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ANNUAL REPORT
SCHOOL COMMITTEE
CITY OF BOSTON
1888.
8
SCHOOL DOCUMENT NO, 18-1888.
ANNUAL REPORT
SCHOOL COMMITTEE
OF THE
CITY OF BOSTON.
1888.
J&- C5)
vK^^-:rt.s 0^ . r
BOSTON: ROCKWELL AND CHURCHILL, CITY PRlNTIiRS,
No. 39 ARCH STREET. 18 89.
PUBLIC
(o3V
( c?7v^]
CONTENTS.
Page Annual Report of the School Committee ..... 3
Statistics 3
School System .......... 0
School Committee ......... 6
Kindergartens . . . . . . . . . .10
Primary Schools .......... 13
Grammar Schools ......... 32
High Schools .......... 45
Latin Schools ..,•...... 52
Normal School .......... 57
Horace Mann School ......... 60
Evening Schools .......... 61
Evening Drawing Schools ........ 65
Music 66
Drawing ........... 68
Manual Training .......... 70
Sewing ............ 71
Hygiene ........... 75
Expenditures . . . . • . . . . . .77
School Accommodations . . . . . . . .81
APPENDIX.
Eighth Annual Report of Superintendent of Schools Statistics .........
Employment of Ciiildren ......
Illegal Absence from School .....
Promotions from Primary to Grammar Scliools .
Courses of Study in the Primary and Grammar Schools
The High- School Course of Study
The Boys' Latin-School Course of Study
The Evening Schools Courses of Study
The Normal School ....
Conclusion ......
Appendix ......
1 1 6 12 15 20 31 34 35 38 39 43
IV
CONTEXTS.
Statistics for the HALr-TEAR ending Jan. 31, 1888 Report of Committee on Accounts .....
Semi-Anncal Statistics June 30, 1888 ....
Annual School Festival, 1888 ......
Franklin Medals, Lawrence Prizes, and Diplomas of Geadlj
Roster of the Boston School Regiment ...
Organization of the School Committee, 1888
Report of the Committee on Music, 1888
Eleventh Annual Report of Board of Supervisors, 1888
Page
45
65
91
113
121
161
167
204
225
REPORT.
The committee appointed for the purpose, respect- fully submits the following annual report of the School Committee for the year 1888.
At this time of reawakened interest in the Public Schools it has been thought appropriate to include in the report something of the origin and growth of the different schools, that the scope and purpose of public instruction may be more clearly understood, and the firm foundation upon which it rests be better known.
For the historical research required, the committee is indebted to the indefatigable Secretary of the School Board, who, with his able assistants, gives such efficient help in the management of the Depart- ment of Public Instruction. His hearty interest in all that concerns the schools, and his most scrupulous attention to details, render this office invaluable to the Board.
STATISTICS.
For the purpose of comparison the following tables are given, showing the number of schools of various grades, the number of teachers employed, and the number of pupils attending for the past year: —
4 SCHOOL DOCUMENT NO. 18.
Number of persons in the city between five and fifteen
years of age May 1, 1888 72,590
Increase for the year 2,545
NORMAL SCHOOL.
Number of teachers . . . . Average number of pupils belonging Average a,tten dance . . . .
5
112
108
LATIN AND HIGH SCHOOLS.
Number of schools . . .
Number of teachers .... Average number of pupils belonging Averao-e attendance ....
10
103
2,850
2,702
GRAMMAR SCHOOLS.
Number of schools ....
Number of teachers .... Average number of pupils belonging Average attendance ....
54
693
30,575
27,895
PRIMARY SCHOOLS.
Number of classes . . . . . Number of teachers .... Average number of pupils belonging Average attendance ....
467
467
24,462
21,144
SPECIAL SCHOOLS}
KINDERGARTENS
Number of schools
Number of teachers
Average number of pupils belonging
Average attendance
19 36
984 770
1 There is a manual training and Ave schools of cookery, but as the pupils of the regular puhlic schools attend them, they are not included in these tables.
ANNUAL SCHOOL REPORT. 5
HORACE MANN SCHOOL FOR THE DEAF.
Number of teachers ....... 9
Average uuraber of pupils belonging .... 73
Average attendance ....... 63
EVENING SCHOOLS.
Number of schools ....... 14
Number of teachers ....... 114
Average number of pupils belonging .... 3,068
Average attendance . . . . . . .2,157
EVENING DRAWING SCHOOLS.
Number of schools ....... 5
Number of teachers ....... 23
Average number of pupils belonging .... 503
Average attendance ....... 440
SPECTACLE ISLAND.
Number of teachers ....... 1
Average number of pupils belonging .... 13
Average attendance . . . . . . . 12
RECAPITULATION.
Number of schools : —
Eegular 532
Special ......... 53
Number of teachers : —
Regular 1,218
Special 223
Average number of pupils belonging : —
In regular schools ....... 57,999
Special schools ........ 4,641
Average attendance : —
In regular schools . . . . . . . 51,849
Special schools ........ 3,442
6 SCHOOL DOCUMENT NO. 18.
SCHOOL SYSTEM.
The Public School system of Boston comprises 19 Kindergartens, 4G7 Primary Schools, 54 Grammar Schools, 8 High Schools, 2 Latin Schools, and 1 ISTor- mal School. In addition to these schools, the follow- ing special schools are maintained : the Horace Mann School for the Deaf, 1 Evening High School, 13 Evening Elementary Schools, 5 Evening DraAving Schools, 1 Manual Training School, and 5 Schools of Cookery.
SCHOOL COMMITTEE.
It appears from the records, that originally the schools Avere under the direction and supervision of the Selectmen of the town until 1789.
In December, 1709, it was voted " that a Commit- tee be chosen to consider of the affaires relateing to the Grariler Free School of this Town, & to make report thereof at the Town meeting in March next." This committee submitted a report at the town meet- ing in March following, in which they recommended the appointment of " a Certain ISTumber of Gentle- men, of Libci'al Education, Together with some of y'' Pev*^ Ministers of the Town to be Inspectors of the s*^ Schoole under that name Title or denomination. To Visit y" School from time to time, when and as oft, as they shall thinck fit to Enform themselves of the methodes used in teaching of y® Schollars and to Inquire of their Proficiency, and be present at the perlormance of Some of their Exercises, the Master being before Notified of their Comeing, and with him to consult and advise of further Methods for y*' ad-
ANNUAL SCHOOL REPORT. 7
vancement of Learning and the Good Government of the Schoole."
This repoi't was accepted, and five Inspectors were appointed. This is the first record whicli occurs relating to the ai3pointment of a School Committee. What was done by these Inspectors does not appear. From this time there are frequent votes appoint- ing the Selectmen inspectors of the schools. It is almost yearly recorded " that the Selectmen be desired to Yisit the several Public Schools in this Town, taking with them Such Gentlemen as They shall think proper." These visitations Avere regu- larly made, and a report submitted to the town.
In September, 1789, a committee of one from each ward was appointed, at a town-meeting, to draft a new system for the organization and government of the schools. This committee made their report October 16, in which they recommended that the number of schools should be seven, and that they be placed under the direction of a School Committee, composed of the Selectmen, and one from each ward, to be chosen annually by the town. This report was adopted, and the first School Committee was chosen Oct. 20, 1789.
In 1818 the Primary School Committee was estab- lished, and continued to hav^e charge of the primary schools until 1855.
In 1822 the city was incorporated. The City Char- ter provided that the School Committee should consist of the Maj'or and Aldermen, and twelve other mem- bers, one from each ward, elected annually. In 1835 an act was passed amending the City Charter, and
8 SCHOOL DOCUMENT NO. 18.
provided that the School Committee should consist of the Mayor, the President of the Common Council, and twenty-four members, two fi-om each ward in the city, who should be elected annually. The revised City Charter of 1854 provided that the School Com- mittee consist of the Mayor, the President of the Common Council, ex officio, and six inhabitants from each ward. There were twelve wards. The charter provided that one-third of the members should be annually elected for a term of three years.
By the annexations of Roxbury, Charlestown, Dorchester, West Poxbury, and Brighton, the num- ber of wards was increased, so that m 1875 the School Board numbered one hundred and fourteen members in addition to the Mayor and the President of the Common Council. By a special act of the Legislature, approved May 19, 1875, the School Com- mittee was reorganized, and it was provided that the School Committee should consist of the Mayor, who should be ex officio chairman of the Board, and twenty- four members, elected at large by the people, eight members to be annually elected for a term of three years. By an act approved May 27, 1885, the City Charter was again amended. The act provides that " the Mayor shall not be a member, nor preside at any of the meetings, nor appoint any of the com- mittees of either the Board of Aldermen or of the School Committee."
The present School Board consists of twenty-four members, elected at large by the people, eight mem- bers being annually elected for a term of three years. Pegular meetings of the School Committee are held
ANNUAL SCHOOL REPORT. 9
on the evenings of the second and fourth Tuesdays in each month, except July and August; and special meetings are called whenever they are necessary. The meetings are held with open doors.
There are Standing Committees of the Board, each consisting of five members, on Accounts, Draw- ing, Evening Schools, Examinations, Music, JSTomi- nations. Rules and Regulations, Salaries, School Houses, Sewing, Supplies, Text Books, Truant Offi- cers; and the following Standing Committees, each consisting, of three members, on Annual Report, Elections, Horace Mann School for the Deaf, Hy- giene, Kindergartens, Legislative matters, and Man- ual Training Schools.
As the duties of these committees are fully stated in the Rules and Regulations, copies of which are easily accessible on application at the School Com- mittee Rooms, 'it is unnecessary to state them in detail in this Report.
The city is divided into districts, comprising a Grammar School and a certain number of Primary Schools as the Board may designate, each district taking the name of the Grammar School. The several districts are grouped in nine divisions. A committee consisting of three or five members is appointed for each division. In addition there is a Committee on the Normal School, and a Committee on High Schools, the latter committee having charge of the Latin and High Schools; each of these committees consists of five members.
Each committee has its chairman and secretary, and the records of all meetings are dul}'^ recorded.
10 SCHOOL DOCUMENT NO. 18.
The committees have charge of the schools assigned to them, subject to such rules and regulations as the Board may prescribe.
The officers of the School Coramitee are: a Presi- dent, Secretary, Auditing Clerk, Superintendent of Schools, six Supervisors, and a Corps of Truant Officers, consisting of a Chief and fifteen officei"s.
The Board of Supervisors, consisting of the Super- intendent of Schools (who is the Chairman of the Board) and the Supervisors, is the Executive Board of the School Committee. Their duties, which are multifarious and exacting, would require too much space in this report to be given in detail, and Ave would refer all who desire to obtain information with regard to the work of the Superintendent and Board of Supervisors to the Kules and Regulations, and to the annual volume issued by the School Committee, which contains the reports of these officers.
KINDERGAKTENS.
The most noteworthy event of the year has been the adoption of the Kindergarten as an established part of the Public School system. The value of its principles and methods has long been recognized by those most interested in educational matters, and it was only the expense and trouble involved which de- layed its becoming, as it now is, the first or lowest grade of the Public Schools. As an experiment the work had necessarily to be cariied on by private beneficence, and has been proved practicable through the generosity and personal devotion of Mrs. Quincy
ANNUAL SCHOOL REPORT. H
A. Shaw, who, ill May, 1887, asked the Board to in- vestigate the vakie of the Kindergartens, and to consider the expediency of adopting them as part of the school system. The communication was referred to the Committee on Examinations, who submitted, in December last, an exhaustive and interesting report recommending that public Kindergartens be estab- lished, and that the City Council be requested to appropriate the sura of $20,000 for their support. The School Board, convinced of the utility and prac- ticability of the project, accepted the report and the suggestions contained therein. The City Council appropriated the sum of |20,000 for the year 1888-89. A Standing Committee on Kindergartens was ap- pointed, and the necessary rules and regulations were adopted by the Board. Fourteen Kindergartens in successful operation, together with the furniture and material required in the instruction, were surren- dered to the city by Mrs. Shaw, and accepted, in June, of this year. Another flourishing Kindergarten which had been maintained with equal liberality by Mrs. James Tolman, was also transferred to the city. The wise and far-sighted generosity of these public- spirited women, and of those associated with them in their undertaking, deserves to place them among the greatest benefactors of our schools. The School Board has specially conveyed to them its grateful appreciation of their noble work, and the community which receives the benefit of all which they have ac- complished should hold their memory in lasting regard.
The suspense attending the grant of the appropri-
12 SCHOOL DOCUMENT NO. 18.
ation asked for, led to some perplexity and delay, but these fourteen schools opened promptly with the others after the summer vacation, and five new Kindergar- tens have since been organized. It is the expectation and wish of the Committee that it may prove expe- dient to estabhsh Kindergartens, like Primary classes, in connection with each Grammar school of the city.
Some of the Kindergartens are at present in rooms outside of the school-buildings. It Avill doubtless be the endeavor of the committee in charge to secure accommodations in the regular school-houses, as rapidly as possible. Owing to a deficiency in the appropriation, granted for " School-Houses, Public Buildings," the Board recommended the transfer of $1,500 from the appropriation of $20,000, granted for Kindergartens to " School-Houses, Public Build- ings," to enable the necessary furniture to be supplied to the Kindergartens recently established.
The teachers have been regularly graded, and the necessary rules and regulations, with a schedule of salaries, have been adopted.
Children three and one-half years old, and up- ward, are admitted to the Kindergartens, and one teacher is allowed for every twenty-five pupils. Provision has been made for the appointment of attendants to assist the regular teacher where such service may be desirable. The daily sessions of the Kindergartens are from 9 o'clock A.M. to 12 o'clock M. The instructors are required to de- vote their afternoons to visilbig in the families of the districts for the purpose of securing the in- terest and cooperation of the parents in the work.
ANNUAL SCHOOL REPORT. IrJ
and of promoting regularity of attendance. In case any child is absent for three successive days, the in- structor is to visit the child's home, and ascertain the reason of such absence. The Kindergartens are under the cai-e and direction of the principals of the school districts in which they may be placed.
At present there are 19 Kindergartens, with 36 teachers. The average number of pupils belonging is 984, and the average attendance is 770.
PRIMARY SCHOOLS.
From a careful investigation of all available evi- dence, it appears that one of the most prominent im- pulses which resulted in the establishment of the Primary Schools of Boston was undoubtedly derived from the introduction of Sunday Schools. The first Sunday School in the United States was instituted in 1791. Its object was to instruct, gratuitously, chil- dren to read and wi'ite, who were unable to attend such schools on other days. The teachers were paid a salary, and the design did not extend to the religious instruction of the scholars. In 1811 the plan was adopted in Pittsburg, Penn., but it was not until 1816 that Sunday Schools were successfully in- troduced into Boston. Although the teaching of reading was one of the principal characteristics of the Sunday School, it was not anticipated by its friends that in Boston, which from its first settlement
Note. — For much of the information given in this sketch of tlie estab- lishment and progress of the primary schools we are indebted to tlie " Annals of the Primary School Committee," compiled by the late Hon. Joseph M. Wiglitman. This document was published in 1860, and is now nearly out of print.
14 SCHOOL DOCUMENT NO. 18.
liad been preeminent for its free schools and other means of general education, this kind of instruction would be required to any considerable extent; they were therefore surprised and disappointed, when, at the gathering of these schools, they became aware how large a proportion of the children were unable to read, or even had any knowledge of the alphabet. It appears in a report of the " Society for the Moral and Keligious Instruction of the Poor," under whose influence and auspices the first Sunday Schools were probably gathered, made in ]N^ovember, 1817, "that of 336 children admitted into the Mason-street Sun- day School, none of whom were under five years of age, not one-quarter part could read words of one syllable, and most of them did not know their letters." A knowledge of this fact brought with it a convic- tion of the insufiiciency of the education which could be imparted by an attendance of the scholars but once a week, and the great detriment the giving of so much elementary mstruction would be to the re- ligious element of their undertaking. This led them to regard the omission of the means for the public education of children under seven years of age as a great evil and a radical defect in our otherwise ex- emplary system of education.
Under these cii'cumstances, it is reasonable that the eff'orts and appeals of those who regarded educa- tion as an essential, but in a degree subsidiary, to the religious instruction and moral elevation of the poor, should be deeply imbued with a union of those principles ; and we are not surprised that in the agi- tation which ensued upon the subject of Primary
ANNUAL SCHOOL REPORT. 15
Schools, these elements, of an eleemosynary char- acter, should be prominently brought forward in some of the plans proposed. It is, therefore, to this cause we may attribute the idea Avliich prevailed to some extent, that when the Primary Schools wei'e es- tablished by the town, the number and qualifications of the Primary School Committee, and the manner of its organization, were based upon this luiion of a re- ligious and secular education. That this is an error is evident from the fact that when, in the course of events, the subject of Primary Schools was formally presented for consideration at the town meetings, the idea of combining Sunday Schools and church attend- ance with our system of Public Schools does not ap- pear in the petitions for the schools, the reports of the committees, nor in the plan subsequently adopted by the town.
But with all proper regard to the influence de- scribed, it is manifest that the ultimate success of the agitation for Pi-imary Schools is due, in no less de- gree, to the judicious perseverance of those who, taking a different view of the subject, felt the neces- sity, and advocated the establishment, of these schools on the broad ground of public expediency; that, with- out them, our boasted system of public instruction was defective, incomplete, and inefficient.
It is true that by the laws of 1790 the schools were apparently free to all ; but the conditions were such as to limit the advantages to those who had the ability to qualify their children for admission. The law required that the pupil should be seven years of age, and able to read in plain English lessons; but
1() SCHOOL DOCUMENT NO. 18.
there were many parents who were incompetent to impart even this elementary instruction themselves, and whose means were too limited to pay even the small compensation required to send their children to the Dames' schools.
" It cannot be doubted," says Mr. Savage, in one of his letters, " that the true construction of the laws required the opening- of schools, at the public expense, for children under the age of seven years, inasmuch as the laws passed by the Legislature in 1790 pro- vided for the establishment of preparatory schools. But the law in relation to this class of schools was not acted upon by the authorities in Boston, although it appears to have been by those in several other towns in the State. That this neglect was not in accordance with the sentiment of the citizens gener- ally, is evident from the prompt response in favor of these schools, which was given by them whenever the subject was brought forward at the town meetings.
By the continued agitation and discussions on the subject, the inhabitants became more and more inter- ested, although no definite action appears to have taken place in relation to it until 1817. On the 26th of May, 1817, a petition, signed by 160 inhabitants, was read at a town-meeting in Faneuil Hall. The last paragraph of the petition is as follows : —
It appears to us, also, important that schools should be pro- vided at the expense of the Town for the instruction of children under the age of seven years. Therefore we request that a meet- ing of the inhabitants of the town may be called, to take the above subject into consideration, and to adopt such measures thereon as the importance of the subject demands, and they may think most for the general good.
ANNUAL SCHOOL RErOKT. 17
The subject was referred by the Town to the School Committee, with the addition of one person from each of the twelve wards, to be appointed by the Se- lectmen. At a meeting of the Selectmen, May 29,1817, a Committee on Schools, consisting of one person from each of the wards, was appointed. These committees met and requested the several ward committees to visit every family in the wards and ascertain the number of children who did not attend any school; also, the number of Women's or "Dames' schools," and the number of their pupils; they were also re- quested, at the same time, to ascertain the number of deaf and dumb and blind persons in each ward. On the 17th of July, 1817, these returns were handed in to the School Committee, and a sub-committee, con- sisting of Messrs. Charles Bulfinch (chairman of the Selectmen), Peter O. Thacher, and Henry J. Oliver, was appointed to arrange the returns and report upon them on the 30th of October. This sub-committee presented their report adverse to the petition, which was accepted by the School Committee and ordered to be printed for the information of the inhabitants- We insert the closing paragraph of this report: —
It is not to be expected that free schools should be furnished with so many instructors, and be conducted on so liberal principles as to embrace the circle of a polite and finished education. They have reference to a limited degree of improvement, and from their public character there must arise some disadvantages which are not felt in private schools, under tutors to whom is assigned a small limited number of pupils. But, considering the great number and flourishing state of the public and private schools in this town, the universal attention which is paid by its citizens to their sup- port and encouragement, the very small proportion of children
18 SCHOOL DOCUMENT NO. 18.
who do not avail themselves of these iDstitntions, together with the heavy tax which is ah'eady assessed for the support of the public education, the sub- committee report as the result of their inquiries, that the establishmeut at the public expense of primary schools for children nnder the age of seven years is not in their opinion expedient, and that an increase of the number of the read- ing and w-riting schools is not required by any evideut public necessity.
The report stated that the public schools, "contaiii- hig in all 2,365 pupils of both sexes, are, excepting a part of those at the Ahiishouse, for children above the age of seven years. . . . It appears that there are in the town one hundred and sixty-two private schools of various descriptions, in which 4,132 chil- dren attend who are between the ages of four and fourteen years."
This report was printed and distributed, but was not submitted to the action of the citizens at a town- meeting, as the School Committee apparently re- garded the vote of the town as placing the whole matter in their hands.
Another petition for the same object was presented at a town-meeting held in Faneuil Hall, May 25, 1818. The petition is as follows : —
To the Selectmen of the Toicn of Boston : —
Gentlemen, — The undersigned, inhabitants of Boston, im- pressed with the deepest sense of the value of our institutions and laws, for the education of cliildren in public town schools, respect- fully represent, that an extension of the benefits of sucli establish- ments appears in their view highly desirable and necessary, that inquiry has satisfied them that miiny hundred children in this town grow up to manhood unable to re;id or write ; that the admission to the present public schools of those over seven years of age, requiring
ANNUAL SCHOOL REPORT. 19
a previous acquaintance with easy lessons, and many parents, being themselves incompetent to give such lessons, and not able to obtain such instruction for their children at private schools, it seems expedient that such previous education slionld be freely pi'ovided for by the town, no less than the instruction at our established schools ; that such schools might be taught by females, and rooms provided in several parts of the town, at a small expense, or the cheap Lancastrian system may be adopted ; that the duty of pro- viding such scliools and instructors need not necessarily be added to the labors of our present School Committee, but might be per- formed by a Committee of three in each ward, to be named by the Overseers of the Poor, annually, which Committee might also, much alleviate the labors of the regular officers. Wherefore, they request that a meeting of the inhabitants of the town may be called to take the above mentioned subjects into consideration, and thereon to adopt such measures as the importance of the matter deserves and the public good requires.
The petition was referred by the town to a special committee of nine, who submitted a report in favor of the granting of the ])etition, and recommended the adoption of the following votes : —
Voted, That the School Committee be instructed, in the month of June, annually, to nominate and appoint three gentlemen in each Ward, whose duty collectively shall be to provide instruction for childien between four and seven years of age, and apportion the expenses among the several schools.
Voted, That $5,000 be appropriated out of the Town treasury for the purpose in the foregoing vote expressed, to be paid by the Treasurer on warrants drawn on him in the same manner as war- rants are for the expenses of the other town schools.
At a town-meeting held June 11, 1818, the report and votes were adopted almost unanimously. By another vote $5,000 was added to the estimate of the expenses of the ensuing year to carry the same into effect.
20 SCHOOL DOCUMENT NO. 18.
At a meeting of the School Committee, held June 16, 1818, the gentlemen of the first Primary School Committee were chosen to carry into execution the vote of the town.
The Primary School Committee exercised the right of filling vacancies in their Board.
The Primary School Committee organized June 23, 1818. In their first report, submitted to the town in May, 1819, it is stated that by personal inquiry it w^as ascertained that the number of children between four and seven years old, exclusive of about half of Ward 7, from which the committee made no return, amounted to 2,843. Of these, though 532 only did not attend any school, 1,330 were desirous of instruction at the new schools. The money granted by the town was considered adequate to furnish schooling for seven or eight hundred children; but when it was ascertained that above thirteen hundred would demand the care of the Board, it became a matter of great diflSculty to divide the sum granted in such a way as to approach nearest to a fulfihuent of the vote of the town, with which a perfect compliance seemed utterly impracti- cable. Eighteen schools were provided; most of them were opened in August, and all by the first week in September. The report concludes with the following paragraph : —
The result of our experiment has certainly been encouraging, and we confidently state that the improvement in all our schools has been far superior to our expectations. We found many pa- rents, on our first inquiry, indifferent about sending their children to these schools, though they regularly attended no other. Per- haps, mistaking the establishment for a charitable one, their pride
ANNUAL SCHOOL REPORT. 21
revolted from acknowledging that they needed assistance ; yet, since the oi)evatiou has proceeded, they have almost invariably desired admission for them. Of the children received, one-half in some parts of the town, and one- third in general, were ignorant of their letters, of whom man}' can now read in the New Testa- ment, and several from each school are prepared for admission at the town grammar schools, who must have been, we are confident, otherwise rejected. In most of our schools the girls have been taught knitting or sewing, as well as reading. The several com- mittees are, by a regulation of the Board, required once a month, at least, to visit the schools under their particular care ; and a return of the state of each is demanded at our quarterly meetings.
This I'eport was read, accepted, ordered to be printed and distributed for the information of the inhabitants.
An appropriation of $8,000 was voted by the town for the expenses of the Primary Schools for the year 1819-20.
March 21, 1820, the first Standing Committee of the Primary School Board was appointed. In June the first report of the Standing Committee was pre- sented to the town. From it we learn that the whole number of schools in March, 1820, was 34, and that " 171 children had been advanced to the Enolish Grammar Schools, and 177 more were found quali- fied for admission thej-ein, making a total of 348 pupils prepared for the English Grammar Schools " during the year. The whole number belonging to the Primary Schools was 1,666. It appears from the records that at that time, and previous to June, 1824, the officers of the Primary School Board Avere a Chairman, Secretary, and Treasurer; the duties of the latter officer were, that he should " keep a fair
22 SCHOOL DOCUMENT NO. 18.
and accurate account of the moneyed concerns of the Board. He is authorized to receive from the Town Tieasurer all the moneys granted for the support of the Primary Schools, and pay the instructors of schools quarterly, their bills being- first approved by the Committee of the Ward or District to which they belong. His accounts shall be audited or inspected whenever the Board may appoint a committee for that purpose. At the close of the year he shall make a transcript, or an abstract of his accounts as audited, to be laid before the Board."
The following books were authorized for use in the Primary Schools at this time: The Testament, Child's Companion, Kelley's Child Instructor, Web- ster's Only Sure Guide, Pickard's Juvenile Spelling Book, and Child's First Book English Reader.
Notwithstanding the gratifying success of the Pri- mary Schools, which, it will be remembered, were established to provide instruction for children be- tween four and seven years of age, and the great popularity of the Grammar and Writing Schools, the benevolent minds of the committee were attracted to the importance of extending the benefits of education to that class of children who were too old to be ad- mitted to the Primary Schools, and were not qualified foi* admission to the Gi*ammar Schools. A commit- tee of the Primary School Board submitted a report on the subject, and the attention of the School Com- mittee called to the matter, who recommended to the town that an appropriation of $1,000 be granted for the establishment of a school for mutual instruction, for the accommodation of this class of children. The
ANNUAL SCHOOL REPORT. 23
appropriation was granted by the town July 2, 1820, and the School Committee were authorized to estalj- Hsh the school. Tlie matter was then referred to the Primary School Board, and the school was organized in the basement-room of the Boylston School-house on Fort Hill. After a year or two this school was discontinued.
The teachers of the Primary Schools were required, to report quarterly to their district committees the names, ages, and class to which each pupil belonged; and, among other things, a statement of the needle- work and knitting done by the girls during the quar- ter. As an instance of the industrious habits encour- aged in the pupils, one teacher, in 1820, reported that among the articles of work done by the twenty-six girls of the school during the preceding quarter, there were made "30 shirts, 12 pairs of sheets, 6 pairs of pillow cases, 26 pocket handkerchiefs, 8 cra- vats, 10 infants' frocks, 5 coarse bags, 4 dozen towels, 4 pairs of socks, 3 pairs of mittens, and a number of small pieces of work."
In 1823 the number of members of the Primary School Committee was increased. The city was divided into seven districts, and the schools in each district were assigned to a sub-committee. Each dis- trict committee organized by the choice of a chairman and secretary, and one gentleman was assigned the particular care of each school in the district. From the recoids of this time it appears that it was not customary for members of the Primary School Com- mittee to hold any other office in the City Govern- ment. Another peculiarity noticed is that in the
24 SCHOOL DOCUMENT NO. 18.
election of any one as a member of the Standing Committee, it was usual for him to be relieved from the supervision of any particuh\r school. From 1830 this custom began to be discontinued, and in 1839 all the officers, including the Standing Committee, had charge of particular schools.
At this time the subject of Primary School accom- modations was called into notice. It was urs^ed that the school-rooms should be provided by the city, and not by the teachers as had been the custom. One of the reasons presented why the city should provide the accommodations was that the existing arrange- ment operated very unequally, and with great injus- tice upon some of the teachers, because, while the compensation was the same ($250 per annum) the rent they were obliged to pay for rooms in suitable locations varied, in different parts of the city, from $40 to $80. A memorial was presented to the City Council, and in July, 1828, the School Committee were authorized to cause to be hired a suitable num- ber of school-rooms, in such locations and of such size as, after consultation with the Primary School Committee, shall be deemed expedient, and for a term not exceeding ten years, it being understood that, in consideration of the teachers being relieved from the expense of finding school-rooms, a deduction of $50 be made on that account in their respective salaries.
In December, 1831, provision was made for the annual appointment of a joint committee of three from each of the two Boards of School Committee and of the Committee on Pi-imary Schools " to secure the introduction and continuance of a unifoi"m system of
ANNUAL SCHOOL REPORT. 25
instruction in the public schools, and to confer, as occasion may arise, on subjects of common interest."
In 1832 the City Council passed an order "that there be allowed to each of the Primary School teachers, in addition to their salary, a sum not exceed- ing $10, to be expended by them under the direction of the several District Committees for fuel for the current year." This annual appropriation was event- ually superseded by the city supplying the fuel.
In May, 1834, the City Council appropriated $12,500 for the purchase of land and the erection of Primary School-houses. At this time there were sixty-four schools, all of which were in hired rooms. The first Primary School-house erected after the grant of the appropriation alluded to above, was erected in South Margin street, in 1834;^ it was built of wood and brick, two stories in height, and adapted for two schools. The cost of it was $2,528.(39, exclusive of the land. From this time the City Government con- tinued to make annual appropriations for this object; and in 1854 there were fifty-two Primary School- houses owned by the city, in which one hundred and fifty-three schools were located.
From the establishment of the schools the Primary School Board had endeavored to obtain the necessary authority to admit those children who were more than seven years of age, and were not qualified to enter
' It is proper to mention that, in 1830-31, a small school-house, with one room, was built by the city, on the "Western avenue," — known as the " Mill Dam School," — at a cost of $468 ; but this was not strictly a Primary School, as Grammar School studies were taught as well as Primary. In 1832, a small building was purchased on the " Neck," and fitted up for a Primary School.
26 SCHOOL DOCUMENT NO. 18.
the Grammar Schools. In March, 1838, the City Council passed an order "that the Primary School Committee be, and they are hereby authorized to admit into one school, to be by them selected, in each of the school districts, any child who is more than seven years of age, and is not qualified for admission to the Grammar Schools." Four of these schools were opened that year. It was supposed there were about 700 children who would attend, bat iu ]!^ovem- ber of that year there were 963 pupils in these schools. This was the origin of "Intermediate Schools," or "Schools for Special Instruction."
In April, 1837, the State Board of Education was established. One of the first recommendations of the Secretary of that Board (Hon. Horace Mann) was the adoption of some plan for qualifying teachers to take charge of the public schools. He early sug- gested the appointment of a suitable person to visit regularly all the Primary Schools of Boston, to give the teachers such assistance as they may desire in the discharge of their duties, and to hold himself ready to instruct and qualify a class of those per- sons who may desire to prepare themselves for the office of teachers. The Primary School Com- mittee vigorously opposed the appointment of a Superintendent of the Primary Schools, and at a special meeting of that Board in July, 1838, a very full and interesting report against the proposition was adopted. A " model school," for the purpose of try- mg , experiments in Primary School instruction was established by the Primary School Committee in 1838, in the Derne-street School-house. The school
ANNUAL SCHOOL REPORT. 27
was continued until 1842, when it was abandoned, as not having proved so advantageous as had been an- ticipated.
In 184,5 the subject of appointing a Superintendent of the Pi'imaiy Schools was again brought forward. A special committee of the Primary School Board submitted a report upon the subject, and that Board voted not to create such office bj a vote of forty-six yeas to eighteen nays. By the semi-annual report of the Executive Committee of the Primary School Board submitted in 1849, it appears that on the 31st of January, 1849, there were 1G8 Primary Schools, attended by 4,984 girls and 5,455 boys, 10,439 in all. The number of pupils sent to the Grammar Schools was 769, and at that time (Jan., 1840) there were ] ,029 prepared for admission to the Grammar Schools. The percentage of attendance the preceding six months was 76; number of examinations made by the committee, 874; and the number of visits to the schools, 2,449.
By an amendment to the city charter, which had been adopted by the citizens in 1854, the School Committee were to have direct charge of the Primary Schools, and to supersede the organization of the Pri- mary School Committee. Upon beijig asked his opin- ion as to when the duties of the Primary School Board would cease, the City Solicitor stated that, in his opinion, "the duties of the Primary School Committee would cease upon the organization of the new Gram- mar Board; that the teachers would continue their term of service under the new organization ; and that it would not be proper for the new Board to substan-
28 SCHOOL DOCUMENT NO. 18.
tially continue the Primary School Committee, inas- much as the former had been largely increased, upon the express understanding that the latter body was to be superseded."
