop L. I. . Lund A. M. . , Leavitt I. . . . Lakeman L. S. . Lauwg M. Gr. . Lyon A. I. . . . Lancaster E. il. Loriiig S. W. . . Ladd M. G. . . Lynch CM... LongW. H. . . Lawrence I. B. . Metcalf, R. A. . Maynard E. E. . Mitchell M. A. . Morse E. E. . . Murphy K. M. . Mcader I. P. . . Morse M. E. . . Morse M. E. . . Mcserve A. . . Marble A. . . . Miner H. B. . . Monroe L . . . Macdonald A. E Mills, S. J. . . . McKean A. L. . Melvin C. G. . . Monroe L. F. . Mitchell M. . .
Free- hand.
Model
Mem.]
Frec- II and.
Morse ^L A. . . .
Marshall F. . . .
Mansfield E. ^V. .
Morse L. S. ...
Masters M. L. . .
Melville E. A. . .
May A.
McKcnzic A. . . .
Maxfield J. ...
Mason C. A. . . . IMcIntyre J. A. . . jMillerM. L. . . . NeillA. M. . . . Newell A. E. . . XewellO. S. . . . KealcM.F. . . . A''orri3 J. O. . . . Nickcrson C. K. .
I\"clson C
Xeal G. W. ... Nason M. E. . . . Oliver E.M. . . . Oliver A. S. ... Ottiwell M. E. H. , O'Connor M. J. . .
Page M. E
Pratt H. E ,
Peck E. B
PondM. W
Puree A. C
Philbriok H. A. . ,
Pronk M. P
Preston L. R. . . . Parker E.J
DRAWING .
310
Teachers' Examination. — Continued.
Page J. A
Palmer M. A
Pendleton L. B
. Perry S. F
Page E. I
Pope E. A
P:irker E. S
Putnam G. B
Putnam C. I*
Pickering E. A
Pevear E. M
Perkins G
Powell M. E
Paysoii I. P
Pago E. n
Puffer D
Parker ^y. S
Porter L. M
Peeler M. P
Page O. M • . .
Rowc S. F
Reed A. E
Pabas 11. R. G. D. . . .
Reed A.I
Reed E. C
Russell S. F
Robbins C
Russell A. B
Redding L. M. A. . . .
Richards M. L
Rich R. G
Robie R. E
Rayne IT. L
Rcid I. F
Free- hand. |
Model |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
— |
* |
* |
* |
— |
* |
|
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
— |
* |
* |
* |
— |
* |
— |
* |
— |
* |
* |
* |
* |
* - |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
* |
* |
— |
* |
— |
* |
* |
» |
* |
Reed A. L. . . . Ruggles O. . . . Synett S. T. . . Swan S. H. il. . Sborey S. H. . . Stickney J. H. . Silver I. B. . . . Symmes S. "W". . Simpson P. H. . Stetson L. J. . . Snow J.D. . . . Shaw M. A. . . Shepard S. K. . Smith M. C. . . Swain E. O. . .
Swain E
Stone S. C. . . .
Smith I
[stockman F. L. IShepbardS.L. . iSimonds C. il. . ISeavcr C. ... Severance A. . Sprague, M. S. . IshannonE. L. P. Sylvester A. L. . 'Sherburne M. B. Stoddard A. J. , SaAvtelle E. C. . Sylvester F. M. . 'stone A. M. . . iSmith E. N. . . IshcddA. E. . . 'sherwin M. AI. .
Free- hand- |
Model |
* |
* |
* |
— |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
* |
— |
* |
— |
* |
* |
* |
* |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
* |
— |
* |
* |
* |
— |
* |
— |
* |
* |
Mem.
320
AKNUAL SCHOOL REPORT.
Teachers' Examination. — Concluded.
Free- hand . |
Model |
Mem. |
Free- hand |
\ Model |
3rem. |
||
Torrey F |
— |
— |
* |
Weir A. T |
* |
— |
— |
TowleE. E |
* |
=:■■ |
* |
White L. B |
* |
- |
* |
Travis C. B |
* |
* |
* |
■Whitman U.F |
* |
* |
* |
TappanM. F |
* |
* |
* |
Woolson M |
* |
* |
* |
Tucker E. I |
* |
* |
* |
Whipple J. G |
* |
- |
* |
TrowM. E |
* |
* |
* |
Wood n. M |
* |
* |
* |
Tinkliam L. E. T. . . . |
* |
* |
— |
Williams A. M |
* |
* |
* |
ToNvleM. C. R |
* |
* |
* |
Wlieelwright C. L. . . |
* |
- |
— |
Turner E. M |
* |
* |
* |
Wallace K.M |
* |
— |
- |
Turner S. A. M |
* |
* |
* |
Winning M. F |
* |
— |
* |
Toland M. G. A |
* |
— |
* |
Welch 0. A |
* |
* |
* |
Tufts A. S |
* |
* |
* |
Worsley I |
* |
— |
* |
Turner F. H |
* |
* |
* |
Wales E. S |
* |
* |
* |
Turner E. A |
* |
* |
* |
Ward J. T.,.ir |
* |
* |
* |
Todd E. F |
* |
— |
* |
"Wliippey M. C |
* |
— |
* |
Upham D. M |
* |
— |
- |
Woodman 2il. X |
* |
* |
■It |
Varncy S. E |
* |
% |
* |
WalcottE. B |
* |
- |
|
Valentine E. K |
* |
* |
* |
Williams C. P |
* |
* |
* |
Walsh M.F |
* |
* |
- |
Wood E. P |
* |
* |
* |
Wright E. F |
* |
* |
* |
Wynian E. F |
* |
* |
* |
WasgattG. E |
* |
* |
* |
Wentworth J. W. . . . |
* |
* |
* |
Wheeler S.M |
* |
- |
* |
Wason T. H |
* |
* |
- |
Wait D. 0 |
* |
* |
* |
Walker CO |
* |
* |
* |
Weed II. X |
* |
* |
* |
WhittredgcE |
* |
* |
* |
Walton E.B |
* |
* |
* |
White L.E |
— |
* |
— |
"UHiitman A. G |
* |
* |
* |
WallisE. R |
- |
* |
— |
Walli8,E. R |
* |
— |
* |
Young, M |
* |
— |
* |
Welch C. F |
* |
— |
* |
Young n. M |
* |
— |
* |
It was decided by the committee to award certifi- cates of competency to superintend instruction in free-liaiid outline drawing, without further examina- tion, to the masters of the Grrammar schools.
DRAWING. 321
FREE EVENING SCHOOLS.
A class, under the charge of Mr. Bradford H. Locke, was formed at the evening High School in Mason street, to teach the elementary geometrical drawing, as a preparatory course for the school at the Institute of Technology, and it seemed to serve a useful purpose, enabling some to continue their other studies at this school while learning drawing, and saving the more advanced classes from incompe- tent pupils.
At the Appleton-street school, the upper story had been devoted to art purposes, and had been supplied with desks and seats, but so much delay was made in the lighting apparatus, that when the school as- sembled on the evenings of j^ovember 6 and 7, in accordance with the rules, we were obliged to dismiss the classes until November 13, when the school was regularly opened under the charge of Mr. Charles Furneaux.
The school was divided into three classes; one working from outline blackboard drawings; the other two from flat examples and casts kindly loaned by Prof. Wm. R. Ware, of the Institute of Technology. Sixty examples, mostly from the published series of Mr. W. Smith, were given to the class in outline, and then the work became individual rather than class- teaching. Outlines of flat examples of ornament, flowers, foliage, etc., outlines of solid forms, vases, geometric solids, flowers from nature, shading from flat examples of animal and human form, landscapes, etc., and shading from the cast, required the attend-
322 ANNUAL SCHOOL EEPOET.
aiice of more teachers than we could obtam, and the greatest ci*edit is due to the gentleman who carried the school through so successful!}^, under so many difficulties as the teachers had to encounter. Messrs. F. B. Morse, C. F. Stone, and J. B. Hambly were the assistants, and they all most fiiithfuly discharged the duties assigned them.
The casts, models and examples procured for the city wer6 dela^^ed in England, and the casts were not ready for use until January 16th, and the flat exam- ples (which had to be mounted) not until January 23d. An exhibition of this excellent apparatus was opened to the public at the school-rooms, and it excited great interest. The list of casts is here given : —
Reduced copies of two female torsi.
" statuettes from tombs of the Medici, by M. Angelo. " " Hercules from British Museum.
" " Farnese Hercules.
" " anatomical, displaying superficial muscles.
" " Dying Gaul.
" " Venus of Milo.
Small male torso, from British Museum. Terminal Pan " " "
Bust of Young Augustus. " Diomede. " Clytie. " Homer. " Apollo (Pourtales). " Dione. Mask of Julia Pia, on pedestal. " two children of Niobe. " Juno.
" Dying Alexander. " Antinous. " Clytie.
DRAWING. 323
Mask of Diomede.
*' Venus of Milo. " Queen Elizabeth. " Madonna, of M. Angelo. Slab from Halicarnassus. Four panels with heads, by Donatello.
Three panels of anatomical studies of horse, lion, and antelope. Small bas-relief of St. Anne, by Donatello. " cast of a horse. " " cow.
" " dog.
" " stag.
" " lion.
" " goat.
Twelve small heads of various animals.
Twelve hands and feet, and sections of face of David, by M. Angelo.
Two small groups of oranges and lemons. Two casts of thistle-leaves. Siuall group of apples. Large, ditto.
Cast of a cluster of blackberries. " " cherries.
" plums.
" " apples.
" " plums (small).
" pine-apple. " bunch of grapes. " gourd and leaf. " leaf of castor-oil plant. Twelve assorted casts of leaves. Two casts of melons.
ORNAMENT.
Greek.
Stele-top from British Museum. Echinus moulding.
324 ANNUAL SCHOOL REPORT.
Scroll from choragic monument of Lysicrates. Three pointed stele-top. Section of frieze from the Erectheura. Two rosettes from the tomb of the Scipios.
EOMAN.
Large scroll from Trajan's Forum.
Frieze with boys and vase from Trajan's Forum.
Small acanthus scroll.
Four rosettes from the capitol.
Rosettes from Santa Maria del Popolo.
Florentine panel with Swan.
Nest of pilaster in the villa Medici.
Panel with griffin.
Enriched moulding.
Renaissance. Four pilasters from the tomb of Louis XII. Pilaster from St. Denis. " " the Madeleine.
" in three sections (Florentine). Portion of the architrave with eagle, from Ghiberti's gates at Florence.
Three pieces, egg-plant, pomegranate, and bird, portions of the same.
Three portions of a frieze in Westminster Abbey, by Torregiani.
Gothic.
Finial from Lincoln Cathedral. Capital from the Temple Church.
" " Stone Church, Kent.
Spandril " " " "
Two small carved panel traceries. Moulding boss.
Byzantine.
Panel from Bonn.
Cast of a portion of a hinge from Notre Dame, Paris.
DRAWING. • 325
Saracenic. Two panels from the Alhambra.
Venetian.
Four pilasters. Two small panels. Two panels with griffins.
A set of the five orders of architecture, vases and capitals. Eight small vases from terra-cotta.
Five Majolica vases and several Wedgewood vases and vase- forms.
Geometrical solids and stand.
The collection also embraced nearly a thousand flat examples, in crayon, colors, sepia, both French and English, and forming a very complete set in that de- partment. A large portion were mechanical or archi- tectural, and these have been used at the school at the Institute of Technology.
At Appleton street 322 students were registered, but the greatest number considered as belonging to the school was 170; the average attendance for the term, 65', males 51, females 14. Greatest number present at any one night, 91; least, 23. Of those who continued through the term, 26 were pupils of last year's classes. 23 occupations were represented. As a result of an examination conducted by the com- mittee and Mr. W. Smith, May 6th, in the absence of the regular instructors, the following pupils were awarded certificates in the designated branches : —
326
ANNUAL, SCHOOL REPORT.
Joseph P. Pratt . . .
Augusta L. Brigham .
Mary E. Clapp . . . .
Williani Lawrence . .
Elizabeth R. Drowne
Caroline A. Mason . .
L. D. Cudworth . . .
Herman Vogel . . . .
Mary D. Day . . . ,
Mary A. Eord . . . .
Emma R. Plaisted . .
N. Levin
Andrew C. Fenerty .
L. Anna Dudley . . .
Jennie L. Tower . . .
D. Fausel
Herbert Qleason . . .
Thomas Grady . . , Edward Leizapot . . Clara S. Fisher . . .
Lillie Smith
EUaC. "Wedger . . . "William P. O'Connor Edward Dcwson . . . Clara M. Lee ..... Caroline B. Bigelow . Elizabeth P. Dukes . Annie E. L. Parker . George McKinney . . J. R. neywood . . . Charles A. Sampson . O. F. Schlegel .... Michael Buckley . . . Timothy O'Brien . . . ,
Freehand.
Good.
Models.
Excellent. Good.
Excellent.
DEAWrNG.
327
Sarah Gallagher . . . Louis P. Pfau . . • . Edward A. Huchener Frank D. Kittredge , Arthur L. Jordan . ,
Julia Renn
W. Blidenstieker . . . Walter Dexter . . . . Lillie C. Kempton . , Louise M. Sweet . . . Herbert W. Gleason ,
Charles G.
Bernice DeMeritt . . F. E. Rafferty ... Carroll Faunce . . . L. F. Crosby . . . . , Anthony Hehrhahn . P. G. Guitbrandson Charles F. "Wall . .
R. Stinine
Christian Roas ... David "Weston . . .
Freehand.
Good. Excellent.
Models.
Good. Excellent.
Examination of May 6th, 1872.
328 ANNUAL SCHOOL REPORT.
At the Institute of Technolog-y new rooms were lighted and used, and the officers of that institution were untiring in their efforts to accommodate this school.
The class in ship-draughting was conducted by Mr. J. L. Frisbe, and was even more successful than the class of last year. Mr. C S. AYard h^d charge of the class" in geometrical drawing, comprising all the beginuei's. Mr. C. Willis Damon (who was the act- ing principal) gave the instruction in arcliitectural drawing, and Messrs. Foster, Bates and Patch in mechanical. The attendance was good, and the classes here, as at the Appleton-street school, were remark- able for their excellent deportment, — no cases of discipline occurring, and the students passing out of the building without in the least disturbing the lec- tures in other parts of the house. The instructors in the Institute kindly loaned us models of machinery, etc., suppljdng a want which it is hoped our own apparatus may fill at some future time. The teachers of the evening school have, in addition to their regu- lar duties, spent many additional hours, often late into night, assisting the chairman in preparing and dis- tributing tickets, and getting the classes arranged and their work put in order. At the examination • held May 7, 1872, certificates were awarded to the following-named persons in the designated depart- ments : —
DRAWING.
329
Geometrical Drawing. |
Building Constructi'n. |
3lachine Drawing. |
Ship Draughts. |
|||||
1 |
1 |
1 |
1 |
1 |
1 |
|||
* |
_ |
|
|
_ |
||||
J. E. Marshall |
* |
- |
- |
- |
- |
* |
- |
|
Charles Hatch |
— |
|||||||
* |
* |
_ |
||||||
C. D. Barstow |
— |
- |
-• |
* |
- |
- |
||
F. W. Webber |
- |
- |
- |
- |
|
* |
— |
— |
G W Haskell |
* * |
- |
- |
* |
- |
* * |
- |
— |
I. Redfearn |
|
|||||||
Wm. H. Miner |
- |
|||||||
I. R. Coleman |
|
|
|
_ |
— |
* |
— |
— |
Albert E. Downs |
* |
— |
— |
— |
* |
- |
- |
- |
E. M. Bixby |
- |
- |
- |
- |
- |
* |
— |
- |
D. D. Gifford |
* |
- |
- |
* |
- |
— |
— |
— |
* |
- |
* |
- |
* * |
- |
- |
_ |
|
Wm. Kerr |
_ |
|||||||
A. F. Hayward |
- |
|||||||
Thomas Alecott, Jr. . . • |
* |
- |
- |
* |
- |
- |
— |
— |
R. D. Clapp |
- |
- |
- |
- |
* |
- |
— |
— |
Julius E. Ward |
* |
- |
* |
- |
- |
— |
— |
— |
Frank A. Cady |
- |
- |
- |
- |
* |
- |
— |
— |
H R Trask |
* * |
- |
* |
- |
* * |
- |
_ |
|
I. B. Abbott |
||||||||
Silas P. Hamlin |
|
|||||||
J D Medland |
* |
- |
- |
* |
* |
- |
: |
|
Geo. A. Littlefield |
- |
|||||||
Isaac Chase |
_ |
* |
|
|
— |
— |
||
H. C. Bagot |
— |
— |
— |
* |
— |
- |
- |
■- |
* * |
- |
- |
* |
* |
* |
- |
_ |
|
Isaac Ward |
|
|||||||
Charles Dean |
— |
— |
— |
* |
- |
— |
- |
- |
R. W Ewell |
* |
— |
* |
« |
— |
— |
— |
|
J. D. DriBcoU |
_ |
330
ANNUAL SCHOOL REPORT.
Geometrical Drawing. |
Building Construcfn. |
Machine Drawing. |
Ship Draughts. |
|||||||||
s |
s |
s |
s |
|||||||||
§ |
1 |
1 |
1 |
5 |
1 |
|||||||
J. Julian Silsby .... |
— |
* |
— |
— |
— |
* |
|
_ |
||||
J. F. Heath |
— |
— |
— |
* |
— |
— |
— |
— |
||||
Charles L. Drew .... |
— |
* |
* |
— |
— |
. — |
_ |
— |
||||
C. A. Davis |
— |
— |
— |
* |
_ |
— |
_ |
_ |
||||
Wm. P. Edwards . . . |
— |
* |
— |
— |
* |
— |
_ |
— |
||||
J. W. Vickers |
• % |
— |
— |
— |
* |
— |
_ |
_ |
— |
|||
C. L. Reed |
— |
* |
— |
* |
— |
— |
— |
— |
||||
T. Holtie |
— |
— |
* |
— |
— |
— |
_ |
— |
||||
H. L. Downing |
— |
— |
* |
— |
— |
— |
_ |
_ |
||||
D. Y. Davis |
— |
— |
* |
— |
— |
— |
— |
— |
||||
E. Q. Goodwin |
— |
— |
* |
— |
— |
_ |
_ |
_ |
||||
George McLeod .... |
— |
— |
* |
— |
— |
— |
— |
— |
||||
Charles H. Darra, Jr. . |
— |
— |
* |
— |
— |
— |
— |
— |
||||
Michael Mitchell .... |
— |
— |
* |
— |
— |
_ |
|
— |
||||
W. Lochant |
— |
— |
* |
— |
— |
— |
— |
— |
||||
C. 0. Richards |
— |
— |
* |
— |
— |
— |
|
— |
||||
Samuel Griffin |
— |
— |
* |
— |
— |
— |
— |
— |
||||
A. G. Emery |
— |
* |
— |
— |
_ |
_ |
— |
|||||
R. 8. Wright |
— |
— |
* |
— |
— |
— |
_ |
— |
||||
8. M. Morell ...... |
— |
— |
* |
— |
— |
— |
— |
— |
||||
Ezra Crowe |
— |
— . |
* |
— |
— |
— |
— |
— |
||||
"W. P. Walsh |
— |
— |
* |
— |
— |
— |
— |
— |
||||
Stephen McDonald . . . |
— |
— |
* |
— |
— |
|
_ |
— |
||||
Daniel McDonald . . . |
— |
— |
* |
_ |
— |
|
_ |
— |
||||
C. G. Foye |
- |
- |
— |
— |
— |
— |
* |
— |
||||
J. W. Hannam |
— |
- |
— |
— |
— |
— |
* |
— |
||||
James Burke |
— |
— |
— |
— |
_ |
« |
_ |
|||||
C. A. Bogan |
— |
— |
— |
— |
— |
— |
* |
— |
||||
W. A. Leydston .... |
— |
— |
— |
— |
— |
— |
— |
* |
||||
Joshua W. Wherren . . |
— |
— |
— |
— |
— |
— |
— |
* |
||||
Thomas P. Smith .... |
— |
— |
— |
— |
_ |
_ |
|
* |
||||
W. A. Tolman |
— |
— |
— |
— |
— |
_ |
— |
* |
||||
William Conelly .... |
- |
- |
- |
- |
- |
- |
- |
* |
DRAWING.
331
At the exhibition of the State Drawing Schools at the Iloi-ticnltural Hall, in this city, in May, the schools were both very creditably represented.
The following table shows the number of drawings exhibited, and awards made: —
DRAWINGS. |
AWARDS. |
|||||
Total. |
Fr. |
H'd. |
Instr'l. |
*H. M. |
Excel't. |
|
Boston, |
282 |
101 |
181 |
40 |
10 |
|
Taunton, . |
79 |
— |
79 |
14 |
6 |
|
Northampton, |
8 |
— |
8 |
2 |
1 |
|
Springfield, |
20 |
1 |
19 |
3 |
2 |
|
Haverhill, . |
8 |
— |
8 |
2 |
— |
|
Lynn, |
8 |
3 |
5 |
4 |
2 |
|
Lawrence, . |
13 |
1 |
12 |
4 |
1 |
|
Lowell, |
70 |
52 |
18 |
6 |
3 |
|
Newton, |
20 |
— |
20 |
1 |
— |
|
New Bedford, . |
24 |
— |
24 |
3 |
2 |
|
Worcester, |
80 |
• |
57 |
23 |
11 |
1 |
612
215
397
90
27
The following are the awards of the degrees of excellence, according to the official report of the Board of Examiners : —
BOSTON.
N. Levin,
T. O'Brien,
F. B. Oliger,...
F. Orcutt,
L. D. Cudworth,
D. Faxisel,
A. C. Fenety, . •
N. Levin,
N. Levin,
D. Fausel,
Flat copy. Object, •• Flat copy
Object,
Honorable mention. |
|
<( |
(< |
<( |
" |
(C |
(< |
Excellent, |
|
(( |
|
Plonorable mention, |
|
It |
<( |
Freehand Drawing.