The final meeting of the Primary School Committee was held January 2, 1855, and the Secretarj'^ was in- structed to inform the School Committee that the schools, records, and papers of which the Primary School Committee had charge, were subject to the order and direction of said School Committee.
At the first meeting of the School Committee after its organization in 1855, Rev. Dr. Lothrop, for the special committee to whom was referred the communi- cation of the Secretary of the Primary School Com- mittee, I'eported that they had discharged the duty assigned to them, and added : —
When first instituted, in 1818, the Primary School Committee consisted of thirty-six members ; twenty-five primary schools were established, and about one thousand children were in attendance. At the time that it became extinct, the Committee consisted of one hundred and ninety-six members, and bequeathed to the care of our Committee one hundred and ninety-seven schools, at which over twelve thousand pupils attended. In view of these facts, however satisfactory may be the various reasons that pre- vailed with the public mind to pi'oduce the change which has been adopted, all will agree that the plan which has now been abandoned had many excellences ; that under it this department of public instruction has been constantly enlarged to meet the wants of the increasing population of the city ; and that the gentlemen who, from time to time, have served on this Committee, many of them for many years, have generally been men of integrity, honor, and public spirit, who have aimed at a strict and faithful discharge of the duties of their trust, and who are entitled to the gratitude of the communitv for the services they have rendered.
ANNUAL SCHOOL REPORT. 29
The following resolution accompanied the re- port : —
Resolved, Tliat in receivhig the records and papers of the late Primary School Committee, this Board, in behalf of the citizens of Boston, by whom they have been intrusted with the guardianship of the great interests of public instruction, desii'e to place upon their records an expression of the just appreciation which they entertain of the value and fidelity of the services of those gentle- men who, from time to time, have been members of said Primary School Committee, and zealously discharged its duties.
The report was accepted and the resolution adopted.
In assuming charge of the Primary Schools, the School Committee divided the city into as many dis- tricts as there were Grammar Schools, naming each district by the Grammar School which marked it, and connecting the various Primary Schools there- with according to their local proximity. The sub- committees having charge of these districts were called District Committees.
The care of the Primary Schools was specially provided for by the following rule: —
Within ten days after its appointment, each District Committee shall divide itself into a suitable number of Sub-Committees for the Primary Schools in its District. Said committee shall then divide the Primary Schools in the District into as man}^ divisions as there may be Sub-Committees, and shall assign each division to a Sub-Committee, who shall have special charge of the schools in such divisions ; shall visit each of them as often as once in each month ; shall examine them quarterly ; and shall report, in writ- ing, their standing and progress, to the Chairman of the District Committee, at least one week previous to each quarterly meeting of the Board.
30 SCHOOL DOCUMENT NO. 18.
This custom of appointing snb-committees of Pri- mary Schools continued until the reorganization of the Board in 1876, when the city )vas divided into nine districts or divisions, and the Grammar and Primary Schools of each division were placed hi charge of committees of the Board, called the Division Com- mittees.
At the time the Primary Schools passed from the charge of the Primary School Board to that of the School Committee they were unclassified. Each teacher had charge of six classes, and carried the pupils under her care through the whole preparation for the Grammar School. In 1856 the Lyman School District Committee, in East Boston, classified six schools in that district, by arranging them in six grades or classes. In May, 1857, the Superintendent of Schools (the late Dr. Philbrick) submitted his first quarterly report, in which the need of more thorough classification in the Primai-y Schools was referred to at length. In May of that year (1857) the suggestions of the Sui^erintendent, in regard to the classification of the Primary Schools, were adopted, in an order "Pecommending to the District Committees to classify the Primary Schools in their districts, as far and as fast as circn instances per- mitted." This was carried out as rapidly as possible, although several years elapsed before all the schools were properly classified. The early suggestions of the Superintendent, with regard to providing each pupil with a single desk and chair, and also with a slate, were adopted and carried into effect.
In 18(51 the Board, by a change in the regulations,
ANNUAL SCHOOL REPORT. 31
provided that the minimum age for admission to the Primaiy Schools shoukl be increased to five years, instead of four years, as had formerly been the custom.
In 1864 a new programme of studies for the Primary Schools was adopted.
In October, 1866, the Rules and Regulations were amended so as to provide that " the masters of the Grammar Schools shall perform the duties of prin- cipal, both in the Grammar and Primary Schools of their respective distiicts; apportioning their time among the various classes in such manner as shall secure the best interests, as far as possible, of each pupil thi'oughout all the grades, under the direction of the District Committees."
In September, 1879, the supervision of the Primary Schools was placed in the charge of three of the Supervisors who performed such general duties with regard to these schools as had been performed by the principals of the Grammar Schools. In 1882 the supervision of the "Primary Schools was restored to the princi23als of the Grammar Schools.
Children enter the Primar}' Schools when five years old, and begin at once a course of education which turns them out more or less well fitted ibr the work of life, all the way from twelve to twenty years of age, fifteen being the average age of Grammar School graduates, l^o schools are more attractive or better show the efi'ect of good teaching than the Primary Schools, the instruction in which covers a period of three years, l^o change has been made since these schools were returned to the direction of the Gram- mar School masters.
32 SCHOOL DOCUMENT NO. 18.
The advantages of promotions in January, as well as in June, from the Primary to the Graminar classes have not been thoroughly approved by all members of the Committee; but the Committee on Examina- tions has decided that the regulation providing for mid-year examinations and promotions is intended for all first Primary classes, and has directed that henceforth such examinations and promotions shall be made.
The chief fault to be found with the Primary Schools is the unavoidable crowding of too many children in one room. The plan of building small houses of two rooms, as can be done in the suburban wards, has helped this very much; but in many places it is still an evil. There are at present 470 Primary Schools located in 122 school buildings, 21 of which are the regular Grammar School-houses. In addition to the classes accommodated in these buildings, there are eleven Primary classes in hired rooms. There are 470 teachers. The average number of pupils belonging during the past year was 21,462, and the average attendance was 21,144.
GRAMMAR SCHOOLS.
The earliest record regarding the establishment of free schools in Boston was in 1635, when Philemon Pormort was " intreated to become schole-master for the teaching and nourtering of children wth us." Such was the beginning of our Public Latin School. It is now generally acknowledged that, though the main purpose of the school was to pi'epare young men for a collegiate course, yet here also
ANNUAL SCHOOL REPORT. 33
was the beginning of that system of instruction which has developed into our present Grammar Schools.
Several of the islands in Boston Harbor were granted to the town b}^ the General Court. In the records of a town-meeting held "the 10th day of the 11th moneth, 1611 " we find it recorded, " It's Ordered that Deare-Island shall be Improoved for the maintenance of a Free schoole for the Towne, and such other occasions as the Townsmen For the time being shall thinke meet, the sayd schoole being suf- ficiently provided for." Soon after the town agreed that for the payment of certain charges for buildings on the island, Capt. Edward Gibbon "shall have the present use of the sayd Island untill the Towne doe lett the same." In 1614, the island was "let to hire unto James Penn and John Oliver for these three yeares next ensuing paying unto the Use of the Schoole seaven pounds per yeare." In 1617 it was let to Edward Bendall for seven years for fourteen pounds per annum, " for the schooles use of the sayd Towne in provision and clothing." The next year the lease was extended to twenty-one years at an annual rental of fourteen ]3ounds. In 1619, Long and Spectacle Islands were leased for the use of the school at an annual rental of sixpence per acre.
The school appears to have been a favorite with the inhabitants from its commencement.
In 1611) the following record occurs: " Wm Philips hath agreed to give 13s. Id. per annum for ever to the use of the schole for the land that Christopher Stanley gave in his will for the schols use."
34 SCHOOL DOCUMENT NO. 18.
From this time are many instances on record of private bequests, and of public lands leased for the support of the schools.
At a town-meeting held Dec. 18, 1682, it was " voted by y*" inhabitants y' the said coinittee with y'' Select men consider of & pvide one or more Free Schooles for the teachinge of children to write & Cy- pher within this towne." In April, 1683, "it was voted by the said coinittee first that Two schooles shall be pvided and agreed for Secondlie y* the Towne shall allowe 25'*^ p. ann for each schoole for the pres- ent, & y* such psons as send theire children to schoole (y* are able) should pay somethinge to y'' master for his better incouragement in his worke." ]N^ov. 24, 1684, "Deacon Henery Allen and Capt Frary made a returne y* according to a former ord*" they had agreed with John Cole to keepe a Free schoole to teach y*" Children of the Towne to read & write for one yeare from the 1'' of this instant ^ov"". for which the Towne is to pay him 10^'^ in mony & 20^^^ in Countrie pay as mony, or at mony price." Thus was established what w^as known as the Writing School in Queen street (now Court street) .
At a meeting of the Selectmen, June, 1711, the question of non-resident pupils attending the public schools of the town seems to have been discussed, and the following action taken: —
Where as the Support of the Free Schools of this Town hath been, and Still is, at y" Cost & charge of the luhabitants of y" Said Town, and the Select men being informed of Several Instances of Children Sent to y* s*^ Schools, whose parents, or others who of Right ought to defray the Charge of their Education, do belong to
ANNUAL SCHOOL REPORT. 35
other Townes or Precincts. Where fore they y^ 8^ Select men do direct the s"* School masters to demand & receive of the persons Sending any Such children the accustomed recompence for their Schooling, and to Return unto y^ Select men a List of their names, once (at y^ Least) every year.
At a town-meeting* March 10, 1711-12, it was voted that the thanks of the town be given to " Cap" Thorn* Hutchinson for as much as he hath Offered at his own Charge to bnild a School House at the ]^orth end of y^ Town." It was also voted to estabHsh the school, and a committee was appointed to select a site and oversee the building of the school -house, and the Se- lectmen were requested to " Consider of a proper per- son for a School master there, and to Treat about Terms."' At a town-meeting held the following May (1712) the committee recommended the purchase of a lot of land on Bennet street for the school- house, and it w^as voted that the lot be purchased. This was the origin of the present Eliot School. The building was erected, and in March, 1712-13, the Se- lectmen were authoi'ized to employ Mr. Recompense Wadsworth as master, at a salary of sixty pounds per annum, and Mr. Wadsworth began his service A^^ril 20, 1713. He served but a short time and died soon after, and w^as succeeded by Mr. John Barnard in August, 1713. The school was known at this time as the oS^orth Grammar School.
In March, 1715-16, the following record occurs: "Pursuant to a proposal formerly made by Tho* & Edw*^ Hutchinson Esq''*, For the Encourragem' of Erecting a Writing School at y*" ISTorth end of this Town " a committee was appointed to select a site for
36 SCHOOL DOCUMENT XO. 18.
such school, and in connection with the Selectmen to purchase the same. At the same time the town voted that a Writing School be erected at the southerly part of the town, and a committee was appointed to select a site. This latter committee reported at a town-meet- ing held May, 1717, and the Selectmen were requested " to sett out a convenient Peice of Land accordingl}^ viz' upon y*" Comon adjoyning to Cowell's Lott over ag* m*" Wainrights."
In April, 1719, the IN^orth Writing School^ having been completed, Mr. Jeremiah Condey was appointed its first master. The town at this meeting passed votes of thanks to the Hon. Thomas Hutchinson, donor of the Xorth Grammar School-house; and to the Hon. Thomas Hutchin-son and Edward Hutchin- son, Esq., donors of the Xorth Writing School-house. In March, 1719-20, it was voted that "m'. Ames Anger be Admitted a School master at y'' new Avriting School House at y*' South." His salary was fixed at one hundred pounds per annum.
At a town-meeting held March 9, 1741-42, the Selectmen reported that, on the preceding 17th of June, they had visited the public schools " and found the said schools under a good regulation. The num- ber of Scholars in each School were as follows, Vizt. In the South Grammar School Eighty Seven, in the South Writing School Forty Eight, in the Writing School in Queen Street seventy four; In the J^Torth Grammar School Sixty five; and in the Xorth Writ- ing School Two Hundred."
' Soon after its establishment this school became classical in its charac- ter, and was known as the North Latin School till 1790, when it was restored to its original purpose.
ANNUAL SCHOOL REPORT. 37
At a town-meeting held May 14, 175 1 , the com- mittee appointed the twelfth of the preceding March to make inquiry into the present state of the town, and the causes of the great expense thereof, and to consider what method the town can take in order to prevent or reduce the same, submitted a report, the first paragraph, which relates to the schools, is as follows : —
1st. That the Charge of supporting the several Publick Schools amounted the last Year to more than ^ part of the whole Sum drawn for by the Selectmen ; but altho. this Charge is very Considerable, & the number of Schools is greater than the Law requires, Y^t as the Education of Children is of the greatest Im- portance to the Community ; the Committee cannot be of Opinion that any Saving can be made to Advantage on that head ; except the Town should thiukit expedient to come into Methods to oblige such of the Inhabitants who send their Children to the Publick Schools and are able to Pay for their Education themselves, to ease the Town of that Charge by assessing some reasonable Sura upon them for that purpose.
This part of the report was not accepted, and the town voted not to make any alteration in the existing management of the schools. It was voted that the several masters of the public schools " be directed not to refuse taking into their respective Schools, any Child or Children that may be brought to 'em for Edu- cation, in case Enterance money (so called) is not paid said Masters, and also that they shall not de- mand any Pay or Allowance for Instructing such Children, as belong to the Town, and that attend in School hours only." It was further voted that the Selectmen, for the time being, give directions to said
38 SCHOOL DOCUMENT NO. 18.
masters "what money they may receive from the Scholars, for defreying the Expence of Fh'ing."
At a town-meeting, May 11, 1762, a petition from the masters of the schools was presented in which they stated that they met with great difficulty in ohtaining their salaries, that notwithstanding the vote that their salaries be paid quarterly they had been kept out of their pay from year to year, and that some of them have nine, some twelve, and some eighteen months' salary due them. It appeared to the town " that the most likely method to answer the end proposed by the Petitioners must be the raising or borrowing a sum of Money sufficient to defrey the common and exti'aordinary charges of the Year." It was voted that the town treasurer be directed to borrow fifteen hundred pounds for the payment of the school-mas- ters' salaries then due. It was also voted that the town treasurer allow the several school-masters in- terest on the sums due them, from the date of their warrants to the time of payment.
The salaries of the teachers of the schools were fixed at this meeting (May 11, 1762) for the ensuing year as follows: South Grammar School, master, £100;^ usher, £60; ISTorth Grammar School, master, £80; Writing School, Queen street, master, £100; master, £80; South Writing School, master, £100; usher, £50; IN^orth Writing School, master, £100; usher, £60; assistant, £34.
At this meeting the Selectmen reported that they had visited the public schools on the first day of the
' This amount should have been £120, and the town subsequently granted the additional £20 to Mr. Lovell.
ANNUAL SCHOOL REPORT. 39
preceding July, " and found the South Grammar School had 117 Scholars, the JSTorth Grammar School 57 Scholars, the South Writing School 234 Scholai-s, the I^orth "WHting School 157 Scholars, the Writing School, in Queen street, 219 Scholars, all in very good order."
In March, 1785, a new Writing School was estab- lished at the south end of the town on Pleasant street. This was the origin of the present Franklin School.
In 1789 there was a thorough reorganization of the school system.
At a town-meeting held Oct. 16, 1789, it was voted that
There shall be one Writing School at the South part of the Town, one at the Centre and one at the North part; that in those schools the children of both sexes shall be taught writing and also arithmetic in the various branches [of it] usuall}' taught in the Town Schools, including vulgar and decimal fractions.
That there be one Reading School at the South part of the Town, one at the Centre, and one at the North part ; that in those schools the children of both sexes be taught to spell, accent, and read both prose and verse, and also be instructed in Englisli Grammar and composition.
That the children of both sexes be admitted into the Reading and Writing Schools at the age of seven years, having previously received the instruction usual at women's schools ; that they be allowed to continue in the Reading and Writing Schools until the age of fourteen ; the boys attending the year- round, the girls from the 20th of April to the 20th of October following ; that the}' attend those schools alternately, at such times and subject to such changes as the Visiting Committee in consultation with the Masters shall approve.
It will be observed that no text-books were named; and little was the need; for, until about that time,
40 SCHOOL DOCUMENT NO. 18.
there was but one school-book proper which pupils were expected to have, and that was Dilworth's Spell- ing-Book, containing a brief " treatise on English grammar," which was probably the grammar required to be taught. The Testament, Psalter, and Bible were the only reading-books. There were no printed copy-books for writing, and no slates in use, the ciphei'ing being done on paper.
Previous to 1789 no provision whatever had been made for the education of girls in the public schools. From that time until 1828 they were permitted to attend half the year, — from the 20th of April to the 20th of October. Since 1828 ample provision has been made for their attendance all the year.
The schools for "teaching children to write and cipher " were soon thronged by large numbers of boys who did not wish to prepare themselves for col- lege and a professional career in law, medicine, or divinity. It became necessary, therefore, to enlarge the course of instruction at these schools, so that they should furnish a suitable education to those who were to enter upon some department of commer- cial or mechanical business. But the masters of these schools had been chosen on account of their special capacity to teach " children to write and cipher," and, in general, were not competent to teach reading, grammar, geography, and the higher branches of a good English education. It was necessary, there- fore, to have a new set of masters for these branches. They were accordingly appointed, and arrangements made for them to hold their schools in different rooms from those in which children were taught to "write
ANNUAL SCHOOL REPORT. 41
and cipher," and for the pupils to alternate, forenoon and afternoon, from one to the other. Thus origi- nated what has been known as the " Double-headed System," which, for many years, was universal in the Boston schools, and peculiar to them.^
The bequest of Dr. Franklin, for the purpose of providing medals to be distributed to the most de- serving scholars, became available in 1792. In August of that year a committee was appointed "to ascertain the expense of producing medals, to carry into eifect the intention of the late Dr. Frank- lin in his donation." This committee reported in December. In January following the committee de- termined upon the rules respecting the distribution of the medals. They were to be given only to boys, though the language of the will does not determine the sex of the recipients. But it was supposed that Franklin intended them for boys, because girls were not admitted to the privileges of the public schools till the very year of the date of the will. The first medals, though dated in 1792, were not distributed till January, 1793.
In 1800 there were in the town seven free schools,
' The organization of the Grammar and Writing Schools was as follows : — In the several buildings there were two large halls, occupied by two dis- tinctly, organized departments, one of which was denominated a Grammar School, and the other a Writing School; each being under the instruction and control of a distinct master. The scholars were organized in two di- visions. While one division attended the Grammar master, the other attended the Writing master, and the masters exchanged scholars half daily. In the Grammar department the pupils were taught chiefly : Spelling, Reading, English Grammar, and Geography; in the Writing department, they were taught Writing, Arithmetic, and Book-keeping. Some higher branches of study were allowed in both departments, for the more advanced scholars.
42 SCHOOL DOCUMENT XO. 18.
containing- 900 scholars. At this time the salary of a master was $666.66, with a gratuity or allowance of $200 in addition; the salary of an usher was $833.33, with an allowance of $100. The town tax this year was $61,489.25, of which the school ex- penses were $11,] 00.85.
In 1804 a new school-house was built in Chardon street; and in 1806 the whole number of pupils in the schools was 1,760, of which 1,030 were boys and 730 were girls.
In 1811 the Hawes School, in South Boston (which territory had been recently annexed to Boston), named in honor of John Hawes, who gave the land to the city, was instituted.
In December, 1817, the bells of the schools were ordered to be rung at the hour of beginning, and tolled till the master was present. They were also tolled at the hour of dismission.
February 27, 1821, by action of the Board, the school on Bennet street was named the Eliot School ; the school on Hawkins street was named the May- hew School; the school on Mason street was named the Adams School. The Latin, Franklin, and Boyl- ston Schools had been previously named, and these names were continued. From this time the schools were given the names of distinguished citizens.
In ]821 the city medal was instituted by vote of the School Committee. It was awarded only to fe- males in the Gi'ammar Schools. It wns simply an extension of the plan of the Franklin medal, under another name, to the schools for girls. The same rules governed the distribution of both, and they
ANNUAL SCHOOL REPORT. 43
were of the same intrinsic valne. Both were at first bestowed for tlie "encouragement of scholarship" alone. Subsequently, meritorious deportment as well as scholarship was made a condition necessary to entitle a pupil to a medal. In 1847, after a discus- sion, the city medal was abolished, and no city medals were given that year. In 1848 the subject was again brought up, and the city medal was re- stored. For several years the subject of emulation and the use of medals attracted a great deal of atten- tion, and several reports on the subject were pre- sented. As the number of medals increased, the objections to them became more apparent, and finally led to the practice being relinquished. The Franklin medals were confined to the High Schools, and lim- ited to the number the fund legitimately supplied, while diplomas were substituted in their place for such pupils as in finishing their course passed a rea- sonably good examination. The diplomas were first awarded, at the close of the year, in July, 1868. This plan of distribution of medals and diplomas has continued to the pi'csent time.
The first strong effort to abolish the system of the Grammar and Writing Schools was made in 1830, on the recommendation of an interesting and able report, prepared by the late Chief Justice Lemuel Shaw, then a member of the School Committee. The report contained two prominent recommendations. First, the separation of the schools designed for chil- dren of different sexes, so that those for boys should be held in one building, and those for girls in another; second, the abandonment of the "double-
44 SCHOOL DOCUMENT XO. 18.
headed system " for that of one master at the head of each school, with a sufficient nmiiber of assistant teachers to instruct in all the branches of a good Enghsh education. Both these recommendations were adopted by the Board; and, from that time, the principles contained in them, although there have been periods when no progress in their application was made, and even a retrograde movement com- menced, have yet been gradually carried forward, and the present organization of the Grammar Schools effected.
Since the abolishment of the "double-headed" sys- tem, the improvements in the Grammar Schools have been chiefly in the departments of classification and in the course of study. In 1866 the principals of the Grammar Schools were given the supervision and care of the Primary Schools in their respective dis- tricts. In 1868 the revised course of study for the Grammar Schools was adopted. In 1 878 the Course of Study was again revised, and the Board of Super- visors were authorized to issue suggestions to accom- pany the courses of study for the Grammar and Primary Schools. Since 1878 there have been some modifications and changes in the Course of Study.
By the annexations to the city, and by the estab- lishment of new Grammar School districts, the num- ber has increased to fifty-four. The education of a large majority of the children ends with the Grammar school ; therefore, to these children is given as much as possible of arithmetic, bookkeeping, geography, the history of the United States and of England, some elementary physics, and some knowledge of
ANNUAL SCHOOL REPORT. 45
physiology and hygiene. Tlie plan of study aims to carry on these systematically, so that even those who leave school before the year for graduation are taught to read easily and intelligenth^, to write legibly, to spell fairly, to express their thoughts intelligibly in WTiting or speech, to understand enough arithmetic for all common purposes of life, and to have some general information concerning the woi-ld in which they live. Instruction in sewing is given the girls, and music and drawing to all. This completes the foundation upon which rests what may afterwards be added of advanced work in school or the teachings of e very-day life. Much consideration is given to these schools in which are trained so large a i3art of the children of our city, and it is believed that the course of instruction contains only essential and practically important studies.
The average whole number of pupils belonging to the Grammar Schools this year was 30,575. The number of gi'aduatcs in June w^as 2,072, of which 1,071 were boys, and 1,001 were girls.
HIGH SCHOOLS.
At present there are eight High Schools in Boston,
— the two central High Schools, the English High School for boys, and the Girls' High School for girls,
— and the High Schools in Roxbury, Dorchester, Charlestown, West Roxbuiy, Brighton, and East Boston, for boys and girls. The six suburban schools, with the exception of that in East Boston, were added to the school system of the city by the annexation of the cities and towns in which they were located.
46 SCHOOL DOCUMENT NO. 18.
English High School. — At a meeting of the School Committee, held June 17, 1820, Mr. Samuel A. Wells presented a series of resolutions relating to the public schools. It was thereupon " Voted, That all that part which relates to the establishment of an English Classical School, be referred to a com- mittee of five." This committee submitted their re- port to the School Committee at a meeting held Oct. 26, 1820, which was accepted, and it was " Voted, That it is expedient to establish an English Classical School in the town of Boston." At a meeting of the Board Xov. 9, 1820, this report was read and debated upon by paragraphs, amended and adopted. It was " Voted, That the report be printed and distributed for the information of the citizens, and that the Selectmen be requested to call a town-meeting for the consideration of the same at such time as they may think proper." The following extract from the records shows the action taken b}^ the town : —
At a legal meeting of the inhabitants of the Town of Boston, held on the 15th day of January, A.D. 1821 : —
The foregoing plan for the establishment of an P^nglish Classi- cal School was submitted, and after debate was nearly unanimously accepted by the Town, but three persons voting in the negative ; and the School Committee were authorized to carry the same into effect, — and it was further Voted, That the School Committee from year to year, be, and hereby are, instructed to revise the course of studies proposed in the report this day made and ac- cepted for the new School, and adopt such measures as experience shall dictate, and the object of its establishment require.
The school Avas opened in 1821, in the upper story of the Derne-street school-house. In 1824 it was
ANNUAL SCHOOL REPORT. 47
removed to the new building on Pinckney street. In 184:4: it was removed to the building on Bedford street, which it occupied jointly with the Latin School until 1880, when both schools were removed to the present Latin and High School building.
The following gentlemen served as masters of the school: Mr. George B. Emerson, Mr. Solomon Miles, Mr. Thomas Sherwin, Mr. Charles M. Cnmston, Mr. Edwin P. Seaver, and the present head-master, Mr. Francis A. AVaterhouse.
Oirls'' High School. — In 1825 the subject of estab- lishing a public school for the instruction of girls in the higher departments of science and literature was considered by the School Committee, and upon a request from the Board, the Common Council, at a meeting held Sept. 26, 1825, granted the sum of two thousand dollars for the purpose. The Board of Aldermen concurred in this action at a meeting held Oct. 10, 1825, and a High School for girls was estab- lished in the upper story of the Bowdoin Grammar School-house, March 2, 1826. Mr. Ebenezer Bailey, master of the Grammar Department of the Franklin School, was elected master of the High School for girls. Upon the resignation of Mr. Bailey in I^ovem- ber, 1827, a special committee was appointed to con- sider and report upon the expediency of continuing the High School for girls. This committee submitted a report Dec. 11, 1827, expressing the opinion that it was inexpedient to continue said school. This report was referred to the next School Committee. At a meeting of the School Board held Jan. 10, 1828, a committee was appointed to consider "whether the
48 SCHOOL DOCUMENT NO. 18.
High School for gh'ls shall be contmned; whether the girls may not well be allowed to remain at the Gram- mar Schools througlioid the year;^ and whether the time of their continuance at these schools may not be advantageously extended." This committee sub- mitted a report recommending "the introduction of the monitorial system into the Grammar and Writing Schools," and " the elevating and enlarging the stand- ard of public education in all our Grammar and Writ- ing Schools, so as to embrace the branches taught recently in our High School for girls." This report was accepted, and the recommendations were adopted substantially as reported by the committee. The result of this action was the discontinuance of the High School for girls.
The I*^ormal School was established in 1852, and in 1854 the course of study was extended, and the school became the Girls' High and formal School. In 1872 the training department was separated from the Girls' High School, and an independent ^N'ormal School was established, and the High School depart- ment was continued under its present name, the Girls' High School. The Girls' High and I^ormal School was located in the old Adams school-house (the present School Committee building) until its removal to its new and commodious building on West I^^ewton street in 1870.
Boxhury High School. — In 1852 arrangements were made with the trustees of the Roxbury Latin
*No provision was made for girls to attend the public Grammar Schools till 1789. From that time to 1828 they were allowed to attend half the year, from the 20th of April to the 20th of October. Since 1828, ample provision has been made for their attendance all the year.
ANNUAr> SCHOOL REPORT. 49
School for the establishment of a High School for boys. The trustees were to have the care of the classes, the School Committee certain privileges in visiting and examining, and the city was to appro- priate an annnal snm for its suppoi-t. The agreement was ratified Jnne 28, 1852, and the school was opened in Angnst, 1852, in a building on Dudley street. The trustees of the Latin School petitioned the Gity (Tovernment for " a loan to build on their land in Vernon place,*' now Kearsarge avenue. The petition was granted, and the building was completed and oc- cupied by the classes in the fall of 1853.
In 1854 a High School for girls was established and opened in an upper room of the stone building on Kenil worth street. In 1857 it was determined by the School Committee " that it would be expedient, as soon as possible, to combine, in one school, all High School instruction." This proposition was not favor- ably considered at that time. In the spring of 1860 the jjroposition to unite the two High Schools was again presented, and the advantages in economy and convenience to be realized by such action were set forth at length. The City Council concurred, and, during the following summer vacation, the necessary alterations of the building on Kenilworth street were begun. The new school was first opened in 1861. On ihe annexation of Roxbury to Boston, in January, 1868, the school passed under the control of the Bos- ton School Board. In 1874 the building was enlarged. The demand for increased accommodations was so great that a new building Avas necessary. The lot has been selected and purchased, and the erection of a new school-house begun.
50 SCHOOL DOCUMENT NO. 18.
Dorchester High School. — This school was estab- lished in 1852. Before the annexation of the town to Boston, the accommodations of the old school- house were insufficient to meet the increased de- mands of the school, and a new building was in process of erection at the time of annexation. The new building was completed and occupied in Septem- ber,- 1870.
CJiarlestoion High School. — This school was es- tablished in 1848. The original building, erected in 1848, was remodelled and enlarged in 1870.
West Roxbury High School. — The Eliot High School was established in 1849, and was under the supervision of a Boaid of Trustees. In 1855 the school was placed under the joint supervision of the Eliot Trustees and the School Committee of "West Roxbury. Upon the annexation of the town to Boston, in 1874, the trustees withdrew their support. Since that time the school has been known as the West Roxbury High School. Its present building was erected in 1867.
Brighton High School. — This school was estab- lished in 1841. Its present building is located on Academy Hill.
East Boston High School. — In February, 1877, a petition was presented to the Board by the East Boston Citizens' Trade Association, for the estab- lishment of a High School in that section of the city. The Committee on High Schools, to whom this petition was referred, submitted a report April 10, 1877, recommending the establishment of a branch High School in East Boston, under the joint direc-
ANNUAL SCHOOL REPORT. 51
tion of the head-masters of the Enghsh and Girls' High Schools. The report was accepted and the recommendation was adopted. The school was es- tablished in 1878, and located in the Public Library bnilding, on the corner of Paris and Meridian streets. Subsequently the building was enlarged. In 1880, upon the recommendation of the Committee on High Schools, this school was established as a separate and independent school, and has since been called the East Boston High School.
The High Schools give to those pupils who have completed their course in the Grammar Schools an opportunity to continue their education in advanced studies, the English High School being specially in- tended for those boys who do not design to enter college, but wish to be fitted for all departments of a commercial life; while the Girls' High School is largely attended by those who intend to become teachers. The Superintendent, in his last report, has criticised the course of study in the High Schools; and, recognizing the requirements of the different schools, advocates a revision, on the principle of special adaptation to the needs of each school. The course of study is for three years, with an advanced course of one year more, in the central schools. The minimum age of entering these schools is thirteen years, the Grammar School diplomas entitling the holders to admission. Applicants other than gradu- ates of Grammar Schools are required to pass a sat- isfactory examination equivalent to that required of the graduating classes of the Grammar Schools. It is gratifying that the number of pupils in the High
52 SCHOOL DOCUMENT NO. 18.
Schools so constantly increases, and that there is snch evidence that the education received is of prac- tical value to them.
There are at jDresent eight High Schools. The average number of pupils belonging the past year was 2,272; the average attendance was 2,146. There were 547 graduates at the close of the year, in June.
LATIN SCHOOLS.
The Boston Latin School owes its origin, without doubt, to the action taken at a general meeting of the town of Boston on the 23d day of March, A.D. 1634-5, when Mr. Philemon Porniort was entreated to become schoolmaster. This being the only public school in the town foi" about half a century, it is generally believed that the elementary branches of education were taught as well as the higher branches. From its establishment the principal object of the school has been to prepare young men for college, as well as for mercantile and other high pursuits of life, and in this regard it has been eminently successful. In 1650 we iiud the following record: — " It is alsoe agreed on that M*" Woodmansey, the Schoolmaster, shall have fiftye pounds pei* annum for his teachinge the schollers, and his proportion to be made up by ratte." In 1652 " Sarg't. Richard Cooke is granted Libertie for to set a house one the Towne's ground, which is betwixt the towne's house in which M^ Woodmansey now liveth and the town skoole house." It appears that the house in which Mr. Woodmansey lived was the property of the town, and situated near the school, on School street, with
ANNUAL SCHOOL REPORT. 53
only one lot between, which belonged to the school- house. In 1657 the rent of this lot was assigned to the schoolmaster. In 1G56 it was " ordered that the select men shall have liberty to lay outt a peece of Ground outt of the townes land, which they give to the building of a house for instruction of the youth of the towne." In the same year we find a record concerning the building of "the schoole house chimn3\" In 1664: it was ordered "that John Hull and Petter Oliuer is to take care about the inlardgment of the towne schoole-house." In 1666 the town "agreed with M'' Dannell Hincheman for £40 p. ann" to assist M''. Woodmansey in the grammer Schoole & teach Childere to wright, the j^eare to be- gine the V^ of March iJ5-6.^^ Soon after this the fol- lowing record occurs: "M"" Jones one the 28: 3™°. 1666 being sent for by the Select men for keep^ a schoole and being requii'ed to performe his j^romise to the Towne in the Winter to remoue himeselfe and famyly in the springe : And forbideng to keep schoole any longer." From this record it appears that Mr. Jones had opened a private school without the sanction of the town, and was therefore required to dej)art. The next 3^ear "Mr Will Howard hath liberty to keep a wrighting schoole, to teach childeren to writte and to keep accounts ; " and in 1668 "Mr. Robt. Canon is licenced keepe schoole." There are numerous records at various times after this where permission of the town was granted to people to open private schools.