332
ANNUAL SCHOOL EEPORT.
E. Lippold,
E. Sturn,
Martha E. Dean,
R. Sturn,
J. E. Marshall, . .
C. Hatch,
A. E. Downs, . . . T. AUecott, Jr. . .
A. S. Downs,. . . .
J. Ward,
W. H. Chase, . . .
S. Redfearn,
G. A. Haase, ....
D. 0. Davis,
W. F. Lord,
T. B. Pepper, . . .
T. Smith,
J. Burke,
B. Furnald,
W. A. Lydston, .
C. G. Erye,
C. H. Bogan,
C. H. Bogan,. ...
J. Burke, •
C. G. Erye,
B. E. Eurnald, . . .
C. A. Eitzgerald, . C. S. Thompson, . J. W. Vickers, . . .
Elat copy, .
Object,
Honorable mention,
Excellent,
Honorable mention,
Eree-hand Drawing.
Elat copy, .
Blackboard-
Original, .
Object,
Excellent,
Honorable mention
Excellent,
Honorable mention,
Mechanical.
Architectural Drawing Geometrical Drawing.
Sh
p Draughting.
Building Construction.
DRAWING.
333
C. L. Keed, |
Object, .... |
Honorable mention. |
Buildino |
Construction. |
J. G. Medland, .... |
" |
|||
S. McDonald, |
" |
|||
G. A. Haase, |
Flat copy, . . |
|||
John W. Harris |
(( |
|||
M. Mitchell, |
Original, — |
|||
Carl Richter, |
" |
|||
E. S. Wright, |
" |
|||
R. S. Wright, |
" .... |
|||
H. C. Bagot, |
" |
Excellent, |
||
Charles Dean, |
|
Ill closing this third annual i-eport, your committee present a programme for instruction in drawing,* which they ask the Board to adopt, in order that both teachers and pupils ma}'' have a clearly defined course for the coming year, and that the teachers may know what subjects they are required to teach. The great- est change is the substitution of the regular teachers for special instructors in the lower classes of the High schools. This is a step in the direction indicated in the first report of this committee, and it is a step which seems highly desirable, as the elementary in- struction is quite as well given by the regular teach- ers. We have lost the services of Mr. Charles Fur- neaux, who has, during the past 3'ear, given entire satisfaction at the Girls' High School, and we have not filled his place, since in the judgment of Mr. W. Smith, general supervisor, the remaining corps of
* See pp. 30, 31.
334 ANNUAL SCHOOL REPORT.
special instructors can perform the additional duties thus thrown upon them. Saturdays have been de- voted to their special instruction, by Mr. Smith, and the system of inspection of all the schools is contin- ued, making the general supervisor responsible for this inspectiou.
The want of suitably trained instructors for the ad- vanced classes, and especially those of the evening schools, we were in hopes would be supplied in time by the establishment of a State IN^ormal Art School; but the Legislature failed to take the necessary action. Perhaps this city, to secure the location of an Art School in its midst, may be willing to join with the State in the erection of a suitable building in which our evening and teachers' classes might be accommodated. We feel that such a school must be established sooner or later, and ever}'- year we are obliged to employ in- structors in some departments very imperfectly fitted for their duties. The demand for the few competent men is so great that twice the amount of salary paid by this city is offered by neighboring towns, and of course the good teachers are drawn away from us. We therefore consider that the salar}?- of the Princi- pal in the evening school should be ten dollars per night, and that of the assistants five dollars. And an- order is appended to this report.
Both the School Board and the teachers have ex- hibited so much interest in and consideration for the department of drawing, that the labors of your com- mittee, which seemed difiicult and perplexing three
DRAWING. 335
years ago, have been much lightened the past year, and Ave cannot but feel that the condition of all the schools has been improved by the exercises adopted for training the hand and eye.
WM. T. BEIGHAM,
WM. WOODS,
J. C. J. BROWN,
GEO. F. BIGELOW, .
R. C. WATERSON, ^ ^ommdlee.
JAMES AYALDOCK, JAMES MORSE, C. C. PERKINS,
336
ANNUAL SCHOOL REPORT.
Plan of Instruction in Drawing for the Public Schools of the City of Boston for the year 1872-73.
Schools. |
Classes. |
Time given per week. |
Number of Lessons per Week. |
Length of Lessons. |
Drawing on. |
Taught by. |
1. Primary Schools |
6. 5. 4. |
Two hours |
Four |
30 minut's |
Slates |
Regular Teachers. |
1. Primary Schools |
*3. 2. L |
Two hours |
Four |
30 minut's |
Paper in blank books |
Regular Teachers. |
2. Grammar Schools |
*6. 5. 4. |
One hour and a half |
Three |
30 minut's |
Paper in blank books and text-books |
Regular Teachers. |
2. Grammar Schools |
*3. 2. 1. |
One hour and a half |
Three |
30 minut's |
Paper in blank books and text-books |
Regular Teachers. |
3. Latin and High Schools |
*Lower classes |
Two hours |
Two |
60 minut's |
Paper in blank books and text-books |
Regular Teachers. |
3. Latin and High Schools |
Higher classes |
Two hours |
Two |
60 minut's |
Paper in books and on sheets |
Special Instruc- tors. |
4. Normal Scoools |
*A11 the classes |
Two hours |
Two |
60 minut's |
Papers in books |
Special Instruc- tors. |
* One third of the pupils of classes marked thus (*) will draw on the blackboard each lesson, so that every three lessons each pupil will have drawn upon the hoard.
DRAWING. 337
Subjects taught and order of lessons for each iveeJc.
1. Freehand outline from Cards. Charts and Blackhoard lessons* — the easier copies. Memory lessons. Definitions of plane Geometry to be committed to memory and illus- trations drawn. Dictation lessons.
ORDER OF ZJESSOXS.
1. From Cards or Charts. 2. From Blackboard. 3. Memory and dictation alter- nately. 4. Geometric definitions.
The more advanced copies in the Cards. Charts and Blackboard examples.* Memory and dictation lessons. Object lessons illustrated by drawings. Geometric definitions drawn on a large scale.
ORDER OF ZFSSOXS.
1. From Cards or Charts. 2. From Blackboard. 4. Memory and dictation alternately, 4. Object lessons and Geometric definitions alternately.
9. Freehand outline of ornament and objects from Blackboard* alternating with lessons in text-book. Map drawing. Memory and dictation lessons. Geometrical drawing up to Prob. 52.
ORDER OF I^ESSOy^S.
1. Objects from Blackboard and in text-book alternately. 2. Memory and dictation lessons alternately. 3. Geometrical and Map drawing alternately.
Freehand outline drawing from solid models. Geometrical drawing up to the end of the course. Design iu Geometric forms from Blackboard.* Memory drawing. Map drawing.
ORDER OF JCESSOXS.
1. Model Drawing. 2. Geometrical and Memory alternately. 3. Map drawing and de^ign alternately.
3. Freehand object drawing from the Blackboard* and object. Design in Geometric forms . Geometrical drawing up to the end of the course.
ORDER OF LESSORS.
1. Object drawing from Blackboard* and object alternately. 2. Design and Geomet- rical drawing alternately. Model drawing from the solid object, in outline and shading. Drawing from Copies in outline, shading, or coloring. Lessons in perspective drawn by Freehand.
ORDER OF ZESSOXS.
1. Object drawing. 2. Other subjects chosen by Instructor.
4. Drawing from Blackboard.* Normal course of outline. Object drawing. Freehand outUue design for Teachers. Dictation lessons. Geometrical drawing the whole course.
ORDER OF I.ESSOXS.
1. Drawing from Blackboard* in books and design alternately. 2. Geometrical draw- ing and model drawing alternately.
* From the Normal Art School Course.
338 ANNUAL SCHOOL REPORT.
Ordered, That the programme submitted by the Committee on Drawing be adopted in the Pnbhc Schools of this city, from this date.
Ordered, That the salaries of the Principals of the evening schools be ten dollars per night, and the assistants five dollars per night when actually em- ployed by the committee.
EOSTOXJjI
CONDIT& 'lUi.
■v^'cg
APPENDIX.
l^ito 0f jjOHfoi!.— jrjepHtiimeiit of ||rHratn0.
^DrtiilcatBs tut, SupciHwtcnxlBUce.
The Committee on Drawing have voted to aAvard certificates to the masters and principals of the Grammar Schools for their success in the ge7ieral management of the subject of free-hand outline drawing as evinced at the exhibition recently held.
Tcacbet^s' 6i)rtifli3atB8'.
Teachers' certificates will be awarded to those whose qualifications are attested by their own drawings at the annual examination of teachers and their success in imparting to pupils the ability to delineate the forms which have been the subjects of study under the special instruction of the supervisor and instructor of drawing.
Masters and jtrincipals can obtain teachers' certificates, in addition to tlie certificates for superintendence, by proving tlieir competency at the examination of teachers and giving satisfactory class instruction.
The certificates will be limited this year to the subject of free-hand outline drawing, as it is the intention of the committee to issue certificates annual)}^ for success in teaching the particular branch of drawing which is required of the pupils in advance of their previous work.
Certificate Cards.
Certificate cards will be issued to those teachers who pass a satisfactory examination in model and memory drawing, and will be recorded to their credit, to be exchanged for fall certificates in these branches after satisfactory results have been olitained from their pupils.
By authority of the Commitiee on Drawing.
J. COFFIN JONES BROWN. "WALTER SMITH, Gen. Supervisor of Drawing. Jlne l8t, 1872.
REPORT OF THE COMMITTEE
INDUSTRIAL SCHOOLS.
REPORT.
The Committee on Industrial Schools respectfully ask leave to submit the folloAving report : —
The subject of Industrial Schools was brought to the attention of this Board three or four years ago, by a petition signed by a large number of the most intelligent, wealthy and prominent citizens in the community. The committee to whom that petition was referred, after considerable consideration of the subject, reported in favor of making an experiment, to see if anything could be done, by taking charge of and somewhat enlarging an Industrial School for girls, then in operation in Staniford street, and an appro- priation in behalf of the experiment was made by the Board. From various causes and influences, which need not be detailed, that experiment was never, un- der the auspices of the committee, fully and thor- oughly made. In fact, the school itself came to an untimely end before the enlarged experiment which the committee contemplated had begun; and no fur- ther consideration or action upon the subject was had for more than a year. In January, 1870, on motion of C. C. Shackford, then a member of this Board, another committee on Industrial Schools was ap- pointed, of which he was chairman. On the 10th of
343
344 ANNUAL SCHOOL REPORT.
the next May, this committee, on leave, reported in print. This report, after speaking of the importance of Industrial Education, and the difficulties that sur- rounded the subject, so far as the action of this Board was concerned, called special attention to one depart- ment in the girls' schools, and took the ground that by enlarging and emphasizing this department in those schools much good might be done, and the com- plaint made of a want of practical adaptation in our system of public education be partially met. The re- port closed with four orders: First, that sewing be made obligatory in all the Grammar schools for girls Second, that sewing, for two hours each week, be adopted in all the classes, except the first and second. Third, that in the third and fourth classes, cutting and fitting shall also be introduced. And, fourth, that a department for practical instruction be added to the Girls' High and IS'ormal School, wherein book- keeping, designing, telegraphing, drawing on wood and stone, and needle-work, in its various branches, shall be taught as elective studies, to which also pu- pils may be transferred from the first and second classes of the Grammar schools.
This printed report laid upon the table of the Board till the next ]!!»J"ovember, Avhen, on the motion of Dr. Curtis, the report was taken up, and the first thi-ee orders were referred to the Committee on Rules and Regulations; and the fourth, to the Committee on the Girls' High and ^N'ormal School. I^either of these committees, it is believed, ever reported upon the or- ders thus referred to them. In May, 1871, a petition, signed by nearly the same persons who' signed the
INDUSTRIAL SCHOOL. 345
original petition of 1869, was brought to the room and laid upon the President's table, for hira to pre- sent, but owing to several successive adjournments, for want of a quorum, before petitions could be reached, it got swept from the table, with other pa- pers, into the hands of the Secretary; and so passing from the remembrance of those somewhat interested in it, it was, in fact, never presented to the Board. This petition simply asked that the orders reported by Mr. Shackford might be adopted by the Board and carried into execution. Under this state of things, the present Committee on Industrial Schools was ap- pointed at the organizing of the Board in January of this year. This committee, in endeavoring to dis- charge the duty, have turned their attention entirely to a point indicated in Mr. Shackford's report, — the enlargement of the department of sewing in the girls' Grammar schools; and after conference with others, and especially with Mrs. Hemenway, and other ladies interested in the experiment which she has been sus- taining in the intermediate school in Tyler street, have come to the conclusion to recommend that sew- ing, which is now taught in the sixth, fifth, and fourth classes of the girls' Grammar schools, be carried for- ward gradually into all the classes of the girls' schools; the fourth, of this year, for instance, when it becomes the third class of next year, to continue to receive appropriate instruction in sewing; and so on, when it becomes the second, and when it becomes the first class; and thus in three years, instruction in sewing will be given in all the classes, by a gradual and progressive change, which will not interfere with
346 ANNUAL SCHOOL REPORT.
the intellectual culture and training*. They propose, also, that as instruction in sewing is thus enlarged in the classes to which it is given, it shall be enlarged in the character and practical value of the instruction given, and that certainly in the first and second, and perhaps begun in the third, instruction shall be given in cutting, shaping, fitting, and thoroughly making girls' and ladies' garments ; the requisite materials for this instruction to be furnished by the city, under the supervision of the Committee on Accounts. They believe, from the examination of Mrs. Hemenway's experiment, that one good, thoroughly corupetent teacher of sewing, cutting, fitting, etc., giving her whole time to the work, could take charge of one school, and in the twenty-six school-hours of the week give two hours a week of instruction to all the pupils of that school; and, in some cases of the mixed schools, where the number of girls is not so great, one teacher devoting her whole time might take charge of two schools. Your committee believe that the whole cost of this experiment, after it got fully established, in all the classes in girls' Grammar schools, would not be more than five or six thousand dollars a year; and a portion of this might be returned from the sale of the garments made by the first and second classes.
"With these views the committee submit the follow- ing orders.
S. K. LOTHROP, Chairman.
1. Ordered, That, on and after September next, sewing, now taught in the sixth, fifth, and fourth
INDUSTRIAL SCHOOL. 347
classes of the girls' Grammar schools, be gradually introduced into the three other classes in said schools; the present fourth class and its successors, as it ad- vances from the fourth to the third, and from the third to the second, and from the second to the first class, to continue to receive instruction in sewing, so that in three years from this time it may be universally taught in all the classes of the girls' Grammar schools, and more thorough and progressive instruction given.
2. Ordered, That, whenever the gradual progress of this plan permits, practical instruction in cutting, shaping, fitting, and thoroughly making children's and ladies' garments shall be given to the members of the first and second classes of the girls' Grammar schools, and that, in preparation for it, the district committee of each girls' school shall be authorized to procure and nominate to this Board a sewing teacher, thoroughly competent to give the aforesaid instruc- tion, and, giving her T7hole time to the city, to take supervision and charge of the whole department of sewing in the school; her salary to be subsequently determined by this Board, but never to exceed the highest salary paid to any female assistant in said schools.
3. Ordered, That, when the gradual progress of this plan makes it necessary, the Committee on Ac- counts be authorized to furnish, on the requisition of each district committee, all the materials necessary to give the contemplated instruction in cutting and mak- ing garments, to an extent not exceeding two hundred dollars to each school, and not exceeding fifty dollars to any one room.
348 ANNUAL SCHOOL REPORT.
4. Ordered, That each district committee be au- thorized, if at any time they shall deem it expedient, to select and associate with them one or more competent ladies from their district, to aid them in superintend- ing or carrying out this plan of thorough instruction in sewing.
ADDRESS AND SCHOOL FESTIVAL.
ADDRESS OF HON. WILLIAM GASTON
TO THE SCHOOL COMMITTEE,
EN RESPONSE TO A VOTE OF THANKS AT THE CLOSE OF THE MUNICEPAX TEAR.
At a meeting of the School Committee, held on the second day of January, 1872, Dr. Lamson offered the following order : —
Ordered, That the thanks of this Board be tendered to Hon. William Gaston, the pi'esident, for the impartial, dignified and courteous manner in which he has presided over the deliberations of this body during the past year.
The motion was seconded, and the order was passed by a unanimous vote, the members rising in their seats.
Mayor Gaston responded as follows : —
Oentlemen of the Scliool Committee : — I did not bring to the duties of my office any previous experi- ence at your Board. I came here as your presiding officer under the provisions of the City Charter, a stranger to many of you, and without any acquaint- ance with your rules and modes of procedure. I was therefore in a situation to require your forbear- ance and your aid. I am happy that the vote which
351
352 ANNUAL SCHOOL REPORT.
you have just passed, and for which I thank you, gives me an opportunity to acknowledge your con- stant and uniform courtesy towards me and the ready assistance which you have rendered me in meeting the duties and responsibihties of my office.
You have the general care of the education of nearly forty thousand children, instructed by nearly one thousand teachers. This high trust requires, for its proper execution, great intelligence, fidelity, and industry, and I can bear testimony to the energy, zeal, and fidelity with which you have met and dis- charged your important duties, and if I have per- formed the lesser duties of my office, as Chairman, with anything like the success with which you have performed the greater duties of yours, I know that I shall have no occasion to regret the part which I have taken in your deliberations for the past year.
I am grateful to you for your generous courtesy and for the kind expressions contained in your vote.
ANNUAL SCHOOL FESTIVAL.
1872;
The annual School Festival was held in Music Hall, on the afternoon of Wednesday, July 3d, un- der the direction of the following Special Committee, appointed for the purpose, viz., Messrs. Warren P. Adams, Wm. O. Johnson, Adino B. Hall, Geo. M. Hobbs, John Noble, Abijah Richardson, P. J. Whel- ton, Joel Seaverns, and John W. Porter.
Invitations were extended to the City Council and heads of departments, the School Committee, all the teachers of the Public Schools, the medal scholars, and all the jDupils of the High and Grammar Schools who received the graduating diploma at the recent annual exhibitions of the schools. State officials and distinguished citizens were also present as guests.
The graduates of the present year of the High and Grammar Schools, numbering upwards of twelve hun- dred, were seated in the balconies, while the spacious floor was filled by an assemblage of their parents and teachers, and other guests of the occasion.
The following description of the decorations of the Hall, which, with the exception of the flowers, were designed for the Municipal celebration of the Fourth of July, is copied from the "Boston Journal: " —
353
354 ANNUAL SCHOOL REPORT.
" Of all the fixtures la Music Hall, except the statuary and large organ, not one has escaped the art touches of the decorator. The appearance of the hall where is erected the large organ has rarely been equalled, if it ever was before. So profuse and yet so tasty had been the arrangement of the floral decorations that the specta- tor felt almost filled with the belief that the massive, decorated organ had been transplanted to a retreat of some artist gardener. The whole brow of the rostrum was banked with exotics, and at intervals in this belt of delicate green shade were beautiful rosettes of flowers, with trailing vines adorning in streamers and festoons the front of the white walls below. At the sides of the great organ were hundreds of fine hand bouquets, each one a floral treasure ; and these were so laid and shaped that the whole, in one form, twice repeated on a side, represented pyramids of flowers, four in num- ber. But the work of the embellishers did not rest there. The balconies were richly and chastely trimmed, the lower one in blue and white lace drapery, caught up at intervals in rosettes of white lace, and so divided that attractively appeared, equi-distant on each side, three mottoes with ends finished in a fall of American en- signs. In the centre of a white cloud, on a field of blue bordered with gold, were the words ' Independence Declared. ' This on one side of the clock opposite the stage. For a companion piece, counterpart to this, on the other side of the dial, were the letters inscribing 'July 4, 1776.' Around the clock centre was a glory of stars and stripes, and this, leading first to the mottoes, termi- nates in the drapery. The other mottoes were, on one side : —
'"AH is peace, and God has granted you this sight of your country's happiness.' — D. Webster.
" ' Look abroad into this lovely land, and mark the happiness with which it is filled.' — D. Webster.
" ' Yes, look abroad into the whole earth, and see what a name you have contributed to give to your country.' — D. Webster.
" On the opposite sides were the following inscriptions inclosed as upon the first described, viz. : —
" ' What noble institutions ! The oppressed of all countries, the martyrs of every creed, may there find refuge.' — Phillips.
" ' When the glories of our name shall be but the legends of tra- ditions, and the lights of our achievements live only in song, phi-
ANNUAL SCHOOL FESTIVAL. 355
losophy will rise again in the sky of her Franklin, and glory rekindle at the urn of our Washington.' — Councillor Phillips, Ireland.
" ' Happy, proud America ! The lightning of heaven yielded to your philosophy, the temptations of earth could not seduce your patriotism.' — Phillips.
" The upper balcony was brilliant with flags, shields, coats of arms of Boston, of the Commonwealth, banners, foreign flags and sig- nals, displayed with rare respect to station, and in efi'ect most pleasing to the eye. Add to this picture the pretty, light and showy dresses and trimmings of the holiday school girls and the prim and neatly dressed school lads, as seen in the balconies, and an idea can be had of the brilliancy which on every side surrounded the spectators promenading the comfortably filled floor of the hall at the opening of the Boston Public School Festival for 1872 yes- terday afternoon.
" Occupying the right of the stage was the full Germania oi'ches- tra, and in the centre of the platform were conspicuously seated Mayor Gaston, Dr. Samuel Eliot, Warren P. Adams, Chairman of the Committee of Arrangements, Superintendent Philbrick and Rev. J. Freeman Clarke, while more retired were other members of the School Committee.
" At a little past three o'clock, Warren P. Adams, Esq., Chair- man of the Committee, called the assemblage to order and intro- duced Rev. W. F. Mallalieu of Boston, who invoked the Divine Blessing.
" Mr. Adams then addressed the audience as follows : —
" ' Ladies and Gentlemen — Graduates of our Public Schools : We have assembled once more to celebrate this festal occasion. Once more you have come up to this Mecca of your hopes and trials and ambitions to receive at our hands the recognition of merit which you have so well earned, and which the City of Boston so cheerfully bestows.
" ' Welcome, thrice welcome, springs to our lips as we greet your smiling faces here to-da3\ We bid you God-speed on the journey of life, of which to-da}^ you have passed another milestone. We feel that the perseverance you have shown, the courage you have developed, the intellectual strength and vigor you have gained in
356 AKNUAIi SCHOOL REPORT.
the past will make you equal to greater victories in the future. We feel that while Boston bestows her honors upon you, she may confidently look to 3'ou in the various public or private stations you may be called upon to fill, to reflect enduring honor upon her. She expects that you will not dim the lustre which the graduates of her public schools have already shed on her fair name. Let it be remembered that you have barely entered the vestibule of that sanctuary of knowledge whose inner glories the}' only can explore whose heart and soul are quickened and impelled by the largest faith and an invincible desire to seek the truth.
" ' If this day is to end the progress in self-improvement of any of you, if it is to mark the turning point where ambition shall cease, and effort fail, then will it be the celebration rather of your humil- iation than of your success and victory. But we will not believe that such can be the case. We feel that the lessons you have re- ceived from your kind, conscientious and faithful teachers will not be so misapplied, and the seeds of thought they have sown in your minds and hearts will spring up and bring forth fruit, twenty, fifty, nay, a hundred fold. But it is not with any words of mine that I would interrupt the festivities of this occasion, or delay the intel- lectual and social entertainment that awaits you. Press on in the good work you have begun. Go forth with light and joyous hearts to the holidays that stand so temptingly before you. Go with the warm and heartfelt wishes of all of us for your continued happiness and success. Go with the blessings which Heaven never fails to shed on those who with pure hearts and earnest lives have faith- fully striven to do their duty. Go forth each of you to the battle of life with renewed courage and vigor, and ever
" ' Bear through sorrow, Avrong and ruth, In thy heart the dew of youth, On thy lips the smile of truth.'"
" Dr. Samuel Eliot, head-master elect of the Girls' High School, being introduced by the Chairman, spoke to the assemblage at con- siderable length, making use of language nearly as follows : —
" ' Mr. Chairman, and fellow Bostonians, old and young : This fes tival attests the capacity of our school system. As it is said the best way to obtain good art is fii'st to enjoy it, we have only just
ANNUAL SCHOOL FESTIVAL. 357
to look about our city to see how our schools are eujoyed to learn why we have them. That we here enjoy education is seen in its fruits, and also in the work of teachei's and scholars to obtain them. But work can be either good or evil, and the evil lies in the application. Where this exists ; where the dreary cloud of work in school daj^s is not broken by a little blue or flood of light, then perhaps belongs the quotation : —
" ' And he is oft the wisest man who is not wise at all.'
" ' That work which we enter into and still have time to look about us in performing is the true work.'
" The speaker here drew an analogy between nature's work in the vegetable world and man's in the intellectual. The leaf and flower must be trained every season of the year to be perfect in itself. There then should be a season or seasons for work and relaxation, for in man the overworked becomes a hardened deformity, like the plant of which no care at the proper time is taken. We have cause to rejoice that our school-houses stand mighty, and their doors are wide open ; that music is heard within them, and that drawing is seen aud enjoyed by the children. These not only work in the school, but pervade the homes of the scholars and help sweep away the wrinkles from the New Englander's brow, which have become so proverbial. An educational result, to be worth anything, must be a compact of soul with soul. He then spoke of what some term the monotony of school life, and closed his remarks with valuable suggestions to teachers and those before him who may be instruc- tors in the future upon school exercises, which will end, not in a compendium of monotonous work, but in an eventide full of the rich effulgence of culture and intelligence.
" Rev. James Freeman Clarke was the next speaker. He opened his remarks with a beautiful compliment to the young ladies, the sight of their entering the hall for the festival having attracted him within.
" After a few remarks by the Superintendent, Mayor Gaston was announced and received with applause. He said : —
" ' Ladies and Gentlemen : I am glad that amid the excitement of these festival days this occasion has not been forgotten, but rather remembered and acknowledged with all the honors conferred upon
358 ANNUAL SCHOOL EEPOET.
its corresponding seasons of the past. It marks a change in your young lives, and, in behalf of the Committee of the Public Schools of Boston and that of the citizens and the City Government I rep- resent, I would wish you unbounded success and happiness in the future.'
" At the conclusion of the Mayor's remarks followed the series of grand marches of the Germanias, which marked the time for the diploma young ladies and lads as they followed in procession, the boys of the Latin, High and English High Schools, down the right staircase from the first balcony and across the stage. The pupils numbered one thousand from the Grammar and three hundred from the High Schools, and were a long time in passing from the gal- leries and again into their seats, as each member of the bright, joj'^ous band received from the hand of Mayor Gaston a floral tribute. Then the children carried out the rest of the festival sports in the banquet hall of Bumstead, and that provided in the right balcony. After this followed the closing dance."
FEANKLIN MEDALS,
LAWRENCE PRIZES,
AND
DIPLOMAS OF GRADUATION.
FMNKLIN MEDAL SCHOLARS.
1872.
LATIN SCHOOL. George L. Giles, J. Frank Botume, James B. Troy, George H. Eldridge, Jabez E. Giles, Frank G. Steele, Willis D. Leland, Henry P. Jaques, Samuel T. Fisher, Marshall P. Washburn, Edward Bicknell.
ENGLISH HIGH SCHOOL. Eugene D. Hickey, Isaac B. Mills, Jr.,
Cornelius F. Doherty, Walter Jenney, William J. Covill, Charles F. W. Schlimper, Edgar A. Cook, Frank A. Rich, Lorin F. Deland, George W. Hayford, E. Clarence Hovey, George F. Kicker, Joseph F. Leland, Jr., Walter D. Townsend, Ward Williams, David B. Harding, Julius H. Sussman, Clarence E. Sitone.
LAWRENCE PRIZES.
1872.
LATIN SCHOOL.
Declamation. — First Prize. — J. Frank Botume. — Second Prizes. — Edward Bicknell, Edward B. Hunt. — Third Prizes. — John T. Bowen, Thornton H. Simmons.
Exemplary Conduct and Fidelity. — Samuel T. Fislier, Preston H. Grover, Edward E. Hay den.
Exemplary Conduct and Punctuality. — Frank B. Thayer, Edward B. Hunt, Willis B. Allen, Owen B. Sanders, J. Loring Cheney, Edward S. Hawes, George W. Merrill, George L. Giles, J. Q. A. Brett, Harry F. Hodges, Charles S. Lane, M. Vassar Pierce, James B. Troy.
Excellence in the Classical Departmeiit. — First Class. — George L. Giles.
— Second Class. — J. Loring Cheney. — Third Class. — Willis B. Allen. — Fourth Class. — Samuel E. Somerby. — Fifth Class. — Edward B.Hunt. — Sixth Class. — Charles S. Lane.
Excellence in the Modern Department. — First Class. — J. Frank Botume.
— Second Class. — J. Loring Cheney. — Third Class. — Willis B. Allen. ^- Fourth Class. — Samuel E. Somerby. — Fifth Class. — Edward B. Hunt. — Sixth Class. — Lott Mansfield.
Prizes for Special Subjects. — A Latin Poem. — Jabez E. Giles.
A Latin Essay. — George L. Giles.
An English Essay. — Edward Bicknell.
A Translation from French. — J. Loring Cheney.
A Poetical Translation from Horace. — Keginald H. Young.
A Translation from Tacitus. — Willis B. Allen.
A Translation from Caesar. — Samuel E. Somerby.
A Translation from Nepos. — Robert H. Wade.
A Translation from Po-incipia Latina. — Edward S. Hawes.
Best Specimen of Penmanship. — Marshall P. Washburn.
ENGLISH HIGH SCHOOL.
Composition. — First Prizes. — G. Frank Underwood, Clarence W. Barron.
— Second Prizes. — J. Herbert Davis, John B. Holland, Henry A. Hall.
LAWRENCE PRIZES. 363
Declamation. — First Frizes. — Isaac B. Mills, Jr., E. Brown Goodsell. — Second Prizes. — E. Clarence Hovey, Robert S. Sturgis, Arthur H. Dodd. — Third Frizes. — Joseph D. Leland, Jr., Lory B. Fenderson.
Literary. — First Frizes. — Frank H. Leighton, John B. Jarvis, Frederick F. Parks, Henry G. Patten, C. Herbert Watson, Frederick L. Weir, Samuel E. Brown, Jr., Charles E. Estabrook, John B. Clapp, Eben C. Stanwood, Abraham P. Spitz, Henry Schonengen. — Second Prizes. — J. Otis Colby, Frank M. Bicknell, Alonzo G. Van Nostrand, George C. Bailey, Henry D. Thaxter, Walter E. Nichols, Robert B. Chapman, Albert E. Warner, George W. Beeching, Henry A. Hall, Lewis A. Murphy.
Scientific. — First Frizes. — Samuel J. Spear, Samuel S. Boyden, Thomas A. Maguire, Charles J. Underwood, John B. Holland, Edward J. Callahan, John B. Babcock, Jr., Charles- Everett, Michael J. Sullivan, Her- bert Damon, Mark Stone, Albert E. Cotton. — Second. Frizes. — A. D. French, Benjamin S. Palmer, Henry E. Webb, William S. Leavitt, John W. Means.
Mineralogy. — James P. Frost, George A. Pierce.
General Excellence and Deportivient. — Cornelius F. Hearlihy, Wil- liam Noll, Jesse Y. Baker, Fred. W. Brown, Everard J. Langell, Luther S. Anderson, Eliot Hubbard, Charles Davis, Nelson F. Cowin, Eben Gay, Jr., Frank E. Heyer, George E. Allen, Timothy H. Gallivan, Guy C. Walker, John B. Palmer, James R. Geary, Arthur F. Kelley.
DIPLOMAS OF GRADUATION.
1872.
LATIN SCHOOL.
Daniel Carpenter Bacon, Edvardus Bicknell, Johannes Franklin Botume, Lawrence M. Corcoran, Georgius Homans Eldridge, Samuel Tucker Fisher, Georgius Lindall Giles, Jabez Edvardus Giles, Holmes Hinkley, Horatius Nathaniel Hooper, Oscar Koland Jackson, Henricus Percy Jaques, Willis Daniels Leland, Franklin Gilbert Steele, Guattarus Tappan, Newell Aldrich Thompson, Jacobus Bernard Troy, Marshall Price Washburn.
ENGLISH HIGH SCHOOL.
Charles Henry Arnold, Thomas Henry Austin, William Downes Austin, George Cook Bailey, Jesse Young Baker, Benjamin Bellamy, Frank Martin Bicknell, Benjamin Bowman, Samuel Swctt Boyden, Patrick Francis Boyle, Frederick Harrison Brackett,
Henry Milton Brewster, Oliver Smith C. Brigham, Charles Dutton Brown, George Henry Brown, John Aloysius Brown, Edward Augustus Buss, Edward Joseph Callahan, George Nelson Carter, Herbert Buchanan Chapman, Albert Brackett Chick, Webster Cobb, Joseph Otis Colby, Thomas James Conroy, Edgar Alfonso Cook, Charles Henry Coughlin, William James Covill, Ralph Crooker, 3d, George Warren Currier, Lorin Fuller Deland, Cornelius Frederick Doherty, Charles William Donahoe, Lory Bacon Fenderson, George Edwin Fowle, Jr., Abram De Graw French, Walter Gassett, David Baker Harding, Peter James Harrington, George Warren Hayford, Charles James Hendrie, Cornelius Francis Herlihy, Eugene Daniel Hickcy, Joseph Mansfield Hill, John Bernard Holland, 364
DIPLOMAS OF GRADUATION.
365
Edward Clarence Hovey, Ellery Wellington Hunt, Edwin Irving James, John Bradbury Jarvis, Walter Jenney, Stephen James Kelley, James Bryden Kellock, Joseph Louis Laforme, George Louis Lavery, John Joseph Lavery, Frank Herbert Leigliton, Joseph Daniels Leland, Jr., George Adams Levi, Harry Ashmeade Lewis, Thomas Ambrose ISIaguire, Hubbard Davis Martin, Isaac Bonney Mills, Jr., Edward Peter Murphy, James Cunningham Neilson, Walter Franklin Nichols, William Noll, Fred. Thaxter Parks, Henry Griswold Patten, Thomas Edward Pigot, Charles Augustus Pitman, Walter Ashley Priest, Charles Hallett Eamsay, Frank Allen Rich, Thomas F. Richardson, George Fabyan Ricker, Thomas Charles Riley, Edward Nason Sampson, Charles F. William Schliraper, Theodore Edward Schwarz, John Joseph ScoUard, Lawrence William Slattery, Samuel Judson Spear, Frank Lindsey Stevenson, Wilber Henshaw Stinson, Clarence Eastman Stone, Julius Herman Sussman, Henry Dexter Thaxter, Caleb Adams Thurston, Walter Davis Townsend, Charles James Underwood, Jr., George Frank Underwood, Alonzo Gifford Van Nostrand,
Torrey Everett Wardner, Charles Herbert Watson, Frederick Louis Weir, Walter Edwin West, Ward Williams, Frank Davis Witherell, Walstein Fuller Wright, Carl Gustave Zerrahn.
GIRLS' HIGH AND NORMAL SCHOOL.
REGULAR AND TRAINING COORSES.
Lizzie P. Brewer, Sarah C. Bucknam, Emma F. Chater, Elizabeth A. Mahont-y, Ellen M. O'Connor, Alice J. Reed, L. Anna Sargent, Anna L. Savil, Ella Warner, Frances E. Wells, Flora B. Wiggin.
REGULAR AND EXTRA COURSES.
Helen I. Allen, Lina Cook, Emily M. Deland, Marion A. Hawes, Amelia H. Rust, Fannie W. Ryder.
REGULAR COURSE.
Lavinia E. Adams, Claire K. Alden, Amelia A. Aldrich, Sarah A. Andy, Anna E. Badlam, Elizabeth G. Bailey, Ellen H. Bailey, Carrie L. Baker, Ellen M. Barbour, Frances .T. Barnes, Eudora F. Bickford, Mary Bonnie,
366
ANNUAL SCHOOL REPORT.
Ida L. Boyden, Anne P. Bridge, Josephine Bryant, Maria A. Callanan, Jennie E. Cliurchill, Clara A. Cotton, Josephine F. Davenport, Mary A. Dolan, Ella A. Domett, Frances E. Domett, Mary H. Dwyer, Mary W. Emery, Emma E. Fabyan, Helen R. Fabyan, Annie M. Gillespie, Fannie W. Hall, Fannie T. Hastings, Carrie S. Heath, Henrietta A. Hill, Lillie T. Hill, S. Lila Huckins, Julia Hyneman, Ella T. Jackson, Miriam Levi, Elizabeth Lincoln, Harriet E. Litclmeld, Isabel C. Livingstone, Caroline T. Lothrop, Elizabeth A. Madden, Adela E. Maynard, Sarah A. McGonigle, Kate E. McGowan, Grace Merrill, Frances E. Mihan, Julia L. Morrill, Angle S. Morse, Nancy M. Morse, Pamell S. Murray, Abbie M. Nye, HonoraT. O'Dowd, Lizzie Ordway, Lilias E. Page, Mary 0. Parker, Georgianna Pickernell, Florence A. Pierce, Almy C. Plummer, Harriet L Preble,
Mary E. Reid, Helen E. Rice, Annie M. Robbins, Mary G. Ruxton, Nellie G. Sanford, Frances Schlegel, Emma J. Seaman, Ardelle T. Smith, Ella S. Smith, Emma A. Smith, Florence J. Smith, Mary H. Smith, Annie T. Southard, Anna L. Story, Olivia M. Studley, Sarah E. Swan, Frances H. Thacher, Lillie E. Thomas, Amanda P. Ventress, Ella F. Wallace, Susie E. White, Emma C. Whitney, Addie E. Whittemore, Lizzie Wilbur, Alice M. Williams, Kate D. Williams, Mary J. Williams, Uleyetta Williams, Martha D. Wise, Marion L. Woodward.
ROXBURY HIGH SCHOOL.
Boys. Benjamin Leighton Beal, Henry Abial Chamberlain, William Francis Crafts, Romanzo James Dolan, Edward Francis Fay, James Clinton Gerry, Charles Herbert Heustis, Alfred Epher Hunt, Franklin Wells Parker, Charles Wisner Riddle, Edward Cheever Rogers, Edward George Stalder, Charles Ware, Frank Edward Wisarin.
DIPLOMAS OF GRADUATION.
367
Girls. Anna 'V\''ells BiimsteaJ, Lizzie Adelaide Colligan, Sibyl Theresa Crooker, Frances Maria Davis, Lillie Jiine Davis, Addie Frances Dexter, Mamie Foster Drake, Anna Mulford Edniands, Frances Theresa Kelley, Emma Isadora Lingham, Anna Macdonald, Frances Julia Manning, Alice Maud May, Annie Lucy McDonougli, Isabel Wilson Morrill, Katie Alice Nason, Susan Abbie Pearson, Harriet Brigham Phelps, Bridget Elizabeth Scanlan, Marie Lissie Smith, Fannie Warren Sprague, Amelia Wood Stockwell, Isabel Thacher, Mary Eveljm Thomas, Annie Frederika Tliulin, Emily Persis Washburn, Clara Louisa Wells, Emma Angelia Woodsum.
DORCHESTER HIGH SCHOOL.
CLASSICAL COUKSE.
Frank Wesley Burnhara.
THREE teaks' COURSE.
Boys.
David Marks Babcock,
Edward Danforth Bent,
Robert Foster Elder,
George Congdon Gorham, Jr.,
Walter Gardner II. Kendall,
William Love,
Stephen Arnold Douglas Monroe,
John Aiken Preston,
Lewis Carver Southard, William Franklin Temple, Josiah Ellis Tipping, Robert Ballantyne Walker, Frank Weston Whitcher.
Girls.
Susan Broughton Allbriglit, Antoinette Parsons Brooks, Ellen Almira Brown, Cordelia Rosanna Capen, Martha Ellen Clean, Mary Elizabeth French, Amy Roundy French, Ella Frances Glover, Maria Wardwell Hawes, Hattie Louisa Holden, Ella Florence Hopkins, Ida Farnsworth Kendall, Isabel Frances Lee, Mary Ella Mann, Caroline Frances Melville, Anna Holden Payson, Adelaide Pillsbury, Priscilla Laura Plummer, Annie French Pope, Eugenia Morella Pratt, Isabel Howe Robinson, Ellen French Swan, Elizabeth Warner Tileston, Julia Tolman, Esther Rebecca Whiton, Elizabeth Esty Whittemore, Maria Louisa Williams, Lilian Taylor Witherbee, Almena Augusta Wilson.
ADAMS SCHOOL.
Boys,
Henry Gardner Cliaudler, John Francis Coyle, John Joseph Corrigan, Thomas Joseph Crahan, Mather Thacher Denliam, Fred. Albert Dyer,
368
ANNTJAL SCHOOL REPORT.
George Henry Frazier, William Edward Kezer, George A. McCormick, Frank Gilman Morgan, Daniel Jolin Murphy, Charles AVarren Pigeon, Charles L. Quimby, William Percy Treadwell.
Girls. Jessie Helen Bailey, Jeannette H. Benson, Carrie Louise Bird, Mary Lizzie Blood, Minnie P. Cracker, Eliza Louise Darke, Ella Elizabeth Frazier, Jessie Fremont Frazier, Augusta Ophelia Glines, Kosa Elizabeth Gordon, Carrie Stella Hahn, Mary E. J, Healey, Addie Geneva Hodges, Emma Frances Joy, Martha W. Kelley, Lizzie A. C. Kelley, Saran Ellen Merriam, Mary Jane Sewell, Lizzie G. Shepard, Fannie J. Smith, Emily M. Somerby, Florence E. Towers, Mary E. Wagner.
BIGELOW SCHOOL. George T. Austin, Frank E. Baker, Charles F. Blanchard, Luther A. E. Bond, Thomas F. Burke, George M. Carr, Charles Cole, William E. Davenport, Patrick H. Dillon, Albert E. Downs, William H. Dyer, Willis Fisher,
Frank J. Fitz Gibbon, Edward F. Ford, Charles H. Horton, William F. Hughes, William H. Kennington, Henry W. Kennon, William J. Knowles, Charles S. Leffler, Michael J. McCarty, Peter A. McGill, Timothj' Mehegan, Carlton J. Nichols, Patrick M. O'Connor, Benjamin Pope, Jr., Fred. H. Roberts, Frank F. Taylor, Walter A. Turner, Albion P. White, Cyrus F. Willard, George F. Woodman, William H. Wyman, Frank A. Wilson.
BOWDITCH SCHOOL.
Annie M. Brennan, Ellen M. Collins, Elizabeth C. Daley, Mary Doherty, Ada J. Dowling, Mary E. Driscoll, Elizabeth F. Glavin, Mary E. Leary, Ellen J. G. Mahegan, . Mary A. McCarty, Mary A. Moore, Ellen L. Murphy, Mary A. O'Brien, Ellen M. Patterson, Katie M. Power, Annie M. Regan, Annie J. Sullivan, Mary A. Sullivan.
BOWDOm SCHOOL. Sarah S. Baker, Zoe T. Balch,
EIPLOMAS OF GRADUATION.
3G9
Emma F. Boyce, Mattie Bruce, Essie J. Campbell, Carrie M. Damrell, Emma B. Davis, Carrie D. Fairbanks, Angie S. Forbush, Agrippina Fortenbacher, Ella A. Goodwin, Nellie F. Greer, Isabella E. Hale, Minnie S. Hodges, Clara E. Hudson, Hattie S. Kimball, Ida J. King, Anne E. Loring, Annie B. Middleby, Emily M. Millett, Jennie P. Mills, Alice F. Munson, Mary Palmer, Louisa F. Eenton, Edith V. Kobinson, Addie E. Seavey, Annie L. Souther, Mary L. Willcox, Ella A. Willey.