In 1667 Mr. Benjamin Thompson was " made choice of by the selectmen for to officiate in the place of the
54 SCHOOL DOCUMENT NO. 18.
schoole master for one yeare, Mr. Hull being" apointed to agree for tearmes, what to allow hime p. Annu." From this record we are inclined to think that Mr. Woodmansey must have retired fi-om the school at this time. He probably died soon aftei*, for in the fall of 1669 Mr. Kaynsford was "to giue notice to M'* Wood- mansey that the towne occasions need the vse of the schoole house and to desire her to prouide otherwise for her selfe." In the following March, " Vpon the request of Mrs Margeret Woodmansey, Widdowe to prouide her a house to Hue in, if she remoueth from the schoole-house, It was granted to allowe her £S. p. an for that end, dureinge her widdowhood."
In December, 1670, occurs the first mention in the records of the famous "Master Cheever," who for thirty-eight years after this exercised so important an influence upon the education of the people of Boston.
Mr. Benjamin Tompson retired from the school and removed to Charlestown, whe^-e he occupied the position which Mr. Cheever resigned, to accept the mastership of the school in Boston. Mr. Cheever died August 21, 1708, "venerable," says Gov. Hutch- inson, " not merely for his great age, 94, but for having been the schoolmaster of most of the principal gen- tlemen in Boston, who were then upon the stage." Bev. Cotton Mather, who was a pupil of Mr. Cheever, preached a funeral sermon.
Mr. Cheever was succeeded by Mr. ISTathaniel WiUiams. In 1734 Mr. John Lovell was appointed master, in place of Mr. Wilhams, who resigned his position. Mr. Lovell was followed in succession by Mr. Samuel Hunt, Mr.. William Biglow, Mr. Benj. A.
ANNUAL SCHOOL REPORT. 55
Gould, Mr. Frederic P. Leverett, Mr. Charles K. Dillaway, Ml', Epes S. Dixwell, Mr. Francis Gardner, Mr. Augustine M. Gay, and the present head-master, Mr. Moses Merrill.
For many years the Latin School-house was situated on School street, just in the rear of King's Chapel.
In 1704 a new school-house was erected on the site of the old one, and in January, 1705, the new build- ing was completed and occupied.
Tn 1748 the old school-house had fallen into decay, and to make room for the enlargement of the neigh- boring chapel, it was taken down, and a new building was erected on the opposite side of the street.
A new school-house again became necessary in 1812, and a more substantial building of brick, with a granite front, was erected on the same site. The Latin School occupied the upper story only of the three stories of the building until 1816, when the middle story was also takei;i for the use of the school, ^ot long after this time the number of pupils in- creased so rapidly under the popular management of Master Gould, that the Grammar School, which had occupied the lower story of the building, was removed to other quarters, and the Latin School occupied the whole building, which it continued to occupy until the year 1844, when the demand for enlarged accommo- dations rendered a new school-house necessary. The Latin School was removed to the new school-house in Bedford street, which it occupied jointly with the English High School until the present Latin and High School building was completed and occupied in 1881.
56 SCHOOL DOCUMENT NO. 18.
This school, so long the pride of the city, remains a classical school, preparing its graduates for admis- sion to college. The course of study has been some- what modified to meet the requirements of Harvard University, and thorough instruction is given in modern languages and physics. Instruction in mili- tary drill is given to boys in the Latin and High Schools.
The Gii-ls' Latin School was organized in Febru- ary, ]878, and is carried on in the same building with the Girls' High School. The growth of this school has been such as to show a great increase in the de- mand for classical education for girls. Beginning with a membership of 28, the pupils now number 180. In 1885 the Girls' Latin and Girls' Higb School were placed under the care of the same master, under title of Head master of the Girls' High and Latin Schools.
The i-egular course of instruction in theLatin Schools is for six years, the minimum age of entrance being eleven years. Graduates of Grammar Schools are admitted without examination to such classes as their qualifications entitle them to enter. Other applicants must present certificates of character from the princi- pals of the schools they last attended, and pass an examination equivalent to that required for admission to the third class of the Grammar Schools. These examinations for admission are held on the third Saturday in June and on the first Wednesday in September of each year. lu the Girls' Latin School, special facilities are now offered to Grammar School graduates, enabling those who have the ability to complete the course of study in four years, and many girls are taking advantage of the opportunity.
ANNUAL SCHOOL REPORT. 57
The average number of pupils belonging to the Latin Schools for the year ending June, 1888, was 578, the average attendance during the year being 55G. At the close of the year, in June, 33 boys and 9 girls graduated from these schools.
NORMAL SCHOOL.
In the first annual report of l^Tathan Bishop, Esq., the first Superintendent of the Public Schools in Bos- ton (1851), he recommended the establishment of a JS'ormal School as a part of the Boston system of public instruction. This suggestion was referred by the School Committee, at a meeting held Jan. 13, 1852, to a special committee of five members of the Board. This committee submitted a report in favor of the establishment of the school, and the Boaixl passed an order, appended to the report, transmitting the report to the City Council, with the request " that the necessary votes may be passed to establish the pro- posed school." The Committee on Public Instruc- tion of the City Council, to whom the subject was referred, unanimously recommended the passage of the following order : —
" Ordered, That a IN'ormal School be established in the Adams School-house (Mason street), as a part of the system of public schools, for the purposes set forth in the report of the School Committee, being City Document IS'o. 32, for the present year."
This order was passed by both branches of the City Government. The School Board, at a meeting held Aug. 3, 1852, directed the sub-committee on
58 SCHOOL DOCUMENT NO. 18.
the formal School to draw up a plan of organization of said school, with the necessary rules to carry out the plan. This committee submitted a report, and at the meeting of the Board held Sept. 14, 1852, directed the sub-committee on the l^ormal Sphool to proceed to tlie organization of- the school, in accord- ance with the recommendations of the report. The school was organized and located in the school- building on Mason street, in 1853. In 1854: the course of study was extended, and the school was called the Girls' High and Normal School. Oct. 3, 1870, the school was transferred to the new building on West JSTewton street. In 1872 the IS^ormal School was separated from the Girls' High School, and located in the Rice Grammar School-house. Mr. Larkin Dunton, the present head-master, was elected principal of the school.
The question having been raised by the City Coun- cil as to the legal right of the city to maintain a Normal School, the Legislature passed an act, ap- proved April 15, 1874, ratifying what had been done in establishing the school, and conferring on the School Board the same power to maintain and con- tinue the school as they had to maintain and continue the other public schools of the city.
The Normal School, since its separation from the Girls' High School in 1872, has been strictly a pro- fessional school, maintained solely for the purpose of preparing young ladies graduating from the High School for the work of teaching in the public schools. Under an exceptionally strong and able corps of teachers, the true object of a Normal School is here
ANNUAL SCHOOL REPORT. 59
faithfully adhered to, the pupils being" trained in the art of giving instruction, both theoretically and prac- tically. For this training in actual work of the school- room ample opportunity is afforded in a Grammar School for boys, a Primary School, and a Kindergar- ten. Pupils who have completed the fourth year of the High School course are admitted without exam- ination. Other candidates must show to the head- master, both by examination and recommendation, that they are qualified. Last June, 84 young ladies grad- uated from the school and received certificates ren- dering them eligible for service as teachers in the public schools. The whole number of graduates is 974, most of whom have become regulnr teachers.
With the establishment of the public Kindergartens, and the necessity for teachers specially trained for that work, a new demand was made upon the formal School. An etficient Kindergarten teacher must not only be thoroughly familiar with the principles of education, but must also have special instruction to fit her for Kindergarten work. The committee on the ^N'ormal School, after much deliberation, decided that it was desirable, if not absolutely necessary, that the present course of mstruction should be modified and enlai'ged, and the School Board voted that the course of study should be for a year and a half instead of one year as formerly. The Committee on the N^or- mal School has submitted the necessary amendments to the rules and regulations to carry out their sug- gestions, and the school will soon be enabled to meet the full wants of teachers for the public schools of Qvery grade. This school has secured a high and
60 SCHOOL DOCUMENT NO. 18.
honorable position, and is a vital and beneficent force in onr Public School system.
HORACE MAN^ SCHOOL.
This school, now in its twentieth year, is designed to give an elementary education to the deaf, and to teach those children who are deaf-mutes the use of ordinary language. Any deaf child over five years of age, not mentally or physically disqualified, is en- titled to admission.
The enthusiastic and devoted principal, with her skilful assistants, have brought the school to a high degree of excellence, and their work should be en- couraged by being better known.
The State, by its liberal provision for the education of the deaf and dumb children in the Commonwealth, bears almost the whole expense of the school, leaving it under the care of the School Committee. The city receives from the State f 100 for each city pupil and $105 for each ont-of-tow^n pupil. The total expense of the school last year was $9,434:.57. The amount received from the State was $0,847.16. I^umerous friends also show their interest in the success of the school and the welfare of the pnpils by substantial gifts to those who are needy, and books and ma- terial to be used in the school.
For several years this school has suftered for larger and more suitable accommodations. More than a year ago it became necessary to grant the use of two rooms in the Appleton-street Pi'imary School-house to meet its needs in this particular. In February, 1885, the Committee on School Houses was instructed
ANNUAL SCHOOL REPORT.
61
to petition the State for a lot of land for a new build- ing. B}^ an act approved April 29, 1885, the Com- monwealth granted to the City of Boston the per- petual right to use a lot of land on IN^ewbury street, near Exeter street, foi- the purpose of erecting and maintaining thereon a school building for the use of the Horace Mann School. This grant was made upon the condition that the city should, within three years from the date of the passage of the act, erect the school-house. At the request of the School Board the time has been extended, and the building now in process of erection will soon be ready for occupancy.
EVENING SCHOOLS.
These schools a such persons as,
e instruction of topetent edu- cation, and y§^ are upa|^le^ii>avd^Ahem,se^ves of the advantages o^ tl^ day scnools. '^Th^>>p,44d of such schools in thisS
Xl<'s-*'
especially by per^'ei^
years ago, aritable works among the indigent classes; and to meet this want, free evening schools for very elementary instruction were opened under the auspices of two or three chari- table or religious organizations. These schools de- serve to be mentioned and remembered, for they were carried on by self-sacrificing and benevolent persons, and they were sources of much good. But they were inadequate as a permanent provision for the purpose in view. This being clearly evident, the question of establishing evening schools at the pub- lic expense began to be agitated. But it was ob- jected that municipal corporations had no legal right
*»»^:»
>«•
62 SCHOOL DOCUMENT NO. 18.
to provide schools for teaching the elementary branches to pupils above fifteen years of age. The schools above mentioned, hovrever, were subsidized by the city to the extent of the proceeds of the city hay- scales, amounting to about $1,200 a year, aid from this source being deemed allowable, as it was not drawn from taxation. In 1857 an act was passed permitting the estabUshment of schools, other than those already required by law, for persons over fifteen years of age, thus wholly disposing of the legal ob- jection.
In 18(38 the City Council appropriated |5,000 for the evening schools. A standing committee, ap- pointed by the Board to take charge of the new enterprise, prepared the requisite regulations, and opened nine schools for teaching the elementary branches, with forty-four teachers and an enrolment of 1,560 pupils. During every subsequent year this department of our school system has increased in effi- ciency and usefulness. Its success has fully justified the wisdom of creating it. Although not thoroughly appreciated by all whom they might benefit, a large class in the community accept the advantages offered. The elementary evening schools, where reading, writ- ing, and other elementary branches from the begin- ning are taught, are located in difierent parts of the city where they are most needed. Two of these schools are for the important work of teaching Eng- lish to Germans and others of foreign birth.
The Evening High School was established in 1869, and was opened as an experiment. From the outset it was eminently successful. The growth and pros-
ANNUAL SCHOOL REPORT. 63
perity of this school have been gratifymg in the highest degree Pupils of both sexes are admitted. The course of study includes English Composition and Penmanship, History and Civil Government, Commercial Aiithmetic and Book-keeping, Algebra and Geometry, Phonography and Physiology, Avith some classes in French, German, imd Latin, ^^Tearly half of the pupils have attended the Grammar Schools and wish to continue their studies, w^hile many desire instruction in special branches to fit themselves better for their daily occupations.
In May last a communication was received from the people of Charlestown, asking for the establish- ment of an Evening High School in that section of the city. Upon the recommendation of the Committee on Evening Schools, who considered the subject, the Board voted that it was expedient to do so, but owing to the condition of the appropriation, it was not until late in October that the accommodations were ready. The school was opened as a branch of the Evening High School ISTovember 7, and placed in charge of the present head-master of the Charlestown High School. The sessions of the school are held on Mon- day, Wednesday, and Friday evenings, and instruc- tion is given in English Composition, Book-keeping, French, and Phonography. The number of pupils belonging to the school is 153, Avith an average attendance of 111. This action on the part of the Board is regarded as an experiment, the result of Avhich Avill have considerable influence in deciding the question of maintaining local Evening Schools for instruction in the higher branches.
64 SCHOOL DOCUMENT NO. 18.
The standard of the teachmg force in these schools has been advanced during the past few years. The male teachers in the day schools have been permitted to teach in the evening schools, and several have ac- cepted such positions. There has been difficulty in obtaining experienced and successful teachers, on ac- count of the small inducement in the matter of sal- aries. There was special need in the larger evening schools for an experienced male teacher of a higher grade than assistant, to assist the principals in the management of the schools. The Board has recently established the rank of first assistant in the Evening Elementary Schools, and this will give an opportunity for increased efficiency. Extra expenditure, even lavishness, may be forgiven for pupils who are so anxious for self-improvement, or to make up foi' de- ficiencies in early education, that they are willing to go to the school-room every evening after a day of hard work.
Another important measure which will result in the great improvement of the evening school service is the preparation and adoption of carefully prepared courses of study. At the request of the School Board the Board of Supervisors submitted uniform and sys- tematically arranged courses of study for the Evening High and Elementary Schools. These were adopted, and the schools entered upon the new course at the opening of the present term.
During the term of 1887-88, 5,714 pupils were registered in the evening schools; the average whole number belonging was 3,068; the average attendance was 2,157.
ANNUAL SCHOOL REPORT. 65
The total expense for Evening' Schools the past year was 133,312.95.
EVENING DRAWING SCHOOLS.
The act of May 16, 1870, required that Industrial Drawing Schools should be maintained in all cities and towns in the State having 10,000 inhabitants and upwards. An Evening Drawing School was opened in the Institute of Technology in the autumn of that year. Eight teachers were employed in the depart- ments of freehand and mechanical drawing; the whole number of pupils instructed was about 500, the average attendance being 380.
From that time other schools have been opened. From their organization these schools have made constant and satisfactory progress. During the past year the city maintained five Evening Drawing Schools: one in East Boston, one in Charlestown, two in the city proper, and one in Roxbury. The subjects taught in these schools are Freehand, Model, Perspective, Geometrical, Machine, and Architec- tural Drawing, Building Construction, and Ship- draughting.
The term of the Evening Drawing Schools begins on the third Monday in October, and closes on the Friday next preceding the third Monday in March. The sessions of the schools are held Monday, Wednesday, and Friday evenings, from half-past seven to half-past nine o'clock. Applicants for admission must be fifteen years of age or over, and must join the schools at the beginning of the term. Diplomas are awarded, at the end of the term, to
6Q SCHOOL DOCUMENT NO. 18.
those who have completed the course creditably. During the term 1887-88, 862 pupils were regis- tered; the average number belonging was 503, and the average attendance was 440.
MUSIC.
Instruction in vocal music has long been recog- nized as an essential and pi'actical branch of our public-school education.
More than half a century ago, in 1836, the memo- rial of the Boston Academy of Music, that vocal music be introduced as a branch of instruction in the schools, Avas presented to the School Board. This memorial was supported by petitions signed by numerous citizens. The special committee to whom the matter was referred I'eported the following year in favor of granting the prayer of the petitioners, but the necessary appropriation could not be obtained from the City Council. Dr. Lowell Mason, who was at this time a professor in the Boston Academy of Music, oifered to give instruction gratuitously in one of the schools, in order to test the experiment; and in JSTovember, 1837, the School Board voted that the experiment should be tried in the Hawes School, South Boston. The results of the experiment were very satisfactory; and the Board, in 1838, convinced of the utility and jDracticability of providing instruc- tion in vocal music in the public schools, added this study to the required subjects to be taught; and Dr. Lowell Mason was placed in charge of this depart- ment. From this beginning has grown up the pres- ent system of musical instruction in common schools.
ANNUAL SCHOOL REPORT. 67
Of its healthful and beneficial influences, its elevating and refining power, its resources of pure and inno- cent enjoyment, its value as a jDhysical exercise, it is needless to speak. Vocal music has become a neces- sary item in the curriculum of every educational in- stitution and system.
For a sketch of the introduction and progress of the instruction in vocal music in the public schools of this city we refer to the recent report of the Com- mittee on Music.
During the past year a radical change has taken place in this department. The duties of the Com- mittee on Drawing and Music were divided in Octo- ber, 1887, and the supervision and care of instruction in music was ])laced in the hands of the Committee on Music, This committee began at once an investi- gation into the subject, in order that the}^ might be thoroughly informed in regard to the branch of study confided to their care. They were somewhat influ- enced in their course by the action of the Board, in 1886, with I'eference to this branch of the service, and by the report of the Superintendent of Schools upon the subject, and also by the order passed early in 1887, calling for information concerning this study, in response to which no report had been submitted by the Committee on Drawing and Music, then in charge of this department. Their investigation, we believe, was thorough and impartial. It was ascer- tained that during the past few years there had been a lack of uniformity in the methods of the special instructors, and a departure from the presci-ibed course of study. While conducting their inquiries
(38 SCHOOL DOCUMENT NO. 18.
with regard to these differences the}'^ were deeply impressed with the merits of the ]^ormal Music Coiirsej and as they proceeded further with their in- vestigation these impressions were strengthened, and the committee were unanimously of the opinion that it was desirable to fully test the IN^ormal Music Course by its practical use in the schools. They, therefore, recommended its adoption and use in tlie Grammar and Primary Schools of the Rice Training School, and of the third and sixth divisions. As the revised edition of the ISTational Music Course was at this time presented, the committee, wishing to show a proper respect for the opinions of those who strongly advo- cated its claims, recommended the adoption and use of the revised edition of the JS^ational Music Course in the Grammar and Primary Schools of the first and second divisions. Under the supervision of experi- enced instructors, specially sliilled in the sj'sterns under their care, opportunity will be afforded to members of the Board and to all interested in this branch of instruction, to follow closely and critically the work in this department, and prepare them to act intelligently upon the subject in the future.
DRAWING.
Drawing has been recognized as a branch of study in our public schools for many years. It was first introduced into the English High School, where it was, from 1827 to 1836, a i^ermitteil study in the upper class, and subsequently an obligatory one. But until 1853, as there was no special teacher of drawing, it* received little or no attention. At length
ANNUAL SCHOOL REPORT. 69
special teachers of drawing", on very small salaries, were appointed for the English High and Girls' High and Normal Schools, at the time of the establishment of the latter institution. This was the first practical step towards securing instruction in drawing; but for a long time only the meagrest results were produced in these schools, owing to the apathy on the subject. In 185(3 no instruction in drawing was given in the Primary and Grammar Schools. Soon after this the Boston Primary School drawing slates and tablets, prepared by the Superintendent of Schools (the late Dr. Philbrick), were introduced into the Primary Schools; but their use did not become general and effective until it was made obligatory in the new pro- gramme of studies, which was adopted in 1864. Just before this Mr. Bartholomew's books were intro- duced into the Grammar Schools. The system was imperfect, no doubt, but it was a real beginning. Drawing gradually grew into favor. The new pro- gramme for the Grammar Schools, which Avent into operation in 1868, laid down a graded course of in- struction in drawing for those schools.
A Standing Committee on Drawing was estab- lished, and it entered upon its work early in 1870. In Ma}^ 1870, instruction in drawing was made ob- ligatory by law. With the annexation of Poxbury and Dorchester, two IFigh Schools were added to the system, each of which Avas provided with a special teacher of drawing. Each of these teachers, in addi- tion to their instruction in the High Schools, was required to inspect and supervise the instruction in drawing in one of the five districts into Avhich the
70 SCHOOL DOCUMENT NO. 18.
Grammar Schools of the city were divided for this purpose. Thus the organization and plan of mtinage- ment was completed, with the exception of a director. In 1871 ' a director of drawing was appointed, and Mr. Walter Smith, a graduate of the JN^ormal Art School at South Kensington, London, and subse- quently Art Master at Leeds, was appointed to the position. Li 1878 the number of special instructors of drawing was reduced to three, in addition to the director. In September, 1880, the special instructors of drawing were discontinued, and a director only was ap])ointed. In 1881 the present director, Mr. Henry Hitching, was elected. The course of study in drawing has not been materially changed for sev- eral years.
MANUAL TRAINING.
The great interest in the subject of manual train- ing continues unabated, and a proportionate impulse has been given to its promotion during the last few years. While its importance is very generally recog- nized, opinion still seems to be divided as to the best way of combining such instruction with the oi'dinary education now given in the Grammar Schools with- out subverting any existing arrangements. Boston should have a separate and fully-equipped School for Manual or Industrial Training, to which pupils could be sent from the Grammar Schools, as they are now to the Latin and High Schools. It is hoped that such a school, combining work and study, may ultimately be established. During the last four years an admi- rable instalment of such instruction has been given in
ANNUAL SCHOOL REPORT. 71
the Schools of Carpentry and Cooking. Ten classes of boys, of twenty each, have received one lesson a week in carpentry and the use of wood-working tools.
This limited experiment seems to htive been a suc- cess, and lack of suitable accommodations only pre- vents the further development of this popular branch of instruction.
Still more popular are the classes in cooking, carried on in the different School Kitchens, under the manao-ement of the committee. These were originated by private enterprise, and are still lai'gely indebted to private liberality; but the city is assuming the expense as fast as possible, and the instruction re- ceived is most thoroughly appreciated, and turned to good account in the homes of the pupils.
The city maintains one Manual Training School, and five Schools of Cookery. The latter schools are located as follows : One in the city proper, one in Roxbury, one in South Boston, one in Jamaica Plain, and one in Charlestown.
For further information, and for the statistics of these schools, we refer to the report of the Committee on Manual Training Schools.
SEWING.
Instruction in sewing was given in the Primary Schools to a greater or less extent from the establish- ment of those schools.
In 1835, upon the petition of a committee of ladies of the Seamen's Aid Society, praying that needlework
72 SCHOOL DOCUMENT NO. 18.
might be taught to the girls in the Grammar Schools, the School Board adopted the following resolution: —
Resolved^ That the giils of tlie secoud and third classes, who attend the public writing schools of this city, may be instructed by the female instructors of said schools in plain sewing, one hour in the afternoon of every school-day, beginning forthwith, and ending the first Monday in November of the present j'ear, and in futnre years beginning the first Monday in April and ending, as aforesaid, the first Monday in November.
The instruction in sewing thus provided for went on quietly and somewhat languidly, and uo especial attention being called to it, it is probable that it became neglected, in some of the schools at least.
In 1854 renewed interest in the subject was created, and a petition, signed by thirty-nine hundred and forty-seven women of Boston, requesting that sewing might be introduced into all the Grammar Schools for girls, Avas presented. The special com- mittee to whom the subject was referred reported that they believed the usefulness of the schools would be enhanced by the proposed change, while their ef- ficiency in respect to other branches of education would not be impaired by it, and that no girl could be considered properly educated who could, not sew. Upon the recommendation of this committee, the Board, in March, 1854, passed the following regula- tion and orders : —
Instruction in sewing shall be given to all the pupils in the fourth class of the Grammar Schools for girls. There shall be given to each pupil in those classes two lessons, of not less than one hour each, ever^^ week. The sub-committee of each
ANNUAL SCHOOL REPORT. 73
school shall nominate to this Board for confirmation some qnnlified person as teacher of sewing, whose compensation sliall he $200 per annum.
Ordered, That the sub- committees of each of the Grammar Schools for girls be instructed to make the necessary arrange- ments for carrying the regulations concerning sewing into effect forthwith.
Ordi-red, That the sub-committee of each of the several schools be authorized to furnish materials for sewing, to an amount not exceeding $20 annually, for each school in which instruction in the art is introduced.
The Grammar Schools at this time were divided into four ehtsses only. The fourth class, which was the lowest, contained about one-third of all the pnpils in these schools. In 1868 the number of classes in the Grammar Schools was increased from four to six in all the schools; and in ISTovember, 1870, the rules were amended so as to provide that instruction in sewing shall be given 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.
In 187G provision was made for the extension of the instruction in sewing to the upper classes, on the joint recommendation of the Committee on Sewing and the Division Committee of the school where such extension is proposed.
In 1875 a Standing Committee on Sewing was es- tablished. At this time, a question having arisen as to the legal right of the Board to employ special teachers of sewing, an order was passed requesting the opinion of the City Solicitor on this point. His opinion, given May 18, 1875, was, that it was not
74 SCHOOL DOCUMENT NO. 18.
competent for the Board to employ special teachers to teach the art of sewing in the public schools. In 1876, upon the petition of the School Board, the fol- lowing act was passed: —
Acts and Eesolves, 1876, chap. 3. An Act authorizing the Teaching of Sewing in the Public Schools.
Be it enacted, etc., as foUotvs : —
Section 1. Sewing shall be taught, in any city or town, in all the public schools in which the School Committee of such city or town deem it expedient.
Sect. 2. The action of the School Committee, of any city or town, in causing sewing to be taught in the public schools thereof is ratified, confirmed, and made valid to the same extent as if this act had passed prior to such teaching.
Sect. 3. This act shall take effect upon its passage. [Ap- proved Feb. 1, 1876.]
ISTo part of manual training is more satisfactory in its immediate results than the sewing. Training the eye and both hands (differing from drawing in this), and carried on at very little expense, this industrial work is assuming its true place as a valuable educa- tional influence. The instruction, which is thorough and practical, is given, for two hours each week, to all girls in the fourth, fifth, and sixth classes, and, in some of the large schools exclusively for girls, is continued in the upper classes for one hour each week. In these classes the pupils are taught, to some extent, the cutting as well as the making of simple dresses and other garments. This small amount of time does not encroach much upon the ordinary school work, and certainly much good is accomphshed. The greatest difficulty has been the
ANNUAL SCHOOL REPORT. 75
lack of systematic gradation of the work; so tliat any orderly classification of what is done is very difficnlt. Less tronble is now experienced than for- merly, as the teachers keep on hand a supply of fitted work, and care is taken to provide what is suitable for the capacity of each pupil. As far as possible, a regular course is undertaken with each pupil.
This instruction is useful to all, both rich and poor, encouraging habits of carefulness and industry; de- veloping a taste for quiet, regular employment; furnishing a resource against idleness; and adding largely to the power of self-support.
The sewing exhibitions, established a few years ago, have increased the interest, and produced good results. They do not interfere with the regular work of the schools, being usually appointed for the an- nual visitation day of the schools; but on the con- trary give an opportunity to parents and others to observe the practical instruction in this subject.
There are at present 30 sewing teachers em- ployed. The expenditures in this department the past year were : Instructors, $16,121.07; sewing ma- terials, $100.03.
HYGIENE.
It has lately been asserted that much of the legis- lation for the health of the community at large has been brought about by the solicitude of the School Board for the health of the pupils in the public schools. It is the recognized duty of the School Committee to provide for the physical well-being of the pupils, as well as for their mental development;
76 SCHOOL DOCUMENT NO. 18.
and earnest and thoughtful consideration is given to the sanitary condition of the school-houses, to the enforcement of the ordinary laws of health, and to the subject of school hygiene in general.
It was not till ISG-t that instruction in physical cult- ure was uniformly adopted in the schools, though some attention had been given to the subject by in- dividual teachers. Physical exercises are now ]*e- quiredin all classes, and no feature is more attractive or more noticed by visitors to our schools from other cities than this part of the mstruction.
Military di-ill for boys was about the same time in- troduced into the High Schools, and has proved in many ways a valuable trainhig.
In 187G the attention of the Board was called to the importauce of appointing an officer whose special duty should be to look after the sanitary condition of the school-houses, and, as far as possible, the health of the pupils. The matter was before the Board for several years, and in 1885 the present Instructor in Hygieue was appointed. His annual reports furnish details of what has been done for the promotion of health in the schools.
All available hnprovements have been considered, and, when possible, adopted, to secure the best sani- tary conditions in the school buildings; and a great deal has been done in improving the ventilation, the full importance of which is so thoroughly realized by the School Committee. It is a pity that needed im- provements must be so costly, and that there are still rooms to be found where the number of cubic feet of air is far too small for the number of pupils; but these are now the exception.
ANNUAL SCHOOL REPORT.
77
Special regulations have been adopted to check the spread, and suppress if possible, contagious diseases, by early notification of all cases, and stringent rules to prevent pupils from coming into contact with those suffei'ing from such diseases. In short, every efibrt is made to secure for the public-school children sound and vigorous bodies, and to keep them in a condi- tion of health and strength.
EXPENDITURES.
The financial school-year ends the first day of May of each year. It has been customary in alluding to the expenditui-es in the annual reports to make a statement of the expenses for the year ending the first of the preceding May.
The following table shows the expenditures made by the School Committee, the number of pupils, and the average cost per pupil as incurred by them for the past twelve years : —
Year. |
Expenditures. |
Income. |
Net Expenditures. |
No. of pupils. |
Rate per pupil. |
1876-77 . . |
$1,525,199 73 |
$21,999 03 |
$1,503,200 70 |
50,308 |
$29 88 |
1877-78 . , |
1,455,68" 74 |
30,109 31 |
1,425,578 43 |
51,759 |
27 54 |
1878-79 . . |
1,405,647 60 |
32,145 54 |
1,373,502 06 |
53,262 |
25 79 |
1879-8© . . |
1,416,852 00 |
49,090 28 |
1,367,761 72 |
53,981 |
25 34 |
1880-81 . . |
1,413,763 99 |
73,871 OS |
1,339,892 88 |
54,712 |
24 49 |
1881-83 . . |
1,392,970 19 |
69,344 08 |
1,323,626 11 |
55,638 |
23 79 |
1882-8.1 . . |
1,413,811 66 |
73,278 56 |
1,340,533 10 |
57,554 |
23 29 |
1883-84 . . |
1,452,854 38 |
79,064 66 |
1,373,789 72 |
58,788 |
23 37 |
1884-85 . . |
1,507,394 03 |
39,048 26 |
1,468,345 77 |
59,706 |
24 59 |
1885-86 . . |
1,485,237 20 |
31,213 34 |
1,454,023 86 |
61,259 |
23 74 |
1886-87 . . |
1,485,343 29 |
33,388 28 |
1,451,955 01 |
62,259 |
23 32 |
1887-88 . . |
1,536,552 99 |
37,092 81 |
1,499,460 18 |
62,226 |
24 10 |
78 SCHOOL DOCUMENT NO. 18.
By examining the above table it will be seen that the cost per pnpil has been gradually reduced year by year since the reorganization of the School Board. In ] 884-8") the free text-book law went into effect, and the added expense of supplying free text-books increased the cost per scholar fl.22 for that year. In 1887-88 it became necessary to replace a consid- erable number of the text-books which had been worn out, and this was the reason, to a large extent, of the increase in the cost per pupil, for that year, of seventy-eight cents. In 1877-78, with 51,759 pupils, at a time when only indigent pupils were supplied with fjee books, the cost per 23upil was $27.54. In 1887-88, with 62,226 pupils, and when all the text- books and school supplies were furnished without ex- pense to the pupils, the cost per scholar w^as $24.10. It seems unnecessary to add anything to such a record to show that the School Board has taken a judicious and economical course in the management of the ex- penditures under their control.
The expenditures for our public schools amount in the aggregate to a large sum, and it is due to the people that a complete and detailed statement should be submitted to them, and due to the Board that this statement should be carefully considered before any opinions are formed and expressed relating to the management of the school finances. The Board be- lieves that it is not expected of it to enter into elab- orate comparisons with the expenditures of School Boards in other cities, to prove that it costs less per scholar to educate a pupil in Boston than in other places. The question with the people of our city has
ANNUAL SCHOOL REPORT. 79
been, and is, not how mnch has been spent, but are the expenditures wise and economical. However large the sum which is raised, if honestly and judi- ciously expended, it contributes to a higher public morality, to greater power of production, and to the general prosperity of the city. In this particular the Board invites the most searching scrutiny. The Board places before the citizens minute and carefully prepared particulars of the school expenses. The people must decide the question.