BOYLSTON SCHOOL.
Boys.
James J. Anderson, William P. Burley, William A. C. Cruse, Luke F. Curley, Thomas J. Graham, John F. O'Neil, Philip J. Fdley, Cornelius J. Scollard, Henry A. Sullivan,
Girls.
Hattie E. Allison, Eebecca Fisher, Alie Greenberg, Margaret J. Holland,
Rosa A. Higgins, Mary F- Lambert, Joanna A. Scollard, Mary J. Travis, Nellie M. White, Annie T. Williams.
BRIMMER SCHOOL,
Ernest L. Ames, Harry A. Bachelder, Julius Bock, William A. Brown, Charles J. BufFum, Archie M. Clark, Alfred Walter Elson, George Henry Fera, Charles Firth, Aaron Willis Gage, Joseph McKean Gibbons, Jacob Gottlob, Louis E. G. Green, Joseph Francis Heath, William F. Hicks, Thomas Joseph Keliher, Arthur C. Lovejoy, E. Wiley Marsh, James Henry McCormack, Kenneth A. MacLean, James P. McGail, Fred. Hamilton McLaughlin, Ariel Meinrath, William Neagle, Thomas Alfred O'Neil, Charles William Paradise, Harry P. Parkerson, Franklin F. Pickens, Henry Schlimper, Herbert E. Small, Amandaus H. Sonnemann, Louis Strauss, Dennis J. Sullivan, George F. Trowbridge, Arthur M. Waitt, Forrest E. AValker, William S. Wiiiting, Benjamin Gushing Willis,
370
ANNUAL SCHOOL EEPORT.
Gustave Wrindcrlich, Frank Zoebisch.
CHAPMAN SCHOOL.
Boy. Willie D. Porter.
Girls.
Sara E. Atwood, Maria G. Clark, Lizzie Crump, Susan I. Damon, Ada L. Elliott, Alena J. Finlay, Henrietta Gilchrist, Elsie M. Gould, Belle M. High, Ella T. Loony, Lizzie E. McKay, Jeannie E. Metcalf, Hattie J. Eice, Abbie L. Eogers, Hannah E. Shackford, Florence Thompson, Nellie B. Tucker, Theresa A. Welirle, Maggie E. Woodin, Josephine Young.
COMINS SCHOOL.
Boys.
Albert H. Bouve, Dennis B. Connell, William E. Cose, William H. Crosby, Edward P. Currier, William S. Davis, Thomas Grady, Nathaniel Hastings, James E. Loobey, Thomas F. Loughlin, John M. McCarty, Charles H. McDonald, Henry G. McGowan, William J. O'Connor,
Louis Eogers, John A. Schroeffel, John F. Shea, Samuel F. Sutton, John E. Tierncy.
Girls.
Emma C. Albrecht, Dora F. Atwood, Flora C. Atwood, Lizzie A. Bemis, Ella Bradley, Mary E. Crossin, Ida P. Dawes, Mary A. Doyle, Ellen T. Egan, Ida Engel,
A. Florence Emmons, Catherine J. Fineran, Hannah G. Fineran, Lilla E. Foisom, Emma Gerber, Carrie E. Oilman, Helen S. Hoxie, Margaret E. Kelley, Esther I^ey, Annie S. Meserve, Lewella J. Mustard, Margaret J. Newsome, Martha Elizabeth Ward, Alice Wise, Emily Zeigler.
DEARBOEN SCHOOL.
Boys.
Henry Mortimer Allen, Lewis Henry Bell, Elbridge Winthrop Carleton, Sylvanus Eich Cram, Eeuben Winslow Davenport, Ferdinand George Decker, Edwin Joseph Dolan, George Edward Hersey, George William Keates, John Patrick Leach,
DIPLOPIAS OF GRADUATION.
371
Benjamin Franklin Lord, Samuel Bartlett Lynch, John Franklin Neill, Philip James O'Donnell, Albert Carroll Orcutt, Frank Cyrus Smith, William Osborn Swan, Edward Spencer Wentworth, Lewis Beck White.
Girls. Georgianna E. Agnew, Ella F. Allen, Lizzie Marion Carleton, Rebecca Coulter, Cora Dell Farrar, Elizabeth A. Hunneman, Effie Maria Jenkins, Eva Matilda Keates, Anna Jane Knight, Jane Tresa Magee, Emma Louisa Manning, Ella Moody, Nettie Gertrude Pevear, Charlotte Johanna Weinz.
DUDLEY SCHOOL. Elizabeth C. Bean, Susan E. Coggan, Annie F. Cordingly, Ellen T. Costello, Florence I. Drake, Emma L. Foster, Clara H. Glover, Clara C. Grundin, Annie S. GuUbrandson, Alice G. Hall, Stella N. Hobbs, Annie W. S caverns, Emma M. Watson, Annie J. Whelton,
DWIGHT SCHOOL. Frank S. Allen, Walter Austin, Henry E. Babcock,
Ezra H. Baker, Howard K. Burgess, George S. Cartwright, Edmund J. Duclos, Frank W. Dyer, Henry W. Estabrook, Frank M. Eisbree, Frederick A. Farrar, John Foley, Frank S. Frederick, George J. Gentleman, Edmund R. Grovenor, Charles A. Harding, George W. Hinckley, William A. Hopkins, Edward A. Hunt, William A. Hyde, John B. Kelley, John B. Lamb, Henry R. Leonard, Frederick R. Loring, George B. Mason, Henry L. Millis, Edward W. Morse, Charles A. Morse, Robert J. Mundy, Louis A. Myerson, John J. Nerney, George Nickerson, Harry H. Perrin, Josej)li M. Perry, Frank A. Rhodes, Isaac Rich, William A. Rich, William A. Sargent, George A. Smith, Henry D. Stanton, Henry M. Taylor, George T. Trumbul, Charles H. Webber, Herbert A. Wentworth.
ELIOT SCHOOL. William D. Baker, Jno. F. Browning, Harvey N. Collison,
372
ANNUAL SCHOOL REPORT.
Arthiiv T. Dinsmore, Jno. Dixon, Andrew F. Garrett, Charles H. Gla\vson, Arthur E. Hersom, Michael J. Houghton, Micliael Hunt, James H. Jacobs, "William A. Perkins, Andrew A. Porter, William J. Euddell, Jno. J. Scanlan, Fred. J. Smith, Frank S towers, Jaiiies F. Twombly, William J. P. Welch, James H. West, James Wilkie. George Willender.
EVEEETT SCHOOL. Lizzie L. Adams, Mary W. Baker, Carrie L. Brown, Emma F. Briggs, Carrie H. Bryant, Gertrude W. Butman, Gertrude A. Chandler, Helen Cobb, Alice A. Cundy, Hattie E. Curtice, Ida C. Flagg, Ella L. French. Katie M. Hale, Alice A. Harding, Mary S. Harris, Lulu B. Heywood, Lillie E. Heywood, Cora M. Johnson, Mary E. E. Jones, Ella A. Leland, Lottie N. Lothrop, Emma Lynde, Ella J. Lyon, Ella L. Macomber, Eleanor M. Magee,
Sarah A. ]\Iarlow, Maria Louise McCleary, Mary E. Murphy, Eva Newhall, Jennie M. O'Brien, Annie J. Pecker, Annie S. Pike, Ella F. Prescott, Ida Eamsdell, Ilelen'W. Eust, Lizzie Sherer, Nellie C. Snow, Mabel C. Thayer, Lizzie F. Waite, Mary L. Woodward, Mary F. Wright.
EVEEETT SCHOOL.— (DoRCHES-
TEK.)
Boys.
Fred. C. Moseley, Charles D. Pratt, John B. Walker, Frank Todd.
Girls.
Ella J. Cook, Lulie L. Curtis, Annie Glidden, Grace B. Proctor, Eugenie Walker.
FEANKLIN SCHOOL.
Matilda Abrams, Sarah E. A. Adams, Annie Avery, Abby H. Babson, Nellie L. Blanchard, Lillian Botto, Mary E. Bugbee, Ida M. Burton, Kate C. Capron, Jessie G. Chater, Isabella M. Commin,
DIPLOMAS OF GrvADUATION.
373
Carrie A. Davis,
Laura M. Drisco,
Nellie L. Doe,
Ella W. Enierj',
Maria S. Emery,
Millie P. Farrington,
Minnie G. Foster,
Emma A. French,
Sarah -A. Frost,
Emma C. Grant, ,
Sarah F. Hill,
Ella C. Hutching,
Helen M. Jameson,
Mary L. Jones,
Frances D. Newcomb,
Louise F. Policy,
Lizzie F. Putney,
S. Lizzie Wales,
Carrie C. Webster,
Carrie White,
Florence A. Wightman,
Nellie F. Wood.
GIBSON SCHOOL. Boys.
Charles H. Plielps, F. C. Kandall.
Girls.
Annie F. Avery, Josabella Fottler.
HANCOCK SCHOOL.
Mary A. Anderson, Mary W. Blake, Maggie A. J. Carr, Mary L. Clark, Florence E. Collier, Ellen A. Coleman, Eveline M. Coughlin, Mary A. Egan, Amelia C. Enos, Helena G. Farren, Mary L. Goodrich, Letitia E. Gourley,
Ellen H. Griffin, Katie E. Healey, Elizabeth K. G. Hogan, Matilda J. Kennemon, Mary A. Kyle, Ella M. Maynard, Minnie E. McCartney, Julia F. McCann, Martlia Nicholson, Mary J. M. Paul, ^linnie E. Pitman, Mary E. L. Porter, Mary A. Raycroft, Mary J. A. Thompson, Mari^aret J. Watson, Annie A. Williams, Annie T. Winsor, Mary A. P. Wren.
HAERIS SCHOOL.
Boys.
Charles W. Bradley, J. Lodge Eddy, William Elder, Edward L. Knapp, William Lynes, Everett H. Sharp.
Girls.
Mary L. Alexander, Fannie A. Buckpit, Harriet A. Burditt, Adeline J. Callender, Mary S. Fifield, Sarah R. Glass, Caroline W. Home, Jo.sephine A. Jones, Mary A. Knapp, Caroline M. Littlefield, Jennie Reid, Mary F. Shallenbach, Alice Shepard, Emma L. Smith, S. Antoinette Whall, Sarah W. Wilson.
374
ANNUAL SCHOOL REPORT.
LAWRENCE SCHOOL.
J. Walter Bachelor, Matthew J. Barron, George Aloysius Boyd, Edward William P. Cahill, John Francis Cochran, Michael Conley, John Currie, Daniel Donovan, Erancis Joseph Dempsey, Thomas M. Devine, John T. Dodge, James E. J. Dolan, William M. Dowling, Dennis Joseph Driscoll, Edward Everett Duffee, Charles Hamlin Dunton, Charles Gardner, Michael Joseph Galway, Daniel Joseph Geary, Patrick Griffin, Erancis George Haley, Joseph Edward Hayes, Erancis Joseph Hayden, Edward James Hughes, Crozier Hurst, William P. A. Lally, Erank Laj^pen, Joseph McCarron, William McCarthy, James F. McDonough, Patrick John McGrath, Erank Wilder McCobb, Maurice Erancis Meagher, Charles E. Meins, Thomas Francis Morrissey, John Philip Mullen, John Edward O'Roark, John Parker, Michael Thomas Reagan, Thomas Slattery, William Joseph Welch.
LEWIS SCHOOL.
Boys.
Charles Edwin Adams, Charles Henry Bowditch, Frederic F. Chadwick, Henry Wasliington Doland, Frank Matthew Foley, Frederic S. Hunter, Artlmr L. Jacobs, Henry Johnson, Alfred Edwin King, Franklin S. Leavitt, Erank W. McCrea, Patrick J. Mullen, Byron G. Pearson, William J. Reardon, Edmund S. Rousmaniere, Josepli A. Rumrill.
Girls. Annie E. Aldrich, Ida Louise Barton, Grace Clara Brown, Louesa Maeder Clark, Sarah E. B. Davis, Roxalana P. Edmands, Eloise S. Edwards, Lizzie L. Gray, Ella M. Green, Josephine J. Howe, Emma W. James, Harriet W. Leavitt, Jennie Mcintosh, Annie F. Mayo, Helen L. Moulton, Grace W. Minns, Martha A. Newton, Elizabeth E. O'Connell, Mary Richards, Mary C. Ryan, Annie J. Seaver, Lucy C. StatFord, Caroline A. Wadsworth.
DIPLOMAS OF GRADUATION.
375
LINCOLN SCHOOL.
Boys.
Allen Arnold, Benjamin J. Bowen, Alma C. Brainard, William C. Cherrington, Charles B. Crooker, Albert T. DeLnce, John A. Devine, Frank L. Doolittle, George F. Drew, Harry Halden Ed. F. Haynes, Eugene P. Johnson, George T. Kingman, Frank G. McCoy, Harry M. McDonald, Fred. W. J. McGlinchey, William A. Moffett, George L. Neily,
Charles S. Paw, Patrick F. Quinn,
Charles P. Eenfrew,
Clarence O. Richards,
Thomas M. Smith,
Edwin E. Stetson,
Edwin R. Spinney,
James F. Welch.
Girls.
Flora L. Beckler, Mary L. Bright, Bridget E. Buckley, Claudine E. Cherrington, Mattie G. Clarke, Addie S. Crafts, Nellie B. Crooker, Julia A. Dickerson, Mary E. Harrington, Nellie J. Jacobs, Hannah L. McGlinchey, Mary McNamara, Phoebe W. Paige, Annah L. Phippen, Josephine E. Powers,
Laura S. Russell, Susie H. Sloane, Miriam B. Swett, Mary E. Taft, Ellen M. Wilkins.
LYMAN SCHOOL. Boys.
Charles A. Ballon, George E. Barkley, Edward T. Currier, Henry O. Fletcher, George H. Flint, James J. Gri3in, John Hagarty, William Johnson, George F. Kelly, George F. Landrigan, Thomas J. Lane, John J. Moore.
Girls.
Emma L. Busell, Adele B. Cline, Mary AV. Holbrook, Therese C. Holmes, Mary J. Keenan, Kate A. Mason, Josephine M. Pease, Hattic Piper, Hattie Shaw, • Mary A. Sheeran, Abbie E. Wallis.
MATHER SCHOOL.
Boy.
John Murphy.
Girls.
Catherine D. Austin, Annie J. Bacon, Bertha Whittier Jacobs, Mary M. McNulty, Bessie Wall.
376
ANNUAL SCHOOL REPORT.
MAYHEW SCHOOL.
Edward J. Butler, Charles E. Cunningham, Charles Damrell, Daniel F. Eagan, Anson B. Edgerly, Thomas W. C. Hoey, Godfrey M. Hyams, William F. Jarvis, Hugh I. Kennedy, Charles W. F. McDevitt, Hugh Mullen, John A. Perry, James Rohinson, John B. P. Eosatto, John H. N. Russell, Frederic P. Taylor.
MINOT SCHOOL.
JBoys.
Gardner Dennison, William Ellcry Hannum, George Walter Mason, Frederick M. Stearns.
Girle.
Mela Isabel ;^arrows, Alice Rebecca Hayward, Lucinda Ella Talbot.
NORCROSS SCHOOL.
Sadie Dean Baker, Mary Elizabeth Brady, Martha Grace Buckle}^, Lizzie Frances Clitf, Mary Ellen T. Conley, Annie May Connor, Maggie Louisa Curry, Arabella Brown Cushing, Emma Frances Crane, Maggie Ann Duller, Mary Hannah Farnham, Lizzie Ferdinand, Mary Hannah Foote,
Jennie Chestnut Gibson, Mary Godfrey, Angela Hayes, Carrie Ellis Hilliard, Maggie Elizabeth Holland, Emma Cordelia Howard, Jennie Hutchinson, Emma Winifred Hyland, Delia Veronca Kelley, Mary Elizabetli Lally, Emma Frances Linton, Eliza Agnes Maguire, Fanny Amanda Keyser, Annie Maria Mehegan, Adela Hannah McKenny, Annie Maria L. Munier, Maria Louise G. Nelson, Elizabeth Lyman Parker, Kate Mary Quinn, Nellie Maria F. Shea, Minnie Ellen T. Shine, Mary Ann Sullivan, Alice Nelson Talpey, Mary Carrie Turner, Eva Caroline Watson, Mary Catharine Walsh, Lizzie Aloysius Welch, Nellie Theresa Welsh, Carrie Weiscopf.
PHILLIPS SCHOOL.
Ezra F. Bates, William A. Brooks, George E. Bro.wn, Nathan D. Clark, George W. Connor, Walter H. Cummings, William A. Earle, John B. Kane, Frank G. Kellogg, Flavin W. Kyle, John J. McComb, Charles W. Morse, Charles H. Peny, Fred A. Preble.
DIPLOMAS OF GRADUATION.
377
PRESCOTT SCHOOL.
Boys.
Joseph M. Condon, Giro Cummings, Thomas L. Dunbar, Morris Dunn, Eichard H. Finn, George A. Harrington, Herbert Loveland, John Lynch, William A. McCrillis, John S. McLaughlin, Ranald McQuarry, Willard C. Morrison, Lawrence Niles, Jesse Pierce, George H. Sampson, George E. Snelling, Walter J. Staples, John Townsend, Larkin Trull, Charles L. Woodside.
Girls.
Eleanor G. Andrews, Flora P. Brown, Catharine F. Creelman, Charlotte P. Evans, Emma F. Gould, Ida E. Halliday, Idilla E. Kenney, Susan J. Mayo, Lizzie M. Morrisey, Ina A. Pingree, M. Louise Roby, Helen M. Swain, Isabelle M. Weeks.
QUINCY SCHOOL.
Kendall Lincoln Achorn, John Henry Armstrong, Thomas William Casey, John Joseph Clark, Jeremiah Coffey,
Jeremiah Joseph Connors, Frederick Henry Coombs, Oscar Abbott Drew, Daniel James Fair, Thomas William Gleeson, Daniel Francis Hurley, James Joseph Kelly, John Henry Lally, Peter Martin Lang, James Joseph Larkin, Thomas Patrick McCarthy, Charles Moynihan, John Francis Mungovan, Tliomas Joseph Murphy, Philip Henry Quinn, James Francis Sweeny, William Henry Wliitney.
RICE SCHOOL.
George Adams, Frank F. Baldwin, Edwin A. Bosworth, Frank W. Bradford, Willis S. Child, George H. Clapp, Charles H. Crockett, James H. Dooling, James H. Earless, Joseph E. Gallagher, George H. Healey, Hiram A. Hitchcock, Charles W. Janes, Edward F. Keeler, Henry T. Kimball, Henry B. Lotts, Ellis H. Marshall, Patrick Quinlan, Charles C. Ryder, Joseph B. Sanford, Henry R. Sargent, William S. D. Smith, John F. Souther, William H. Swallow, Harry G. Trull, Frank L. Union
378
ANNUAL SCHOOL REPORT.
Renton Whidden, Albert L. Whitman, Merle St. C. Wright.
SHERWIN SCHOOL.
Boys,
Grenvilie Bacon, Jr., William Henry Bowles, James Francis Cloney, Joseph Warren Cogswell, Edwin Allyn Howe, Alden John Kasson, Charles Francis Murphy, George Franklin Rivinius, Royal Wright Robinson, Frank Joseph Stephens, Julius Edgar Ward, George Jarvis Wardwell.
GMs.
Annie Josephine Corrigan, Maggie Cleary, Delia Gibney, • Minnie Louisa Lincoln, 'Lizzie Josephine McLaughlin, Theresa Agnes Mclver, Mary Theresa Sheehan.
SHURTLEFF SCHOOL.
Fannie T. Bailey, Edith S. Bartlett, Ella F. Bradlee, Nettie E. Brett, Georgianna N. Brighani, S. Louis Chandler, Gertrude E. Danforth, Cora L. Fairbank, Grace D. Farrell, Lillian M.Gustin, M. Olivia Hammond, Caroline J. Hertkorn, Esther M. Hill, Minnie Keenan, Kitty A. Learned, Annie C. Littlefield,
Tlieresa Lonergan, Nellie L. McDonald, Carrie E. Moffette, Esther F. Nichols, Alice M. Nolen, Mary E. O'Connor, p]]la L. Pentland, Fannie S. Pierce, Isabella L. Quimby, Ida Rae,
Amanda M. Stewart, Annie F. Stinson, Mary E. Tomilson, Annie I. Tripp, M. Emma White, Annie Wright, Lizzie A. Whitcomb.
STOUGHTON SCHOOL.
Boys.
Albert P. Davenport, George Lowell Parker, Arthur Augustus Hibbard.
Girls.
Clara Brown Cain, Lizzie Hannah Crossland, Mary Theresa Foley, Nellie Sullivan.
TILESTON SCHOOL.
Boys.
John Conness, Jr., John H. Cook, Clarence H. Cox.
Girls.
Ada L. Gates, Grace Tavener, Charlotte E. Walter.
WASHINGTON SCHOOL.
Walter William Donnellj', Henry Mitchell Esselen, Robert Henry Ferguson,
DIPLOMAS OF GRADUATION.
379
CharJes Eichard French, William Forester Hunter, William Windship Munroe, George William O'Donnell, Ernest James Richardson, George Sparhawk, August CIn-istian Wallon, Edwin Francis Warren.
WELLS SCHOOL.
Pauline E. Allen, Sarah A. Alley, Louise IST. Blanchard, Elniira C. Brady, Hannah Clike, Alice Collins, Florence E. Dexter, Mary A. Horgan, Jennie M. Humphrey, Blanche, A. Marsters, Emily Florence Moulton, Susie T. Mullen, Sarah A. Prescott, Winnifred A. Rust, Ellen T. Sullivan, Elizabeth A. Tracy, Lizzie C. Wilson, Elizabeth Wright.
WINTHROP SCHOOL.