In February last the Board approved and forwarded to the City Auditor the estimates for the year 1888- 89. The amounts asked for were as follows: Sala- ries of instructors, $1,269,678; salaries of officers, $58,180; school expenses, $288,000; kindergartens, $20,000; making a total of $1,615,858. The City Council granted the amounts asked for, with the ex- ception of that for " school expenses," in which a reduction of $57,680 was made. From the last re- port of the Committee on Accounts of the School Board, an abstract of which will be found in the Appendix to this report, which we commend to every one interested in our school finances for careful pe- rusal and consideration, we quote the following: —
It is very difficult for a department spending $1,500,000 per annum to estimate in February precisely the amount needed for the year beginning the May following. Many contingencies may arise not contemplated when the estimates were prepared. A gain of pupils in one locality, although offset by a loss in another, adds to expenses. The increase of pupils in the higher grades adds to salaries, even though the total number of pupils does not increase. Another element to contend with is the price of coal, as an increase of one dollar per ton adds about •$12,000 to ex- penses.
80 SCHOOL DOCUMENT NO. 18.
These few instances will show how difficult it is to estimate just how much money will be required. The lule is to estimate as closely as possible, and to confine expenses to what is absolutely required.
From the statement submitted to the Board by the Committee on Accounts, IS^ov. 13, 1888, of the apj^ro- priations as made by the City Council for the i:)resent financial year, and the expenditures incurred to that date, being seven months' payments of the financial year, we learn that " the amount to the credit of school expenses ($40,868.43) will be sufiicient to pay exjDcnses until January 1, leaving the draft payable February 1, partially, and the remaining drafts (March 1 and April 1) entirely unprovided for." This item of " School Expenses," it will be remem- bei-ed, was reduced by the City Council $57,678. In alluding to this action of the City Council, the Com- mittee on Accounts, in their report, state that —
Ten years ago the City Council granted the appropriation "School Expenses" 1251,500, and this year the amount granted is $210,322, a reduction of $41,178. During the past ten years the i)upils have increased 10,467, the amount required for janitors' salaries has increased more than 30 per cent., pud the School Board is supplying pupils under a law requiring all books and supplies to be furnished free. Under these circumstances your committee cannot understand why the City Council reduced the appropriation "School Expenses " over 16 per cent, from what was granted ten 3'ears ago ; and it is difficult to see how the neces- sary expenses can be met with the money granted.
The increase in the amount granetd to the School Board in the last decade was OYio per cent.; to the Police Department, 43Yio per cent.; and to the Fire
ANNUAL SCHOOL REPORT. 81
Department, -MYio pei' cent, ^o comments are neces- sary on snch comparisons as these.
The Board feels confident that the City Council will find the means to defray the expenses for that portion of the present financial year now unprovided for.
SCHOOL ACCOMMODATIONS.
By the act reorganizing the School Committee of the City of Boston, the powers of the Board were increased so that no new school-building can be erected, or any addition to or alteration of a building for school purposes of an estimated cost of over one thousand dollars be made, until the School Board approves the location and plans. This undoubtedly was a wise extension of the powers of the Board. At present, when a new school-building is needed, the School Board calls the attention of the City Council to the fact, and requests that a school-house be erected. Here their power in ohtcmiing the build- ing ceases. The City Council decide whether the request of the School Board shall be granted. If the request be granted, the School Committee then have the power to approve or disapprove of the location and plans for the building. It has often been sug- gested that the School Board should have the power of not only determining when additional school ac- commodations, temporary and permanent, are needed, but of providing them. There appears to be strong- grounds for the suggestion. The City Council are entitled to great credit for their generally liberal appropriations, but in this impoi'tant particular they
82 SCHOOL DOCUMENT NO. 18.
do not and cannot possess the knowledge of the needs for additional school accommodations without great trouble, while the School Board, intrusted by law with the care and management of the schools, are fully acquainted with their wants, and know when and where new buildings are needed. We believe the public-school interests would be better served bj'^ increasing the power and responsibility of the Boai-d in this particular. The demands for additional school accommodations is steadily assuming proportions which will call for special attention. At present there are three school-buildings in process of erec- tion,— the Grammar School-house at South Boston, the Horace Mann School-house, and the new building for the Roxbury High School.
During the past year the Board has found it neces- sary to ask the City Council to erect a new Grammar School-house in Dorchester; three new Primary School-houses in various sections of the city; to make more or less extensive repairs in nine school-build- ings; to provide temporary school accommodations in five districts; and to enlarge the yards of two school- houses. In addition there are sevei'al orders relating to school Houses now in the hands of the Committee on School-houses of this Board, for their investigation and report. In some of the districts, notably in South Boston, Roxbiu'y, and Dorchester, the needs for increased accommodations are most urgent. The School Board has done all it can do, which is to re- quest the City Council to provide the necessary accommodations. In the South Boston district the demand was so great as to call forth an appeal fi'om
ANNUAL SCHOOL REPORT. 83
the citizens of that section. The appeal was pre- sented to the School Board four months after a special request had been sent to the City Council calling attention to the numerous requests of the Board covering a period of three years, for additional school accommodations in South Boston. In the Koxbiu-y district the needs for additional school ac- commodations were so urgent that on the recom- mendation of the committee in charge, three requests for additional Primary School accommodations in one school district (Lowell) were forwarded to the City Council, the first of which was passed by this Board Kov. 22, 1887. It is not in any spirit of criticism that these statements are made, but in order that the Board may be relieved from any supposed negligence on its part. We appreciate fully the difiiculties under which the City Council must labor in trying to meet the demands of the several city departments. Their duty in granting appropriations, restricted in a meas- ure by recent laws limiting taxation, is arduous and perplexing. We have attempted to show the needs of the schools in regard to school accommodations, and have confined ourselves to the statement of the existing demands.
In J^ovember, the Board received the sad intelli- gence of the death of one of its members, Mr. Edward C. Carrigan. At a special meeting of the Board, held N^ov. 10, 1888, the following resolutions were unanimously adopted : —
It is with feelings of great sadness that the Board is called to- gether by the announcement of the sudden decease of one of its meuibers, Mr. Edward C. Carrigan.
84 SCHOOL DOCUMENT NO. 18.
Cut off in the prime of life, and when he was entering upon a period of especial usefulness, it is pleasant for his friends to re- member that his previous record is abundant in good deeds and public benefits. Mr. C'arrigan determined to get an education, and with that indomitable courage and perseverance which have been so prominent during his life, he surmounted all obstacles and prepared himself for admission to Dartmouth College, where he graduated in 1877. Soon after his graduation he entered the ser- vice of the city of Boston as principal of one of the evening ele- mentary schools. His valuable and successful work attracted the attention of the Board, and he was placed at the head of the Evening High School in 1881, where he remained until his retire- ment in 1886. The Board has placed upon its records its full appreciation of his faithful and valuable services in the evening- schools.
While preparing himself for the legal profession, much of his time and energy was given to the cause of education. His ser- vices as a member of the State Board of Education have been recognized, and have been earnest and fruitful. Though a member of the School Board but a short time, yet he had already entered upon his work with that characteristic vigor and devotion which left no doubt that his whole duty would be faithfully performed. He has given his time, thought, and strength to the advancement of our public schools. No task was too difficult which would result to the advantage of teachers and schools.
His genial and generous nature promptly responded to every appeal for assistance and advice. Those who knew him in his early life speak in the strongest terms of his earnestness in every undertaking, his generous and sympathetic impulses, his cheer- fulness, and his warm friendship. We who have known him later in life bear testimony that these traits of character strengthened and broadened with his life.
He gave himself heartily and wholly to the cause of others, and no sacrifice was too great to prevent his giving his time and strength where good might be done, or where the cause of educa- tion might be advanced. Determined and persistent in his opinions and in the cause he advocated, he aimed at what he felt was just and right and for the best interests of the people.
ANNITAL SCHOOL REPORT. 85
We shall sensibly miss his gonial presence, his courteous and mauh' bearing in this Board.
AYe extend to his sorrowing relatives and friends our heartfelt sympathy in their great loss.
We recommend that this expression of our regard for our de- parted friend be entered in full upon the records of the Board, that a copy be sent to the brother of the deceased, that the desk lately occupied by Mr. Carrigau be draped in mourning for a period of thirty days, and that a committee of three be appointed to attend the funeral of oar late associate.
In this brief statement of the School System, which leads its pupils from the Kindergarten to the Univer- sity, the committee has attempted to show that the education given in the schools is broad, generous, and symmetrical. Criticised in some things as being anti- quated, and not sufficiently progressive, our schools are yet good.
The course of study tried and sifted for years is, on the whole, an excellent course, and if properly carried out, by no means too hard for the ordinary child. Educational instruments and helps of all kinds at the disposal of the schools are plentiful and varied, and everything is done to make school-days happy and pleasant, and the studies attractive. The school-buildings are in good order, with very few ex- ceptions among the older ones; and if the new ones are luxurious and far too costl}^, they are warmed, ventilated, and lighted in the best manner known to modern science. The position of teacher was never more respected than at the present time, and while it is perhaps too much to say that they are all tirst-class teachers, it would be hard to find more
86 SCHOOL DOCUMENT XO. 18.
faithful, earnest, devoted, and able teachers than those of our city. Most of them are inspired with a true professional enthusiasm, as may be seen in the societies formed for mutual improvement and social intercourse, such as the School Masters' Club, the Association of Lady Teachers, and the Sewing Teachers' Association.
It is to those teachers that we intrust the mental and moral training of the children, of such vital im- portance to the continued prosperity of our city. Is it too much to expect that our schools shall produce honest, helpful, intelligent, true American citizens?
EMILY A. FIFIELD, Chairman, HENRY CANNING,
JAMES A. McDonald.
EIGHTH ANNUAL EEPORT
Iff
^
It mtum
CITY OF BOSTON.
MARCH, 1888.
REPORT.
To the School Committee:
The Superintendent of Public Schools respectfully submits his eighth annual report.
STATISTICS.
At the end of the last half-year, January 31, 1888, there were in the primary schools 24,620 pupils against 24,956 the year before, — a loss of 336; in the grammar schools 30,795 against 30,592, — a gain of 203; in the high schools 2,307 against 2,189, — a gain of 118; in the Latin schools 627 against 597, — a gain of 30; and in the normal school 122 against 98, — a gain of 24. Total 58,471 against 58,432, — a gain of 39.
The total gain in the number of pupils is unusually slight. The primary schools have lost, while the grammar and high schools have gained. In the two lower classes of the primary schools the loss was 427 pupils, while the gain in the two upper classes of the grammar schools, together with the lowest class of the high schools, was 344.
The gains and losses in all the day schools except the normal, taken by ages, were as follows:
4 |
APPENDIX. |
||||
Age. Whole number belonging. |
Gain. |
LoB8. |
|||
Five (and under) . 2,590 |
70 |
||||
Six |
4,820 |
|
158 |
||
Seven. |
5,612 |
41 |
— |
||
Eight . |
5,823 |
— |
280 |
||
Nine . |
6,128 |
— |
18 |
||
Ten . |
6,278 |
44 |
|||
Eleven |
5.941 |
— |
133 |
||
Twelve |
6,025 |
62 |
|||
Thirteen . |
5,608 |
273 |
|||
Fourteen |
4,097 |
113 |
— |
||
Fifteen |
2,710 |
160 |
— |
||
Sixteen |
1,473 |
42 |
— |
||
Seventeen |
768 |
47 |
— |
||
Eighteen |
332 |
26 |
— |
||
Nineteen (a |
LUd o^ |
^ev) |
144 |
10 |
Below the ag-e of thirteen there was a net loss of 636 pupils; but for the ages of thirteen and over, the net gain was 651. This has beeu the drift for some years past, — a loss of younger and a gain of older pupils.
The existing distribution of pupils by classes is fcihown by the following schedule:
Classes.
Third class, primary schools Second class, " "
First class, " "
Pupils.
10,237
7,800 6,583
Ung-raded
Sixth class, grammar schools .
1,083 6,785
SUPERINTENDENTS RErORT.
Claeseg. |
Pupils. |
|
Fifth class, grammar schools . |
6,618 |
|
Fourth class, " |
u |
6,002 |
Third class, " |
ii |
4,667 |
Second class, " |
iC |
3,429 |
First class, " |
ii |
2,211 |
Third class, high |
schools |
1,038 |
Second class, " |
a |
626 |
First class, " |
li |
506 |
Advanced class," |
a |
137 |
Latin schools, all c] |
asses . |
627 |
Normal |
• • • • |
122 |
There were 1,214 teachers in all the day-schools against 1,207 the year before, — a gain of 7. By refer- ence to the proper tables it will be seen that the dis- tribution of pupils among teachers has been, for the most part, quite even. There are, however, a few districts where the average number of pupils to a teacher is over sixty; and a few where the average is under forty-eight, — limits which ought not to be ex- ceeded either way without good special reasons.
Promotions February 1 and July 1, 1887, carried up from the primar}^ to the grammar-schools 5,983 pupils. The grammar-school diploma was granted June, 1887, to 1,992 graduates, of whom 1,081, or 54 per cent., have since been pupils in the high or Latin schools.
The evening high school had an average of 1,274 pupils belonging, and an average attendance of 988; the evening elementary schools an average of 2,085
G APPENDIX.
belonging, and an average attendance of 1,305; and the evening drawing-schools an average of 557 be- longing, and an average attendance of 488.
EMPLOYMENT OF CHILDREN.
The truant-officers are required by law, Public Statutes, Chapter 48, Section 5, once in every school term, and as often as the School Committee requires, to visit the manufacturing, mechanical, and mercantile establishments in the city, and inquire into the situa- tion of the children employed therein, and ascertain whether the laws relating to the employment of chil- dren are duly observed, and report all violations thereof to the School Committee. The visitation thus required was made throughout the city simul- taneously at an appointed time last October. For a few da^^s the officers gave their whole time to the work, that it might be done as quickly and thoroughly as possible. The reports of this work are now in my hands, and from them I have gathered some informa- tion which is interesting, and ought particularly to be brought to the attention of the law-makers. It teaches the futility of making laws with no provision for their execution.
There is a surprising amount of neglect to observe some of the statutes relating to the employment of children, particularly those which require the keeping on file of certificates of age and school attendance. The officers found 1,968 children under the age of sixteen years in the service of employers, and reported their names, ages, residences, and places of employ-
SUPERINTENDENT'S REPORT. 7
meiit. Of these children, 1,470 were boys and 498 were girls; 955 were fifteen years old, 790 were fourteen, 191 were thirteen, 30 were twelve, and 2 were eleven. IS^ine-tenths of the children resided in Boston.
It is satisfactory, at first view, to find among the employed children so few under the age of fourteen; but it would be more satisfactory to find a corres- pondingly large number of such children in the schools. There has been, doubtless, some improve- ment in this respect; for, as pointed out above, there has been a noteworthy increase in the number of pupils thirteen and fourteen years old. The discrep- ancy, however, is great enough to invite careful inquiry. Unfortunately, there is reason to suspect falsity in many of the statements of age. The un- certainty arising from this cause cannot be cleared up by any means now within my reach, and so the statements of age must be taken for what they are worth.
As to the observance of the laws, it was reported that in the cases of 932 children, somewhat less than one-half of the whole number, all the requirements of the statutes relating to their employment appeared to have been duly complied with; but that in the remaining 1,036 cases these requirements had not been observed.
It would not be right, however, to conclude that the employment of those 1,086 children was illegal in all cases; for among the employers were lawyers, physicians, and others, who might fairly claim that their places of business did not come within the
8 APPENDIX.
meaning of the terms "manufacturing, mechanical, and mercantile establishments." As a particular ex- ample of this, I have been told that truant-officers have been refused information concerning children employed in the Public Library, on the ground that this institution is not an establishment of the kind described in the statute. Aside from cases of this kind, it is still probable that some 700 children are illegally employed in establishments which clearly do come within the meaning of the statute.
The illegality in these cases usually consists in the employer's neglect to keep on file a certificate of the age and birthplace of the employee. Such a certifi- cate is all that is required in the case of a child four- teen or fifteen years old, and nearly nine-tenths of the children were reported to be of those ages. For children under fourteen, the certificate must further state the amount of school attendance within the year next preceding the employment. ISTeglect to keep on file this sort of certificate appeared in eighty-eight cases. Such neglect, even when not illegal, is none the less mischievous, since it often occasions illegal absence from school. It is surel}^ a grave defect in the law, which permits employers of any class — law- yers, physicians, or others — to keep children in their service without the proper vouchers of school attend- ance.
There are, however, some employers who, although not bound by the letter of the law, ai-e ready to act up to its spirit, whenever school attendance is in question. Some good has been done in the last two years by the truant-officers spreading a knowledge of
SUPERINTENDENT'S REPORT. 9
the laws among- the employers of children. Employ- ers are now taking fewer children from whom school attendance is still due, which is probably one cause of the increase above noted in the numbers of pupils thirteen and fourteen years old.
The best observance of the law was found in the great retail stores and in the larger manufacturing establish- ments. These are the establishments which have been visited more or less frequently by the State officers. They are just such places as would be likely to be selected for visitation by an officer not having the time to make a thorough door-to-door canvass of the whole city. A list might be given of twenty firms and in- dividuals employing the largest numbers of children, and having in all about 600 children in their service, whose observance of the law was found to be unexcep- tionable. To this list might be added the names of some two hundred more employers of one, two, or three children each, by whom also the laws were carefully observed. On the other hand, if a list were made of the twenty parties who employ the largest numbers of children in apparent violation of law, we should find only about 100 children in their service; but this list could be extended by several hundred more names of persons employing only one or two children each.
It appears, then, that neglect to observe the laws occurs chiefly among employers who hire compara- tively few children each. Their places of business are such as would be likely to escape visitation except in a thorough canvass. So it happens that many em- ployers are ignorant of the law, a fact which does
10 APPENDIX.
not excuse them, but may explain the existence of neglect.
JSTot in all instances, however, was ignorance the cause of neglect; for there were found in one manu- factory 35 children employed, but 8 of these illegally; in another 24 employed, 10 illegally ; in another 15 employed, 10 illegally; and many other similar in- stances, though with fewer children employed. In such instances, the observance of the law in some cases cuts off the plea of ignorance in the other cases.
Such, in general, is the information the truant-offi- cers have gathered. It has been reported to the School Committee as the law requires. The ques- tion now is, what is to be done with it. In hundreds of cases the law has been violated; but the law does not direct the School Committee what to do about it. Nor is there any officer or other person under the control of the School Committee who appears to have any legal authority to prosecute in these cases. By reference to the Public Statutes (Chapter 48, Section 11) it will be seen that the truant-officer's authority to make complaint is limited to cases arising under sections numbered ten to sixteen, inclusive, of that chapter; but the cases in question arise under the first four sections. It would seem to be a vain and useless law that requires officers to gather evidence of law- breaking, but gives neither those officers nor the body to whom they report any authority to do anything more about it.
^N'or are the four sections above cited the only en- actments relating to the employment of children which are ineffectual for want of prosecuting author-
SUPERINTENDENT'S REPORT. 11
ity lodged in the truant-officer or in some other per- son. Attention was hist year called to the fact that Chapter 71 of the Acts of 1885 needed a few prose- cutions under it to create a proper respect for its re- quirements. This act is as follows:
Whoever, after notice from a truant-officer to refrain from so doing, offers a reward for service to any child in consequence of which reward such child is induced unlawfully to absent himself from school, or whoever, after notice as aforesaid, in any manner entices or induces any child to truancy, or whoever knowingly employs or harbors any unlawful absentee from school or truant, shall forfeit not less than twenty nor more than fifty dollars, to the use of the public schools of the city or town in which said of- fence occurs, to be recovered by coniplaiut.
But who shall make the complaint? To test this question, a truant-officer undertook to make com- plaint in two cases of an aggravated nature arising under this act; but the judge refused to entertain the complaints on the ground that a truant-officer has no legal authority to make them. Xor did the officer's authority as a constable answer the purpose any better. In a recent report by the Committee on Truant-Officers (School Document 'No. 1, 1888) the suggestion is made in alternative form that either the statutes relating to the employment of children ought to be amended so as to give the truant-officers au- thority to prosecute in all cases of violation dis- covered by them, or these officers ought to be relieved of the useless labor of gathering infoi-ma- tion about law-breaking which they are powerless to prevent. The former alternative ought to be preferred. Sm^ely an officer whose duty is to notify persons to
12 APPENDIX.
cease acting contrary to law ought to be armed with such power as will command respect for his warn- ings. It will always be necessary for truant-officers to follow children into their places of employment, and to acquaint employers with the requirements of the law. No other officers can have the intimate ac- quaintance with the employed children that these officers have; no other officers, therefore, could secure so thorough an execution of the employment laws, if only they should be armed with the proper powers.
ILLEGAL ABSENCE FROM SCHOOL.
For the fourth time the cases of children not at- tending school, reported by the census-taker, have been investigated. The results agree very well with those of former years. There is the same proportion of cases in which sickness or other unfavorable physical conditions undoubtedly prevented school attendance; the same proportion in which the ab- sences were probably illegnl; and about the same pro- portion in which conflicting evidence leaves the question in doubt.
The general conclusion to be drawn from the re- sults of this and former investigations is that the number of children illegally absent from school is greater than ten and less than twenty in every thou- sand children to whom the law applies.
Further, the cases of illegal absence up to the age of twelve years are very rare, while those reported for the age of fourteen alone surpass in number those for all other ages put together. In other words, more
SUFERINTENDENT'S REPORT. 13
than a half of the illegal absence occurs during the last year that the law of compulsory school attend- ance applies.
The margin for doubt which must be allowed for conflicting and imperfect evidence, relates almost ex- clusively to cases in which the child's age was the important matter to be known. It is a significant fact that inconsistent statements on the question of age seldom occur except when the child is near the age of exemption from compulsory school attend- ance. Thus, children reported by the census-taker to be thirteen are frequently found, by the truant- officer, to be fourteen or over.
The frequency of such disagreements strongly suggests the need of better methods than we now have for discovering and recording the true ages of children. Indeed, it seems vain to expect a fully satisfactory enforcement of the school-attendance laws until the date of every child's birth is made a matter of public record, and that record made con- veniently accessible. Such records would be found, as a matter of course, in the well-organized police departments of some European governments; but our American helter-skelter way of attending to such matters renders quite useless even such registration as we do attempt. We have no accessible public record, by reference to which a disputed question of age is likely to be settled.
It is easy enough to see the difficulty and to sug- gest the remedy; but a legislative enactment pre- scribing the remedy would be useless unless it should provide the means for a thorough enforcement. To
14 APPENDIX.
procure such thorough-going legislation might not be so easy as it would be desirable.
Meanwhile, for want of anything better, let me propose a slight addition to our present school records; so that there may be, in every school dis- trict, an accessible source of information concerning all public-school children. On the books of "Ad- missions and Discharges " now used, let the date of every pupil's bii'th be entered against his name; and let this same birth-date be copied on all "transfer" and " discharge " cards. This date would accom- pany the i3upil's name in all subsequent school rec- ords concerning him. This date being, like his name, a fixed mark of the individual, would be a means of identification; but the age, being a variable mark, is not so useful for that purpose.
The value of such records of birth-dates would depend on the degree of care taken to have the orig- inal entries express the truth. In many cases, as is well known, the statements of children, and of their parents too, need to be supported by collateral evi- dence before they can be accepted. Hence the re- corder must investigate before making his record. But the great advantage of the proposed plan is, that the recorder would usually make this investigation at a time when he would be most likely to ascertain the truth; for, with young children, the temptation to misrepresent the age is comparatively slight (ex- cept when the object is to procure the admission of children under the age of five years into primary schools) , and the collateral evidence needed in doubt-
SUPERINTENDENT'S REPORT. 15
fill cases is more easily obtained for younger than for older children.
Such carefully made records, resting on the au- thority of the principals of the schools, — for they would be the recorders, — would furnish very trust- worthy information; and many a disputed question of age might be settled by appeal to them. Of course these records would not include the names of all children in the city; but, with due care, they could be made to include the names of all who should ever enter a public school ; and this would be an approach to completeness well worth the pains it might cost. With such information accessible, the enforcement of school-attendance laws could be improved; and the obstacles in the way of perfect enforcement could be more certainly known.
Interesting matter relative to the foregoing re- marks and to other topics will be found in the re- port of Mr. Slavin, the census-taker, which is printed in the Appendix.
PROMOTIONS FROM PRIMARY TO GRAMMAR SCHOOLS.
The striking disparity continues between the number of pupils promoted from the primary to the grammar schools at the middle, and at the end of the school year. The numbers for the last four years are substantially ^ as follows :
' I say " substantially " because the numbers for the mid-year and final promotions in each case include the few individuals promoted at times during the half year preceding the time of the regular promotion.
16 |
APPENDIX. |
|
Mid-year, End of year, February 1. July 1. |
Total. |
|
1884 |
' 1,434 4,361 |
5,795 |
1885 |
1,106 4,761 |
5,867 |
1886 |
776 4,920 |
5,696 |
1887 |
850 5,133 |
5,983 |
This disparity is even greater now than it ever was during the period of annual promotions, when mid- year promotions could be made only by special per- mission. The so-called " restoration of the semi- annual promotions " seems rather to have become a more complete abandonment of them.
The amendments to the Regulations, passed Sep- tember 25, 1883, were believed at the time to allow or permit mid-year promotions, not absolutely to require them. The matter w^as thought to be left in the dis- cretion of the principal of each district ; who was to have a mid-year promotion if he had primary pupils ripe for promotion at that time, otherwise not. The principals had, while yet the question was open, vigorously impressed upon the minds of committee- men the great desirableness of semiannual promotions. All the}^ desired was that mid-year promotions be permitted, as in old times. And so the amendment was made, though not without hesitation and pro- tracted discussion.
Judged by their words while it was a moot ques- tion, the principals seem to be strongly in favor of semiannual promotions; but, judged by their course of action since the question was settled, they appear to be strongly in favor of annual promotions. The truth, however, is that their opinions have always dif- fered, and there has been no unanimity in either case.
SUPERINTENDENT'S REPORT. 17
Among members of the School Committee opin- ions have differed even more widely, not only on the main question but also as to the interpre- tation to be put upon the amended Regulation. The remarkably small number of pupils off'ered for the mid-year promotions, together with the fact that less than half of the schools offered any at all, at- tracted the attention of the Committee on Examina- tions, and moved it to ask for explanations.
These explanations show very clearly that, in the judgment of a large majority of the principals, the system of annual promotions is the best for their districts. They had acted on their judgment, believing that they were free to do so, as they had been during the formei' period when semiannual promotions were the rule. But this explanation was not satisfactory, and debate over the matter was renewed.
One view was that the School Committee, by re- storing semiannual promotions, intended to hasten the movement of primary pupils into the grammar schools. The evil growing out of the rule of annual promotions was thought to be that the pupils got to be too old before leaving the primary schools, and the new rule, by moving them on twice a year instead of once, was going to cure that. But, it was believed, the principals had undertaken to defeat the operation of the new rule by bringing forward for the mid-year examinations, not the whole first class in each pri- mary school, as the rule required, but only so many of the pupils as they wished at the time to pro- mote.
Another view was that the new rule was a
18 APPENDIX.
thoroughly bad one, and that the School Committee took a long step backward in restoring semiannual promotions; but the language of the rule, clearly im- plied that the whole first class in every primary school was to be examined every January as well as every June; and therefore it was the duty of the principals to bring forward all the pupils in the first class every half }■ ear. A bad rule thoroughly exe- cuted would the sooner be repealed.
A third view was the one already alluded to, namely, that the new rule was permissive, and not mandatory; that it was simply the former rule of semiannual promotions restored, and restored wdth its old interpretation, which, as former practice under it proved, gave it a permissive and not a mandatory force.
For the acceptance of this third view by some of the principals I personally may have been in a measure responsible. If so, I ought to acknowledge it. x\t one of their meetings, held soon after the Regulations had been amended, being asked for my opinion, I stated without hesitation or misgiving that the old rule had been restored, retaining its permissive character; mandatory I thought it had never been. I believed then, and still believe, that the wisest course was to let the rule be permissive. For some districts annual promotions were as clearly preferable as semiannual promotions were for others. There were many districts, especially in the suburbs, in which mid-year promotions had never been the practice. To compel a radical change of practice in these districts would probably cause moi-e harm than
SUPERINTENDENT'S REPORT. 19
good. The circumstances of such districts differed widely from those of districts in the central parts of the city containing many hundreds of primary j)upils.
But on this point I will not now enlarge. I am aware, as I write, that this year's Committee on Ex- aminations has decided the matter the other way, and has directed that henceforth mid-year examinations shall be held and promotions made in all first classes of primary schools throughout the city. It is de- clared that the rule shall have a mandatory and not a permissive meaning.
This decision having been made, it does not become me to remonstrate; and what I have written is not intended to be at all in the nature of a remonstrance, but rather in the nature of a historical review of the question up to the present time. It has beeu a vexed question, and there is a certain advantage in having it settled either way. The new policy must have free sway for at least two years before its consequences can be clearly known and measured.
One good result it will certainly have. It will do away with all embarrassment arising out of disagree- ments between the principals of neighboring grammar schools as to whether a mid-year examination shall or shall not be held in the primai-ies which feed their schools. These disagreements, I feel obliged to re- cord, do not generally turn on the mere question of the pupils' fitness for promotion ; but other considera- tions have great weight; such as the existing need of more pupils in one of the grammar schools to save a teacher from being dropped; or the crowded condition of a grammar-school building making it impossible
20 APPENDIX.
to receive more pupils from the primary, even though ripe and over-ripe for promotion ; or the derangement of the grammar-school classification that would be occasioned by promoting from the primary a fraction of a room-full in the middle of a year. Cases illustrat- ins: the influence of such considerations have not nnfrequently arisen.
COURSES OF STUDY IN THE PRIMAKY AND GRAMMAR
SCHOOLS.
Much time and thought have been spent during the year past on revisions of the courses of study, and on the investigations thereto necessary; but the fruits of this labor, so far at least as they appear in actual legislation, have not been abundant. ]^evertheless, important information has been gathered, which may yet become the basis of the School Committee's action. In setting forth this information it is not my purpose or desire to reopen any questions that may be re- garded as settled, — the recent "arithmetic ques- tion " for example, — but rather to draw attention to certain matters that may yet need to be considered and determined.
Chief among such matters is that of departures from the authorized course of study, — departures which, in some schools, have been found to be sur- prisingly wide.
For example, it was found by the Committee on Examinations, in the late investigation, that, in half of the grammar schools and in two-thirds of the pri- mary schools, more time was used for arithmetic than
SUPERINTENDENT'S REPORT. 21
the course of study allowed. In many schools this excess of time was not great; but in four districts it was considerable, and in six more districts it was de- cidedly great, especially in the primaries, the extreme case being that of a district where the time spent on arithmetic in the primary schools was said to be double that specified in the course of study.
Again, from reports made to the same committee, setting forth what had been done by the graduating classes last year in history, physics, physiology, and civil government, — branches in which no written examinations wei'e required that year, — it was leai-ned that these four subjects had fared variously in different schools.
The time specified for English history in the course of study is three hours a week ; but this amount of time was given in only twenty-three schools, and in the girls' department of one other. The time given in the remaining schools varied from two and a half hours to one hour a week. There are three schools in which a diminution of time given to history might have been ac- counted for by the time given to sewing in the first class; but in one of these schools there was no dimin- ution of the histor}^ time to be accounted for, and in another only half an hour was taken away. The cook- ing and the carpentry classes in some of the schools may have interfered with the allotment of time to some extent. Still, all due allowance being made for these exceptions, there remain upwards of ten schools in which the diminution of time given to history has no apparent explanation. There was no school in which English history was untouched, as happened
22 APPENDIX.
some years ago in at least one large boy's school ; but one hour a week instead of three is a surprisingly wide departure, for which, it would seem, an expla- nation ought to be required.
In physics, the course of study specifies two hours a week, and requires only so many of a certain list of topics as, in the judgment of the principals, this time is enough for. Twenty-four schools gave the full time, some of these covering all the topics in their instruc- tion, and others only a part of them; a few schools covered all the topics in less than the specified time; but the rest fell short both in the time given and in the ground covered. In no school was physics wholly omitted; but in some the amount of time given to this branch was not reported. In one school, most of the time belonging to physics was given to classes in cooking and in carpentry; and in another school it was given to arithmetic.
In physiology and in civil government the inquiries did not relate to the amount of time given to each branch, but only to the amount and kind of work done during the year. Rather more than half of the schools appear to have given some serious attention to these two branches; but of the others it is doubt- ful if even this can be said. Indeed, there were six- teen schools — nearly one-third of the whole number — in whose reports either physiology or civil gov- ernment or both received no mention whatever, leav- ing it to be inferred, apparently, that one or both these subjects were untouched in the work of those schools.
Such is the evidence which supports the general
SUPERINTENDENT'S REPORT. 23
assei'tion that in the primary and grammai- schools the departures from the authorized course of study are many and wide. Had the investigations been pushed further, so as to cover all the classes, more evi- dence of the same kind would jjrobably have appeared. There are, indeed, schools in which the course of study is closely followed. In perhaps fifteen or twenty dis- ti'icts the departures are only occasional and insignifi- cant; but there are as many other districts in which the departures seem to surpass a reasonable latitude of interpretation.
These facts suggest two questions: first, whether all the schools ought not to be brought to a reason- ably close observance of the course of study; and, second, by what means can this be done.
As to the first question, it may be enough to point out that all the School Committee's legislation rela- tive to subjects of study, and the distribution of time amongst them, will be vain and ineffectual unless the schools are to be held to a reasonably close observ- ance of such legislation. What eff'ect, for example, can be expected from the recent action limiting very minutely the hours a week to be given to arithmetic in the primary and grammar schools, if the teachers do not feel bound by such action, and obliged to ac- cept the specifications of time as something more au- thoritative than a mere series of recommendations? What hope can there ever be of reforming abuses or establishing improvements through legislation on the course of study, if the work in the schools is not re- sponsive to such legislation?
As to the second question, that of the means
24 APPENDIX.
whereby a closer observance of the course of study can be brought about, it may be remarked, in the first place, that merely calling attention to existing errors s not unlikely to be followed by some corrections. But there is a more effectual remedy; a remedy which, moreover, is not merely a remedy but is in itself a highly beneficial measure in school management; it is the daily time-table.
Every teacher ought to work by a daily time-table. He should have for eveiy week, and for every day of the week, a distinctly conceived plan of work. For each particular kind of work embraced in this plan there should be a definite appropriation of time in accordance with the specifications in the course of study. Then this plan of work should be followed as closely as circumstances permit. It is not to be supposed that deviations will not occur; but they should be noted and measured, and compensation should be made for them from time to time, so that, at the end of a given period it may be true that the total school time has been distributed amongst the several lines of work in accordance with the course of study.
A daily time-table, carefully prepared by the teacher who is to use it, if strictly followed, has this chief advantage, that it is a most effectual econo- mizer. It prevents waste, and compels prudence in the expenditure of time. It is also a good regulator, ensuring that each kind of work receive due atten- tion in due season, and causing the whole business of the class-room to move on like clock-work. It in- creases the efficiency of the teacher by removing all
SUPERINTENDENT'S REPORT. 25
occasion for doubt as to what work should follow that just completed, thus preventing that scattei'sd, aimless effort with which unskilful teacli^rs consume too much of their time.
The proof of these things lies in an appeal to ex- perience. Most observers of school work will say that teachers who do the most work with the best re- sults and the most easily withal, are the teachers who prepare their plans of work beforehand, make a careful appropriation of time, and then adhere stead- fastly to their scheme. It may be said, of course, that a born genius of a teacher cannot be tied to a time-table. Well, let genius be accorded its full privilege whenever it appears; but let us remember meanwhile that a thriftless, ill-regulated expenditure of time is not necessarily a mark of genius; it may indicate qualities far less desirable.
There can be, indeed, but few exceptions to the rule that teachers work more easily and with better results under a good daily time-table than under a bad one or under none at all. It would be well, therefore, if every teacher were required to prepare a good time- table, and then to follow it.
In such a task there would be ample scope for the exercise of ingenuity and good judgment. The specifications of the course of study are very general, going no further than to fix the number of hours a week that shall be given to each study. In framing a time-table, the different days of the week need not be treated all alike. Variety in this respect is often necessary and always desirable. There is only one general limitation to be observed. The exercises of
26 APPENDIX.
each day and the time allotted to each exercise should he so defined in the daily time-tahles that a week's work, taken as a whole, may accord with the course of study.
These time-tables, if not drawn up by the principal of a school for his assistants, should be subject to his revision and approval, after which copies should be given to the visiting supervisor for his in- formation, and also posted up conspicuously in the class-rooms.
In following daily time-tables, teachers ought to keep an account of the losses of time each study may suffer by " one-session days," and other such hiter- ruptions, and to make compensations occasionally, so that the net losses may fall on the different studies in due propoi-tion.
There is little that is new or unusual in the fore- going recommendation. I^early all it contemplates, exists already in some of the schools. These are the models for the others to follow. By bringing all the schools under a strict requirement to make and to follow good daily time-tables, many would be im- proved, and none would be harmed. 'Not until a course of study has been closely followed can its defects be certainly known, and cured.
There is another means of securing a reasonably close observance of the course of study, which ought to be used more than it has been heretofore. It is the supervisors' examinations for the results of in- struction in the several classes. These examinations have heretofore been in a measure departmental; and, in so far as they have been departmental, their work-
SUPERINTENDENT'S REPORT. 27
ing has, in my judgment, proved to be quite unsatis- factory. I think that all further attempts to apply systematic departmental examinations to primary and grammar schools should be relinquished. All examinations for the results of instruction should be by the supervisor in charge of the school. When he examines a class to ascertain its condition, he should examine it in all branches embraced in the course of study. Everything, both great and small, for instruction in which the teacher is responsible should be examined into by the supervisor, whose leading inquiry should be as to whether the teacher's work as a whole has been well balanced, including all the branches in due proportion, neglecting none, and placing undue stress on none.
Examinations of this kind — which, for the sake of a name, may be called general examinations — would, in my judgment, be preferable to any system of de- partmental examinations I have yet seen attempted; and one reason, among others, which may be given for preferring general examinations is, that they would tend to keep the school- work in agreement with the course of study, while departmental exam- inations have the opposite tendency.
It may be proper to add here that I have been slow in coming to the view just expressed on the merits of departmental examinations. I formerly held the op- posite view"; but experience during the last two or three years at first awakened doubts, and then gradu- ally but clearly demonstrated to my mind that I was wrong. I have failed to see any fruits from this
28 APPENDIX. J
method of conducting examinations which would at all justify further attempts to carry it on.
The chief difficulty, aside from the one just al- luded to, is that a comjjrehensive scheme of depart- mental examinations is too large an undertaking to be carried through within a moderate space of time. It is only the minor portion of their time that the supervisors, under the most favorable circumstances, can devote to departmental examinations. Hence the results of such examinations are usually frag- mentai'y; or if in any case they should be complete, so as to cover all the departments in some one school, still they would be scattered through a long period of time, it might be through several years. ISTotwith- standing the efforts made during the last three or four years to carry through a scheme of depai'tmental examinations, a complete set of results has never been placed in my hands, except in one case, although partial results for a great many schools are on file.
This kind of experience strongly suggests the con- clusion that further attempts to carry through so large a scheme would be fruitless, and that the time would be better used by each supervisor in making general and complete e:^aminations of the classes and schools under his charge. These general ex- aminations would, as already suggested, cover all particulars of the work laid down in the course of study. Their results would have the advantage of being complete as far as they went; and, so far, there would be a sufficient basis for forming a judg- ment on the condition of classes and schools and on the merits and defects of the teaching.
SUPERINTENDENT'S REPORT. 29
There is nothing i-evolntionary in the foregoing suggestion. The major portion of the supervisors' time has always been given to examinations of the general sort. My plan would be simply to give all available time to general examinations ; making them, however, more complete and thorough than they have been heretofore, and making their results the subject- matter of more detailed reports.
There is one anomaly in the present course of study for the grammar schools which the next re- vision should remove, for the reason that it may easily be made a stumbling-block by any one so disposed. The two hours a week allowed to the girls for sewing, when added to the hours otherwise assigned, make a total of more than twenty-five hours a week, — "Twenty-seven hours of work and twenty-five hours to do it in," say they who like to put it in a paradoxical form. The explanation, however, is simple enough. The time taken for sewing is de- ducted from the time appropriated by the course of study to other branches.
These deductions are made by the principal, or by his assistants, according to his or their discretion. Thus is produced a class of apparent departures from the course of study in girls' schools, and in the girls' classes of mixed schools. These departures are en- tirely distinct from those already described, being found onl}^ in the three lowest grammar classes of girls, to which classes sewing is now for the most part confined.
Although teachers have been expected to exercise a discretion in cutting down the time for other
30 APPENDIX.
branches, the manner in which this discretion has been used in some instances invites unfavorable criti- cism. It would seem to be a good rule that the sewing time should be deducted from the time of the other branches in proportion to the several amounts of time assigned to them in the course of study. Each branch would then lose its due proportion, and no more. But there are good reasons for believing that this rule is not generally observed. It appears that some studies are more likely than others to suf- fer an undue share of the loss. Thus, in particular, has it fared with the work formerly called " oral in- struction," and now known as " observation lessons " or " elementary science." Indeed, this work, itself entitled to but two hours a week, has not infre- quently borne the entire loss, yielding up its whole time to sewing. Clearly, such results go beyond the exercise of a reasonable discretion.
Heretofore the necessity of providing specially, in the manner described, for sewing has existed only in the lower grammar classes of girls. But of late a similar necessity has arisen wherever manual train- ing, cooking, or sewing has been introduced into the upper classes. Thus the risks of misunderstanding and confusion are increased, and should be provided against. The time seems to have come for making a distinct assignment of hours for the industrial branches. These hours should no longer stand ap- parently outside the week's total school-time, but within, — the other hours being cut down to make room for them. This would probably necessitate a cut- ting down of the prescribed work in other branches,
SUPERINTENDENT'S REPORT. 31
especially in the upper classes. The two branches which seem most to invite such pruning are geogra- phy and technical grammar.
THE HIGH-SCHOOL COUKSE OF STUDY.
A revised course of study for the high schools, in the preparation of which much labor was spent, was reported by the Committee on Examinations in May, 1887 ; but it has never been accepted by the School Connnittee. It is printed in School Document ISTo. 10 _ 1887.
As compared with the present course of study, this revised course certainly possessed some advantages. It was, on the face of it at least, simpler and more symmetrical. It contained less mathematics, and gave more time to language. It presented a continuous line of work in the sciences through three years. But it was a compromise. It grew out of an attempt to reconcile divergent if not conflicting views of the ca- pacities and wants of the pupils in the several high schools. Its very simplicity and symmetry made it all the more ill-suited to the wants of each particular high school. Still, if the governing principle in the framing of high-school courses of study is to be that of uniformity for all the different schools, this revised course was much nearer perfection than the present one is.
But is uniformity of studies the one thing desirable for all the high schools, central and suburban; boys', girls' and mixed? May we not, nay, must we not have regard to the probable future occupations of high-
32 APPENDIX.
school pupils, if we are to frame their courses of study in the most satisfactory manner? Is there any one best course for all to pursue, and has any person yet discovered it? Should a boys' high school, nine- tenths of whose graduates are sure to enter mercan- tile pursuits, and a girls' high school, a half of whose graduates will enter the normal school and become teachers, be placed under identical courses of study? Would not either school do better work for its own pupils if not tied to the other in any such way?
Most of the inconveniences of the present course of study grow out of the fact that its ostensible uni- formity exists only on paper, not in the actual prac- tice of the schools. The controlling aim of the teachers of each high school is and should be to make their school in the best sense popular, that is, well suited to the wants of the community. Hence they will emphasize those parts of the course of study which seem best adapted to supply the needs of their particu- lar pupils. They will, for example, give the boys more book-keeping and science, and the girls more litera- ture and languages; and, where options are provided, they may lead the boys to choose one way and the girls another. Thus it comes to j^ass that the actual course in one school is quite different from the actual course in another school; and yet both schools are working under the same supposed-to-be uniform course of study.
This contradiction between theory and practice is embarrassing, and has been so for some years. But if, to remove this contradiction, the attempt should be made to bring all the schools into an absolute uni-
SUPERINTENDENT'S REPORT. 33
formitj of practice, the results would probably be still more embarrassing.
The remedy, in my judgment, lies in the opposite direction. Cut the schools loose from one another, and free them from the necessity of sacrificing the interests of their pupils for the sake of uniformity. Let a course of study be drawn up for the boys' high school suited as nearly as possible to the needs of the boys there; another for the girls' high school likewise well suited to the needs of the girls; and still another for the smaller classes of boys and girls in the suburban high schools. Thus the three exist- ing types of high school would be provided for in the best manner.
The differences between these courses need not be many; but such as there were would be important. Nor would the practical inconvenience arising from three courses, recognized as different but yet clearly defined, be any greater than that now arising from an ostensibly uniform course permitted to run into many variations. Indeed, drawing up the three different courses as suggested would be little more than bring- ing out clearly in view what already exists, and with good reason exists, beneath the surface of a fancied uniformity.
If the foregoing remarks are reasonable, the conclu- sion will be accepted that the next revision of the high-school courses of study ought to proceed not on the principle of uniformity alone, but chiefly on the principle of special adaptation of each type of high school to the needs of its own pupils.
And there is present need of such a revision.
34 APPENDIX.
Algebra cannot be satisfactorily completed in a year; it should have, as it formerly had, a year and a half. This would put off solid geometry till the third, or the fourth year, — a change in itself quite desirable. Thus the line of mathematical work would be nar- rowed, and thereby the whole course of study made easier. At the same time more liberal provision needs to be made for commercial arithmetic, at least in the boys' classes. This need has existed for some years; but the recent cutting down of arithmetic in the grammar-school course makes it imperative now that the high schools should take up commercial arithmetic as, for the most part, a fresh subject. There is need, too, of a more symmetrical provision of time for natural and physical science. One-thii'd of the total school time given to science in one year, and no time in another year of the course, is certainly an ill-balanced appropriation of time, and a rectification ought to be made. Other particulars might be added to the same effect. And it seems reasonable to be- lieve that all such matters can be dealt with more easily and satisfactorily on the principle above rec- ommended than, as heretofore attempted, upon the principle of uniformity.
THE boys' latin-school COURSE OF STUDY.
Kecent changes in the requirements for admission to Harvard College have made possible several different courses of preparatory study. Of these courses two have been adopted for the boys' Latin school — the two which are believed to be most in accord with the
SUPERINTENDENT'S REPORT. 35
character and traditions of this school, and to be the best adapted to the wants of the boys who would naturally seek a classical course of preparation.
The first of the new courses is a full classical course, substantially the same as that hitherto pur- sued, but allowing some variations in matters of detail. The second new course embraces less Greek but more mathematics and German.
The school does not offer preparation for college without Greek; it remains, what it always has been, a classical school. Any demand for a preparation without Greek will be met, if met at all, by a school of a different character.
The English high school, for example, might, with perhaps slight changes in its curriculum, furnish a course of preparatory study that excluded Greek, and replaced it with larger amounts of mathematics, science, and modern languages. But it will be time to consider this when the demand for such a course makes itself felt.
Meanwhile, the boys' Latin school will develop the best possibilities of its two new courses; and among these possibilities we are likely to see a thor- oughly rational and effective method of instruction developed in the department of physics.
THE EVENIN^G SCHOOLS COURSES OF STUDY.
Courses of study for the evening schools have for some time been needed, and before another season that need will probably be supplied. At the present writing the Board of Supervisors has drafts of
36 APPENDIX.
such courses under consideration, and will soon submit them to the proper committees.
With regular courses of study in these schools should come a system of certificates testifying to the holders' proficiency in particular branches, as ascer- tained by examinations, after proper periods of study and instruction.
The importance of a regular, graded, and well- established course of study with examinations and certificates in the evening high school appears all the greater when we realize to what an extent this school is resorted to by graduates of our grammar schools and others, who ought to find here the same carefully-graded instruction that they would find in the day high schools if they could attend there.
With reference to this last point, I have thought it worth while to make a classification of the pupils, in order to show, in a general way, what their previous educational advantages may have been, and what may be their needs.
Among the 1,863 persons admitted to the evening high school during the season of 1887-88, are found :
Graduates or sometime members of Boston
high or Latin schools ..... 212 Graduates of Boston grammar schools . . 505 Sometime members but not graduates of Bos- ton grammar schools ..... 452 From private schools or academies in Boston, 121 From schools in other cities and towns of Mas- sachusetts ....... 135
SUPERINTENDENT'S REPORT. 37
From schools in other States of the United
States 157
From schools in foreign countries . . . 119
Miscellaneous: Mass. Institute Technologj^, 5; State N^ormal Schools, 10; Boston Normal School, 17; Normal Art School, 2; even- ing elementary schools, 4 . . . . 38
Unknown: records imperfect or wanting . 124
Total 1,8G3
Thus it appears that a full half of the pupils are from the grammar schools, graduates and non-grad- uates in about equal numbers.
It will be seen, too, that the number who should, under the Regulations, be examined for admission is very large, over a thousand. This work ought to be carefully done. It was carefully done the past term by the teachers of the school, but with two resulting inconveniences. First, the number of candidates was so great that many were sent away to return some evening later on to be examined; and, second, this process of postponement kept the teachers so long engaged in the work of registration and examination that the organization of the school was too long delayed, and its work, consequently, suffered serious drawbacks.
To remedy this, the following suggestion has been considered: Let a large corps of examiners be ap- pointed to serve for a few evenings at the begin- ning of the term: This corps need not include any teacher of the evening high school itself, except the
38 APPENDIX.
head-master, under whose direction the examiners should do their work. The examiners might well be taken from among the teachers of the day- schools, both men and women. Doubtless a plenty of competent persons could be found there willing to serve for a few evenings as examiners.
The work of examination being thus provided for, the regular teachers of the school would be free to receive their former pupils, together with such new ones as were entitled to admission without examina- tion, and proceed at once to organize their classes and begin their instruction. Thus pupils who were ready to begin work the first evening of the term would be saved a demoralizing delay; the work of examination would be much better done, for there would be no hurry about it; and yet the candidates would be examined as fast as they came if only the corps of examiners should be made large enough, as it easily could be. The plan seems to be so well worth trying that I hope it may be put in operation next season.
THE NORMAL SCHOOL.
The only school whose course of study has not been revised the past year is the normal school ; but its time must soon come.
When the kindergarten shall have become an organic part of our school system the need will exist for a number of well-trained kindergartners. These ought to be persons not only practically familiar with the ways of kindergartens, but also well versed in the principles of education. This last, indeed, should
SUPERINTENDENT'S REPORT. 39
come first; and the future kindergartner should be, first of all, a graduate of the normal school. The special instruction to fit her for kindergarten work should follow the general instruction that the normal school gives.
This means that a post-graduate course in the normal school will be needed for the special purpose of training kindergartners. And it is to be hoped that this same training may be given also to all teachers of beginners in primary schools. A cer- tificate of competency in kindergartening ought to be required of all who undertake the instruction of the youngest children, whether in the kindergarten or in the beginners' class of the primary schools.
This proposal of a post-graduate course in kin- dergartening for the normal school connects itself with another scheme which has been several times the subject-matter of conversation between the head- master of that school and myself. I have for a long time been of opinion that the normal coui'se might advantageously be extended from one year (its present length) to a year and a half. The only ques- tion has been whether the proper time had come for proposing the change. It is evident that a proper time for such a purpose would be whenever it be- comes certain that other changes must be made for the sake of the normal kindergarten training above mentioned; and that, I trust, may be very soon.
CONCLUSION.
This report has touched chiefly on matters of ad- justment and management of school-work, very little
40 APPENDIX.
on the school-work itself. The i^eason for this may be that such things have been uppermost in the business of the past year. These external conditions have their influence on the life of the schools; but they are not that life itself. That life has its seat, not in courses of study, nor in regulations, nor in supervision, nor in compulsory attendance, nor in statistics, salaries, buildings, or sanitation, indispensable as all* these are, but always and only in the teacher. What may be called our school legislation or management, with all its machinery, has this one supreme purpose, to place each little flock of children in care of a wise, loving, inspiring teacher, and to give that teacher all encouragement, both material and spiritual, for the accomplishment of the best work; but the work itself is beyond the reach of mere management. Our school system is often spoken of as a growth, and this is a good way to look upon it. It has a history and a future. It has grown to be what it is, and it will continue to grow so long as the axe be not laid to the root thereof. But the laws of this growth are not of our own making, nor are they altogether within our control. As if it were a vine, we may prune away dead wood here and there; head in luxu- riant branches, lest showy foliage usurp the place of rich fruit; bend the twigs this way and that, train- ing them to follow, in some fashion, the lattice-work of our theories; but the inner principle of life and the characteristic habit of growth are beyond our power to create or to modify. These must abide so long as the system lives at all. It is only for us to study the conditions of this life and growth in the schools,
SUPERINTENDENT'S REPORT. 41
just as the gardener studies the conditions of life and growth in his vines, to the end that we may, by the wisest management, promote the healthiest growth and richest fruitage.
EDWm P. SEAYER,
Sujyerintendent.
APPENDIX.
REPORT OF SCHOOL CENSUS.
The School Census of May, 1887, was satisfactorily completed in the face of many obstacles. I find that it is becoming more and more difficult every succeeding year to obtain the required information. All the wards of the older part of the city — 6, 7, 8, 9, 10, 12, 16, 17, 18 — are shrinking materially in school popu- lation. Wards 11, 19, 20, 21, 22, 23, 24, 25 are gaining, but not so fast as the old part loses. I found this year that there were very many cases in which parents jumped ages from twelve to fifteen, and from thirteen to fifteen ; this was especially noticeable in South Boston. The large falling off in some of the wards led me to think that many families with children had left the city ; and upon inquiry- I found this to be the case. Many families have moved from the West End to Cambridge, Chelsea, and Somerville. I have been informed by a gentleman, who makes a study of such matters, that South Boston reached its limit a year ago, and tliat a decrease in the number of school children would probably take place in that district from year to year. The great increase in the number of dwellings in North Cambridge, Maiden, Everett, Chelsea, and Revere, shows what is becoming of a large part of our city population.
Wards 1 and 2 have gained considerably from other parts of the city, as well as from Maine and the Provinces. On the first of May there was hardly a vacant house in Ward 1, while Ward 2 was not far behindhand in this respect. Wards 3, 4, and 5 (Charlestown) show a, loss of sixty-six children, partially owing, no doubt, to slack business in the Navy-yard. This district can hardly be expected to do anything better than hold its own from year to year. Ward 6 is slowl}' decreasing ; in the tenement dis- tricts a number of houses have been taken for business purposes. Wards 7 and 8 have suffered more than any other portion of the city proper, owing to the great changes made by the West End Land Company and by the Street Commissioners, as well as by the encroachments of business. These changes are most noticeable
44 APPENDIX.
on Charles, Merrimac, South Margin, and Lyman streets, and Chilson place. There are a number of condemned houses in these two wards ; but, at the same time, model houses are going up, and it is quite likely that some of the old residents may return. Ward 9 has made no gain for many years ; I think it will continue to shrink. Ward 10 has fallen off 382 since 1885, and I think it will not be long before nearly all its school population will disap- pear. Ward 11 shows quite an increase this year, which seems reasonable in view of the number of new dwellings, and of the fact that all the bordering wards in the city proper have decreased. Ward 12 is also suffering from the advance of business. Wards 13, 14, 15 (South Boston) show a loss of 143 this year. Some of the parents in that district either misunderstand the questions, or wilfully misrepresent the facts. It is much more difficult to get information there than in other sections. The first returns from these three wards indicated a loss of nearly 1,000 ; but by a system of checking against last year's returns, and by diligent research, this loss was reduced to the small number mentioned above. Wards 16, 17, and 18 also showed at first quite a loss, but addi- tional names were secured by checking and by repeated calls ; and I am now satisfied that the reports for these wards are fairly cor- rect. Ward 19 has made quite a gain this year, probably because the flooded district has been repeopled by its old tenants. Wards 20, 21, 22, 23, 24, and 25 have all made gains. I am told that the number of parents who prefer to bring up their children in these comparatively country districts is increasing largely from year to year. I notice that the ages in these southern wards do not aver- age high ; still I found that about eighty per cent, of the new houses which I myself visited contained children of school age.
I would add that the checking of entire wards by comparison with last year's census established the accuracy of last year's work in all such wards.
Finally, I would call attention to the preface of this year's
Boston Directory, from which I take the following extract: " The
percentage of changes is gradually increasing from year to year,
showing that our population is not located so permanently, as a
rule, as in former years."
JOHN W. SLAVIN,
Census- Taker,
STATISTICS
HALF-YEAR ENDING JANUARY 31, 1888.
46
APPENDIX.
SUMMARY.
January, 1888.
a |
6 |
6 |
|||||
00 |
S 60 |
'<-' 2 |
|||||
o |
£ |
p.a |
i |
a> |
°g |
S |
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General Schools. |
o |
oi |
it 01 |
8,g |
c3 |
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O |
6c-i |
^i^m |
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gi<i |
S*^ |
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^ |
^ |
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<1 |
<1 |
a< |
^ |
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Normal |
1 |
5 |
124 |
119 |
5 |
96. |
122 |
Latin and High |
10 |
103 |
2,975 |
2,836 |
139 |
95. |
2,934 |
Grammar |
64 |
692 |
30,840 |
28,148 |
2,692 |
91. |
30,795 |
Primary |
464 |
464 |
24,284 |
20,901 |
3,383 |
86. |
24,620 |
Totals |
529 |
1,264 |
58,223 |
52,004 |
6,219 |
89.3 |
58,471 |
Special Schools. |
o o .a o d 15 |
0) |
< |
fin |
1 |
||
Horace Mann Spectacle Island |
1 1 1 13 5 |
9 1 21 102 23 |
72 15 1,274 2,085 557 |
62 13 988 1,305 488 |
10 2 |
86. 88. |
76 17 |
Evening Drawing |
|||||||
Totals |
21 |
156 |
4,003 |
2,856 |
|||
SCHOOLS AND TEACHERS.
Normal School
Latin School
English High School ... Girl*' High School . . . . ,
Girls' Latin School
Roxbury High School . . . Dorchester High School . . Charlestown High School . West Roxbury High School Brighton High School . . . East Boston High School .
Grammar Schools
Primary Schools
Totals
TEACHERS.
19 5 7 4 5 2 2 3 554 464
1,068
Total.
7 3 3 5 653 464
1,214
STATISTICS.
47
SPECIAL SCHOOLS AND TEACHERS.
Schools.
Males.
Females.
Total.
Horace Mann School
Evening Schools
Evening Drawing Schools
French and German : High Schools
Music : High, Grammar, and Primary Schools . .
Illustrative Drawing, Normal School
Drawing: High and Grammar Schools
Instructor in Hygiene
Sewing
Chemistry : Girls' High School
Laboratory Assistant: Girls' High School . . . .
Physics : Latin School
Vocal and Physical Culture : Girls' High School . Vocal and Physical Culture : Girls' Latin School
Military Drill : High Schools
Instructor in Manual Training School
Instructors in Cooking Schools
Spectacle Island
9
123
23
3
5
2
1
206
Totals ,
NORMAL AND HIGH SCHOOLS.
Semi-Annual Returns to January 31, 1888.
Schools.
Normal
Latin
Girls' Latin .... English High ....
Girls' High
Roxbury High . . . Dorchester High . . Charlestown High • West Roxbury High Brighton High . . . East Boston High . Totals ....
Average whole Number.
102 60 59 26 21 60 1,426
158
757 204 101 149 59
1,673
124
444 158 654 757 306 161 208 85 59 143 3,099
Average Attendance.
430
58 56 25 20 58 ,375
151
716 190 97 138
77 1,580
119
430
151
630
716
288
155
194
81
56
135
2,955
5
6 2 2 4
147
48
APPENDIX.
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STATISTICS.
49
NORMAL AND HIGH SCHOOLS. Number of Pupils to a Teacher, excluding J^rincipals, January 31, 1888.
Schools.
No. of Reg. Teachers.
Average No. of Pupils.
Average No. of Pupils to a Regular Teacher.
Normal
Latin
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . • . Charlestown High . . . West Roxbury High
Brighton High
East Boston High. . ,
Totals
3 13
5 18 20 8 5 6 2 2 4
86
124
444 158 G54 757 306 161 208 85 69 143
3,099
41.3
34.2 31.6 36.3 37.8 38.3 32.2 34.7 42.5 29.5 35.7
36.
ADMISSIONS SEPTEMBER, 1887.
NORMAL SCHOOL.
Schools. |
Number Admitted. |
Average Age. |
|
Years. |
Months. |
||
Girls' High School |
71 2 30 |
19 19 20 |
5 |
Girls' Latin School |
2 |
||
From other sources . |
4 |
||
Totals |
103 |
19 |
8 |
High School Graduates, June, 1887, Girls, 331. LATIN AND HIGH SCHOOLS.
Admitted. |
From Grammar Schools. |
From other Sources. |
Totals. |
Average Age. |
|||
Schools. |
Boys. |
Girls. |
Years. |
Mos. |
|||
Latin |
161 823 63 32 25 13 9 29 |
68 374 95 40 70 28 17 38 |
112 57 268 311 153 67 91 41 25 66 |
49 11 55 63 5 5 4 1 1 |
161 68 323 374 158 72 95 41 2(5 67 |
14 14 15 16 14 15 15 15 15 16 |
1 |
Girls' Latin English High Girls' High Roxbury High Dorchester High . . . Charlestown High. . West Roxbury High Brighton Higli East Boston High.. |
2 5 9 4 3 8 1 |
||||||
Totals .. |
655 |
730 |
1,232 |
153 |
1,385 |
15 |
4 |
50
APPENDIX.
GRAMMAR SCHOOLS.
Semi-Annual Returns to January 31, 18S8.
Schools.
Adams
Agassiz
Allston
Andrew
Bennett
Bigelow
Bowdoin
Brimmer
Bunker Hill . . . .
Chapman
Charles Sumner . .
Coming
Dearborn
Dillaway
Dorchester-Everett
Dudley
Dwight
Eliot
Emerson
Everett
Franklin
Frothingham . . .
Oaston
George Putnam . .
Gibson
Hancock
Harris
Harvard
Average whole Number.
Boys. Girls. Total. Boys. Girls. Total
374
340 289 418 261 823
631 320 300 238 299 349
248 723 689 973 386
156 195
161
299
285 328 278
378 326 206 328 261 633 247
309 719 666 293 518 161 196 526 164 305
Average Attendance.
526 340 574 746 539 823 342 631 698 626 444 627 610 633 495 723 689 973 695 719 666 601 518 317 391 526 325 604
342 313 262 392 245 776
568 302 280 220 277 322
228 676 638 835 355
149 179
150
278
251 300 257
350 299 188 292 235 572 225
279 673 606 254 477 150 174 466 147 279
480 313 513 692 502 776 307 568 652 579 408 569 557 572 453 676 638 835 634 673 606 529 477 299 353 468 297 557
STATISTICS. GRAMMAR SCHOOLS. — Concluded.
51
Schools. |
Average whole Number. |
Average Attendance. |
> <> < |
c c " S |
u a 51 |
1 3 OD 1 3 1 2 1 1 1 1 1 2 1 1 1 2 2 45 |
s < rH 1 1 2 1 2 1 1 2 2 1 1 •I 1 1 1 1 1 1 2 1 1 2 2 2 75 |
< ■c ■» 1 2 2 1 2 1 3 2 2 1 2 1 3 1 1 1 1 1 1 1 3 1 2 1 5 86 |
1 |
Boys. |
Girls. |
Total. |
Boys. |
Girls. |
Total. |
< s |
|||
Hillside |
366 321 596 304 363 168 361 243 155 106 665 83 263 242 711 16-) 46 363 475 940 |
366 690 596 885 588 881 707 609 631 477 315 19S 665 734 173 499 494 552 583 551 711 3-21 89 709 475 940 |
343 835 262 823 320 397 252 212 151 87 672 80 222 225 484 534 501 145 41 330 |
329 291 542 282 322 150 331 213 140 96 609 73 241 213 643 146 41 345 419 825 |
329 634 542 835 544 823 642 547 583 425 291 183 609 672 153 463 438 484 534 501 643 291 82 675 419 825 |
37 56 54 50 44 58 65 62 48 52 24 15 56 62 20 36 56 68 49 50 68 30 34 56 115 2,692 |
90. 92. 91. 94. 92. 93. 91. 90. 92. 89. 92. 92. 92. 92. 89. 92. 89. 88. 92. 91. 90. 91. 93. 95. 88. 88. 91. |
5 |
|
Hugh O'Brien Hyde . .... |
369 |
9 8 |
|||||||
Lawrence |
8S5 284 881 344 441 270 234 180 92 |
13 7 |
|||||||
13 |
|||||||||
8 |
|||||||||
7 |
|||||||||
7 |
|||||||||
Mather |
6 |
||||||||
5 |
|||||||||
Mt. Vernon |
3 9 |
||||||||
Phillips |
734 90 236 252 552 583 551 |
10 |
|||||||
3 |
|||||||||
6 |
|||||||||
6 |
|||||||||
7 |
|||||||||
Rice |
7 |
||||||||
8 |
|||||||||
Shurtletf |
9 |
||||||||
Stoughton Tileston |
156 43 346 |
4 1 |
|||||||
8 |
|||||||||
Wells |
5 |
||||||||
Wintlirop |
n |
||||||||
Totals |
16,283 |
14,557 |
30,840 |
14,978 |
13,170 |
28,148 |
396 |
APPENDIX.
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54
APPENDIX.