Mary E. Badlam, Ella M. Bancroft,
Emily Benedict, Sarah F. Bense, Lucy L. Brown, Mary C. Burgess, Georgie E. Cayvan, Lydia L. Darrow, Annie A. Duclos, Nellie C. Emerson, Geneva E. Gott, Anna M. Greer, C W. Learned, Ada Leland, Annie M. Letts, Mary J. McDonald, Carrie Merrill, Lucy Merrill, Charlotte E. Novrell, Alice E. O'Neil, Caroline E. Page, Kate I. Parker, Juliette F. Eedlow, Harriet A. Reed, Helen A. Shaw, Eliza J. Skehel, Ella M. Smith, Mary A. Snapp, Annie D. Stinson, Helena S. Stoehr, Anna Wells, Mary E. Wilder.
Jrdj C3 S 'JL' H i Jr^ .
BOSTON SCHOOL REGI3IENT.
COMPOSED OF PUPILS OP THE LATIN, ENGLISH HIGH, ROXBURT HIGH, AND ROXBURY LATIN SCHOOLS,
Under the instruction of Lieut. -Col. Hohart Moore.
Colonel. — Arthur B. Denny, Latin School.
Lieutenant Colonel. — F. C. Brewer, English High School.
FIRST BATTALION. — LATIN SCHOOL.
Major. — M. Vassar Pierce. Adjutant. — Frank W. Rollins. Quartermaster. — Thomas F. Sherman. Serjeant 3Iajor. — Preston H. Grover.
Company A.
Captain. — J. Q. A. Brett.
First Lieutenant. — Charles G. Currier.
Second Lieutenant. — Quincy Pierce.
Company B.
Captain. — Newell R. Campbell. First Lieutenant. — Walter H. Russell. Second Lieutenant. — Edwin L. Morse.
Company' C.
Captain. — William L. Bell.
First Lieutenant. — Edw. J. Cutter.
Second Lieutenant. — Hay ward W. Cushing.
Company D.
Captain. — J. Loring Cheney.
First lAeutenant. — Walter M. Cutter.
Second Lieutenant. — James W. Walker.
ROSTER or REGIMENT. 381
SECOND BATTALION.— ENGLISH HIGH SCHOOL.
Major. — William S. French. Adjutant. — John B. Clapp. QiiaHermaster. — Samuel E. Brown, Jr. Serjeant Major. — Erank E. Peabody.
Company A.
Captain. — M. J. Sullivan.
First Lieutenant. — Lewis B. Porter.
Second Lieutenant. — Eugene D. Pierce.
C031PANY B.
Captain. — Frederick W. Lincoln, Jr. First Lieutenant. — Arthur B. Robinson. Second Lieutenant. — Thomas W. Preston.
Company C.
Captain. — Frank E. Green.
First Lieutenant. ^ Clarbnce W. Barron.
Second Lieutenant. — Granville R. Farrar.
Company D.
Captain. — Charles J. Adams.
First Lieutenant. — Benjamin S. Palmer.
Second Lieutenant. — Frederick H. Prentiss.
Company E.
Captain. — John B. Babcock, Jr. First Lieutenant — Clarence H. Carter. Second Lieutenant. — Charles Everett.
THIRD BATTALION. — ENGLISH HIGH SCHOOL.
Major. — Benjamin F. P. Simons. Adjutant. — Fred. A. McDonald. " Quartermaster. — James W. Daly. Serjeant Major. — Frank F. Raymond.
Company A.
Captain. — George A. Taylor.
First Lieutenant. — Charles F. Drew.
Second Lieutenant. — Clifton Church.
382 ANNUAL SCHOOL REPORT.
COMPAXY B.
Captain. — Melville T. Marshall.
First Lieutenant. — Evelyn B. Goodsell.
Second Lieutenant. — George H. Hunneman.
Company C. ,
Captain. — Julian F. Withereil. First Lieutenant. — Harry T. Upliani. Second Lieutenant. — Charles F. Somes.
Company D.
Ca%ytain. — Caleb E. Gowen.
First Lieutenant. — William J. Caton.
Second Lieutenant. — Henry N. Almy.
Cojipany E.
Captain. — Antoine A. McAloon. First Lieutenant. — Frank C. McKenna. Second Lieutenant. — George E. Armstrong,
FOUETH BATTALION.
Major. — G. F. Pierce, Eoxbury High School. Adjutaiit. — A. Stone, Eoxbury Latin Scliool. Quarter-master. — C. Franklin, Eoxbury High School. Serjeant Major. — M. Nevers, Eoxbury High School.
Company A. — Eoxbury High School.
Captain. — N. P. York.
First Lieute?iant. — F. Spangler.
Second Lieutenant. — C. H. Walker.
Company B. — Eoxbury High School.
Captain. — H. G. Allen.
First Lieutenant. — H. Bacon.
Second Lieutenant. — H. D. Hutchinson.
Company C. — Eoxbury Latin School.
Captain. — N. N. Thayfer.
First Lieutenant. — J. A. Wetherbee.
Second Lieutenant. — A. W. Spencer,
EOSTER OF ItEGIMENT. 383
Company D. — Dorchestek Higu School.
Captain. — George C. Gorham.
First Lieutenant. — George O. Levitt.
Second Lieutenant. — Frank Coombs.
SUM3IABY.
4 Battalions. 18 Companies.
Commissioned OtBcers, . gg
Non-Commissioned Officers, ........ 238
Musicians, ............ jg
Privates, 737
Grand Total, • . 1 061
384
ANNUAL SCHOOL REPORT.
SCHOOL HOUSES,
Name.
Adams . . Atherton .
Avon place Andrews . Anstin . . Appleton . Boylston . Bowdoin . Bowditch . Bigelow . Brimmer . Baldwin . Chapman . Comins . . Comina Branch « ((
Codman street Cheever • . . Cottage place . Channing . . .
Cook
Cashman . . . Clinch .... Capen .... DwJght .... Dudley .... Dearborn . . . DwightPr. . .
Dean
Drake ....
Eliot
Everett ....
Everett ....
Location.
Summer street
Columbia street Ward 16 . .
Highlands . .
Geneasee street
Paris street
Washington st.
Myrtle street .
South street .
Fourth street
Common street
Grant place .
Eutaw street .
Tremont street
Smith street .
Francis street
Ward 16 . . .
Thacher street
Highlands . .
Cove street . .
Groton street
Parmenter street
F Street . . .
Sixth street .
Springfield street
Bartlett street
Dearborn court
Rutland street
Wall street . .
C street ...
N. Bennel strec
Sumner street Ward 16 . .
Camden street .
No. feet |
When |
in lot. |
built. |
14,100 |
1856 |
4,727 |
1S68 |
10,057 |
1851 |
5,393 |
1848 |
5,360 |
1849 |
18,454 |
1870 |
15,073 |
1845 |
4,S92 |
1848 |
12,006 |
1862 |
12,660 |
1850 |
11,097 |
1843 |
6,139 |
1S64 |
13,040 |
1850 |
23,780 |
1856 |
6,952 |
1849 |
12,075 |
1853 |
43,560 |
1861 |
2,003 |
1846 |
13,500 |
1859 |
7,140 |
1866 |
4,922 |
1852 |
1867 |
|
13,483 |
1871 |
12,375 |
1871 |
19,125 |
1857 |
7,950 |
1846 |
38,636 |
1852 |
7.850 |
1851 |
3,649 |
1853 |
10,260 |
1S69 |
11.077 |
1838 |
20.300 |
1855 |
32,409 |
1860 |
Ko. of rooms.
18 and hall
1
2 3 6 10
13 and hall 12
14 and hall 14 "
14 "
6
10 "
13 " 2
2
2
3
4
9
6
16
6
6
14 and hall
Remarks.
Ward Room No. 10 in this building.
Remodelled, 1869. Rebuilt, 1861.
Rebuilt, 1865. Rebuilt, 1870.
Rebuilt, 1860.
LIST OF SCHOOL-HOUSES.
385
JX'ame. |
Location. |
Xo. feet in lot. |
When built. |
Ko. of rooms. |
lie'marks. |
East St. place . . |
East street place |
2,706 |
1849 |
4 |
|
Emerson .... |
Poplar street . . |
5,924 |
1861 |
6 |
|
Eustis street . . . |
Boston Highlands |
13,543 |
1848 |
4 |
Enlarged, 1853. |
Franklin .... |
Ringgold street . |
16,439 |
1859 |
14 and haU |
|
Freeman .... |
Charter street |
5,247 |
1S6S |
6 |
|
Franklin place . . |
Highlands . . . |
8,09 S |
1865 |
4 |
|
Gibson |
School St., Ward 16 ...... . |
44,800 |
1857 |
6 |
|
Guild |
East street .... |
7,250 |
1S66 |
12 |
|
George street . . |
Highlands .... |
13,894 |
1861 |
6 |
|
Grant |
Phillips street . . |
3,744 |
1852 |
4 |
|
High and Latin . Hancock .... |
Bedford street . . Richmond street |
12.980 28,197 |
1844 1847 |
16 '* " 14 •' " |
Additional story added, 1863. |
High |
Kenilworth street |
6,G67 |
1861 |
4 |
Boston Highlands. |
High |
Dorch'r avenue. Ward 16. . . . |
59,340 |
1870 |
6 « " |
|
Harris |
Adams street, Ward 16 . . . . |
37,150 |
1861 |
8 " " |
|
High Branch . . Hawes |
ilason street . . Broadway .... |
12,771 14,972 |
1848 1823 |
14 8 |
Formerly the Normal school-house. |
Heath street . . . |
Highlands .... |
10,557 |
1857 |
2 |
|
Ingraham .... |
Sheafe street . . |
2,198 |
1843 |
3 |
|
Lawrence .... |
B and Third sts. |
14,343 |
1856 |
14 " "• |
|
Lincoln |
Broadway . . . |
17,560 |
1859 |
14 " " |
|
Lyman |
Paris street . . . |
26,200 |
1870 |
14 " " |
P^ebuilt, 1872. |
Lewis |
Sherman street . |
27,830 |
1868 |
12 " " |
|
Mayhew |
Hawkins street . |
. 9,025 |
1847 |
10 " " |
|
Mather |
Meeting House Hill |
1856 1856 |
7 7 |
||
Minot |
Walnut street. Ward 16 . . . |
16,790 |
|||
Munroe street . . |
Highlands .... |
11,910 |
1854 |
2 |
Kebuilt, 1857. |
ti |
1849 1842 |
2 10 |
On land not owned by the city. |
||
Mather |
Broadway . . . |
10,160 |
|||
Mt. Pleasant av. . |
BUghlands .... |
9,510 |
1847 |
2 |
|
Normal |
Newton Btreet . . |
30,520 |
1870 |
Dedicated April 19, 13T1. |
|
Norcross . ... |
D street |
12,075 |
1868 |
12 and hall |
|
N. Margin street |
N^. Margin street |
1,661 |
1837 |
2 |
|
Old Lyman . . . Old High .... |
Meridian street . Dorchester nve.. Ward 16 . . . |
13,616 34,460 |
1846 |
4 ( |
Br'ch Library and Ward- room 1, in this building. Unoccupied. |
386
ANNUAL SCHOOL REPORT.
Name,
Oliver . . PhUlips . Prescott Pierpout Phillips street Pormort . Parkman . Quincy . . Rice . . . Rice Pr. . . Sburtleff . Sherwin . . Stoughton . Smith • . . Bimonds . BhurtleflfPr. Sharp . . .
Somersei street
Savage . . Starr King Skinner . . Tileetou . .
Ticknor . . . . .
Tappan
Tuckerman . . ,
Thornton street Vernon street . ■Winthrop . • . . Wells
Washiugion , Webb . . . . Webster . , Ware . . , .
Location.
Sumner street . Anderson street Prescott street Hudson street Highlands . . Snelling place Silver street . Tyler street . Dartmouth st. Concord street Dorchester st. Madison square River st., Wd. 16 Joy street . . . Broadway . . . Tyler street . . Anderson street
Harriflon avenue
Tennyson street
Fayette street .
Norfolk street, Ward 16 . . .
Washington Vil.
Lexington street
City Point . .
Highlands . .
Tremont street Biosssom street
Washington st. Porter street . Webster street N. Bennet street
JVb. feet in lot. |
Wheti built. |
2,263 |
1843 |
11,190 |
1862 |
39,952 |
1865 |
4,216 |
1850 |
20,595 |
1867 |
4,373 |
1855 |
5,306 |
1848 |
11,766 |
1847 |
27,125 |
1869 |
10,756 |
1845 |
41,000 |
1869 |
32,040 |
1870 |
29,725 |
1856 |
1,938 |
1834 |
. • . . |
1S40 |
3,900 |
1855 |
5,611 |
|
5,488 |
|
5,537 |
1862 |
10,318 |
1870 |
5,242 |
1870 |
83,640 |
1868 |
11,486 |
1865 |
4,025 |
1846 |
11,655 |
1850 |
6,640 |
1847 |
7,675 |
1849 |
15,078 |
1855 |
17,657 |
1868 |
14,390 |
1840 |
7,492 |
1853 |
5,036 |
1852 |
6,439 |
1862 |
Mo. of rooms.
14 and hall 16 " " 4
6
14 " '*
14 " "
10
14 « "
16 " "
Eemarks.
Burnt 1859. Rebuilt 1860. Bell tower built 1872.
Ward-room, Ward 11, ia this building.
Dedicated Feb. 23, 1871.
On Hawes School-house Lot.
Ward-room, Ward 6, in this building.
Formerly the Normal Training School.
Ward-room 5 in this bmldiog.
Enlarged in 1861. Enlarged in 1861.
Ward-room, Ward 3, in this building.
Enlarged, 1847.
Ward-room, Ward 2, in this building.
LIST OF SCHOOL-HOUSES.
387
Name. |
Location. |
No. feet in lot. |
When built. |
• No. of rooms. |
Remarks. |
Wait |
Shawmut ave. . |
10,974 |
1S60 |
8 |
|
"Wlnthrop street . |
Highlands . . . |
9,7T5 |
1S57 |
4 |
|
Winchell .... |
Blossom street . |
5,000 |
1845 |
5 |
Remodelled, 1870. |
"Way street . . . |
Way street . . . |
2,50S |
1850 |
3 |
|
Weston street . . |
Highlands . . . |
14,916 |
1854 |
4 |
|
Yeoman street . |
" "... |
18,200 |
1870 |
12 |
In addition to the foregoing, the following rooms tire occujDied by schools, those marked (*) being hired at an annual rental of $9,381.00; the others are in buildings owned by the city.
Nuynber of Booms.
Two* . One* . Three* One* . Four . Two . One* . Two* . Four* . One* . One* . One* . Two* . One* . Two*. One* . One* . One* .
Location.
Chapel, Bennington street.
26 Charles Street.
Rioe building.
Day's Chapel, Parker street.
Armory building, Cooper street.
Gunhouse.
Putnam place.
Jenkins' Hall, Broadway, branch of Lawrence School.
Pemberton square, School for Deaf Mutes.
Church on D street.
E street church vestry.
Dorchester avenue, opposite Broadway.
Monmouth street.
Fourth street Church.
1419 Treraont street.
Bennington street.
Reed's Hall for Evening School.
Hampden st. *' " "
One* Decker's Hall. Dorchester street.
One* Richards' building. Meridian street.
I
ORGANIZATION
SCHOOL COJVIMITTEE
EOR 1873,
Hon. Hexry L. Pierce, Mayor, ex officio. Edward O. Shepard, President of the Common Council, ex officio.
Ward 1.
Henry S. Washburn, George H. Plunimer, Reuben Peterson, Jr.,
"William J. Porter, Jolm W. Eraser, James M. Badger,
John F. Jarvis, Frank B. Clock, Lucius Slade,
Willard S. Allen, John Noble, Benj. F. Campbell.
Ward 2.
Michael Moran, George D. Kicker, Thomas F. Mahan.
Ward 3.
Samuel H. Wentworth, James A. McDonough, John E. Quinn.
William O. Johnson, A. Kendall Tilden, Nathaniel B. Shurtleff,
Ward 4.
Ezra Palmer, Edward H. Dunn, John T. Beckley.
John P. Ordway, George F. Bigelow, Edward B. Rankin,
389
Ward 5.
Henry J. Colman, John M. Maguire, John J. Slurphy.
390
ANNUAL SCHOOL REPORT.
Ward 6.
J. Baxter Uphain, Joseph Willard, Samuel K. Lothrop,
Richard J. Fennelly, P. J. Whelton, Christopher A. Connor,
Henry P. Shattuck, Solon Thornton, William Woods,
John C. J. Brown, . William T. Brigham, Prancis D. Stedman,
Abijah Kichardson, Jonathan A. Lane, Lyman Mason,
Eobert C. Waterston, George H. Nichols, Wm. H. Learnard, Jr.,
Prancis H. Underwood, Warren P. Adams, John S. H. Pogg,
Joseph A. Tucker, George W. Adams, George H. Lloyd,
George H. Monroe, Moody Merrill, Joel Seaverns,
James Reed, Hall Curtis, Charles C. Perkins.
Ward 7.
Edward C. Leonard, Ilugli J. Toland, John E. Fitzgerald.
Ward 8.
David W. Poster, George L. Chaney, George E. Pilkins.
Ward 9.
Charles J. Prescott, John P. Reynolds, Charles Hutchins.
Ward 10.
William Reed, Charles L. Plint, William H. Baldwin.
Ward 11.
Stephen G. Deblois, William B. Merrill, Samuel B. Cruft.
Ward 12.
George A. Thayer, Arthur H. Wilson, Joseph H. Allen.
Ward 13.
James Morse, Edward G. Morse, John D. Carty.
Ward 14.
John 0. Means,
Ira Allen,
P. O'Meara Edson.
ORGANIZATION OF THE SCHOOL COMMITTEE.
391
Ward 15.
George M. Hobbs, Charles K. Dillaway, James Waldock,
Baylies Sanford, Frederick P. Moseley, Benjamiu Gushing,
Albert E. Dunning, George F. Emery, Joseph O'Kane.
Ward 16.
Jolm H. McKendry, William T. Adams, John W. Porter.
Hon. Hexrt L. Pierce, Mayor, President.
JoHX D. PHiLijRiCK, Superintendent of Schools.
Barnard Capen, Secretary of the Board.
George A. Smith, Clerk of the Committee on Accounts.
Alt AH H. Peters, Messenger.
Rooms of the Board open from nine o'clock till six o'clock. Office hour of the Superintendent : From 12.^ o'clock to 14 o'clock. Office hour of the Clerk of the Committee on Accounts : FroDi o'clock to \h o'clock-
12i,
STANDING COMMITTEES
Elections.
Henry P. Shattuck, Chairman, Baj'lies Sanford,
Hall Curtis, Reuben Peterson, Jr.
Joseph Willarcl, Jonathan A. Lane,
John E. Fitzgerald.
Rules and Regulations.
Lyman Mason, CJiairman, John S. H. Fogg,
George H. Nichols, Nathaniel B. Shurtleff,
George M. Hobbs, John W. Praser,
William H. Baldwin.
Salaries.
J. Coffin Jones BroAvn, Chairman, William T. Adams, Ira Allen, Christopher A. Connor,
Henry S. Washburn, DaTid W. Foster,
Charles J. Prescott.
Accojints.
William B. Merrill, Chairjnan, Moody Merrill,
William H. Learnard, Jr., Lucius Slade,
George D. Eicker, Warren P. Adams,
Francis D. Stedman.
Text-Boolcs.
S. K. Lothrop, Chairman, Samuel H. Wentworth,
John F. Jarvis, Benjamin Cashing,
Charles Hutchins, Ezra Palmer,
Charles L. Flint.
392
STANDING COMMITTEES.
393
School Houses and School Sections.
Charles J. Prescott, Chairman, John W. Porter,
Joseph A. Tucker, George H. Monroe,
John Noble, Hugh J. Toland,
Abijah Richardson,
J. Bazter Uphani, Chairman, John P. Ordway, Eobert C. Waterston, Charles L. Flint,
Music.
William B. Merrill, Charles C. Perkins, Warren P. Adams.
Printing.
George F. Bigelow, Cliairman, Edward B. Eankin,
Joseph A. Tucker, George W. Adams,
Solon Thornton, Arthur H. Wilson,
Joseph O'Kane.
Vocal and Physical Culture, a7id Militari/ Drill.
Lucius Slade, Chairman, J. Baxter Upham, P. O'Meara Edson,
Henry P. Shattuck, William 0. Johnson, William Woods, George E. Filkins.
Drawing.
Charles C. Perkins, Chairman, James Morse,
J. C. J. Brown, WilUam Woods,
Robert C. Waterston, James Waldock,
George F. Bigelow.
Hall Curtis, Cliairman, George D. Ricker, John S. H. Fogg,
Evening Schools.
William H. Baldwin, James Waldock, Willard S. Allen, John H. McKendry.
Ira Allen, Chairman, Richard J. Fennelly,
Schools for Licensed Miyiors.
Stephen G. Deblois, Michael Moran, A. Kendall Tilden. .
394 ANNUAL SCHOOL REPORT.
School for Deaf Mutes.
George F. Bigclow, Chairman, Lucius Slade,
Henry S. AVashburn, Nathaniel B. Shurtleff,
Ira Allen, Samuel B. Cruft,
Prank B. Clock.
Kindergarten School.
"William II. Baldwin, Chairman, John S. H. Fogg,
Hall Curtis, John P. Eeynolds,
Henry P. Shattuck, John W. Porter,
"William Read.
Industrial Schools.
S. K. Lothrop, Chairman, Moody Merrill,
Hall Curtis, George F. Bigelow,
Nathaniel B. Shurtleflf, "William T. Adams,
William 11. Learnard, Jr.
LATIN AND HIGH SCHOOLS.
PUBLIC LATIN SCHOOL.
Bedford street.
/
COMMITTEE.
Henry S. "Washburn, Chairman. James Reed, Secretary.