DISTRIBUTION OF PUPILS IN RESPECT BOTH
CLASSES. |
Under 3 years. |
5 years. |
6 years. |
years. |
8 years. |
9 years. |
||
■S 2 |
All Classes < Totals |
Boys . . Girls . . |
||||||
^^ |
.... |
• • |
Advanced Class . . \ Third-year Class . . < Second-year Class . \ First-year Class . . \ Totals |
Bovs . . Girls . . Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . |
|||||||
OD © si |
||||||||
S |
||||||||
First Class < Second Class . . . . -^ Third Class | Fourth Class . . . . ^ Fifth Class . . . . . | Sixth Class -j Ungraded Class . . \ Totals |
Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . Bovs . . Girls . . |
|||||||
• o © |
3 |
|||||||
2 |
18 U |
|||||||
s |
. . |
10 11 |
248 231 |
|||||
^ |
12 9 |
209 227 |
983 869 |
|||||
12 1 |
16 14 |
73 52 |
||||||
34 |
549 |
2,491 |
||||||
• © |
First Class | Second Class . . . . i I Third Class . . . . | Totals |
Boys . . Girls . . Bovs . . Girls . . |
• • |
9 10 |
255 274 |
1,028 960 |
1,208 963 |
|
20 15 35 |
8 14 |
480 372 |
1,445 1,196 1,347 1,061 |
1,330 1,046 |
693 519 |
|||
t |
Boys . . Girls . . |
1,424 1,109 |
2.162 1,787 |
512 398 |
136 123 |
|||
^ |
2,555 |
4,820 |
5,578 5,612 |
5,274 |
3,637 |
|||
Grand totals |
35 |
2,555 |
4,820 |
5,823 |
6,128 |
STATISTICS.
55
TO AGE AND TO CLASSES, JANUARY, 1888.
lO years. |
11 years. |
13 years. |
13 years. |
14 years. |
15 years. |
16 years. |
IT years. |
IS years. |
lO years and over. |
Totals. |
4 1 |
29 13 |
60 19 |
86 42 |
109 22 |
87 21 |
60 16 |
26 13 |
12 7 |
473 154 |
|
5 |
42 |
79 |
128 |
131 |
108 |
76 |
39 |
19 |
627 |
. . |
5 2 |
3 19 |
4 41 |
6 57 |
18 119 |
|||||
15 9 |
76 42 |
80 110 |
50 74 |
10 40 |
231 275 |
|||||
1 |
17 3 |
66 54 |
108 122 |
62 115 |
16 52 |
1 9 |
270 356 |
|||
10 8 |
94 67 |
156 220 |
128 183 |
44 91 |
9 26 |
2 |
441 597 |
|||
• • |
19 |
181 |
520 |
666 |
524 |
272 |
125 |
2,307 |
• • |
1 |
26 11 |
187 129 |
348 319 |
322 384 |
155 215 |
27 73 |
16 |
1,072 1,139 |
|
1 |
31 14 |
243 166 |
531 434 |
587 523 |
267 384 |
73 127 |
19 26 |
12 |
1,753 1,676 |
|
24 14 |
241 145 |
641 498 |
825 732 |
467 529 |
195 266 |
24 45 |
3 11 |
t2 J2 |
2,425 2,242 |
|
260 231 |
816 702 |
930 865 |
727 611 |
314 310 |
85 69 |
18 25 |
2 3 |
3,172 2,830 |
||
877 784 |
967 911 |
771 714 |
456 332 |
134 104 |
34 25 |
3 5 |
1 |
3,500 3,118 |
||
1,094 990 |
700 587 |
372 299 |
157 137 |
41 27 |
6 3 |
1 2 |
. |
3,635 3,150 |
||
155 59 |
142 75 |
131 83 |
95 62 |
45 40 |
10 9 |
3 3 |
2 1 |
684 399 |
||
4,489 |
5,332 |
5,750 |
5,415 |
3,788 |
2,059 |
699 |
168 |
121 |
30,795 |
654 567 |
227 206 |
67 93 |
t25 t42 |
332 |
• |
3,468 3,115 |
||||
241 234 |
66 79 |
29 27 |
t9 tl2 |
768 |
4,301 3,49? |
|||||
40 53 |
12 14 |
7 10 |
t5 t2 |
5,665 4,572 |
||||||
1,789 |
604 |
233 |
t95 |
24,620 |
||||||
6,278 |
5,941 |
6,025 |
5,608 |
4,097 |
2,710 |
1,473 |
144 |
58,349 |
t Thirteen years and over.
I Eighteen years and over.
56
APPENDIX.
PRIMARY SCHOOLS. Semi-Annual Returns, to January 31, 1SS8.
Districts.
Adams
Agassiz
Allston
Andrew . . . .
Bennett
Bigelow . . . . Bowdoin . . . . Brimmer . . . . Bunker Hill . , Chapman . . . . Charles Sumner .
Comins
Dearborn . . , . Dillaway . . . . Dor.-Everett . .
Dudley
Dwight
Eliot
Emerson . . . .
Everett
Franklin . . . . Frothingham . .
Gaston
George Putnam .
Gibson
Hancock . . . .
Harris
Harvard . . . .
Average -whole Number.
Boys. Girls. Total,
358 112 221 266 173 368 181 224 322 195 185 228 362 193 204 316 240 385 .322 285 322 236 444 110 110 457 121 314
110 72 221 269 160 271 168 199 250 146 161 225 270 170 180 320 262 131 195 285 304 227 377 118 129 404 110 299
Average Attendance.
Boys. Girls. Total
468 184 442 535 333 639 339 423 572 341 346 453 632 363 384 636 502 516 517 570 626 463 821 228 239 861 231 613
316
98 189 240 155 335 156 199 287 159 160 206 321 170 179 279 210 326 280 246 280 205 388 98 91 399 104 270
60 182 235 137 238 129 173 222 114 130 194 227 142 151 271 2i9 105 161 235 255 192 328 102
96 340
88 249
413 158 371 475 292 573 285 372 509 273 290 400 548 312 330 550 429 431 441 481 535 397 716 200 187 739 192 619
87.
246 95 254 265 182 387 17: 245 266 215 218 262 309 196 206 310 297 294 264 299 282 259 424 155 137 488 105 309
184 263 164 266 186 178 282 140 145 194 330 177 181 314 245 228 274 279 359 227 362 84 109 378 116 317
482 192 438 528 346 653 363 423 648 355 363 456 639 373 387 624 542 522 638 578 641 486 786 239 246 866 221 626
STATISTICS. PRIMARY SCHOOLS. — Concluded.
57
Districts. |
Average whole Number. |
Average Attendance. |
< |
T3 13 Si P3 |
<u >. 00 I o |
d Iz; |
||||||
Boys |
Girls |
Total |
. Boys |
Girls |
Total |
1" |
||||||
Hillside . . . . |
5 |
148 |
101 |
249 |
126 |
86 |
212 |
37 |
85. |
126 |
125 |
251 |
Hugh O'Brien . |
11 |
358 |
201 |
559 |
314 |
172 |
486 |
73 |
88. |
303 |
270 |
573 |
Hyde |
8 |
233 |
200 |
433 |
209 |
174 |
383 |
50 |
88. |
222 |
197 |
419 |
Lawrence . . . |
19 |
684 |
242 |
926 |
619 |
215 |
834 |
92 |
90. |
473 |
471 |
944 |
Lewis |
10 |
263 |
271 |
534 |
224 |
231 |
455 |
79 |
86. |
285 |
249 |
534 |
Lincoln . . . . |
7 |
258 |
123 |
381 |
210 |
101 |
311 |
70 |
82. |
209 |
166 |
375 |
Lowell .... |
14 |
377 |
378 |
755 |
328 |
315 |
643 |
112 |
86. |
399 |
329 |
728 |
Lyman .... |
11 |
378 |
172 |
550 |
321 |
142 |
463 |
87 |
84. |
276 |
292 |
568 |
Martin |
6 |
143 |
173 |
316 |
125 |
153 |
278 |
38 |
88. |
205 |
131 |
336 |
Mather .... |
8 |
215 |
190 |
405 |
179 |
152 |
331 |
74 |
82. |
221 |
192 |
413 |
Minot |
5 |
111 |
117 |
228 |
93 |
96 |
189 |
39 |
83. |
154 |
89 |
243 |
Mount Vernon . |
2 |
62 |
69 |
131 |
52 |
57 |
109 |
22 |
83. |
72 |
67 |
139 |
Norcross . . . |
13 |
227 |
486 |
713 |
209 |
437 |
646 |
67 |
91. |
337 |
372 |
709 |
Phillips .... |
6 |
171 |
155 |
326 |
146 |
126 |
272 |
54 |
83. |
135 |
191 |
326 |
Pierce |
2 |
54 |
47 |
101 |
45 |
33 |
78 |
23 |
81. |
49 |
63 |
112 |
Prescott .... |
9 |
248 |
219 |
467 |
222 |
191 |
413 |
54 |
88. |
235 |
228 |
463 |
Prince |
3 |
90 |
99 |
189 |
72 |
79 |
151 |
38 |
80. |
105 |
94 |
199 |
Quincy .... |
13 |
416 |
268 |
684 |
365 |
231 |
596 |
88 |
87. |
339 |
363 |
702 |
Rice |
8 |
227 |
194 |
421 |
189 |
156 |
345 |
76 |
82. |
222 |
216 |
438 |
Sherwin .... |
10 |
234 |
241 |
475 |
212 |
214 |
426 |
49 |
89. |
266 |
232 |
498 |
Shurtleflf. . . . |
6 |
160 |
190 |
350 |
141 |
165 |
306 |
44 |
87. |
210 |
160 |
370 |
Stoughton . . . |
4 |
92 |
116 |
208 |
75 |
98 |
173 |
35 |
83. |
134 |
77 |
211 |
Tileston .... |
2 |
^7 |
39 |
76 |
32 |
34 |
66 |
10 |
87. |
50 |
28 |
78 |
Warren .... |
7 |
197 |
193 |
390 |
180 |
171 |
351 |
39 |
91. |
210 |
180 |
390 |
Wells |
16 |
427 |
392 |
819 |
366 |
321 |
687 |
132 |
84. |
441 |
379 |
820 |
Winthrop . . . |
6 |
165 |
156 |
321 |
144 |
135 |
279 |
42 |
87. |
16i |
156 |
320 |
Totals . . . 4 |
164 |
3,229 |
11,055 5 |
24,284 |
11,544 |
9,357 |
20,901 t |
,383 |
86. |
12,988 |
11,632 2 |
4,620 |
58
APPENDIX.
PRIMARY SCHOOLS. Number of Pupils in each Class, Whole Number, and Ages, Jan. 31, 188S.
Districts. |
i o |
a 5 •d a o « |
i 03 3 u |
u a » a 1^ |
11 <o a > g3 s |
C3 |
C9 c > |
£ a o .a |
u <a >> s |
u 0) |
% g |
« 0) > |
i SI |
Adams .... |
117 |
193 |
172 |
482 |
42 |
106 |
98 |
106 |
68 |
42 |
13 |
6 |
8 |
Agassiz .... |
47 |
59 |
86 |
192 |
14 |
34 |
47 |
47 |
34 |
10 |
5 |
1 |
|
Allston .... |
127 |
149 |
162 |
438 |
47 |
100 |
107 |
97 |
40 |
28 |
10 |
6 |
3 |
Andrew .... |
147 |
197 |
184 |
528 |
46 |
97 |
122 |
112 |
88 |
42 |
14 |
5 |
2 |
Bennett .... |
76 |
127 |
143 |
346 |
24 |
77 |
81 |
82 |
51 |
17 |
6 |
7 |
1 |
Bigelow .... |
206 |
200 |
247 |
653 |
70 |
152 |
165 |
131 |
72 |
34 |
17 |
11 |
1 |
Bowdoin _. . . |
87 |
131 |
146 |
363 |
36 |
72 |
69 |
80 |
66 |
31 |
5 |
4 |
. . |
Brimmer . . . |
136 |
138 |
149 |
423 |
47 |
88 |
110 |
88 |
63 |
24 |
2 |
1 |
. . |
Bunker Hill . . |
134 |
203 |
181 |
548 |
40 |
99 |
127 |
139 |
81 |
43 |
14 |
5 |
|
Chapman . . . |
109 |
102 |
144 |
355 |
40 |
90 |
85 |
82 |
32 |
22 |
3 |
1 |
|
Chas. Sumner . |
97 |
105 |
161 |
363 |
64 |
78 |
76 |
77 |
42 |
19 |
2 |
3 |
2 |
Comins .... |
112 |
166 |
178 |
456 |
52 |
104 |
106 |
106 |
55 |
16 |
11 |
3 |
3 |
Dearborn . . . |
191 |
172 |
276 |
639 |
42 |
129 |
138 |
105 |
103 |
79 |
26 |
13 |
4 |
Dillaway . . . |
109 |
113 |
151 |
373 |
27 |
87 |
82 |
97 |
51 |
22 |
5 |
2. |
|
Dor.-Everett . . |
106 |
120 |
161 |
387 |
40 |
70 |
96 |
96 |
52 |
22 |
8 |
3 |
. . |
Dudley .... |
163 |
179 |
282 |
624 |
57 |
120 |
133 |
137 |
107 |
46 |
14 |
6 |
4 |
Dwight .... |
159 |
164 |
219 |
642 |
57 |
109 |
131 |
101 |
86 |
38 |
13 |
6 |
1 |
Eliot |
97 |
200 |
225 |
522 |
71 |
103 |
120 |
101 |
60 |
42 |
17 |
6 |
2 |
Emerson . . - |
126 |
153 |
259 |
538 |
52 |
97 |
115 |
94 |
79 |
55 |
24 |
12 |
10 |
Everett .... |
166 |
177 |
235 |
578 |
69 |
98 |
132 |
124 |
93 |
37 |
14 |
6 |
6 |
Franklin .... |
147 |
212 |
282 |
641 |
53 |
96 |
133 |
150 |
117 |
68 |
27 |
4 |
3 |
Froth) ngham . |
166 |
163 |
157 |
486 |
56 |
91 |
112 |
98 |
82 |
37 |
10 |
. . |
. .' |
Gaston .... |
23S |
246 |
302 |
786 |
83 |
147 |
194 |
181 |
98 |
53 |
17 |
10 |
3 |
Geo. Putnam . |
59 |
74 |
106 |
239 |
33 |
54 |
68 |
38 |
28 |
16 |
2 |
. . |
|
Gibson . . . . |
72 |
75 |
99 |
246 |
21 |
53 |
63 |
49 |
37 |
19 |
2 |
1 |
1 |
Hancock . . . |
161 |
216 |
489 |
866 |
111 |
186 |
191 |
16i |
127 |
60 |
21 |
8 |
. . |
Harris |
57 |
75 |
89 |
221 |
13 |
39 |
53 |
50 |
42 |
le |
6 |
. . |
2 |
Harvard . . . . |
163 |
200 |
263 |
626 |
73 |
118 |
118 |
135 |
loe |
54 |
16 |
6 |
|
Hillside . . . . |
77 |
94 |
80 |
251 |
17 |
55 |
54 |
4£ |
4f |
25 |
4 |
3 |
1 |
STATISTICS. PRIMARY SCHOOLS. — Concluded.
59
Districts. |
O £ |
o a tn |
i a s 15 H |
C o s |
a 1 OQ |
t 2 |
t 03 o c |
C3 0) >i a 56 |
0) > 14 |
t 1 2 |
a . -^ a o |
|||
Hugh O'Brien, |
164 |
165 |
244 |
573 |
60 |
118 |
125 |
104 |
94 |
|||||
Hyde. . . |
107 |
112 |
200 |
419 |
41 |
88 |
93 |
89 |
54 |
K6 |
8 |
6 |
4 |
|
Lawrence |
251 |
302 |
891 |
944 |
77 |
170 |
226 |
199 |
151 |
79 |
32 |
5 |
5 |
|
Lewis . . |
113 |
200 |
221 |
534 |
46 |
101 |
138 |
115 |
87 |
31 |
13 |
2 |
1 |
|
Lincoln . |
102 |
117 |
156 |
375 |
47 |
84 |
78 |
73 |
60 |
20 |
8 |
5 |
. . |
|
Lowell . . |
197 |
173 |
358 |
728 |
97 |
153 |
149 |
166 |
98 |
34 |
19 |
8 |
4 |
|
Lyman . . |
157 |
162 |
249 |
568 |
60 |
104 |
112 |
114 |
96 |
62 |
18 |
2 |
||
Martin . . |
97 |
96 |
143 |
336 |
51 |
82 |
72 |
74 |
29 |
20 |
7 |
1 |
. . |
|
Mather . . |
113 |
122 |
178 |
413 |
34 |
78 |
109 |
92 |
54 |
30 |
12 |
2 |
2 |
|
Minot . . |
65 |
70 |
108 |
243 |
58 |
44 |
52 |
42 |
30 |
10 |
6 |
1 |
||
Mt. Vernon |
36 |
37 |
66 |
139 |
14 |
23 |
35 |
35 |
19 |
9 |
2 |
2 |
||
Norcross . |
17i |
195 |
340 |
709 |
79 |
122 |
136 |
143 |
120 |
62 |
27 |
17 |
3 |
|
Phillips . |
96 |
99 |
131 |
326 |
41 |
45 |
49 |
59 |
64 |
36 |
16 |
10 |
6 |
|
Pierce . . |
33 |
29 |
50 |
112 |
8 |
17 |
24 |
29 |
21 |
7 |
4 |
2 |
. . |
|
Prescott . |
119 |
143 |
201 |
463 |
51 |
77 |
107 |
101 |
64 |
41 |
17 |
2 |
3 |
|
Prince . . |
62 |
61 |
76 |
199 |
15 |
40 |
50 |
53 |
32 |
9 |
. . |
|||
Quincy . . |
204 |
239 |
259 |
702 |
72 |
113 |
154 |
161 |
112 |
63 |
20 |
6 |
1 |
|
Rice . . . |
112 |
161 |
165 |
438 |
24 |
91 |
107 |
115 |
71 |
19 |
8 |
3 |
. . |
|
Sherwin . |
112 |
195 |
191 |
498 |
55 |
94 |
117 |
114 |
67 |
30 |
15 |
5 |
1 |
|
Shurtleff . |
114 |
121 |
135 |
370 |
40 |
74 |
96 |
84 |
43 |
22 |
8 |
2 |
1 |
|
Stoughton |
65 |
65 |
81 |
211 |
39 |
38 |
57 |
35 |
26 |
11 |
3 |
1 |
1 |
|
Tileston . |
14 |
25 |
39 |
78 |
11 |
15 |
24 |
20 |
6 |
1 |
. • |
1 |
. . |
|
Warren . |
111 |
108 |
171 |
390 |
40 |
84 |
86 |
83 |
64 |
27 |
2 |
4 |
. . |
|
Wells . . |
210 |
264 |
346 |
820 |
97 |
157 |
187 |
198 |
120 |
48 |
9 |
4 |
. . |
|
Winthrop |
73 |
136 |
111 |
320 |
36 |
59 |
69 |
68 |
49 |
22 |
10 |
3 |
4 |
|
Totals |
6,583 |
7.800 |
10,237 |
24,620 |
2,590 10.5 |
4,820 19.6 |
5,578 |
5,274 |
3,637 |
1.789 |
604 2.4 |
233 .9 |
95 |
|
Percentages |
26.7 |
31.7 |
41.6 |
100 |
22.7 |
21.4 |
14.8 |
7.3 |
.4 |
60
APPENDIX.
GRAMMAR SCHOOLS. Numher of Pupils to a Teacher, excluding Principals, January 31, 1SS8.
Schools.
Adams
Agassiz
AUston
Andrew
Bennett ....
Bigelow
Bowdoin .... Brimmer .... Bunker Hill . Chapman . . . Chas. Sumner Comins .... Dearborn . . . Dillaway .... Dor.-Everett.
Dudley
Dwight
Eliot
Emerson ....
Everett
Franklin .... Frothingham.
Gaston
Geo. Putnam . Gibson ......
Hancock ...
Harris
Harvard ....
10
6
11
U
10
15
9
14
13
12
9
12
13
12
10
13
13
20
13
14
13
12
9
0
7
11
6
12
t!D3
526 340 574 746 539 823 842 631 698 626 444 627 610 633 495 723 689 973 695 719 666 601 518 317 391 526 325 604
s 5
"A-^
52.6 56.6 52.2 53.3 53.9 54.9 38.0 45.1 53.7 52.2 49.3 52.3 46.9 52.8 49.5 55.5 53.0 43.6 53.5 51.4 51.2 50.1 57.5 52.8 55.9 47.8 54.2 50.3
Schools.
Hillside
Hugh O'Brien.
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon. . .
Norcross
Phillips
Pierce
Prescott
Prince
Quincy
Rice
Sherwin
Slmrtleff
Stoughton . , .
Tileston
Warren
Wells
Winthrop . . . .
Totals
u o .a <« a o «> 15 |
d II |
rr i |
366 |
13 |
690 |
12 |
596 |
18 |
885 |
12 |
588 |
17 |
881 |
13 |
707 |
12 |
609 |
12 |
631 |
9 |
477 |
7 |
315 |
5 |
198 |
14 |
6C5 |
14 |
734 |
4 |
173 |
9 |
499 |
9 |
494 |
11 |
552 |
11 |
583 |
11 |
551 |
14 |
711 |
6 |
321 |
2 |
89 |
13 |
709 |
8 |
475 |
18 |
940 |
600 |
30,840 |
52.3 53.1 49.7 49.2 49.0 51.8 54.4 50.8 52.6 53.0 45.0 39.6 47.5 52.6 43.3 55.3 53.9 50.2 53.0 50.1 50.8 53.5 44.5 54.5 59.4 52.2
51.4
STATISTICS.
61
PRIMARY SCHOOLS. Number of Pupils to a Teacher, January 31, 1888.
Districts.
Adams
Agassiz
Allston
Andrew
Bennett .... Bigelow .... Bowdoin . . . Brimmer . . . Bunker Hill. Chapman . . . Ch's Sumner Comins. . Dearborn Dillaway Dor. -Everett
Dudley
Dwight
Eliot
Emerson . ..
Everett
Franklin . . . Frothingham
Gaston
Geo. Putnam Gibson . . . Hancock. . Harris . . . Harvard ..
s O cj |
° o «■ 2. ° |
oH 6 =« 46.8 |
10 |
468 |
|
3 |
184 |
61.3 |
8 |
442 |
55.3 |
10 |
535 |
53.5 |
7 |
333 |
47.6 |
13 |
639 |
49.2 |
8 |
339 |
42.4 |
9 |
423 |
47.0 |
12 |
572 |
47.7 |
6 |
341 |
56.8 |
7 |
346 |
49.4 |
8 |
453 |
56.6 |
12 |
632 |
52.5 |
7 |
363 |
51.9 |
7 |
384 |
54.9 |
11 |
636 |
57.8 |
10 |
502 |
50.2 |
10 |
516 |
51.6 |
10 |
517 |
51.7 |
9 |
570 |
63.3 |
12 |
626 |
52.2 |
9 |
463 |
51.4 |
14 |
821 |
58.6 |
4 |
228 |
57.0 |
5 |
239 |
47.8 |
15 |
861 |
57.4 |
5 |
231 |
46.2 |
12 |
613 |
51.1 |
Hillside
Hugh O'Brien.
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon . .
Norcross
Phillips
Pierce
Prescott
Prince
Quincy
Rice
Sherwin
ShurtlefF
Stoughton . . . .
Tileston
Warren
Wells
Winthrop . . . .
Totals
O O m -A |
|
5 |
249 |
11 |
559 |
8 |
433 |
19 |
926 |
10 |
534 |
7 |
381 |
14 |
755 |
11 |
550 |
6 |
316 |
8 |
405 |
5 |
228 |
2 |
131 |
13 |
713 |
6 |
326 |
2 |
101 |
9 |
467 |
3 |
189 |
13 |
684 |
8 |
421 |
10 |
475 |
6 |
350 |
4 |
208 |
2 |
76 |
7 |
390 |
16 |
819 |
6 |
821 |
464 |
24,284 |
Ph 03
V. «
oc-i 6 ««
49.8 50.8 54.1 48.7 53.4 54.4 53.9 60.0 52.7 50.6 45.6 65.5 54.9 54.3 50.5 51.9 63.0 52.6 52.6 47.5 58.3 52.0 38.0 55.7 51.2 53.5
52.3
62
APPENDIX.
PRIMARY SCHOOLS.
Number of Pupils promoted to Grammar Schools for the five months ending January 31, 1888.
Districts.
Adams
Agassiz
Allston
Andrew
Bennett
Bigelovr
Bowdoin
Brimmer
Bunker Hill
Chapman
Charles Sumner . . .
Comins
Dearborn
Dillaway
Dor.-Everett
Dudley
Dwight
Eliot
Emerson
Everett
Franklin
Erothingliam
Gaston
George Putnam . . . .
Gibson
Hancock
Harris
64 27 51 65 28 110 39 37 68 57 46 54 68 60 49 77 70 54 62 53 39 68 100 23 36 65 17
19 17
65
I
56 33 89 44 47 78 42 38 51 62 72 60 70 78 17 54 43 47 69 98 24 21 60 31
83
44
116
121
61
199
83
84
146
99
84
105
130
132
109
147
148
71
116
96
86
137
198
47
57
125
48
Harvard
Hillside
Hugh O'Brien
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon . Norcross . . . . ,
Phillips
Prescott ....
Prince
Quincy
Rice
Sherwin ....
Shurtleff
Stoughton. . . Tileston ....
Warren
Wells
Winthrop . . . Totals
50 26 81 18
101 56 37 81 89 48 43 17 14 29 39 52 33 65 49 39 20 14 9 42
117 16
2,672
41 19 70 31 26 66 11 89 27 51 55 18 17 114 17 54 25 42 42 43 33 21 8 52 84 20 2,461
91 45
151 49
127
122 48
170
116 99 98 35 31
143 56
106 58
107 91 82 53 35 17 94
201
36
5,133
STATISTICS.
63
GRAMMAR SCHOOLS.
Number of Diploma-Scholars, June, 1887. Number of these admitted to High and Latin Schools, September, 1887.
Schools.
Diplomas.
Adams
Agassiz
AUston
Andrew
Bennett
Bigelow
Bowdoin
Brimmer
Bunker Hill.. Chapman .... Chas. Sumner
Comins
Dearborn .... Dillaway .... Dor.-Everett .
Dudley
Dvight
Eliot . '.
Emerson
Everett
Franklin
Frothingham . .
Gaston
George Putnam
Gibson
Hancock
Harris ;
15 25 20 17 8 50
33
18
24
9
24 30
22 50 46 33 18
11
10
21 13 30
25
22 23 18 22 24 44 22
25
25
41
40
38
50
25
33
40
47
27
46
54
44
44
50
46
33
40
53
40
39
40
22
34
30
23
■52*3
7 17 24 19 20 16 10 17 16 30 16
9 42 29 22 29 25 10 18 34 28 23 22 17 23
14
16
Schools.
Diplomas.
Harvard . . . Hillside....
Hyde
Lawrence .
Lewis
Lincoln . . . Lowell .... Lyman ....
Martin
Mather ....
Minot
Mt. Vernon. Norcross. . . Phillips . . . Prescott . . .
Prince
Quincy ....
Rice
Sherwin . . . ShurtlefF . . Stoughton . Tileston . . . Warren . . . .
Wells
Winthrop . .
Totals . .
18
51 47 42 30 12 19 18 9 13
38 12 22 31 43 28
9
4
23
961
32 26
26
44
30 14 23 15 14 9 37
20 29
57 9 1 20 32 56
1,031
50
26
26
51
91
42
60
26
42
33
23
22
37
38
32
51
31
43
28
57
18
5
43
32
56
1,992
24
20
13
8
62 25 33 14 17 24 16 20 16 20 21 40 14 23 15 21 15 5
26 16 20
1,081
REPORT
COMMITTEE ON ACCOUNTS.
TWENTIETH ANNUAL EEPOET.
Boston, June 1, 1888. To the School Committee : —
III accordance with the Rules of the Board, the Committee on Accounts herewith present their annual report for the financial year 1887-88, including a detailed account of the expenditures required by the Regulations from the Auditing Clerk.
This report includes as usual a statement of the expendi- tures made under the direction of the Public Building De- partment, for furniture required and repairs needed in the various school-houses. The combined expenditures show the running expenses of the schools and form the basis for com- puting the average cost per scholar.
Under date of Feb. 8, 1887, this committee presented to the Board the estimated amount required for the schools exclusive of the amounts needed by the Public Building and City Architect's Departments for furniture, repairs, alterations, and the erection of new school-houses ; and the estimates after receiving the imanimous approval of the School Committee were transmitted to the City Council.
The estimates transmitted were as follows : —
Salaries of instructors .... $1,242,088 Salaries of officers . .... 57,760
School expenses ..... 267,000
$1,566,848
68 APPENDIX.
The City Council reduced the estimates $27,000, and granted the following : —
Salaries of instructors .... $1,242,088
Salaries of officers . . . . . 57,760
School expenses 240,000
$1,539,848
The reduction made by the City Council was less than two per cent., and to offset it, it was necessary to omit some and curtail other items of expense contemplated when the esti- mates were prepared. By so doing the School Committee was able to carry on the schools within the appropriation granted. It is very difficult for a department spending $1,500,000 per annum, to estimate in February precisely the amount needed for the year beginning the May following. Many contingencies may arise not contemplated when the estimates were prepared. A gain of pupils in one locality, although offset by a loss in another, adds to expenses. The increase of pupils in the higher grades adds to salaries even though the total number of pupils does not increase. It requires a loss of about 1,000 pupils in the Primary Schools to offset a gain of 250 pupils in the High Schools as far as expense is concerned. If the 62,226 pupils attending school the past year all belonged to the Primary grade, the cost fcr salaries of instructors based on the average cost now paid would have been $837,561.96. If, on the other hand, they had attended the High Schools, the cost would have been $3,583,595.34; therefore, not only the number of pupils but the grade attended must be considered in preparing the estimates. Another element to contend with is the [)rice of coal, as an increase of one dollar per ton adds about $12,000 to expenses.
These few instances will show how difficult it is to estimate just how much money will be required. The rule is to esti-
REPORT OX EXPENDITURES.
69
mate as closely as possible, and to CQiifiiie expenses to what is absolutely required.
The expenditures of the past year were as follows : —
School Committee Salaries of instructors Salaries of officers .... School expenses : —
Salaries of janitors
Fuel, gas, and water .
Books
Printing
Stationery and drawing ma terials
Miscellaneous items
,9 47 00
71,133 28
33,834 52
4,775 89
9,992 18 20,673 69
Expended from the appropriation . Expended from income of Gibson Fund
Total expenditure .... Total income ....
Net expenditure, School Committee
,238,584 42 57,608 00
239,356 56
$1,535,548 98
1,004 01
$1,536,552 99
37,092 81
$1,499,460 18
Public Building Department.
Furniture, masonry, carpen- try, roofing, heating-appara- tus, etc $243,107 89
Income 221 00
Net expenditure, Public
Building Department . . . 242,886 89
Total net expenditure for the year (ex- clusive of new school-houses) . . $1,742,347 07
70 APPENDIX.
Your committee, in preparing the estimates, stated that the probable income would be as follows : — Non-residents, State and City . . . $13,000 00
Trust-funds and other sources . . . 14,000 00
Total estimated income . . . $27,000 00
23,247 |
00 |
105 |
41 |
84 |
52 |
The income collected was as follows : — Non-residents, State and City . $13,655 88 Trust-funds and other sources Sale of books Rebate Boston Gas-Light Co.
Total income $37,092 81
The expenses of the School Committee as compared with the year previous, present an increase of $47,505.17. The expenses incurred by the Public Building Department for furniture, repairs, etc., of school-houses, were increased $72,150.10, thereby increasing the net expenditure of both departments $11 9,655.27.
The average number of pupils belonging to all the schools was 62,226. The average cost per pupil incurred by the School Committee was $24.10, by the Public Building Department, $3.90, — making the total average cost per pupil, $28.
The cost per pupil the past year was about 4 per cent, less than the average cost for the past twenty years ; but, as compared with the previous year (1886-87), it shows an increase of $1.94 per pupil. The expenditures controlled by the School Committee increased 78 cents per pupil and those under the direction of the Public Building Depart- ment increased $1.16. About two-fifths of the increase in the rate per pupil was caused by a serious fire in the Gaston school-house, which occurred early in the year, the City
REPORT ON EXPENDITURES.
71
Auditor charging the cost for repairs ($44,276.42) to running expenses. Owing to this fire non-resident pupils attending the Grammar Schools the present year will each be required to pay about $1.50 more for their tuition.
About 94 per cent, of the running expenses of the schools is directly chargeable to the different grades, and the remain- ing 6 per cent, is incurred for the schools in general. Later on in this report, under the headings of expenditures for the different grades of schools, only that portion directly incurred is charged.
The following shows the total net cost for carrying on the several grades of schools, including not only dii-ect charges but also the just proportion of $97,467.16 for general ex- penses incurred and a proper allowance to each grade of 1,247.00, the general income collected : —
NORMAL, LATIN, AND HIGH SCHOOLS.
Salaries of instructors
Salaries of janitors
Books, drawing matei'ials, and stationery
Other supplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost School Committee Income from sale of books Proportion of general income .
Net cost School Committee Net expenses, Public Building Dej)artment
Total net cost
)o 68 3,381 12
$178,479 77
11,414 79
7,269 92
2,059 33
9,593 20
14,175 95
$222,992 96
3,436 80
$219,556 16 15,010 95
$234,567 11
Average number of pupils, 3,099 ; cost per pupil, $75.69.
Cost for educating 3,099 pupils
Tuition paid by 87 non-resident pupils ....
Net cost for educating 3,012 resident pupils Average cost for each resident pupil ....
$234,567 11 6,141 00
$228,426 11 $75 84
72
APPENDIX.
GRAMMAR SCHOOLS.