John P. Eeynolds, Abijah Richardson,
Michael Moran, Samuel B. Cruft,
John F. Jarvis, George A. Thayer,
Nath'l B. Shurtleflf, George W. Adams,
John P. Ordway, George H. Monroe,
P. J. Whelton, , George M. Hobbs,
David W. Foster, William T. Adams.
TEACHERS.
Francis Gardner, Head Master. Augustine M. Gay, Master.
Moses Merrill, Master. George W. Pierce, Master.
Josiah G. Dearborn, Master, Augustus H. Buck, Master.
George W. Minns, Master. John S. White, Jr., Master.
Charles J. Capen, Master. Joseph W. Chadwick, Master.
Prospere Morand, Teacher of French. Chas. A. Barry, Teacher of Drawing. Julius Eichberg, Teacher of Music. Lieut.-Col. Hobart Moore, Teacher of
Military Drill.
ENGLISH HIGH SCHOOL.
Bedford street.
COMMITTEE.
S. K. Lothrop, Chairman. John Noble, Secretary.
Charles J. Prescott, Lyman Mason,
James M. Badger, Robert C. Waterston,
396
ANNUAL SCHOOL REPOET.
James A. McDonough, William O. Johnson, John M. Maguire, Hugh J. Toland, William Woods,
John S. H. Fogg, James Morse, Ira Allen, James Waldock, Frederick P. Moseley.
TEACHERS.
Charles M. Cumston, Head 3Iaster, Moses Woolson, blaster. L. Hall Grandgent, Ifaster.
Luther W. Anderson, blaster. Eobert E. Babson, Master. Albert Hale, Master.
SUB-MASTERS.
Charles B. Travis,
Charles J. Lincoln,
Charles H. Cumston,
Lucius H. Buckingham,
Joseph W. Keene,
John F. Casey,
Henry Hitchings, Teacher of Draw- ing.
Nicolas F. Dracopolis, Teacher of French.
John P. BroAvn,
Alonzo G. Whitman,
John O. Norris,
Le Roy Z. Collins,
Thomas J. Emery,
Charles O. Whitman.
Edward K. Clark, AssH Teacher of Drawing.
Col. Hobart Moore, Teacher of Mili- tary Drill.
GIRLS' HIGH SCHOOL,
West Newton street.
Charles L. Flint, Chairman. Christopher A. Connor, Willard S. Allen, George D. Eicker, Samuel H. Wentworth, John T. Beckley, George F. Bigelow, Charles C. Perkins,
COMMITTEE.
Warren P. Adams, Secretary. Henry P. Shattuck, Charles Hutchins, Stephen G. Deblois, E. G. Morse, P. O'Meara Edson, Charles K. Dillaway, Baylies Sanford.
TEACHERS.
Samuel Eliot, Head Master, Harriet E. Caryl, Master's Assistant. Bessie T. Capen, Teacher of Chem- istry.
Catharine Knapp, Head Ass't. Margaret A. Badger, " Emma A. Temple, "
Mary E. Scates. "
HIGH SCHOOLS.
397
ASSISTANTS.
Adeline L. Sylvester,
Lucy O. Fessenden,
Adeline S. Tufts,
Emerette O. Patch,
S. Annie Shorey,
Ellen O. Swain,
Florena Gray,
Ellen M. Folsom,
Laura B. White,
Mary L. B. Capen, Laboratory Ass't.
E. C. E. Ivrauss, Teacher of German.
Henry Hitclungs, Teacher of Drawing.
Elizabeth C. Light,
Julia A. Jellison,
Alice M. Wellington, y
Rebecca R. Joslin,
Augusta C. Kimball,
Mary E. Holbrook,
Lucy E. Woods,
Mary J. Allison,
Lillie B. Holbrook,
Prospere IMorand, Teacher of French. Julius Eichberg, Teacher of 3Iusic. Mercy A. Bailey, Teacher of Drawing.
NORMAL SCHOOL.
West Newton street.
COMMITTEE.
Charles Hutchins, Chairman. John Noble, Secretary.
Wm. H. Learnard, Jr., John P. Ordway,
William B. Merrill, Moody Merrill,
George A. Thayer.
TEACHERS.
Larkin Dunton, Head Master. Florence W. Stetson, Assistant. Annie J. Stoddard, Assistant.
Jenny H. Stickney, Head Assistant.
Bertha W. Hintz, Assistant.
Charles A. Barry, Teacher of Drawing.
EOXBURY HIGH SCHOOL.
COMMITTEE.
Moody Merrill, Chairman. John E. Fitzgerald, George H. Plummer, Wm. J. Porter, Lucius Slade, Nath'l B. Shurtleff, Henry J. Colman, Hall Curtis,
George M. Hobbs, Secretary. George L. Chaney, Francis D. Stedraan, William Read, Wm. H. Learnard, Jr., John S. H. Fogg, Joseph A. Tucker, William T. Adams.
398 ANNUAL SCHOOL REPORT.
TEACHERS.
Samuel M. Weston, Jlead Master. M. L. Tincker, Head Assistant.
ASSISTANTS.
Emily Weeks, Eliza D. Gardner,
Helen A. Gardner, Edna F. Calder.
Clara H. Balcli, Julius Eichberg, Teacher of Music.
Benj. F. Nutting, Teacher of Drawing. M. de Maltchyce, Teacher of French. John F. Stein, Teacher of German. Lieut.-Col. Hobart Moore, Teacher of
Military Drill.
DORCHESTER HIGH SCHOOL.
COMMITTEE.
William T. Adams, Chairman. John W. Porter, Secretary.
John H. McKendry, Benjamin Gushing,
Moody Merrill, Baylies Sanford,
Edward H. Dunn.
TEACHERS.
Elbridge Smith, Head Master. Eebecca Vinal Humphrey, Assistant.
Mary Wcntworth Hall, HeadAss't. Ellen Germaine Fisher, Assistant.
Harriet Byron Luther, Assistant. Mercy A. Bailey, Teacher of Drawing.
Julius Eichberg, Teacher of Music. Charles De Legarliere, Teacher of John Frederick Stein, Teacher of Ger- French.
Tnan. Lieut.-Col. Hobart Moore, Teacher
of 3Iilitary Drill,
DEPARTMENT OF VOCAL MUSIC.
Julius Eichberg, General Supervisor of Music, and Teacher of Music in the
High Schools, 154 Tremont street. Luther W. Mason, Director of Music in the Primary Schools, 3 Cumston
place. Address at the Eooms, City Hall. H. E. Holt, Director of Music in the Grammar Schools, third, fourth, fifth,
and sixth classes, 31 Ball street, Koxbury. Address at the Rooms, City
Hall. Joseph B. Sharland, Director and Teacher of Music in the Grammar Schools,
first and second classes, 25 Hanson street. Hiram Wilde, Assistant Teacher of Music, 77 Shawmut avenue.
HIGH SCHOOLS. 309
DEPARTMENT OF DRAWING.
"Walter Smith, Normal Art Instructor, and General Supervisor of Drawing, City Point, South Boston.
SPECIAL INSTRUCTORS.
Charles A. Barry, Latin School, ami Normal School. Address at the City Hall.
Henry Hitchings, English High School and Girls' High School, Dodham.
Edward K. Clark, Assistant in English High School.
Mercy A. Bailey, Dorchester High Scliool, and Girls' High School.
Benjamin F. Nutting, Roxbury High School.
These Instructors also supervise the Drawing in the Grammar and Primary Schools as far as their time allows.
FREE EVENING DRAWING SCHOOLS.
Walter Smith, Director of the Classes. Monday, Tuesday, Thursday, and Friday, 7 to 9 P. M.
Appleton- street ScJwol-house.
G. W. Bartlett, Principal of the Cast Drawing School.
Charles Furneaux, Principal of the Free Hand Drawing School.
Starr King School-house, Tennyson street. Daniel "W. Willard, Principal of the Instrumental School.
Mason street. C. W. Damon, Willis H. Myrick.
Assistants at Appleton street ami Tsnnyson street.
E. Paul, C. S. Ward,
George H. Young, J. L. Frisbe,
Frank B. Morse.
THE SCHOOL DISTEICTS
ARRANGED IN ALPHABETICAL ORDER.
ADAMS SCHOOL DISTRICT.
COMMITTEE.
George H. Plummer, Chairman.
Henry S. Washburn,
John Noble,
Eeuben Peterson, Jr.,
Benj. F. Campbell, Secretary. Willard S. Allen, Edward H. Dunn.
ADAMS SCHOOL.
Eobert C. Metcalf, Master. Frank F. Preble, Sub-Master.
Mary M. Morse, 3faster's Assistant. Martha E. Webb, Head Assistant.
Louisa E. Harris, Head Assistant. Lucy A. Wiggin, Head Assistant.
ASSISTANTS.
Sarah M. Boyd, Harriett Sturtevant, Ellen M. Robbins,
Clara Robbins, L. Frances Gardner, Clara J. Doane, Margaret E. Robbins.
PRIMARY SCHOOL.
Adams School-house.
Sarah A. Cook, Ellen James,
Mary H. Allen, . Mary E. Wiggin,
Eliza A. Wiggin, Anna E. Reed.
Sub- Committee, Messrs. Plummer and Dunn.
Emily C. Morse.
Sumner street.
Rosa L. Morse. Sub- Committee, Mr. Washburn.
SCHOOL UrSTRICTS. 401
Wehste7' sireei. Grace E. Wasgatt.
Suh-Commitiee, Mr. Campbell.
BIGELOW SCHOOL DISTRICT.
COMMITTEE.
Warren P. Adams, Chairman. P. J. Whelton, Secretary.
Francis H. Underwood, Arthur H. Wilson,
Christopher A. Connor, Hugh J. Toland,
Richard J. Fennelly, George A. Thayer,
Joseph H. Allen.
BIGELOW SCHOOL.
Fourth street, Corner E street, South Boston. Thomas H. Barnes, Master. Fred O. Ellis, Sub-Master.
Alonzo Meserve, Usher. Clara E. Farrington, 3Iaster^s Ass't.
Amelia B. Coe, Read Assistant.
ASSISTANTS.
Eliza B. Haskell, Harriet A. Watson,
Ellen Coe, Henrietta L. Dwyer,
Mary L. Lufkin, Lucinda P. Bowley,
Celinda Seaver, Lucj^ C. Bartlett,
Malvena Tenney, Abby J. Adams.
Washington Village Branch. Leander Waterman, Sub- Master.
ASSISTANTS.
Mary Nichols, Mary L. Kinne,
Laura A. Neilson, Lucy M. Marsh.
PRIMARY SCHOOLS.
Ilaives Hall, Broadway.
Anna C. Gill, Abby B. Kent,
Alice Danforth, Lucy E. T. Tinkham,
Ann J. Lyon, Mary P. Colburn,
Mary E. Johnston, Harriet A. Clapp.
402
ANNUAL SCHOOL REPORT.
Rear Ilawes Hall.
Tiley A. Bolkcom, Emily T. Smith.
Mary L. Howard,
Corner Dorchester and Fourtlt Stxeets.
Josephine B. Cherrington, Sarah A. Graham.
BOWDITCH SCHOOL DISTRICT.
John P. Ordway, Chairman^ John P. Reynolds, George F. Bigelow, William T. Adams, John M. IMaguire,
COJMMITTEB.
Henry J. Colman, Secretary. KichardJ. Fennelly, Edward C. Leonard, John W. Eraser, John J. Murphy, Edward B. liankin.
BOWDITCH SCHOOL.
South Street.
Alfred Hewins, Master. Erancis R. Honey, blaster's Assistant.
Mary M. T. Folej', Jlead Assistant. Susan H. Thaxter, Head Assistant. Clarinda R. F. Treadwell, Head Assistant.
Caroline W. Marshall, Caroline E. Jennison, Margaret E. Sheehan, Eliza M. Evert,
ASSISTANTS.
Mary E. Nichols,
Ellen M. S. Treadwell,
Ruth H. Clapp.
Eliza A. Baxter, Sewing Teacher.
Amelia E. N. Treadwell. Octavia C. Heard. Ellen L. F. Collins. Hannah E. G.-Gleason. Maria J. Coburn. Sophronia N. Herrick. Julia M. DriscoU.- Matilda Mitchell. . Marian A. Flynn.
Anna M. LeCain.
PRIMARY SCHOOLS.
Cove Street.
Siih- Committee, Mr. Maguire.
Mr. Adams.
Mr. Murphy.
Mr. Colman.
Mr. Rankin.
Mr. Fennelly,
Mr. Ordway.
Mr. Bigelow.
Mr. Leonard.
East Street.
Sub- Committee, Mr. Thayer.
SCHOOL DISTRICTS.
403
BOWDOIN SCHOOL DISTRICT.
COMMITTEE.
Hall Curtis, Chairman. J. Baxter Upham, John F. Jarvis, William O. Johnson, James Eeed,
John T. Beckley, Secretary.
Ezra Palmer,
Samuel H. Wentworth,
John E. Quinn,
Edward H. Dunn.
BOWDOIN SCHOOL.
Daniel C. Brown, 3Iaster. Mary Young, Sead Assistant.
Eliza A. Fay, Irene W. Wentworth, Ada L. Cushman, S. Frances Ferry,
Sarah J. Mills, Head Assistant, Sarah O. Brickett, Head Assistant.
C. Eliza Wason. Annie K. Adams.
ASSISTANTS.
Sophia B. Horr,
Martha A. Palmer,
Mary F. Grant.
Catharine E. Bigelow, Sewing Teacher.
PRIMARY SCHOOLS.
Somerset Street.
Sub- Committee, Mr. Quinn. " Mr. Johnson.
Sarah F. Russell. Elizabeth R. Preston. Annie M. Heustis.
Old Phillips School-house.
Suh- Committee, Mr. Jarvis. " Mr. Reed.
" M. Upham.
Clementine A. Baker.
26 Charles Street.
Sub- Committee, Mr. Curtis.
Mary E. Ames.
Olive Ruggles. Julia T. Jellison. Clara A. Robinson, Lydia A. Isbell,
Joy Street.
Sub- Committee, Mr. Dunn.
Blossom Street.
Sub- Committee, Mr. Wentworth.
" Mr. Palmer.
" Mr. Beckley.
" Mr. Johnson.
404 ANNUAL SCHOOL REPOKT.
BOYLSTON SCHOOL DISTRICT.
COMMITTEE.
Solon Thornton, Chairman. Abijali Ricliardson, Secretary.
Jolin P. Reynolds, Jonathan A. Lane.
John P. Ordway, William H. Baldwin,
Francis D. Stedman, Henry J. Colman,
John M. Maguire, George L. Chaney. Hugh J. Toland,
BOYLSTON SCHOOL.
Washington Street, near Dover Street.
John Jameson, blaster. Henry H. Kimball, Suh-Master,
Mary A. Davis, Master's Head Assistant.
ASSISTANTS.
Mary L. Holland, Jane M. BuUard,
Mary H. Cashman, Eliza J. Dyar,
Bridget A. Poley, L. Ella Bacon,
, Mary L. H. Gerry.
Caroline R. Dawes, Sewing Teacher.
PRIMARY SCHOOLS.
Way street.
Mary E. Sawyer.
Suh- Committee, Messrs. Thornton and Baldwin. Charlotte L. Young.
Sub- Committee, Messrs. Reynolds and Lane. Emma K. Youngman.
Sub- Committee, Messrs. Chaney and Richardson.
Oenessee street.
Susan H. Chaffee.
Sub-Committee, Messrs. Stedman and Toland. Harriet M. Bolman.
Sub- Committee, Messrs. Richardson and Colman. Anna T. Corliss.
Sub- Committee, Messrs. Ordway and Maguire.
SCHOOL DISTRICTS.
405
BRIMMER SCHOOL DISTRICT.
COMMITTEE.
J. Coffin Jones Brown, Chairman.
Henry P. Shuttuck,
Charles Hutcliins,
William Woods,
Joseph Willard,
John J. JMurphy,
Charles J. Prescott, Secretary. Solon Thornton, Samuel B. Cruft, George L. Chaney, George L. Filkins.
BEIMMER SCHOOL.
Joshua Bates, Master.
T. H. Wason, Usher.
Abba D. Hawkes, Head Assistant,
E. Bentley Young, Sub-3Iaster. Rebecca L. Duncan, Master's Assist- ant.
ASSISTANTS.
Kate C. Martin, LutheraW. Bird, Annie P. James, Mercy A. Davie, Helen L. Bodge,
Mercy T. Snow, Amanda Snow, Caroline J. Spaulding, Sarah J. March, Annie M. Chambers.
PRIMARY SCHOOLS.
Starr King School, Tennyson street.
Rebecca J. Weston. Sub- Committee, Mr. Wood.
Anna E. English. " Mr. Murphy.
Lucy H. Symonds. " ]\Ir. Chaney.
Sarah Farley. " Mr. Eilkins.
H. Ellen Boothby. " Mr. Prescott.
Sarah R. Bowles. -" Mr. Shattuck.
Eliza E. Poster. " Mr. Thornton.
Frances B. Dewey. Emma F. Burrill. Eliza F. Moriarty. Deborah K. Burgess Malvina R. Brigham
Skinner School, corner Fayette and Church streets.
3ub- Committee, Mr. Hutchins. " Mr. Willard.
" Mr. Prescott.
" Mr. Cruft.
" Mr. Chaney.'
406
ANNUAL SCHOOL REPORT.
CHAPMAN SCHOOL DISTRICT.
COMMITTEE.
Willard S. Allen, Chairman. Henry S. Washburn, John Noble, Benjamin F. Campbell,
Edward H. Dunn, Secretary. Reuben Peterson, Jr., George H. Plummer.
CHAPMAN SCHOOL.
Eutaw street. East Boston.
George R. Marble, Master. Mary E. Allen, Master's Assist- ant. Maria D. Kimball, Head Assistant.
Orlendo W. Dimick, Sub-Master. Sara F. Tenney, Head Assistant. Jane F. Reid, Head Assistant.
ASSISTANTS.
Sarah T. Synett, Judith P. Meader, Lucy E. Woodwell,
Harriet E. Morrill, Lizzie M. Gregory, Mary E. BuflPum. Annie J. Noble, Sewing Teacher.
PRIMARY SCHOOLS.
Webb School, Porter street.
Mary A. Shaw, Abby D. Beal,
Caroline S. Litchfield, Ada D. Prescott,
Helen T. Higgins, Mary E. Reid.
Sub- Committee, Messrs. Allen and Campbell.
Harriet C. Bates, Marietta Duncan.
Tappan School, Lexington street.
Mary C. Hall,
Sub- Committee, Mr. Campbell.
Hannah F. •Crafts.
Monmouth street.
Sub- Committee, Mr. Allen.
SCHOOL DISTllICTS.
407
COMINS SCHOOL DISTRICT.
COMMITTEE.
George M. Hobbs, Chairman. George F. Emery, Joel Seaverns, James Morse, James Waldock,
Charles K. Dillaway, Secreiary. Albert E. Dunning, George H. Monroe, Joseph O'Kane, John D. Carty.
COMINS SCHOOL.
Tremont street, corner of Gore Avenue.
Daniel TV. Jones, blaster. Alfred Bunker, Sub- Master.
Julia A. Scribner, Master's Assistant. Dora O. Wait, Master's Assistant. Almira W. Chamberline, Head Assist- Eliza C. Fisher, Head Assistant, ant. Florence E. Tilton, Head Assistant.
ASSISTANTS.
Martha A. Cumniings, Adelina May, Julia A. C. Gray, Emma E. Towle, Annie L. Hudson, Lillian E. Davis,
Charlotte P. Williams, Delia M. Upham, E. Josephine Page, Emily Swain, S. Lizzie Lovell, Penelope G. Hayes.
Delia Mansfield, Sewing Teacher.
PRIMARY SCHOOLS.
Phillips street.
Annie E. Clark, Caroline L. Bicknell.
Sub- Committee, Mr. Waldock. Sarah E. Haskins. Sub- Committee, Mr. Carty.
Kate M. Murphy, Amelia F. Boston.
Sub- Committee, Mr. Morse. M. Louisa Cummings. Sub- Committee, Mr. Carty.
Caroline M. Brackett. " Mr. Seaverns.
Sarah B. Bancroft. " " Mr. OKane.
Elizabeth Johnson,
Caroline D. Putnam,
Cottage jplace.
Adaline Beal. Siib- Committee, Mr. O'Kane.
Sub-Committee, Mr. Dunning.
408
ANNUAL SCHOOL REPORT.
Jane B. Lawrence. Sarah J. Cook. Ellen M. Holt,
Caroline A. Gras
Ileath street.
Suh- Committee, Mr. Dillaway.
" Mr. Monroe.
Emma Waldock. Sui- Committee, Mr. Emery.
Francis street.
Suh- Committee, Mr. Dillaway.
DEARBORN SCHOOL DISTRICT.
COMMITTEE.
James Morse, Chairman. Ira Allen, John 0. Means, Moody Merrill, Joseph A. Tucker, George E. Emery,
George W. Adams, Secretary. George H. Lloyd, Joel Seaverns, John D. Carty, Edward G. Morse.
DEARBORN SCHOOL.
» Dearborn place.
William H. Long, blaster. Harlan P. Gage, Suh-3Iaster.
L. Anna Dudley, Master's Assistant. Philena W. Roimseville, Head Assist.
Harriet E. Burrell, Head Assistant. Evelyn L. Holbrook, Head Assistant.
ASSISTANTS.
Cynthia G. Melvin, Sarah H. Hosmer, Anne M. Backup, Elizabeth M. Wood, Phebe H. Simpson, Mary E. McCarty,
Erances L. Bredeen,
Clara T. Eisher,
Bell J. Dunham,
Elizabeth R. Wallis,
Mary F. Walsh.
Catherine G. Hosmer, Sewing Teacher.
Mary E. Neale, Clarabel E. Chapman,
PRIMARY SCHOOLS.
Eustis street.
Abby L. Baker. Suh- Committee, Mr. J. Morse.
Kate M. Wallace. Suh- Committee, Mr. Lloyd.
SCHOOL DISTRICTS.
409
Mary M. Slienvin, Emily M. Pevear, Clara F. Conant,
Anna M. Balch, Ellen M. Oliver, Ada L. McKean, Louise D. Gage.
George street.
Mary C. Smith. Sub-Committee, Mr. E. G. Morse.
Flora J. Cutter. Sub-Committee, Mr. Means.
Mary E. Aldrich. Sub- Committee, Mr. Carty.
Yeoman street.
Susan F. Rowe. Suh- Committee, Mr. Allen.
Mary E. Mason. Suh- Committee, Mr. Adams.
Annie M. Croft. Sub-Committee, Mr. Merrill.
Sub- Committee, Mr. Seaverns.
DORCHESTER EVERETT SCHOOL DISTRICT.
COMMITTEE.
Frederick P. Moseley, Chairman. Benjamin Gushing, Joseph Willard, Baylies Sanford,
Nath'l B. Shurtleff.
DORCHESTER EVERETT SCHOOL.
Sumner street.
Roland F. Alger, Master. , Master's Assistant.
Helen M. Hills, Sarah M. Bearse.
Cora L. Etheridge, Marion W. Brooks.
ASSISTANTS.
Anna M. Foster,
PRIMARY SCHOOLS. Sumner street.
Annie W. Ford,
410
ANNUAL SCHOOL RECORT.
DWIGHT SCHOOL DISTRICT.
COMMITTEE.
William H. Learnard, Jr., Chairman. Stephen G. Deblois, Secretary. Eobert C. Waterston, John "W. Porter,
William B. Merrill, Abijah Richardson,
George H. Nichols, Samuel B. Cruft,
Lyman Mason, Geoi'ge L. Chaney,
William H. Baldwin.
James A. Page, Master.
AValter S. Parker, Usher.
Margaret P. Kelley, Uead Assistant.
DWIGHT SCHOOL.
West Springfield street.
Silas H. Haskell, Suh-Master.
Ruth G. Rich, Master's Assistant.
ASSISTANTS.
Mary C. E. Towle, Elizabeth J. Kelley,
Mary E. Trow,
Laura A. Pendleton, Caroline E. Jpnes, Amelia M. Hickley, Emily F. Carpenter.
Augusta A. Davis. Martha B. Lucas. Sarah E. Crocker. Henrietta Draper. Clara B. Gould. Anna Severance.
PRIMARY SCHOOLS. Rutland street.
Sub- Con,
mittee, Mr. Waterston. Mr. Richardson. Mr. Deblois. Mr. Nichols. Mr. Chaney. Mr. Cruft.
ELIOT SCHOOL DISTRICT.
COMMITTEE.
George D. Ricker, Chairman. James M. Badger, Lucius Slade, .John W. Eraser, James A. McDonough,
William J. Porter, Secretary. Frank B. Clock, Nathaniel B. Shurtleff, Michael Moran, Thomas F. Mahan.
SCHOOL DISTRICTS.
411
ELIOT SCHOOL.
NoHh Bennet Street.
Samuel "W. Mason, Master. Granville S. Webster, Usher. Adolin M. Steele, Head Assistant.
AValter H. Newell, Sub-Master. Frances M. Bodge, Head Assistant.
ASSISTANTS.
Elizabeth M. Turner, Kate L. Dodge, M. Ella Wilkins, Clara A. Newell, Mary E. Hanney, Hannah M. Seavey.
0. Augusta Welch, Mary Heaton, Clara AVinning, Emily F. Marshall, Frances Giles.
Harriet S. Boody. Mary A. J. Kobinson. Cleone G. Tewksbury. Harriet E. Lanipee. Sophia Shepard. Sarah A. Winsor.
PRIMAKY SCHOOLS.
Snelling place.
Sub- Committee, Mr. llicker.
" Mr. Porter.
" Mr. Badger.
" Mr. McDonald.
" Mr. Ricker.
" Mr. Mahan.
Charter street.
Ellen Fitzgerald. J. Ida Monroe. Juliaette Davis. Sarah Eipley. Julia A. Cutts. Eliza Brintnall.
Sub- Committee, Mr. Eraser. " Mr. Badger.
" Mr. Porter.
" Mr. Slade.
" Mr. Eraser.
" Mr. Clock.
Ann A. Coleman. Mary E. Barrett. Kate S. Sawyer. Adelaide E. Badger.
North Bennet street.
Suh- Committee, Mr. Mahan. " Mr. Moran.
" Mr. Shurtleff.
" Mr. Ricker.
412
ANNUAL SCHOOL REPORT.
EVERETT SCHOOL DISTRICT.
COMMITTEE.
Robert C. Waterston, Chairman.
Lyman Mason,
Wni. H. Learnard, Jr..
"William B. Merrill,
George H. Nichols,
Stephen G. Deblois, Secretary. William H. Baldwin, William T. Brigham, Samuel B. Cruft, Jonathan A. Lane.
EVERETT SCHOOL.
West Northampton street.
George B. Hyde, Master. Margaret E. Johnson, Blaster's Assist-
S. Flora Chandler, Head Assistant. ant.
Janet M. Bullard, Head Assistant. Anna C. Ellis, Head Assistant.
Maria S. Whitney, Mary A. Gavett, Ann R. Gavett, Louisa M. Alline, E. L. P. Shannon,
ASSISTANTS.
Susan S. Foster, Abby C. Haslet, Eva M. Keller, Clara Nelson, Sarah W. Pollard. Martha A. Sargent, Sewing Teacher.
Eliza C. Gould. Mary H. Downe. Mary A. Crocker. Alice E. Shedd. Caroline S. Lamb. Lydia A. Sawyer. Almira S. Johnson. Hannah M. Coolidge. Emma Halstrick. Lydia F. Blanchard.
PRIMARY SCHOOLS.
West Concord street.
Sub' Committee. Mr. Nichols.
" Mr. Mason.
" Mr. Merrill.
" Mr. Baldwin.
" Mr. Learnard.
*' Mr. Lane.
" Mr. Waterston.
" Mr. Cruft.
" Mr. Deblois.
" Mr. Lane.
SCHOOL DISTRICTS.
413
FRANKLIN SCHOOL DISTRICT.
C03IMITTEE.
Francis D. Stedman, Chairman. William T. Brigham, Wm. H. Learnard, Jr., Charles Hutchins, Charles L. Flint, George H. Nichols,
Abijah Richardson, Secretary. Stephen G. Deblois, "William H. Baldwin, John H. McKendry, William Read, Jonathan A. Lane.
FRANKLIN SCHOOL.
Ringgold street.
Granville B. Putnam, Master. Jane S. Tower, Master's Assistant.
Isabella M. Harmon, Head Assistant. Sarah A. Gale, Head Assistant. Catharine T. Simonds, Head Assistant.
ASSISTANTS.
Mary L. Masters, Martha J. Burge, Margaret E. Scliouler, P. Catharine Bradford, Mary A. Mitchell,
Elizabeth J. Brown, Caroline A Mason, Sarah D. Hamblin, K. E. Blanchard, Annie E. Parker.
Elizabeth D. Cutter, Sewing Teacher.
Helen M. Faxon. Georgiana A. Abbott. Margaret Crosby. Caroline A. Miller. Lucy A. Cate. Isadora Page.
PRIMARY SCHOOLS. Groton Street.
Sub- Committee, Mr. Richardson. " Mr. Hutchins.
" Mr. Deblois.
" Mr. Learnard.
" Mr. Read.
" Mr. Lane.
GIBSON SCHOOL DISTRICT.
COMMITTEE.
Baylies Sanford, Chairman, Joseph Willard,
Benjamin Gushing, Frederick P. Moseley,
Nathaniel B. Shurtleff.
414
ANNUAL SCHOOL REPORT.
GIBSON SCHOOL,
School Street, Dorchester.
William E. Endicott, Master. Emma L. Howe, Head Assistant.
Elizabeth E. Shove, Assistant. Charlotte E. Baldwin, Assistant.
ATHERTON INTERMEDIATE.
Green Street. Ella S. Wales, Head Assistant.
E. Louise Brown, Ella Whittredge.
Edna L. Gleason.
PRIMARY SCHOOLS. School Street {Dorchester).
Suh- Committee, Mr. Sanford. Green Street.
Sub-Committee, Mr. Sanford.
HANCOCK SCHOOL DISTRICT.
Lucius Slade, CJiairman. Geo. D. Ricker, James M. Badger, John W. Eraser, William J. Porter,
COMMITTEE.
James A. McDonough, Secretary. Michael Moran, Thomas F. Mahan, Edward H. Dunn, John T. Beckley, Charles C. Perkins. ,
HANCOCK SCHOOL.
Parm,enier Street.-
.James W. Webster, Master. Ellen C. Sawtelle, Master's Assistant.
Emily F. Fessenden, Head Assistant. Ellen A. Hunt, Head Assistant. Martha F. Winning, Head Assistant.
ASSISTANTS.
Amy E. Bradford, Josephine M. Robertson, Clara E. Bell, Mary E. F. McNeil,
Helen M. Hitchings, Susan E. Allen, Mary E. Skinner, Sophia L. Siierman.
SCHOOL DISTRICTS.
415
Cushman Building, Parmenter Street. Marie L. Macomber, Head Assistant.
Achsah Barnes, Annie E. Caldwell,
ASSISTANTS.
Olive M. E. Eowe, Anna N. Jacobs. Mary H. Cheney, Sewing Teacher.
PRIMARY SCHOOLS. Cushman School, Parmenter street.
Sarah E. Ward, |
Sub- Committee |
Mr. Perkins. |
|
Adeline S. Bodge. |
Mr. McDonough |
||
Harriet M. Eraser. |
Mr. Eraser. |
||
Augusta H. Barrett. |
Mr. Badger. |
||
Rosanna B. Raycroft. |
Mr. Beckley. |
||
Mary L. Desmond. |
Mr. Porter. |
||
Mary J. Clark. |
Mr. Dunn. |
||
Marcella 0. Halliday. |
Mr. Moran. |
||
Sarah F. Ellis. |
Mr. Dunn. |
||
Elizabeth A. Fisk. |
Mr. Slade. |
||
Maria A. Gibbs. |
Mr. Moran. |
||
Cooper street. |
|||
Lucy A. Pike. |
Sub- Committee |
Mr. Porter. |
|
Teresa M. Gargan. |
<( |
Mr. McDonough. |
|
Thacher street. |
|||
Sarah L. Shepherd. |
Sub- Committee, |
Mr. Badger. |
|
Sarah J. Copp. |
(I |
Mr. Eraser. |
|
Lucy C. Flynn. |
i( |
Mr. Ricker. |
Josephine B. Silver. Martha F. Boody. Esther W. Mansfield.
Ingraham School, Sheafe street
Sub- Committee, Mr. Mahan. " Mr. Mahan.
Mr. Ricker.
HARRIS SCHOOL DISTRICT.
COMMITTEE.
William T. Adams, Chairman. John W. Porter, Secretary.
J. H. McKendry, Willard S. Allen,
John C. J. Brown.
416 ANNUAL SCHOOL KEPORT.
HARRIS SCHOOL.
Corner of Adams and Mill streets. Edwin T. Home, Master. Ann Tolnian, Head Assistant.
ASSISTANTS.
Elizabeth P. Boynton, Sarah E. Hearsey,
J. Annie Bense, Marion B. Sherburne.
Mrs. A. S. Ryder, Sewing Teacher.
PRIMARY SCHOOLS.
Harris ScJiool-house.
Marion B. Sherburne. Siih- Committee, Mr. Porter.
Anne M. Gilbert. " Mr. McKendry.
Mary C. Edes. *' Mr. Adams.
LAWRENCE SCHOOL DISTRICT.
COMMITTEE.
Hugh J. Toland, Chairman. P. J. Whelton, Secretary.
"Warren P. Adams, Richard J. Fennelly,
Christopher A. Connor, George A. Thayer,
John S. H. Fogg, Edward C. Leonard. John E. Eitzgerald,
LAWRENCE SCHOOL.
B street, corner of Third street.
Amos M. Leonard, Master. Delwin A. Hamlin, Sub-Master.
Henry L. Clapp, Usher. G. C. Emery, Usher.
Alice Cooper, Master's Assistant. Emma P. Hall, Head Assistant.
ASSISTANTS.
Mary E. H. Ottiwell, Martha S. Damon,
Abby C. Burge, Margaret Holmes,
Margaret A. Gleason, Margarette A. Moody,
Mary A. Conroy, Catherine M. Lynch,
Mary W. Bragdon, Mary E. Stubbs,
Eilena Hurlbutt, M. Louise Gillette.
SCHOOL DISTRICTS.
417
PRIMARY SCHOOLS. Broadway, between B and C streets.
Mary A. llontague. Lucy M. Cragin. Anna M. Elwell. Ada A. Bradeen. Willietta Bicknell. Elizabeth S. Lakeman. M. E. Witherell. Elizabeth A. McGrath. Ann E. Newell. Ophelia S. Newell. Sarah M. Brown. Alice W. Baker.
Suh-Committee, Mr. Fogg.
" Mr. Whelton.
" Mr. Leonard.
" Mr. Adams.
" Mr. Toland.
" Mr. Connor.
" Mr. Fennelly.
«< Mr. Thayer.
" Mr. Fitzgerald.
" Mr. Connor.
" Mr. Toland.
" Mr. Fennelly.
LEWIS SCHOOL DISTRICT.
Joel Seaverns, Chairman. George H. Monroe, P. O'Meara Edson, Moody Merrill, Geo. M. Hobbs,
COMMITTEE.
Edward G. Morse, Secretary, Charles K. Dillaway, George H. Lloyd, Frederick P. Moseley, Joseph O'Kane,
Joseph A. Tucker.
LEWIS SCHOOL. Corner of Dale and Sherman streets. W. L. P. Boardman, Master. Chas. F. King, Sub-Master.
Sarah E.Fisher, Master's Assistant. Elizabeth S. Morse, Head Assistant.
Eunice C. Atwood, Head Assistant.
Emily B. Eliot, Henrietta M. Young, Maria L Miller, Lucctta F. Bean,
ASSISTANTS.
Louisa J. Hovey, Susan A. Button, Martha C. Gerry, Annie E. Boynton, Malvina L. Sears.
418
ANNUAL SCHOOL REPORT.
Joanna Monroe. Alice C. Pierce.
Frances N. Brooks. Eliza J. Goss. Helen Crombie. Caroline Eliot.
A. B. Russell. Maria L. Burrill.
Frances H. C. Bradley,
PRIMARY SCHOOLS.
Thornton street.
Sub- Committee, Mr. Hobbs. " Mr. O'Kane.
Winthrop street.
Suh- Committee, Mr. Merrill.
" Mr. E. G. Morse.
" Mr. Seaverns.
Monroe street.
Sub- Committee, Mr. Dillaway. " Mr. Lloyd.
Mount Pleasant avenue.
Eloise B. Walcott. Sub- Committee, Mr. Tucker.
LINCOLN SCHOOL DISTRICT.
COMMITTEE.
George A. Thayer, Chairman. Francis H. Underwood, John S. H. Fogg, Warren P. Adams,
Edward C. Leonard, Secretary. Arthur H. Wilson, J. H. Allen, Hugh J. Toland.
LINCOLN SCHOOL.
Broadway, near K street.
C. Goodwin Clark, Master. Alonzo G. Ham, Sub-Master.
Clara S. Nye, Master's Assistant. Mary E. Balch, Head Assistant.
Lydia Curtis, Head Assistant. Margaret J. Stewart, Head Assistant.
Harriet E. Marcy, Vodisa J. Comey, Emogene F. Willett, Susan Carty,
ASSISTANTS.
Myra S. Butterfield, Abby M. Holder, Martha B. Dinsmore, Ellen R. Wyman, Helen E. Head.
SCHOOL DISTEICTS. 419
CAP-EN SCHOOL.
Sarah C. Winn,
Margaret Reid, Sewing Teacher.
PRIMARY SCHOOLS. City Point, Fourth street, near L, Elizabeth M. Easton, Emma L. B. Hintz,
Mary A. Crosby, Josephine F. Krogman,
Matilda Stevens, Mary Cutler.
Sub-Committee, Messrs. Underwood, Wilson, and Allen.
Capen School, corner of I and Sixth streets.
Laura J. Gerry, Mary E. Powell,
Susan Hutchinson, Ella M. Warner,
Mary H. Faxon. Sub-Committee, Messrs. Thayer, Fogg, and Adams.
LYMAN SCHOOL DISTRICT.
COMMITTEE.
Henry S. Washburn, Chairman. Reuben Peterson, Jr., Secretary,
John Noble, Benjamin F. Campbell,
George H. Plummer, George D. Ricker,
Willard S. Allen.
lVmAN SCHOOL. Corner of Paris and Decatur streets.
Hosea H. Lincoln, Master. George K. Daniell, Jr., Sub- Master.
Cordelia Lothrop, Master's Assistant. Eliza F. Russell, Head Assistant. Mary A. Turner, Head Assistant.
ASSISTANTS.
Amelia H. Pitman, Lucy J. Lothrop,
Mary P. E. Tewksbury, Harriet N. Webster,
Susan J. Adams, Emma P. Morey,
Clara M. Hovey, Louise A. Small.
Frances C. Close, Sewing Teacher.
420 ANNUAL SCHOOL REPORT.
PRIMARY SCHOOLS. Paris street. Susan H. M. Swan, Harriet N. Tyler,
Angeline M. Cudworth, Abby M. Allen,
Anna I. Duncan, Elizabeth A. Turner.
Sub- Committee, Mr. Peterson.
Old Lyman School-house, Webster street. Frances I. Dayley. Sub- Committee, Mr, Peterson.
Mary E. Morse. " Mr. "Washburn.
Messrs. Washburn and Ricker, committee of all the schools in Lyman school-house.
MATHER SCHOOL DISTRICT.
COMMITTEE.
Benjamin Gushing, Chairman. Baylies Sanford, Secretary.
Pred P. Moseley, Joseph Willard,
Nathaniel B. Shurtleff.
MATHER SCHOOL. Meeting- House Hill. Daniel B. Hubbard, Master. Sarah W. Symms, Head Assistant.
ASSISTANTS.
Lucy J. Dunnels, Mary C. Jacobs,
Annie L. Jenks, S. Kate Shepard,
Sarah E. Austin, Ella L. Howe.
PRIMARY SCHOOLS.
Meeting- House Hill.
Ella L. Howe, M. Esther Drake,
Mary P. Pronk.
SCHOOL DISTRICTS.
421
MAYHEW SCHOOL DISTRICT.
COMMITTEE.
Samuel H. "Wentworth, Chairman. Lucius Slade, Wm. J. Porter, Ezra Palmer,
Frank B. Clock, Secretary. A. Kendall Tilden, John T. Bcckley, Thomas F. Mahan,
Edward B. Rankin.
MAYHEW SCHOOL. nawkins street.
Samuel Swan, Master. George W. M. Hall, Usher. Adeline F. Cutter, Head Assistant.
Quincy E. Dickerman, Suh-Master. Emily A. Moulton, Master's Assistant.
ASSISTANTS.
Luciette A. Wentworth, Alicia 0. Quimby, Alice A. Tufts,
Sarah "W. I. Copeland, Elizabeth L. West, Helen M. Coolidge, Ruth E. Rowe.
Emeline C. Farley. Ann M. F. Sprague.
Affie T. Weir. Elizabeth S. Parker.
Harriet A. Farrow. Harriet S. Lothrop.
PRIMARY SCHOOLS.
Grant place.
Suh- Committee, Mr. Beckley. Mr. Slade. " Mr. Clock.
" Mr. Mahan.
" Mr. Tilden.
Cooper street.
Sub-Committee, Mr. Rankin. " Mr. Porter.
MINOT SCHOOL DISTRICT.
COMMITTEE.
John W. Porter, Chairman. William T. Adams, Secretary.
John H. McKendry, Willard S. Allen.
J. Coffin Jones Brown.
422
ANNUAL SCHOOL REPORT.
MINOT SCHOOL. Walnut street, Dorchester, Joseph T. Ward, Jr., Master. Isabel F. P. Emery, ffead Assistant.
Annie E. Eisher,
ASSISTANTS.
Anne E. Collins.
Jennie M. Seaverns, Angelina A. Brigham.
PRIMAEY SCHOOLS. Walnut street, Neponset.
Erances E. Hildreth,
Adams street. Mary J. Pope.
NORCROSS SCHOOL DISTRICT.
Christopher A. Connor, Chairman. John S. H. Eogg, Arthur H. Wils«n, John E. Eitzgerald, Warren P. Adams,
Richard J. Fennelly, Secretary. Hugh J. Toland, George A. Thayer, Erancis H. Underwood, P. J. Whelton.
NORCROSS SCHOOL. Corner of D and Fifth streets.
Josiah A. Stearns, Master. Fiducia S. Wells, Head Assistant. Amanda Marble, Mead Assistayit.
Mary J. Fennelly, Master's Assist- ant.
ASSISTANTS.
Sarah B. Abbott, Mary Kyle, Juliette Wyman, Miranda A. Bolcom, Juliette Smith, Mary G. Lanning.
Sarah A. Gallagher,
Mary A. Neill,
Anne M. Prescott,
Harriet E. Johnston,
Emma L. Eaton,
Sarah J. Bliss, Teacher of Sewing.
SCHOOL DISTRICTS.
423
PRIMARY SCHOOLS. Parhman School, Silver street, near Dorchester Avenue.
Amelia McKenzie. Harriet L. Rayne. Mary G. A. Toland. Isabel M. Kelren. Mary F. Peeler.
Sub- Committee, Mr. Fitzgerald. " Mr. Toland.
" Mr. Fennelly.
" Mr. Thayer.
" Mr. Wilson.
Drake School, corner of C and Third, streets.
Laura A. Read. Mary K. Davis, Abby C. Kickerson. Fanny W. Hussey. Lucinda Smith. Sarah V. Cunningham.
Sub- Committee, Mr. Whelton.
" Mr. Underwood.