Salai'ies of instructors
Salaries of janitors .
Books, drawing materials, and stationery
Other supjilies and miscellaneous items
Fuel, gas, and water
ProjDortion of general expenses
Total cost. School Committee Income fi'om sale of books Income from non-resident tuition Rebate, Boston Gas-Light Co. Proportion of general income .
Net cost. School Committee Net expenses, Public Building Department
Total net cost
$23 50
678 58
84 52
12,607 27
$664,004 51 48,151 90 30,347 38 3,173 69 32,943 58 52,868 20
$831,479 26
13,293 87
$818,186 39 139,146 61
$957,331 90
Average number of pupils, 30,840 ; average cost per pupil, $31.04.
PRIMARY SCHOOLS.
Salai'ies of instructors
Salaries of janitors ....
Books, drawing materials, and stationery
Other suiDplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost, School Committee . Income from sale of books Income from non-resident tuition Proportion of general income .
Net cost, School Committee Net expenses. Public Building Department
Total net cost
$20 96
19 37
,408 43
$326,981 56
37,136 54
4,674 17
2,311 10
24,679 48
26,868 49
$422,651 34
6,448 75
$416,202 59 86,636 71
$501,838 30
Average number of pupils, 24,284; average cost per pupil, $20.67.
REPORT ON EXPENDITURES.
73
HORACE MANN SCHOOL.
Salaries of instructors
Salary of janitor ....
Books, drawing materials, and stationery
Other supplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost, School Committee . Proportion of general income .
Net expenses. Public Building Department
Average number of pupils, 72 ; cost per pupil, $138.05.
Total cost for educating 72 pupils .... Received from the State, etc., for tuition
Net cost for educating 72 pupils .... Net average cost for each pupil ....
,117 75 449 00 123 20 26 23 263 77 609 62
),589 57 145 40
),444 17 495 44
3,939 61
$9,939 61 6,847 16
$3,092 45
$42 95
EVENING HIGH AND ELEMENTARY SCHOOLS
Salaries of instructors ....
Salaries of janitors
Books, drawing materials, and stationery Other supplies and miscellaneous items . Fuel, gas, and water .... Proportion of general exj^enses
Total cost. School Committee . Income from sale of books . ' . Income from non-resident tuition . Proportion of general income .
Net cost. School Committee Net expenses, Public Building Deijartment
Total net cost
$5 28
12 97
528 57
$28,211 50
1,532 27
749 50
53 ]8
2,097 98
2,216 13
$34,860 56
546 82
$34,313 74 816 92
$35,130 66
Average number of pupils, 3,359 ; average cost per pupil, $10.46.
'4
APPENDIX.
EVENING DRAWING SCHOOLS.
Salaries of instructors
Salaries of janitors ....
Drawing materials and stationery .
Other supplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost, School Committee . Income from non-resident tuition Proportion of general income .
Net cost, School Committee Net expenses, Public Building Department
Total net cost
$56 80 176 21
Average number of pupils, 557 ; average cost per pupil,
MANUAL TRAINING SCHOOLS.
Salaries of instructors
Books and stationery
Lumber and hardware ......
Crockery, groceries, and kitchen materials
Other supplies and miscellaneous items .
Fuel, gas, and water
Net expenses. Public Building Department .
Total net cost
$9,103 |
00 |
262 |
50 |
603 |
80 |
33 |
05 |
980 03 |
|
738 |
77 |
Ll,621 15
233 01
$11,388 14 1,425 24
$12,813 38
},326 33
56 42
424 15
198 11
23 89
41 02
,069 92 356 12
1,426 04
The pupils attending the Manual Training Schools belong to and are included in the number belonofino^ to the other grades of schools.
The average number of pupils belonging to the day schools the past year was 58,310. The High schools show an in- crease of 155, the Grammar schools, 151 ; while the Primary, Horace Mann, and Spectacle Island schools together show a decrease amounting to 262 pupils, making a net gain in day-
REPORT ON EXPENDITURKS. 75
school pupils of 44. The evening schools show a fallinc; off of 77 pupils, so that the number of pupils belonging to all the schools shows a loss, as compared with the ^^ear previous, of 33 pupils.
The number of regular instructors on the pay-rolls, April 1, 1887, was 1,213. During the year 66 resigned and 9 died. Of the 66 instructors who resigned, 23 were appointed to higher positions, making the actual reduction 52, and leaving 1,1 (51 of the original number. During the year there were, in addition, 70 new appointments, making the total of regular instructors, April 1, 1888, 1,231, — an in- crease of 18 for the year. In addition there have been 74 temporary teachers and 37 special assistants employed in the day schools ; an average of 137 instructors in the Evening and Evening Drawing Schools, and 48 special teachers, — making a total of 1,527 instructors on the pay-rolls during the year.
Under the head of manual training two cooking-schools for girls and a school to teach carpentry to boys have been in successful operation during the year. Tiiese schools were supported by the city at an expense of $3,426.04, the pupils attending coming from the regular day schools. In addition, three schools were carried on by private parties, which have been more or less under the supervision of the School Com- mittee.
When the estimates were prepared (Feb. 8, 1887), the Committee on Manual Training requested $8,000 to carry on the schools the past year ; but not as many new schools were opened as was anticipated, and the amount expended was less than one-half of that estimated. During the year over 1,000 pupils received instruction in these schools ; and it is expected that twice this number will enjoy the advantages the coming year.
76 APPENDIX.
The School Committee included in their estimates $20,000 for the support of Kindergtartens during the present year, which amount was granted by the City Council. The citizens of Boston have had for many years the advantages of a large number of these schools supported at private ex- pense, which have been carried on very successfully; and it seemed to be the general opinion that they should become a part of our school S3'stem, It is estimated that the money granted will enable the School Committee to carry on at least fifteen of these schools.
In the following pages of this report will be found a list of the buildings occupied by the High, Grammar, Primary, and Special schools, their location, numl)er of rooms in each, and the number of instructors employed. The valuation of each building is also given, as appraised by the assessors May 1,1887.
The total valuation of the buildings and land used for each of the diiferent grades of schools was as follows : —
High Schools $1,260,000
Gramnmr Scliools 4,340,000
Primary Schools 2,888,500
Special Schools 30,000
Total valuation, May 1, 1887 . . . . $8,518,500
The original cost of the above to May 1, 1887, w^as about $7,()09,800.
The following table shows the expenditures made by the School Committee, the number of pupils, and the average cost per pupil as incurred by them, for the past twelve years : —
REPORT ON EXPENDITURES.
77
Year. |
Expenditures. |
Income. |
Net Expenditures. |
No. of pupils. |
R.ite per pupil. |
|
1876-77 . . . |
$1,525,199 73 |
$21,999 03 |
$1,503,200 70 |
50,308 |
$29 88 |
|
1877-78 . |
1,455,687 74 |
30,109 31 |
1,425 578 43 |
51,759 |
27 54 |
|
1878-70 . |
1,405,647 60 |
32,145 54 |
1,373,502 06 |
53,262 |
25 79 |
|
1870-S«> • |
1,416,852 00 |
49,090 28 |
1,367,761 72 |
53,981 |
25 34 |
|
18SO-81 . |
1,41.3,763 96 |
73,871 08 |
1,339,892 88 |
54,712 |
24 49 |
|
1881-83 . |
1,392,970 19 |
69,344 08 |
1,323,626 11 |
55,638 |
23 79 |
|
1883-83 . |
1,413,811 66 |
' 73,278 56 |
1,340,533 10 |
57,554 |
23 29 |
|
1883-84 . |
1,452,854 38 |
79,064 66 |
1,373,789 72 |
.'i8,788 |
23 37 |
|
1884-85 . |
1,507,394 03 |
39,048 26 |
1,468,345 77 |
59,706 |
24 59 |
|
1885-86 . |
1,485,237 20 |
31,213 34 |
1,454,023 86 |
61,259 |
23 74 |
|
1886-87 . |
1,485,343 29 |
33,388 28 |
1,451,955 01 |
62,259 |
23 32 |
|
1887-88 . |
1,536,552 99 |
37,092 81 |
1,499,460 18 |
62,226 |
24 10 |
The following table shows the amount expended under the direction of the Public Building Department for repairs needed and furniture furnished the schools for the past twelve years : —
Year. |
Expenditures. Pub. B'ldingCom. |
Income. |
Net Expenditures. Pub. B'ldingCom. |
No. of pupils. |
Rate per pupil. |
1876-77 . . . |
$165,876 72 |
$165,876 72 |
50,308 |
$3 30 |
|
1877-78 . . . |
126,428 35 |
126,428 35 |
51,759 |
2 45 |
|
1878-79 . . . |
114,015 32 |
114,015 32 |
53,262 |
2 14 |
|
1870-80 . . . |
98,514 84 |
98,514 84 |
53,981 |
1 82 |
|
1880-81 . . . |
145,913 55 |
$205 00 |
145,708 55 |
54,712 |
2 66 |
1881-82 . . . |
178,008 88 |
247 50 |
177,761 38 |
55,638 |
3 19 |
1882-83 . . . |
189,350 83 |
231 00 |
189,119 83 |
57,554 |
3 29 |
1883-84 . . . |
186,852 18 |
300 00 |
186,552 18 |
58,788 |
3 17 |
1884-85 . . . |
198,059 11 |
526 50 |
197,532 61 |
59,706 |
3 31 |
1885-86 . . . |
188,435 63 |
137 50 |
188,298 13 |
61,259 |
3 07 |
1886-87 . . . |
1 171,032 71 |
295 92 |
170,736 79 |
62,259 |
2 74 |
1887-88 . . . |
243,107 89 |
221 00 |
242,886 89 |
62,226 |
3 90 |
1 This amount includes $7,921.33 (expense for heating apparatus, Hancock School) charged by mistake last year to new school-houses, but corrected in the tables of this year.
78 - APPENDIX.
The foregoing tables represent the conibhied expenses in- curred in carrying on the schools for the past twelve years, exclusive of the cost for new school-houses.
Of the net expenditures of the School Committee the past year, 80.21 per cent, was paid to instructors.
3.84 per cent, was paid to officers.
6.60 per cent, was paid to janitors.
4.74 per cent, was paid for fuel, gas, and water.
2.91 per cent, was paid for supplies to pupils.
1.70 per cent, was paid for miscellaneous expenses.
100.00 per cent, total.
The amount paid for salaries of instructors the past year was $1,238,584.42, the largest amount ever paid for this item; and shows an increase of $24,778.18, as compared with the previous year. The opening of the Hugh O'Brien School and the establishment of the new Pierce District partly caused this increase.
Although the average number of pupils belonging to the schools was about the same as for the previous year, still it was found necessary, owing to the increase in some localities, and in the higher grades of schools, though offset by a corre- sponding decrease in other places and in the lower grades, to elect eighteen additional instructors during the year, the cost for instruction in the High Schools, and in the ui)per classes of the Grammar Schools being more than doul)le as much as in the lower Grammar and Primary classes.
The following shows the relative increase in the number of pupils in the Primary Schools, the two lower, the tvvo mddle, and the two upper classes of the Grammar Schools, and in the High Schools, as compared with 1883, five years aaro : —
REPORT ON EXPENDITURES. 79
Primaiy Schools increased 1 per cent. Grammar Schools : —
Two lower classes increased 1 per cent.
Two middle classes increased 11 per cent.
Two upper classes increased 20 per cent. High Schools increased 44 per cent.
The above shows the changes in the distribution of pupils which have taken place within live years, and accounts to some extent for the increased amount paid for salaries, from the fact that nearly all the increase in pupils during that time is found in the upper grades where the cost for instruction is greater.
The variation in the amount paid for salaries in the differ- ent grades of schools the past year, as compared with the year previous, was as follows : —
High Schools increased . Grammar Schools increased Primaiy Schools increased Evening Schools increased Evening Drawing Schools increased Manual Training Schools increased
Total increase ....
The Horace Mann School shows a decrease of $34.18, which deducted from the above leaves $24,778.18, the net increase in this item.
The average salary paid during the year to each regu- lar- High School instructor was $1,678 64
Grammar School instructor was 980 69
Primary School instructor was 691 36
The average salary paid each regular teacher in the service during the year was $927.52.
The cost per pupil for salaries paid instructors in the
. |
$7,204 81 |
||
12,871 |
36 |
||
1,873 |
86 |
||
1,950 |
50 |
||
34 00 |
|||
878 |
33 |
||
$24,812 36 |
80 APPENDIX.
Normal, Latin, and High Scliools, the past year, was as fol- lows : —
Normal School $71 13
Latin School 79 27
Girls' Latin School 58 24
English High School 65 38
Girls' High School 42 79
Roxbury High School 40 98
Charlestown High School 52 07
Dorchester High School 53 22
Brighton High School 85 98
West Roxbury High School • . 71 25
East Boston High School 49 19
The location of the different schools and the rules regard- ing the employment of instructors are the principal causes for the large differences in the rate for instruction.
In the Grammar and Primary Schools the cost is more uniform, although some Grammar Schools would show a marked difference from others if comparisons were made.
During the past five years the number of regular instruct- ors appointed (including 91 who resigned a lower position to accept a higher one) was 480, of which —
388 were placed on the first year or minimum salary. 19 on the second year. 18 on the third year. 17 on the fourth year.
4 on the fifth year. 13 on the sixth year. 17 on the seventh year.
2 on the tenth year.
2 on the fourteenth year.
The rules provide that when teachers are proposed for nomination, committees in charge may recommend, if they deem it advisable, that such teachers be placed on an ad- vanced year of service. The statement above shows that 81
REPORT ON EXPENDITURES. 81
per cent, of the teachers elected the past five years are working up from the ininimum sahxry, — a sufficient proof of the conservative policy of the School Board reofardinoj ex- penses.
The following information was returned by the principals with the monthly pay-roll : —
Number of days teachev.s were absent 10,743
Number of days substitutes were employed .... 9,926
Number of days teachers were absent without employing sub- stitutes 817
The amount required to pay substitutes for the 817 days teachers were absent was $2,256.97, which was saved to the absent teachers by reason of no substitutes being furnished.
During the year $47,375.68 were paid for instruction by special teachers, as follows : Sewing, 30 teachers, in 219 divisions, $16,121.07 ; Music, 5 teachers, $13,200 ; Drawing,
1 teacher, $3,000; Modern Languages, Director, $3,000;
2 assistants, $2,000; Hjgiene, 1 teacher, $3,000; Calis- thenics and Elocution, 2 teachers, $1,452; Physics in Boys' Latin School, 1 teacher, $716.28 (service commenced Oct. 12, 1887) ; Military Drill, 1 teacher and 1 armorer, $2,160; Manual Training, 1 teacher of carpentry, $1,200; 1 teacher of Boston School Kitchen No. 2, $744; 1 teacher of Boston School Kitchen No. 4, $382.33 (service commenced Sept. 26, 1887) ; school on Spectacle Island, 1 teacher, $400.
The number of special assistants employed during the year, under Section 217 of the Regulations, to assist teachers of the lowest primary classes was 37, and the salaries paid the same amounted to $2,489.
The numljer of temporary teachers employed during the year was 74, and the amount paid them was $10,026.74, of which $3,447.38 were expended for services in the High Schools, $3,569.88 in the Grammar Schools, and $3,009.48 in the Primary Schools.
82 APPENDIX.
The Evening High and thirteen Elementary schools opened Sept. 26, and were in session twenty-two weeks. The loca- tion of the school, which for many years occupied the ward- room in Anderson street, was chanijed at the beginninof of the term to the Phillips Grammar School. All the Element- ary schools now occupy Grammar School buildings, with the exception of the one in the Warren-street chapel. This school differs from the others inasmuch as it only holds ses- sions three evenings each week (Wednesday, Thursday, and Friday), and teachers who are connected with the chapel hold certificates of special grade, limiting them to teach in that particular school.
The cost for salaries paid instructors the past year in the Evening High School was $9,35(3, and the Evening Ele- mentary schools, $18,855.50, as compared with $8,G1(J and $17,645 paid respectively the previous year.
The salaries i)aid teachers in the five Evening Drawing schools, for the twenty-two weeks the schools were in ses- sion the past year, amounted to $9,103, as compared with the $7,069 paid the year previous.
Under the head "Salaries of Officers'' are included the Superintendent, six Supervisors, Secretary, Auditing Clerk, and their assistants, four messengers, and sixteen truant offi- cers, — in all a force of thirty- three persons, to whom were paid during the year $57,608, as compared with $55,739.67 paid the year previous.
The appropriation granted each year under the head of "School Expenses" includes salaries paid janitors, and all items under the control of the Committee on Supplies.
The number of janitors employed the past year was one hundred and fifty-seven, including one engineer. The sal- aries paid amounted to $98,947 (an increase, as compared with the previous year, of $9,144.05), and range from
REPORT ON EXPENDITURES. 83
$144 to $2,640 per iinnum, the average salary being $630.24. \ er}^ few, if any, of the janitors of the larger buildings are able to do all the work themselves, as the time allowed for certain parts of it is too short to admit of it be- ing done by one person, and many of them pay out quite a percentage of their salaries for assistance.
At the commencement of the year, and for some time prior to it, the janitors complained that in the matter of sal- ary they did not receive the same consideration as was shown to similar employees in other city departments, whose sahiries had been increased. This committee, being of the o[)inion that a slight increase in salaries should be made, included in the estimates |4,500 for this purpose, which was appioved by the School Committee ; and at the beginning of the year this amount (about live per cent.) was added to the salaries. Until the beginning of the past year janitors were paid the lirst of each month for services rendered to the twenty-tirst of the month preceding. Your committee felt that, as it was deemed advisable to continue paying salaries monthly, no part of the amount due should be held back, and they voted that payments be computed to the first of each month, to correspond with other employees of the School Board ; this resulted in salaries for twelve and one-third months being paid within the past financial year, therel^y increasing the expenses about $2,500.
The increase in janitors' salaries beyond the two items mentioned was caused by the occupancy of additional build- ings for school purposes and of extra rooms Ijeing used in others.
The janitors have performed their work during the year in a manner that called forth very few complaints ; and in no instance was the dismissal of school reported owing to the negligence of the janitor. For the first time in a report of this committee a list is given of the salaries paid jaiiitors who receive $300 or more per annum, which can be found on pages 31, 32, and 33 of this report.
84
APPENDIX.
During the year very little expense was incurred in remov- ing snow from the school-house yards. In only a few instances did the principals request that the work be done ; and the entire cost, which was less than $100, was charged under the head of salaries of janitors.
The Committee on Supplies presented to this committee durino- the year bills for approval to the amount of $140,- 409. 5H, which represented the total expenditure of the School Committee outside of salaries. The income was $189.93, which deducted from the gross expenditures leaves the sum of $140,219.63 as the net amount expended under their direction.
The supplying of the schools under the free text-book law continues to give satisfaction. The cost per pupil the past year was 71 cents. The financial result as com[)ared with the former plan shows a saving to parents of $60,000 an- nually at an expense to the tax-payers of about $30,000. This reduction is brought about from the fact that, under the law, text-books are loaned to pupils and are now being used until worn out.
Nearly five per cent, of the expenses of the School Com- mittee the past year was incurred foi- fuel, gas, and water, the cost of which was $71,133.28, — an increase over the previous year of $13,746.23. Bills were approved during the year for 11,193 tons of coal purchased at the following prices : —
57 tons at 152 " 182 "
58 " 236 "
20 "
6,587 "
370 "
390 "
2,102 "
14 "
. $i 17 |
44 tons at |
. 4 27 |
2 " |
. 4 29 |
907 " |
. 4 33 |
12 " |
. 4 52 |
2 " |
. 4 73 |
207 " |
. 5 10 |
544 " |
. 5 24 |
2 " |
. 5 28 |
5 *• |
. 5 35 |
230 " |
. 5 49 |
$5 60 5 74
5 90
6 15 6 40 6 60 6 63 6 85
6 88
7 10
REPORT ON EXPENDITURES. 85
The average price paid was $5.32 per ton.
In previous years the Superintendent of Public Buihlings contracted in May for the year's supply ; but during the past year contractors would only submit bids for a term of sixty days from the date of the contract. This resulted in a great many diiferent prices; but the average price paid, $5.32, was reasonable considering the state of the coal market during the year.
In the building of the new school-houses lately acquired much attention has been paid to the heating and sanitary arrangements, thereby protecting the health of the children, and no expense has been spared that would accomplish the best results. The running expenses that will be incurred each year for care and fuel needed to utilize the advantages of our spacious school-houses will be large. It is necessary, in order to keep the buildings in good condition and prevent damage to the heating-apparatus, that fires be kept running continuously throughout the cold season whether schools keep or not.
The number of non-resident pupils reported by the princi- pals as attending the public schools the past year was 102, of which 118 paid tuition for the whole or a portion of the year. Of the number who paid tuition 7 attended the Nor- mal School, 44 the Latin School, 1 the Girls' Latin School, 23 the English High School, 12 the Girls' High School, 25 the Grammar schools, 1 a Primary school, 2 the Evening High School, and 3 the Evening Drawing Schools. Of the number reported, 44 either left school or presented such reasons as justified the committee in exempting them from payment. Parents doing business in Boston, or belonging to firms paying taxes to the city, although residing else- where, feel that, as they contribute to the support of the schools, they should have the right to send their children ; but the Statutes regulate this matter by depriving any child
86 APPENDIX.
from having a right to attend school in two places. If a parent who has no legal right elects to have his children educated in our schools, he should be willing to pay the cost, particularly if he is abundantly able to do so.
The amount collected during the year for the tuition of non-resident pupils was $6,808.72, — a decrease, as com- pared with the previous year, of $1,041.40. This reduction was largely brought about by a reduction in the rate charged, which, in the High schools the past year, was $76.11 as com- pared with $84.26 the year previous.
An act was passed and approved April 14, 1887, provid- ing, among other things, for the admission and discharge of pupils to certain institutions or schools for deaf-mute pupils ; and also providing that the sums necessary for the instruc- tion and support of said pupils be paid by the Commonwealth. It was thought that, after the enactment of this law, the State would bear the entire expense of this school. It is optional with the State as to which school a pupil is sent; and the State Board of Education claims that the amount now being paid Boston is more in proportion than what is paid for tui- tion in other schools. This committee, not having any special direction of the regulations pertaining to this school, presented the case, but did not deem it advisable to press the matter, and have simply made out bills as usual at the rate of $100 for each Boston pupil, and $105 for each out-of-town pupil, which bills have been paid by the State. The amount received on account of tuition for pupils attending this school the past year was $6,847.16.
The total expenditure for the public schools, including new school-houses, for the past year, was as follows : —
School Committee $1,536,552 99
Public Building Department (ordinary) .... 243,107 89 Public Building and City Architect's Department, new
school-houses (special) . ■ 127,875 90
Total gross expenditure $1,907,536 78
REPORT ON EXPENDITURES. 87
Income for the year was as follows : —
School Committee $37,092 81
Public Building Department (ordinary), . 221 00
Sale of old buildings (special), . . . 10,773 25 48,087 06
Total net expenditui-e $1,859,449 72
Your committee have added to this report the estimates for the present financial year as prepared, approved, and presented to the City Auditor in February last : —
The amount asked for was as follows : —
Salaries of instructors $1,2G9,678 00
Salaries of officers 58,180 00
School expenses 208,000 00
Kindergarten Schools 20,000 00
$1.615,858 00
The City Council reduced School expenses $57,078 00
Ten years ago the City Council granted the appropriation "School Expenses" $251,500, and this year the amount granted is $210,322, a reduction of $41,178. During the past ten years the pupils have increased 10,417, the amount required for janitors' salaries has increased more than 30 per cent., and the School Board is supplj'ing pupils under a law requiring all books and supplies to be furnished free. Under these circumstances your committee cannot understand why the City Council reduced the appropriation "School Expenses" over 16 per cent, from what was granted ten years ago ; and it is difficult to see how the necessary expenses can be met with the money granted.
The School Committee, like the Police and Fire Depart- ments, expends the greater part of the appropriation granted them for salaries. The following comparison shows, to
88 APPENDIX.
some extent, the drift of city expenditures for the past ten years : —
For 1878-79 the amount of money granted the
School Committee was $1,419,500 00
Police Department was 823,000 00
Fire Dei)artment was 586,24:9 00
For 1888-89 the amount of money granted the
School Committee was $1,558,180 00
Police Department was 1,181,972 00
Fire Department was 849,640 00
The increase in ten years was : —
School Committee 9.8 per cent.
Police Department 43.6 "
Fire Department 44.9 "
The appropriation requested by the School Committee the present year was reduced 3.6 per cent., while the amount requested by the Police and Fire Departments for ordinary expenses each suffered a reduction of only 1.7 percent.
If the expenditures of the School Committee and the Police Department continue to increase in the same ratio as they have during the past ten years, it will only be a ques- tion of time when Boston will be paying more for police work than for education.
In conclusion, your committee would call the attenti(m of the Board to the fact that, in the opinion of this committee, the appropriation granted by the City Council to the School Committee will prove insufficient to carry on the schools as they exist at present.
Believing that the citizens of Boston do not desire any re- duction in school expenses which would in the slightest de- gree impair the usefulness of the schools, no action has been taken by the School Board towards reducing salaries or discharging any of the employees. It is probable that towards the end of the year the City Council will be obliged
REPORT ON EXPENDITURES. 89
to provide more money, or be responsible for closing the schools.
The attention of the School Board is called to the limited appropriation granted ; and any orders passed requiring ad- ditional expenditure will increase the amount that it will in all probability be necessary to request from the City Council to carry on the schools to the end of the financial year. Respectfully submitted,
EDWIN H. DARLING,
Chairman. HENRY CANNING, GERALD GRIFFIN, WM. C. WILLIAMSON, GEORGE R. SWASEY,
Commitlee on Accounts.
90
APPENDIX.
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SEMI-ANNUAL STATISTICS
PUBLIC SCHOOLS.
JU^E, 1
92 APPENDIX.
SCHOOL CENSUS. — May, 1S88.
Number of children in Boston between the ages of 5 and 15 72,590
Number attending public schools 55,599
" " private schools 7,882
Whole number of different pupils registered in the public schools during the year 1887-88: Boys, 34,733; girls, 31,049; total, 65,782.
EXPENDITURES. — 1SS7-88.
Salaries of officers 057,608 00
«' "teachers 1,238,584 42
Incidental Expenses.
By School Committee 0239,356 56
From Income Gibson Fund 1,004 01
By Committee on Public Buildings 243,107 89
School-houses and lots 127,875 90
Total expenditures 01,907,536 78
INCOME.
School Committee 037,092 81
City Council 10,994 25
Total income 048,087 06
Net expenditures for public schools 01,859,449 72
STATISTICS.
93
SUMMARY,
June, 1888.
<o |
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General Schools. |
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1 |
5 |
100 |
96 |
4 |
96. |
96 |
Latin and High |
10 |
102 |
2,724 |
2,56S |
156 |
93.9 |
2,652 |
54 |
694 |
30,310 24,639 |
27,641 |
2,669 3,552 |
91. |
28,914 24 849 |
|
4T0 |
470 |
21,387 |
86. |
||||
Totals |
535 |
1,271 |
57,773 |
51,692 |
6,381 |
89.5 |
56,.511 |
Special Schools. |
o -s QQ 6 |
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Horace Mann Spectacle Island |
1 1 1 13 5 |
9 1 20 94 23 |
73 11 1,178 1,890 503 |
63 10 960 1,197 440 |
10 1 |
87. 92. |
74 13 |
Evening Drawing |
|||||||
Totals |
21 |
147 |
3,655 |
2,670 |
|||
SCHOOLS AND TEACHERS.
Normal School ,
Latin School ,
English High School . . . ,
Girls' High School
Girls' Latin School
Roxbury High School ... Dorchester High School . . . Charlestown High School . West Roxbury High School Brighton High School . . . East Boston High School . ,
Grammar Schools
Primary Schools
Totals
Teachers.
Males.
1
14 19 2 1 2 2 2
1 1 1
106
Females.
18 5 7 3 5 2 2 4 650 470
Total.
6 7 3 3 5 656 470
1,221
91
APPENDIX.
SPECIAL SCHOOLS AND TEACHERS.
Schools.
Horace Mann School
Evening Schools
Evening Drawing Schools
French and German : High Schools
Music: High, Grammar, and Primary Schools . .
Illustrative Drawing, Normal School
Drawing: High and Grammar Schools
Instructor iu Hygiene
Sewing
Chemistry : Girls' High School
Laboratory Assistant : Girls' High School . . . . Vocal and Physical Culture : Girls' High School . Vocal and Physical Culture : Girls' Latin School
Military Drill : High Schools
Instructor in Manual Training School
Instructors in Cooking Schools
Spectacle Island
Males.
Females.
Total.
114 23 3 5
30
Totals ,
117
NORMAL AND HIGH SCHOOLS.
Semi-Annual Returnn to June 30, 1888.
Schools.
Normal
Latin
Girls' Latin .... English High ....
Girls' High
Roxbury High . . . Dorchester High . . Charlestown High . West Roxbury High Brighton High . . . East Boston High
Totals ....
Average whole Number.
408
91 57 54 26 19 57 1,317
100
687 185 90 133 56 36 74 1,507
100
408
146
605
687
276
147
187
82
55
131
2,824
Average Attendance.
86 55 52 25 18 53 ,258
137
645 171 81 122 53 34 67 1,406
394
137
575
645
257
136
174
78
52
120
2,664
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2 2
4 145
STATISTICS.
95
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96
APPENDIX.
NORMAL AND HIGH SCHOOLS. Number of Pu^ls to a Teacher, excluding Principals.
Schools.
Normal
Latin
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . . Charlestown High . . West Roxbury High Brighton High .... East Boston High. .
Totals
No. of Reg. Teachers.
3
13 5 18 19 8 5 6 2 2 4
Average No. of Pupils.
100 408 146 605 687 276 1+7 187 82 55 131
Average No. of Pupils to a Regular Teacber.
33.3 31.4 29.2 33.7 36.2 34.5 29.4 31.2 41.0 27.5 32.8
2,824
33.3
Graduates, Jane, ISSS.
Schools.
Normal
Latin
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . . . Charlestown High . . West Roxbury High
Brighton Higlr
East Boston High . .
Totals
Regular Course.
8t
33
9
138
100
65
46
45
19
10
32
Four Years Course.
92
84
33
9
138
192
65
46
45
19
10
32
581
92
673
STATISTICS.
97
EVENING SCHOOLS. October, 1887 — March, 1888.
Schools. |
? s - o |
6 ^ P |
d si) < |
A Males. |
AVEB.^GE TTENDANd Females. |
E. Total. |
< |
5" 6 < |
III S o 1. o X £ S 4) ft, |
High |
107 |
1,860 |
1,178 |
587 |
373 |
960 |
20 |
25 |
|
Bigelow School .... |
108 |
327 |
121 |
65 |
38 |
103 |
8 |
15 |
|
Comins School, Rox. . . |
108 |
303 |
155 |
68 |
24 |
92 |
7 |
15 |
|
Dearborn School, Rox. . |
108 |
225 |
78 |
37 |
18 |
55 |
5 |
14 |
|
Eliot School |
108 |
341 |
184 |
73 |
48 |
121 |
10 |
14 |
|
Franklin School .... |
108 |
61.5 |
352 |
113 |
77 |
190 |
12 |
17 |
|
Lincoln School, S.B. . . |
108 |
168 |
131 |
54 |
21 |
75 |
6 |
15 |
|
Lyman School, E.B. . . |
108 |
360 |
185 |
80 |
21 |
101 |
8 |
14 |
|
Phillips School .... |
108 |
197 |
112 |
38 |
19 |
57 |
4 |
17 |
|
Quincy School |
107 |
190 |
102 |
61 |
22 |
83 |
7 |
14 |
|
Sherwin School, Rox. . |
108 |
127 |
68 |
35 |
10 |
45 |
4 |
IS |
|
Warren School, Ch'n . . |
108 |
409 |
145 |
62 |
39 |
101 |
9 |
13 |
|
Warren ton Street . . . |
64 |
120 |
109 |
41 |
24 |
65 |
5 |
16 |
|
Wells School |
108 |
472' |
148 |
69 |
40 |
109 |
9 |
15 |
|
Totals |
1,466 |
5,714 |
3,068 |
1,383 |
774 |
2,157 |
114 |
16 |
EVENING DRAWING SCHOOLS.
■§ = |
- »■" S |
|||||||
Schools. |
o 2 |
. a) ^1 |
Average , Attendance. |
O.S'u |
§•■§■5 dHPn |
|||
E « |
£-3 <1 |
Males. |
Females. |
Total. |
< |
< |
||
Charlesljwn |
64 |
158 |
103 |
75 |
14 |
89 |
5 |
24 |
East Boston |
64 |
162 |
74 |
58 |
9 |
67 |
4 |
22 |
Roxbury |
64 |
154 |
85 |
59 |
14 |
73 |
4 |
24 |
Tennyson Street .... |
64 |
221 |
130 |
121 |
0 |
121 |
5 |
30 |
Warren Avenue .... |
64 |
, 167 |
m |
56 |
34 |
90 |
5 |
23 |
Totals |
320 |
862 |
503 |
369 |
71 |
440 |
23 |
25 |
98
APPENDIX.
GEAMMAR SCHOOLS.
Semi-Annual Returns to June 80, 18S8.
Schools.