" Mr. Fogg.
" Mr. Whelton.
" Mr. Underwood.
«* Mr. Fennelly.
Ellen J. Cashman. Mary R. Roberts.
Vest7-y of D street Church.
Sub- Committee, Mr. Fitzgerald. " Mr. Toland.
PHILLIPS SCHOOL DISTRICT.
COMMITTEE.
William O. Johnson, Chairman. J. Baxter Upham, S. K. Lothrop, John F. Jarvis, Hall Curtis,
James Reed, Secretary. Nathaniel B. Shurtleff, A. Kendall Tilden, John E. Quinn, John T. Beckley,
Joseph Willard.
PHILLIPS SCHOOL. Phillips street.
James Hovey, Master.
George Perkins, Usher.
Laura M. Porter, Head Assistant.
Elias H. Marston, Sub-Master. Carrie T. Haven, Master's Assistant.
424
ANNUAL SCHOOL EEPOET.
ASSISTANTS.
Elvira M. Harrington, Hannah M. Sutton, Victoria M. Goss, Eliza A. Corthell,
Elizabeth "W. Nickerson. Sarah A. M. Turner. Mary E. Franklin.
Martha A. Knowles, Sarah E. Frye, Clara J. Reynolds, Martha F. Whitman.
PEIMARY SCHOOLS.
Phillips street.
Sub- Committee, Mr. Johnson. " Mr. Curtis.
" Mr. Quinn.
Barbara C. Farrington, Josephine O. HeJrick.
Elizabeth N. Smith.
Anderson street.
Sub- Committee, Mr. Beckley. Sub-Committee, Mr. Reed.
Joy street.
Sub- Committee, Mr. "Willard.
Ella F. Wright.
Phillips School-house.
Sui- Committee, Mr. Tilden.
PRESCOTT SCHOOL DISTRICT.
COMMITTEE.
John Noble, Chairman. Henry S. Washburn, Benjamin F. Campbell.
John W. Fraser, Secretary. Willard S. Allen, Reuben Peterson, Jr., George H. Plummer.
PRESCOTT SCHOOL.
Prescott street, East Boston.
James F. Blackinton, Master. L. Henry Dutton, Sub-Master.
Elizabeth R. Drowne, Master's Assist- Bernice A. De Mcrritt, Head Assist- ant, ant. Louise S. Hotchkiss, Head Assistant. Frances H. Turner, Head Assistant.
SCHOOL DISTRICTS.
425
ASSISTANTS.
Mary A. Ford, EUenette Pillsbury, Mary D. Day, Mary M. Foster.
Harriet N. Weed,
Sarah J. Litchfield,
Annie G. De Silva,
Annie J. Noble, Sewing Teacher.
PRIMARY SCHOOLS.
Prescott School- house.
Hannah L. Manson, Emma C. Reed,
Almaretta J. Critchett, Margaret A. Bartlett.
Suh- Committee, Messrs. Noble and Fraser.
Rice Building, Saratoga street.
Caroline Ditson, Florence H. Drew,
Abby M. Nye.
Suh- Committee, Messrs. Peterson and Noble.
Bennington-street Chapel.
Mary E. Plummer, Harriet T. Parker.
Sul- Committee, Mr. Noble.
Bennington street.
Elizabeth W. Hazell. Suh- Committee, Mr. Noble.
QUINCY SCHOOL DISTRICT.
COMMITTEE.
John E. Fitzgerald, Chairman,
William Woods,
Henry P. Shattuck,
John P. Reynolds,
John P. Ordway,
John M. Maguire,
John J. Murphy,
Edward B. Rankin, Secretary.
Solon Thornton,
Edward C. Leonard,
David W. Foster,
Henry J. Colman,
George L. Chaney.
QUINCY SCHOOL.
Tyler street. E. Frank Wood, Master. George W. Neal, Suh-Master.
J. Martin Dill, Usher. Annie M. Lund, Master's Head Assist-
Olive M. Page, Ilead Assistant. ant.
426
ANNUAI. SCHOOL REPORT.
ASSISTANTS.
Emily J. Tucker,
Nellie J. Frost,
Charlotte L. Wheelwrig-ht,
Josephine M. Hanna, Ellen G. O'Leary, Emily B. Peck, Margaret E. Tappan.
Harriette A. Bettis. Emily E. Maynard. Priscilla Johnson. Sarah E. Lewis. Julia A. O'Hara. Lavonne E. Wabridge. Ellen E. Leach. Susan Erizzell. Louisa Bowker.
PEIMAEY SCHOOLS.
East street.
Sub- Cor.
rimittee, Mr. Shattuck.
Mr. Foster.
Mr. Keynolds.
Mr. Woods.
Mr. Ordway.
Mr. Murphy.
Mr. Maguire.
Mr. Rankin.
Messrs. Colman and Leonard. Sub- Committee, Messrs. Thornton and Chaney.
RICE SCHOOL DISTRICT.
Charles L. Flint, Chairman William B. Merrill, J. Coffin Jones Brown, Charles Hutchins, Lyman Mason,
COMMITTEE.
Charles J. Prescott, Secretary. William Read, George E. Filkins, William H. Baldwin, Jonathan A. Lane, William T. Brigham.
RICE SCHOOL. Corner of Dartmouth and Appleion streets. Lucius A. Wheelock, Master. Edward Southworth, Sub-Master.
Charles F. Kimball, Usher. Martha E. Pritchard, Master's Assist-
E. Maria Symonds, Read Assistant. ant.
SCHOOL DISTRICTS.
427
ASSISTANTS.
Elsie J. Parker, Clara M. Symonds, Eliza Cox, Martha J. Porter, Cynthia M. Beckler,
Florence Marshall, Ella T. Gould, Dora Brown, Vacancy,
Josepliine G. Whipple. Georgiana A. Ballard. Frances M. Sylvester. C. Josephine Bates. Jane E. Haskell. Martha L. Beckler.
PRIMARY SCHOOLS.
Shawraut aveyiue.
Sub- Committee, Mr. Merrill.
" Mr. Filkins.
" Mr. Brown.
" Mr. MerrilL
" Mr. Baldwin.
" Mr. Filkins.
Appleton street.
Ella F. Wyman. Ella B. Cheney. Grace Hooper. Sarah E. Bowers. Emma F. Wyman.
Sub'Committee, Mr. Hutchins. " Mr. Read.
" Mr. Lane.
" Mr. Baldwin-
" Mr. Mason.
" Mr. Prescott.
SHERWIN SCHOOL DISTRICT.
COMMITTEE.
Ira Allen, Chairman. John O. Means, Stephen G. Deblois, Joseph A. Tucker, Moody Merrill,
P. O'Meara Edson, Secretary^ Geo. H. Lloyd, Albert E. Dunning, John D. Carty, Joseph O'Kane-
SHERWIN SCHOOL. Madison square. Silas C. Stone, Masttr. Chas. W. Hill, Sni-Master.
Julia F. Long, Master's Assistant. S. Maria Wheeler, Head Assistant. Martha A. Smith, Head Assistant. Lucy L. Burgess, Head Assistant.
428
ANNUAL SCHOOL REPORT.
Elizabeth B. Walton, Anna B. Carter, Harriet A. Lewis, Fanny McDonald, E. Elizabeth Boies, Fanny L. Stockman, Louisa Ayer.
Anna G. Fillebrown, Annie E. McDonald,
Annie E. Wallcut, Sarah L. Tewksbury,
Abby E, Ford,
Emily L, Marston. Annie H, Berry.
ASSISTANTS.
« Sarah R. Bonney,
Josephine D. Snow, Marion Henshaw, Caroline K. Nickerson. Isadora Bonney, Alice T. Kelley, Maria L. Young, Sewing Teacher.
PRIMARY SCHOOLS.
Weston street.
Mary E. Gardner. Suh- Committee, Mr. Carty.
Martha E. Page. Stib- Committee, Mr. Means.
Franklin place.
Sarah J. Davis. Suh- Committee, Mr. Allen.
Clara C, Walker. Suh- Committee, Mr. Tucker.
Avon place.
Elizabeth F. Todd. Sub- Committee, Mr. O'Kane.
Day's Chapel.
Sub- Committee, Mr. Lloyd,
Mill Bam.
Sub- Committee, Mr. Dunning.
SHURTLEFF SCHOOL DISTRICT.
.John S. H. Fogg, Chairman. Francis H. Underwood, Warren P. Adams, Baylies Sanford,
COMMITTEE.
Joseph H. Allen, Secretary. George A. Thayer, Christopher A. Connor, Nathaniel B. Shurtleff, P. J. Whelton.
SCHOOL DISTRICTS. 429
SHUKTLEFF SCHOOL.
Dorchester street, South Boston.
Henry C. Harden , Blaster. Anna M. Penniman, Master's Assist-
EUen E. Morse, Head Assistant. ant.
Lavinia B. Pendleton, Head Assistant. Emeline L. Tolman, Head Assistant.
ASSISTANTS.
Martha E. Morse, Catharine A. Dwyer, Sarah L. Garrett, Harriet S. Howes, Julia M. Pease,
Abby S. Hammond, Margaret T. Pease, Roxanna N. Blanchard, Eliza F. Blacker, Ella C. Handy. Eliza M. Cleary, Sewing Teacher.
PRIMARY SCHOOLS.
Clinch Building. F street, corner of Seventh.
Sarah B. Pacsara Marion W. Rundlett Ella R. Johnson. Mary E- Morse. Sophia C. Dudley Julia F. Baker.
Suh- Committee, Mr. Shurtleif. " Mr. Thayer.
" Mr. Connor.
" Mr. Sanford.
" Mr. Fogg.
" Mr. Adams.
Washi7igton Village.
Annie C. Carleton Annie A. Bailey. M. L. Moody. Edith A. Pope. Susan MuUoy. Rosabel Aldrich. Mary A. Jenkins
Suh- Committee, Mr. Thayer.
" Mr. Allen.
" Mr. Sanford.
*' Mr. Underwood.
" Mr. Allen.
" Mr. Adams.
" Mr. Whelton.
Grace E. Gragg.
Decker Hall.
Suh- Committee, Mr. Fogg.
430 ANNUAL SCHOOL REPORT.
STOUGHTON SCHOOL DISTRICT.
COMMITTEE.
John W. Porter, Chairman. Willard S. Allen, Secretary.
John H. McKendry, John C. J. Brown,
William T. Adams.
STOUGHTON SCHOOL. River street, Lower Mills. Edward M. Lancaster, Master. Elizabeth H. Page, Head Assistant.
ASSISTANTS.
Isabella A. Worsley, Emma A. Melville,
Catharine E. Cook.
PEIMAKY SCHOOLS.
River street.
Elizabeth J. Stetson, K. EUerine Kobie,
Hannah E. Pratt.
TILESTON SCHOOL DISTRICT.
COMMITTEE.
John H. McKendry, Chairman. John W. Porter, Secretary.
Willard S. Allen, John C. J. Brown,
Wm. T. Adams.
TILESTON SCHOOL.
Norfolk street, Mattapan. Henry B. Miner, Master.
ASSISTANTS.
Martha A. Baker, .
PRIMARY SCHOOLS.
Norfolk street. Elizabeth S. Fisher. Sub- Committee, Mr. McKendry.
SCHOOL DISTRICTS.
431
WASHINGTON ANI> DUDLEY SCHOOL DISTRICT.
COMMITTEE.
P. O'Mera Edson, Chairman. Ira Allen, John O. Means, James Waldock, George H. Monroe,
Geo. W. Adams, Seci-etary. Chas. K. Dillaway, Joel Seaverns, Albert E. Dunning, George F. Emery.
WASHINGTON SCHOOL.
2000 Washington street.
LeverettM. Chase, Master. Charles E. Swett, Suh- Master.
Harriet E. Davenport, Head Assistant.
Louisa "W. Emmons, Myra W. Pond,
ASSISTANTS.
Marietta Rice. Helen 0. Wyman.
DUDLEY SCHOOL.
BartUtt street.
Sarah J. Baker, Principal. Jane S. Leavitt, Head Assistant.
Eldora A. Pickering, Principal's Assist- ant.
Mary C. Whippey, Mary L. Gore,
ASSISTANTS.
Eliza Brown, Mary S. Sprague. Mary C. Pratt, Sewing Teacher.
PEIMARY SCHOOLS.
Anna M. Stone. S. Louisa Durant. H. Amelia Philbrick. Anna T. Bicknell.
Verno?i street.
Suh- Committee, Mr. Seaverns. *' Mr. Means.
" Mr. Dillaway.
" Mr. Monroe.
432
ANNUAL SCHOOL KEPORT.
Henrietta M. Wood. Mary A. Morse. Mary V. Woodman. Celia A. Scribner.
Putnam street.
Sub-Committee, Mr. Dunning. " Mr. Adams.
" Mr. Waldock.
" Mr. Emery.
WELLS SCHOOL DISTRICT.
John F. Jarvis, Chairman. William O. Johnson, Frank B. Clock, Nath'l B. Shurtleff, Lucius Slade,
COMMITTEE.
James A. McDonough, Secretary. Samuel H. Wentworth, Ezra Palmer, A. Kendall Tilden, John E. Quinn, James Reed.
WELLS SCHOOL. Corner of Blossom and McLean streets.
Rodney G. Chase, Master. Abby J. Boutwell, Master's Assist-
Mary S. Carter, Head, Assistant. ant.
Delia A. Varney, Head Assistant. Mary W. Perry, Head Assistant.
ASSISTANTS.
Mary A. C. Williams, Mary T. Locke,
Mary M. Perry, Mary G. Shaw,
Elizabeth P. Winning, Matilda A. Gerry.
Mrs. Frances E. Stevens, Sewing Teacher.
Maria W. Turner. Emma Dexter. Anna A. James. Eliza A. Freeman. Sarah C. Chevaillier. Lucy M. A. Redding.
PRIMARY SCHOOLS.
Emerson School, Pojolar street.
Sub- Committee, Mr. Wentworth. " • Mr. Reed. " Mr. Johnson.
" Mr. Clock.
" Mr. Quinn.
*' Mr. McDonough.
i
SCHOOL DISTEICTS.
433
Georgiana D. Bastow, Mary L. Bailey. Lavinia M. Allen. Lois M. Eea. Adelaide A. Rea. Isabella Bennett.
Dean School, Wall street.
Sub- Committee, Mr. Tilden.
" Mr. Quinn.
" Mr. Slade.
" ' Mr. Tilden.
" Mr. Slade.
" Mr. Clock.
WINTHROP SCHOOL DISTRICT.
COMMITTEE.
Henry P. Shattuck, Ohairman.
J. Coffin Jones Brown,
John P. Reynolds,
John P. Ordway,
Francis D. Stedman,
John M. Maguire,
George ~E. Bigelow,
TVilliam "Woods, Secretary. Samuel B. Cruft, Ezra Palmer, David W. Poster, George L. Chaney, George E. Filkins, John E. Fitzgerald.
WINTHROP SCHOOL.
Tremont street, near Eliot street. Robert Swan, Master. Susan A. "W. Loring, Master's Assist.
Mary Gertrude Ladd, Head Assistant. Emma K. Valentine, Head Assistant. Maria L. Barney, Head Assistant. Almira Seymour, Head Assistant.
ASSISTANTS.
Ella L. Bird, Elizabeth S. Emmons,
Mary F. Light, Edith Adams,
Mary E. Davis, Harriet R. G. DeRibas,
Mary J. Danforth, Emma V. Flagg,
Lizzie H. Bird, Carrie F. Welch,
Mary C. Jones, Mary E. Barstow. Isabella Cummings, Sewing Teacher.
PRIMARY SCHOOLS.
Tyler street.
Rachel R. Thayer. Suh- Committee, Mr. Woods.
Mary B. Browne. " Mr. Ordway.
Ella M. Seaverns. " Mr. Cruft.
Mary A. B. Gore. " Mr. Foster.
Frances Torrey. " Mr. Bigelow.
434 ANNUAL SCHOOL EEPORT.
Hudson street.
Caroline S. Crozier. Sub- Committee, Mr. Palmer.
Henrietta Madigan. " Mr. Maguire.
Emma I. Baker. • " Mr. Filkins.
Julia A. Mclntyre. " Mr. Fitzgerald.
SCHOOL FOR LICENSED MINORS.
North Margin street. Sarah A. Brackett.
East street place. Melissa P. Taylor.
SCHOOL FOR DEAF MUTES.
11 Pemherton square. Sarah Fuller, Principal.
ASSISTANTS.
Annie E. Bond, Ellen L. Barton.
KINDERGARTEN SCHOOL.
Corner of Allston and Somerset streets. Harriet J. Viaux, Principal.
SCHOOL DISTRICTS.
435
TRUANT OFFICERS.
The following is the list of the truant officers at present employed, with their respective districts, and with the school sections embraced in each truant district : —
OFFICERS. |
DISTRICTS. |
SCHOOI. SECTIONS. |
|
Chase Cole. |
North. |
Eliot, Hancock. |
|
C. E. Turner. |
East Boston. |
Adams, Chapman, Lyman, Prescott. |
|
Geo. M. Felch. |
Central. |
Bowdoin, Mayhew, Phillips, Wells. |
|
Jacob T. Beers. |
Southern. |
Brimmer, Bowditch, Quincy, Win- throp. |
|
Phineas Bates. |
South Boston. |
Bigelow, Lawrence, Lincoln, Nor- cross, and ShurtleiF. |
|
A. M. Leavitt. |
South. |
Dwight. Everett, Franklin, Rice, and Boylston. |
|
Samuel Mcintosh. |
Roxbury, East District. |
Lewis, Dearborn, and Washington. |
|
E. F. Mecuen. |
Roxbury, West District |
Comins, Dudley, and Sherwin. |
|
Jeremiah M. Swett. |
Dorchester, Northern trict. |
Dis- |
Lewis. Everett, Mather, Monroe, and Atherton. |
James P. Leeds. |
Dorchester, Southern trict. |
Dis- |
High, Harris, Gibson, Tileston, Stoughton, and Minot. |
OKDER BOXES.
North District.
Hancock School-house.
Police Station No. 1, Hanover street.
East Boston.
Adams, Chapman, and Prescott School-houses. Police Station, No. 7, Meridian street.
Central District,
Mayhew School-house.
Police Station No. 3, Joy street.
Southern District.
Brimmer and Quincy School-houses. Police Station No. 4, La Grange street.
436 ANNUAL SCHOOL REPORT.
South Boston.
Bigelow and Lincoln School-houses.
Police Station No. 6, Broadway, near C street.
South District.
Dwight and Rice School-houses.
Police Station No. 5, East Dedham street.
Roxbury, East District. Dearborn, Lewis, and Washington School-houses.
JRoxbury, West District. Sherwin and Comins School-houses.
Dorchester, Norihern District. Lewis, Everett, Mather and Monroe School-houses.
Dorchester, Southern District. Harris, Gibson, Stoughton and Minot School-houses.
CONTENTS
CONTENTS.
PAGE
Annual Report of the School Committee.
Introduction 5
Delay in Appointing tlie Committee 5
Superintendent's Eeports 6
General Statistics 6
New Normal School 7
Reorganization of Dorchester District 8
New Building for the Latin and English High Schools 9
Defects in our School System 10
Examination of Schools 10
Assistant Superintendents 11
Examination of Teachers 12
Co-operation between the High and Grammar Schools 14
Industrial Education 15
• Accompanying Documents ^ . IG
Concluding Remarks 16
Kbports of Committees on the High Schools.
Latin School 21
Catalogue of the Latin School 29
English High School 33
Catalogue of English High School 37
Girls' High and Normal School • 45
Catalogue of Girls' High School 6G
Catalogue of Roxbury High School 75
Dorchester High School 79
Catalogue of Dorchester High School 94
Catalogue of Normal School 97
The Superintendent's Reports.
Twenty-fourth Semi- Annual Report 101
School Attendance 101
Teachers 130
440 CONTENTS.
PAGE
Admission to the High Schools 136
The First Steps in Teaching Numbers 145
Miss A. E. Reed's Paper 145
Miss E. A . Wiggin's Paper 148
Dr. Leigh's Method 156
Expenditures for Schools 160
Twenty-fifth Semi-Annual lleport 163
Summary of Statistics 163
Primary Schools 169
Grammar Schools 176
High Schools 182
Latin School 186
English High School 187
Girls' High and Normal School 192
Eoxbury High School 196
Dorchester High School , 198
Normal School 199
Special Schools 205
Evening Drawing Schools 206
Evening High School 207
Elementary Evening Schools 210
Schools for Licensed Minors 212
School for Deaf Mutes 213
Kindergarten School 214
Sewing 216
Drawing 222
Attendance 227
Hygiene 234
Statistics Accompanying Superintendent's Reports 243
Report of Standing Committee on Music.
Revised Course of Musical Instruction , 276
Report of Supervisor of Music 293
Annual Musical Exhibition 301
Report of Committee on Drawing.
Supervisor of Drawing for 1872 307
Primary Schools 309
Grammar Schools 309
High Schools 310
Teachers' Normal School 312
Result of Teachers' Examination 314
Eree Evening Schools 321
CONTENTS. 441
PAGE
Report of the Committee on Industrial Schools 341
Address and School Festival.
Mayor Gaston's Address in Response to a Vote of Thanks by the
Board 351
Annual School Festival 353
Franklin Medal Scholars 3G1
Lawrence Prizes ' 362
Diplomas of Graduation ' 3G4
Roster of Regiment 380
List of School-houses 384
Organization of School Committee and Schools 389
C.*-'
?)^^.^A-'B(;.S
*8i:i.
Keep your card in this pocket.
Brookline Public Library
THIS BOOK MUST BE RETURNED IN
FOURTEEN DAYS
BUT MAY BE RENEWED ONCE.
Books lost or dakiaged nH^st b^paid for by the person to whom they stanc^harted.
N E S
A fine of TWO cents a day will be incurred by retaining any book beyond the time allowed, and after two weeks of overdetention the book will be sent for and the expense thus incurred will be added to the fine.