Adams
Agaeniz
Allston
Andrew
Bennett
Bigelow
Bowdoin
Brimmer
Bunker Hill . . . .
Chapman
Charles Sumner . .
Coming
Dearborn
Dillaway
Dorchester-Everett
Dudley
Dwight
Eliot
Emerson
Everett
Franklin
Frothingham . . .
Gaston
George Putnam . .
Gibson
Hancock
Harris
Harvard
Average whole Number.
Boys. Girls. Total
287 390 276 780
611 300 292 231 291 351
257 675 657 967
153 157
149 316
275 305 295
341
354 311
196 326 253 597 246
292 690 673 280 573 157 160 507 162 325
50-5 329 562 695 571 780 341 611 654 603 427 617 604 597 503 675 657 967 661 690 673 675 573 310 317 507 311 641
Average Attendance.
Boys.
328 305
Girls.
Total.
257 |
236 |
365 |
276 |
257 |
269 |
729 |
|
. . . |
303 |
553 |
. . . |
282 |
329 |
270 |
283 |
209 |
176 |
269 |
288 |
828 |
230 |
. . . |
532 |
234 |
220 |
634 |
. . . |
612 |
. . . |
842 |
. . . |
339 |
265 |
. . . |
646 |
. . . |
610 |
267 |
247 |
517 |
|
144 |
145 |
146 |
145 |
448 |
|
136 |
147 |
292 |
292 |
458 305 493 641 526 729 303 553 611 553 385 557 558 532 454 634 612 842 604 646 610 614 517 289 291 448 283 684
11 gslt'^ -
Oh S CO L2
STATISTICS. 99
GRAMMAR SCHOOLS. — Concluded.
Schools. |
Aver.ige whole Number. |
Average Attendance. |
6 51) o <1 |
6 c c a, V |
1 a 51 |
« £> 1 3 1 2 1 1 1 I 1 2 1 1 1 2 2 1 1 1 46 |
1 2 2 1 2 1 2 2 2 1 1 2 1 1 1 1 1 1 2 1 2 2 2 75 |
■o (N 1 2 2 1 2 1 2 2 2 1 2 1 3 1 1 1 1 1 1 1 3 1 2 1 5 85 |
i a 1 |
Boys. |
Girls. |
Total. |
Boys. |
Girls. |
Total. |
< CO |
|||
Hillside . . |
357 294 565 299 356 157 351 228 146 105 682 87 280 235 701 181 53 342 463 926 |
357 646 565 965 583 887 705 577 615 456 301 195 682 705 185 527 486 568 596 526 701 356 104 677 463 926 |
330 913 263 82- .325 370 244 207 147 82 650 92 228 231 499 558 477 161 47 321 |
326 270 515 275 321 139 319 201 131 95 621 78 251 2(i8 625 161 47 328 411 815 |
326 600 515 913 538 827 646 509 563 408 278 177 621 650 170 479 439 499 558 477 625 322 94 649 411 815 |
31 46 50 52 45 60 59 68 52 48 23 18 61 55 15 48 47 69 38 49 76 34 10 28 52 111 2,669 |
91. 93. 91. 95. 92. 93. 93. 88. 92. 89. 92. 91. 91. 92. 92. 91. 90. 88. 94. 90. 89. 91. 91. 96. 89. 88. 91. |
5 |
|
Hugh O'Brien Hyde . . . ... |
352 |
8 8 |
|||||||
Lawrence |
965 284 887 349 420 264 22S 15.5 90 |
13 7 |
|||||||
12 |
|||||||||
8 |
|||||||||
7 |
|||||||||
7 |
|||||||||
fi |
|||||||||
5 |
|||||||||
Mt. Vernon |
3 9 |
||||||||
Phillips |
705 98 247 251 568 596 526 |
10 |
|||||||
3 |
|||||||||
6 |
|||||||||
6 |
|||||||||
7 |
|||||||||
Rice |
7 |
||||||||
8 |
|||||||||
Shurtletf |
9 |
||||||||
Stoughton Tileston |
175 51 335 |
5 9. |
|||||||
8 |
|||||||||
6 |
|||||||||
Wintbrop |
n |
||||||||
Totals |
16,040 |
14,270 |
.30,310 |
14,770 |
12,871 |
27,641 |
399 |
100
APPENDIX.
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STATISTICS.
101
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APPENDIX.
GRAMMAR SCHOOLS. Nvmher of Pvpils to a Teacher, excluding Principals, Jvne, 1888.
Schools. |
1^ |
6 . |
No. of Pupils to a Teacher. |
Schools. |
£ |
d ® "S 1^ |
d o |
Adams |
10 |
505 |
50.5 |
Hillside |
7 |
357 |
51.0 |
Agassiz |
6 |
329 |
54.8 |
Hugh O'Brien. |
13 |
646 |
49.7 |
Allston |
11 |
562 |
51.1 |
Hyde |
12 |
565 |
47.1 |
Andrew |
U |
695 |
49.6 |
Lawrence .... |
18 |
965 |
53.7 |
Bennett .... |
11 |
571 |
51.9 |
Lewis |
12 |
583 |
48.6 |
Bigelow |
15 |
780 |
52.0 |
Lincoln |
16 |
887 |
55.4 |
Bowdoin .... |
9 |
341 |
37.9 |
Lowell |
13 |
705 |
54.2 |
Brimmer .... |
14 |
611 |
43.6 |
Lyman |
12 |
577 |
48.1 |
Bunker Hill . |
13 |
654 |
50.3 |
Martin |
12 |
615 |
51.2 |
Chapman . . . |
12 |
603 |
50.2 |
Mather |
9 |
456 |
50.7 |
Chas. Sumner |
9 |
427 |
47.5 |
Minot |
7 |
301 |
43.0 |
Comins . |
11 |
617 |
56.1 |
Mt. Vernon. . . |
5 |
195 |
39.0 |
Dearborn . . . |
12 |
604 |
50.3 |
Norcross |
14 |
682 |
48.7 |
Dillaway .... |
12 |
597 |
49.7 |
Phillips ...... |
14 |
705 |
50.4 |
Dor. -Everett. |
10 |
503 |
50.3 |
Pierce |
4 |
185 |
46.2 |
Dudley |
14 |
675 |
48.2 |
Prescott |
9 |
527 |
58.5 |
Dwight |
13 |
657 |
50.5 |
Prince |
9 |
486 |
54.0 |
Eliot |
20 |
967 |
48.4 |
Quincy |
11 |
568 |
51.6 |
Emerson |
13 14 |
661 690 |
50.8 49.3 |
11 11 |
596 526 |
54.2 |
|
Everett |
Sherwin |
47.8 |
|||||
Franklin .... |
13 |
673 |
51.8 |
Shurtleff |
14 |
701 |
50.1 |
Frothingliam. |
12 |
575 |
47.9 |
Stoughton . . . |
7 |
356 |
50.9 |
Gaston |
10 |
573 |
57.3 |
Tileston |
2 |
104 |
52.0 |
Geo. Putnam . |
6 |
310 |
51.7 |
Warren |
13 |
677 |
52.1 |
Gibson |
7 |
317 |
45.4 |
Wells |
9 |
463 |
51.4 |
Hancock . . . . |
11 |
507 |
46.1 |
Winthrop |
18 |
926 |
51.4 |
Harris Harvard . . . . |
6 |
311 |
51.8 53.4 |
||||
12 |
641 |
Totals |
602 |
30,310 |
50.3 |
STATISTICS.
103
GRAMMAR SCHOOLS. Graduates, June, 1888.
Diplomas. |
Schools. |
Diplomas. |
|||||
Schools. |
1 |
5 |
1 |
o |
'u 5 |
t o |
|
Adams - |
23 |
10 |
38 |
Hillside |
44 |
44 |
|
Agassiz |
26 |
26 |
Hugh O'Brien |
14 |
23 |
37 |
|
Allston |
Ifi |
19 |
35 |
Hyde |
31 |
31 |
|
Andrew |
19 18 |
14 27 |
33 45 5'^ |
Lawrence Lewis Lincoln |
77 38 48 |
37 |
77 |
Bennett |
75 |
||||||
Bigelow |
48 |
||||||
Bowdoin |
8fi |
33 |
33 36 |
Lowell Lyman |
20 17 |
24 8 |
44 |
Brimmer |
25 |
||||||
Bunker Hill |
12 16 |
26 27 |
38 43 |
Martin |
22 23 |
22 13 |
44 |
Chapman |
Mather |
36 |
|||||
Chas. Sumner |
9 |
16 |
25 |
Minot |
12 |
13 |
25 |
Comins |
20 |
30 |
50 |
Mt. Vernon |
7 |
10 |
17 |
Dearborn |
11 |
15 38 |
26 38 |
Norcross Phillips |
40 |
33 |
33 |
Dillaway |
40 |
||||||
Dor. -Everett |
21 |
19 |
40 |
Pierce |
7 |
7 |
14 |
Dudley |
S7 |
37 |
Prescott |
19 |
9.?, |
44 |
|
Dwight |
47 |
47 |
Prince |
23 |
26 |
49 |
|
Eliot |
44 |
44 |
31 |
31 |
|||
Emerson |
20 |
19 75 |
39 75 |
Jiice |
43 33 |
43 |
|
Everett |
Sherwin |
33 |
|||||
Franklin |
40 |
40 |
Shurtleff |
47 |
47 |
||
Frothingham |
19 |
16 |
35 |
Stoughton |
13 |
15 |
28 |
Gaston |
38 |
38 |
Tileston |
4 |
3 |
7 |
|
George Putnam Gibson |
8 7 |
12 17 31 |
20 24 31 |
Warren |
20 |
23 35 55 |
43 |
Wells Winthrop |
35 |
||||||
Hancock |
55 |
||||||
Harris |
13 31 |
19 21 |
32 52 |
1 |
|||
Harvard |
Totals |
1,071 |
1,001 |
2.072 |
|||
1 |
104
APPEJ^^DIX.
TABLE SHOWING THE NUMBER OF YEARS THE DIPLOMA GRADUATES OF 1888 BELONGED TO A GRAMMAR SCHOOL IN THIS CITY.
Schools. |
O t |
5-. |
9 |
u a u >> |
>> |
CO 20 10 14 24 17 13 11 0 25 7 15 17 18 19 16 '21 9 36 9 22 14 15 14 8 18 19 |
u a 0) >> to 3 |
2 1 |
u a -Id |
a |
>> So |
o •o H en |
||
Adams |
2 |
5 6 12 4 2 3 5 6 2 2 |
1 3 |
1 |
||||||||||
Agassiz |
1 |
8 8 |
||||||||||||
Allston |
||||||||||||||
Andrew |
5 16 30 12 9 6 9 5 1 7 10 14 7 15 5 20 14 11 9 12 8 1 4 |
|||||||||||||
Bennett |
1 3 1 |
4 3 2 1 16 1 |
1 1 |
1 1 1 7 |
5 |
|||||||||
Bigelow |
||||||||||||||
Bowdoin |
1 |
|||||||||||||
Brimmer |
1 |
3 |
||||||||||||
Bunker Hill |
4 |
|||||||||||||
Chapman |
2 |
|||||||||||||
Charles Sumner . . . |
4 |
|||||||||||||
Comins Dearborn |
2 |
1 |
2 |
24 |
2 |
1 |
||||||||
Dillaway |
1 3 5 6 1 1 |
2 |
2 |
6 |
||||||||||
Dor.-Everett |
1 |
1 2 |
6 |
|||||||||||
Dudley , |
1 |
|||||||||||||
Dwight |
3 |
14 |
||||||||||||
Eliot |
||||||||||||||
Emerson |
6 6 5 2 8 |
1 1 1 |
2 |
|||||||||||
Everett |
31 |
|||||||||||||
Franklin . . . Frothinghara |
4 4 |
3 |
2 3 2 2 2 5 |
1 |
1 |
|||||||||
Gaslon |
2 |
|||||||||||||
George Putnam . . . |
2 |
1 |
||||||||||||
Gibson |
2 |
|||||||||||||
Hancock |
1 |
1 |
1 |
|||||||||||
STATISTICS.
W5
TABLE SHOWING THE NUMBER OF YEARS THE DIPLOMA GRADUATES OF 1888 BELONGED TO A GRAMMAR SCHOOL IN THIS CITY. — Concluded.
Schools. |
u o m a ID 0) t£i |
i CO |
i >> |
i a (0 >, <o 11 33 15 30 7 33 27 30 13 9 24 21 15 9 15 28 7 31 22 16 21 15 14 9 5 14 14 12 920 |
03 >> 1 8 3 2 4 |
£ <u >. 7 11 5 3 16 13 21 9 3 13 7 2 7 2 8 5 5 6 4 7 4 10 19 10 |
£ -Id 1 |
cS >> 10 2 |
cS -let |
T3 at 1 |
a > o |
|||
1 2 12 1 3 14 13 6 2 |
1 2 1 4 1 18 |
? |
||||||||||||
1 |
||||||||||||||
HiUside Huo'h O'Brien. . . |
.... |
1 1 |
1 1 1 |
1 |
7 1 |
|||||||||
Hyde |
4 |
2 1 2 |
||||||||||||
12 |
||||||||||||||
2 |
||||||||||||||
1 2 1 1 3 2 1 |
4 |
|||||||||||||
1 |
||||||||||||||
2 |
10 9 |
.... |
||||||||||||
Matlier |
3 |
|||||||||||||
1 1 |
||||||||||||||
Mt. Vernon Norcross |
2 2 11 11 |
2 1 |
||||||||||||
Phillips |
||||||||||||||
Pierce |
||||||||||||||
Prescott |
1 5 |
2 4 |
2 |
1 |
||||||||||
Prince |
3 |
|||||||||||||
Quincv |
2 |
1 |
||||||||||||
Rice |
7 |
|||||||||||||
Sherwin |
4 13 3 |
|||||||||||||
Shurtlefif |
1 |
|||||||||||||
Stoushton |
2 7 |
1 37 |
3 |
|||||||||||
Tileston |
1 |
|||||||||||||
Warren |
1 6 |
3 1 |
2 |
1 24 |
6 11 19 466 |
15 |
||||||||
Wells |
||||||||||||||
Winthrop |
12 |
5 132 |
5 |
2 21 |
10 |
|||||||||
26 |
16 |
25 |
5 |
|||||||||||
Totals |
230 |
153 |
106
APPENDIX.
PRIMARY SCHOOLS. Semi-Annual Returns, to June 30, 1888.
Districts.
Adams .... Agaseiz .... Allston .... Andrew . . . Bennett .... Bigelow . . . Bowdoin . . . Brimmer . . . Bunker Hill . Chapman . . • Charles Sumner Comins .... Dearborn . . . Dillaway . . . Dor.-Everett . Dudley .... Dwight .... Eliot .....
Emerson . . .
Everett ....
Franklin . . .
Frothingham .
Gaston ....
George Putnam
Gibson ....
Hancock . . .
Harris ....
Harvard . . .
Average whole Number.
Boys. Girls. Total
375 124 241 291 158 376 184 228 320 227 196 239 375 208 210 320 266 367 339 283 316 261 439 114 116 464 141 311
Boys. Girls. Total
116 80 241 271 134 285 158 190 259 174 177 231 268 174 190 324 283 129 210 285 306 244 357 119 136 416 127 301
491 204 482 562 292 661 342 418 579 401 373 470 643 382 400 644 549 496 549 568 622 505 796 233 252 880 268 612
Average Attendance.
330 111 202 264 145 345 154 209 287 185 171 216 332 182 186 289 225 320 297 239 279 233 392 103 100 406 121 274
199 236 118 252 131 172 230 132 148 200 228 143 158 281 230 109 175 231 258 215 312 105 106 353 104 259
431 177 401 500 263 597 285 381 517 317 319 416 560 325 344 570 455 429 472 470 537 448 704 208 206 759 225 533
57 92 25 46 121 43 79
P3
226 89 177 247 190 335 162 211 248 198 202 243 273 185 187 284 256 260
_240 234 264 224 358 120 122 423 125 303
272 125 292 329 130 329 201 206 336 180 205 236 368 201 218 363 285 234 321 328 358 290 431 109 132 444 132 322
498 214 469 576 320 664 363 417 584 378 407 479 641 386 405 647 541 494 561 562 622 514 789 229 254 867 257 625
STATISTICS. PRIMARY SCHOOLS. — Concluded.
107
Districts. |
i |
Average whole Number. |
Average Attendance. |
6 < |
r |
i si ■£» P3 |
g 00 > O |
6 |
||||
Boys. |
Girls. |
Total. |
Boys. |
Girls. |
Total. |
|||||||
Hillside .... |
5 |
152 |
104 |
256 |
135 |
89 |
224 |
32 |
87. |
125 |
142 |
267 |
Hugh O'Brien . |
11 |
377 |
213 |
590 |
332 |
183 |
515 |
75 |
88. |
276 |
328 |
604 |
Hyde |
8 |
226 |
204 |
430 |
2t0 |
182 |
392 |
38 |
91. |
180 |
258 |
438 |
Lawrence . . . |
19 |
647 |
245 |
892 |
587 |
218 |
805 |
87 |
89. |
486 |
424 |
910 |
Lewis |
10 |
250 |
287 |
537 |
215 |
242 |
457 |
80 |
85. |
244 |
288 |
532 |
Lincoln . . . . |
7 |
213 |
128 |
341 |
187 |
111 |
298 |
43 |
87. |
173 |
171 |
344 |
Lowell .... |
14 |
390 |
392 |
782 |
343 |
338 |
681 |
101 |
87. |
385 |
397 |
782 |
Lyman .... |
11 |
407 |
182 |
589 |
350 |
151 |
501 |
88 |
86. |
280 |
317 |
597 |
Martin |
6 |
152 |
183 |
335 |
134 |
162 |
296 |
39 |
89. |
171 |
160 |
331 |
Mather . . . . |
8 |
224 |
198 |
422 |
190 |
163 |
353 |
69 |
84. |
210 |
233 |
443 |
Minot |
5 |
122 |
128 |
250 |
102 |
109 |
211 |
39 |
84. |
144 |
107 |
251 |
Mount Vernon . |
3 |
64 |
80 |
144 |
57 |
64 |
121 |
23 |
84. |
76 |
75 |
151 |
Norcross . . . |
13 |
188 |
426 |
614 |
176 |
386 |
562 |
52 |
91. |
298 |
327 |
625 |
Phillips .... |
6 |
164 |
160 |
324 |
137 |
126 |
263 |
61 |
81. |
129 |
199 |
328 |
Pierce |
2 |
66 |
52 |
118 |
56 |
42 |
98 |
20 |
84. |
50 |
65 |
115 |
Prescott .... |
9 |
237 |
203 |
440 |
212 |
183 |
395 |
45 |
89. |
220 |
229 |
449 |
Prince |
3 |
89 |
98 |
187 |
76 |
79 |
155 |
32 |
83. |
75 |
115 |
190 |
Quincy .... |
13 |
426 |
269 |
695 |
373 |
230 |
603 |
92 |
87. |
315 |
382 |
697 |
Rice |
8 |
216 |
183 |
399 |
170 |
142 |
312 |
87 |
78. |
189 |
216 |
405 |
Sherwin .... |
10 |
248 |
261 |
509 |
225 |
230 |
455 |
54 |
89. |
234 |
284 |
518 |
Shurtleff. . . . |
6 |
156 |
181 |
337 |
136 |
154 |
290 |
47 |
86. |
184 |
142 |
326 |
Stoughton . . . |
4 |
93 |
114 |
207 |
76 |
94 |
170 |
37 |
83. |
163 |
64 |
227 |
Tileston .... |
2 |
29 |
35 |
64 |
26 |
29 |
55 |
9 |
87. |
42 |
24 |
66 |
Warren .... |
7 |
188 |
189 |
377 |
172 |
171 |
343 |
34 |
91. |
151 |
200 |
351 |
Wells |
16 |
443 |
389 |
832 |
398 |
330 |
728 |
104 |
87. |
380 |
453 |
833 |
Winthrop . . . |
6 |
153 |
141 |
294 |
135 |
120 |
255 |
39 |
87. |
165 |
141 |
306 |
Totals . . . |
470 |
13,409 |
11,230 |
24,639 |
11,807 |
9,580 |
21,387 |
3,252 |
86. |
11,731 |
13,118 |
24,849 |
108
APPENDIX.
PRIMARY SCHOOLS. Number of Pupils in each Class, Whole Number, and Ages, June 30, 1888.
Districts. |
3 £ |
i 5 § |
u s s 1^ |
_ "> £■0 |
a >, G V m |
(a |
u a s |
i CS a |
a > |
2 Eh |
|||
Adams .... |
119 |
103 |
276 |
498 |
49 |
79 |
98 |
104 |
81 |
53 |
21 |
7 |
6 |
Agassiz . . . . |
50 |
62 |
102 |
214 |
13 |
35 |
41 |
46 |
46 |
20 |
8 |
3 |
2 |
Allston . . . . |
127 |
155 |
187 |
469 |
37 |
70 |
70 |
119 |
95 |
42 |
22 |
11 |
3 |
Andrew .... |
163 |
166 |
247 |
576 |
39 |
100 |
108 |
130 |
99 |
63 |
24 |
10 |
3 |
Bennett .... |
51 |
114 |
155 |
320 |
39 |
76 |
75 |
63 |
47 |
11 |
6 |
1 |
2 |
Bigelow .... |
197 |
200 |
267 |
664 |
36 |
135 |
164 |
150 |
104 |
38 |
25 |
8 |
4 |
Bowdoin . . . |
88 |
126 |
149 |
363 |
19 |
60 |
83 |
71 |
70 |
37 |
17 |
6 |
. . |
Brimmer . . . |
132 |
109 |
176 |
417 |
33 |
68 |
110 |
107 |
68 |
28 |
1 |
1 |
1 |
Bunker Hill . . |
159 |
169 |
256 |
584 |
36 |
92 |
120 |
129 |
114 |
48 |
32 |
10 |
3 |
Chapman . . . |
112 |
100 |
166 |
378 |
32 |
92 |
74 |
92 |
48 |
26 |
9 |
4 |
1 |
Chas. Sumner . |
106 |
115 |
186 |
407 |
43 |
77 |
82 |
88 |
79 |
28 |
8 |
2 |
|
Comins . . . . |
108 |
153 |
218 |
479 |
48 |
92 |
103 |
117 |
73 |
31 |
7 |
6 |
2 |
Dearborn . . . |
166 |
178 |
297 |
641 |
31 |
115 |
127 |
127 |
103 |
8ft |
37 |
11 |
5 |
Dillaway . . . |
107 |
105 |
174 |
386 |
21 |
79 |
85 |
84 |
75 |
28 |
10 |
3 |
1 |
Dor.-Everett . . |
98 |
110 |
197 |
405 |
33 |
76 |
78 |
94 |
73 |
29 |
15 |
5 |
2 |
Dudley . . . . |
160 |
174 |
313 |
647 |
36 |
109 |
139 |
141 |
126 |
57 |
31 |
5 |
3 |
Dwight .... |
109 |
175 |
257 |
541 |
38 |
91 |
127 |
111 |
99 |
46 |
18 |
9 |
2 |
Eliot |
95 |
199 |
200 |
494 |
58 |
95 |
107 |
95 |
69 |
42 |
18 |
7 |
3 |
Emerson . . . |
130 |
201 |
227 |
561 |
41 |
82 |
117 |
106 |
93 |
66 |
34 |
12 |
10 |
Everett . . . . |
l.iO |
232 |
180 |
562 |
34 |
85 |
115 |
135 |
102 |
59 |
23 |
5 |
|
Franklin . . . . |
156 |
204 |
262 |
622 |
44 |
85 |
135 |
139 |
125 |
52 |
29 |
9 |
|
Frothingham . |
168 |
164 |
182 |
514 |
42 |
77 |
105 |
118 |
90 |
55 |
25 |
2 |
|
Gaston . . . . |
233 |
239 |
317 |
783 |
39 |
150 |
169 |
173 |
141 |
70 |
31 |
16 |
|
Geo. Putnam . |
64 |
61 |
104 |
229 |
16 |
40 |
64 |
44 |
36 |
21 |
5 |
3 |
|
Gibson . . . . |
70 |
81 |
103 |
254 |
19 |
48 |
55 |
61 |
44 |
17 |
8 |
2 |
|
Hancock . . . |
155 |
209 |
503 |
867 |
46 |
178 |
199 |
180 |
141 |
74 |
32 |
17 |
|
Harris |
55 |
76 |
126 |
257 |
20 |
49 |
56 |
48 |
45 |
22 |
12 |
2 |
3 |
Harvard . . . . |
153 |
204 |
268 |
625 |
56 |
113 |
134 |
141 |
96 |
56 |
24 |
3 |
2 |
Hillside . . . . |
80 |
95 |
92 |
267 |
20 |
47 |
58 |
48 |
40 |
38 |
13 |
2 |
1 |
STATISTICS. PRIMARY SCHOOLS. — Concluded.
109
Districts. |
o E |
1 O -o a 8 on |
i 3 |
V .a s a O 3 |
<U P o a > « |
a |
u (S >. CI 132 |
C3 >> |
£ o a 119 |
i >, a a Eh 67 |
a > 27 |
C3 0) > 8 |
£ n . |
Hugh O'Brien, |
181 |
166 |
257 |
604 |
49 |
95 |
1(17 |
||||||
Hyde |
107 |
163 |
168 |
438 |
24 |
58 |
98 |
109 |
71 |
h\ |
16 |
7 |
4 |
Lawrence . . |
256 |
243 |
411 |
910 |
78 |
159 |
249 |
198 |
131 |
59 |
27 |
5 |
4 |
Lewis . . . . |
115 |
223 |
194 |
532 |
34 |
85 |
125 |
116 |
109 |
48 |
11 |
3 |
1 |
Lincoln . . . |
71 |
115 |
158 |
344 |
28 |
68 |
77 |
73 |
55 |
26 |
12 |
4 |
1 |
Lowell . • . . |
260 |
212 |
310 |
782 |
65 |
150 |
170 |
173 |
134 |
52 |
23 |
9 |
6 |
Lyraan . . . . |
144 |
164 |
289 |
597 |
56 |
94 |
130 |
99 |
98 |
73 |
40 |
6 |
1 |
Martin . . . . |
86 |
91 |
154 |
331 |
54 |
54 |
63 |
73 |
51 |
23 |
10 |
1 |
2 |
Mather . . . . |
113 |
119 |
211 |
443 |
38 |
73 |
99 |
101 |
72 |
35 |
15 |
9 |
1 |
Minot . . . . |
68 |
65 |
118 |
251 |
50 |
44 |
50 |
46 |
34 |
18 |
6 |
3 |
|
Mt. Vernon . . |
36 |
40 |
75 |
151 |
13 |
26 |
37 |
37 |
20 |
11 |
6 |
1 |
|
Norcross . . , |
169 |
177 |
289 |
625 |
69 |
100 |
129 |
117 |
92 |
72 |
28 |
13 |
5 |
Phlllipa . . . |
90 |
93 |
145 |
328 |
26 |
47 |
56 |
58 |
51 |
54 |
11 |
17 |
8 |
Pierce . • . . |
24 |
40 |
51 |
115 |
12 |
15 |
23 |
28 |
22 |
9 |
4 |
2 |
. . |
Prescott . . . |
82 |
155 |
212 |
449 |
31 |
85 |
104 |
96 |
78 |
42 |
8 |
2 |
3 |
Prince . . . . |
59 |
63 |
68 |
190 |
7 |
28 |
40 |
51 |
41 |
19 |
4 |
||
Quincy . . . . |
207 |
246 |
244 |
697 |
65 |
107 |
143 |
161 |
113 |
73 |
24 |
6 |
5 |
Rice .... |
108 |
100 |
197 |
405 |
29 |
81 |
79 |
109 |
64 |
32 |
10 |
1 |
. . |
Sherwin . . |
106 |
143 |
269 |
518 |
41 |
81 |
112 |
113 |
103 |
38 |
23 |
5 |
2 |
Shurtleff . . |
105 |
104 |
117 |
326 |
36 |
63 |
85 |
84 |
33 |
22 |
3 |
||
Stoughton . |
61 |
47 |
119 |
227 |
74 |
38 |
51 |
33 |
15 |
13 |
3 |
. . |
|
Tileston . . |
7 |
22 |
37 |
66 |
11 |
12 |
19 |
22 |
2 |
. . |
. . |
. . |
|
Warren . . . |
109 |
97 |
145 |
351 |
14 |
55 |
82 |
69 |
77 |
43 |
7 |
4 |
. . |
Wells . . . |
204 |
255 |
374 |
833 |
66 |
130 |
184 |
204 |
139 |
83 |
18 |
9 |
|
Winthrop . |
64 6,383 |
130 |
112 |
306 |
35 |
69 |
61 |
63 |
43 |
27 |
6 |
2 |
|
Totals , . |
7,655 |
10,911 |
24,849 |
2,023 |
4,312 |
5,396 |
5,401 |
4,189 |
2,232 |
887 |
296 |
113 |
|
Percentage |
8 25.7 |
30.4 |
43.9 |
100 |
8.2 |
17.4 |
21.4 |
21.8 |
16.9 |
9. |
3.6 |
1.2 |
.5 |
110
APPENDIX. DISTRIBUTION OF PUPILS IN RESPECT BOTH
CLASSES. |
Under 5 years. |
5 years. |
6 years. |
years. |
years. |
9 years. |
||
11 |
All Classes < Totals |
Boys . . Girls . . |
. , |
. . |
. . |
|||
^;^ |
• ■ |
• • |
• • |
• • |
Advanced Class . . \ Third-year Class . . < Second-year Class . \ First-year Class . . \ Totals |
Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . Boys . . Girls . . |
|||||||
• as "o o |
' |
|||||||
• • |
||||||||
W |
||||||||
•■ • |
First Class | Second Class . . . A Third Class { Fourth Class , . . . | Fifth Class | Sixth Class | Ungraded Class . . \ Totals |
Boys . . Girls . . Bo3's . . Girls . . Boys . . Girls . . Boys . . Giiis . . Bnvs . . Girls . . Boys . . Girls . . Boys . . Girls . . |
|||||||
* |
||||||||
1 |
7 6 |
|||||||
s S eg |
7 5 |
133 129 |
||||||
05 |
|
2 |
142 129 |
770 680 |
||||
5 |
12 6 |
50 39 |
||||||
10 |
301 |
1,814 |
||||||
• |
First Class | Second Class . . , A Tliird Class . . . . | Totals |
Boys . . Girls . . Bovs . . Girls . . |
1 3 |
127 138 |
789 741 |
1,190 1,046 |
||
1 |
I 4 |
217 186 |
1,138 930 1,653 1,410 |
1,402 1,156 |
872 677 |
|||
S |
Boys . . Girls . . |
2.5 25 |
1,122 846 |
2,192 1,713 |
722 591 |
213 191 |
||
^ |
50 |
1,973 |
4,312 |
5,396 |
5,401 |
4,189 |
||
Grand totals |
50 |
1,973 |
4,312 |
5,406 |
5,702 |
6,003 |
STATISTICS.
Ill
TO AGE AND TO CLASSES, JUNE, 1^
lO years. |
11 years. |
la j-ears. |
l» years. |
14 years. |
15 years. |
lO years. |
17 years. |
18 years. |
lO years and over. |
Totals. |
||||||||||||
2 |
7 7 |
55 15 |
88 32 |
112 21 |
99 25 |
62 8 |
34 15 |
24 9 |
483 132 |
|||||||||||||
2 |
14 |
70 |
120 |
133 |
124 |
70 |
49 |
33 |
615 |
|||||||||||||
• • |
. |
1 1 |
3 9 |
3 39 52 84 |
4 62 |
11 111 |
||||||||||||||||
. . |
6 1 |
54 30 |
85 90 |
27 58 |
224 263 |
|||||||||||||||||
5 2 |
39 24 |
109 m |
74 113 |
18 52 |
2 15 |
247 299 |
||||||||||||||||
4 3 |
40 32 |
141 149 |
128 190 |
60 85 |
9 80 |
2 9 |
384 498 |
|||||||||||||||
• • |
7 |
79 |
360 |
606 |
519 |
287 |
179 |
2,037 |
||||||||||||||
9 5 |
108 62 |
290 256 |
855 386 |
211 257 |
56 103 |
tl6 J27 |
1,045 1,096 |
|||||||||||||||
18 3 |
131 72 |
419 316 |
551 490 |
307 419 |
106 160 |
32 32 |
t3 14 |
1,567 1,496 |
||||||||||||||
5 |
125 88 |
516 382 |
758 670 |
554 519 |
200 269 |
38 71 |
2 6 |
t2 13 |
2,201 2,013 |
|||||||||||||
134 118 |
566 518 |
894 777 |
765 665 |
323 345 |
117 100 |
20 15 |
2 1 |
2,828 2,545 |
||||||||||||||
6.56 543 |
1,019 885 |
814 775 |
486 445 |
190 151 |
28 33 |
3 7 |
1 2 |
3,337 2,975 |
||||||||||||||
1,214 1,009 |
856 711 |
462 396 |
184 140 |
67 40 |
14 8 |
1 1 |
1 |
3,712 3,118 |
||||||||||||||
113 70 |
152 71 |
139 89 |
90 49 |
49 23 |
11 6 |
2 1 |
2 |
V 11 t57 |
626 355 |
|||||||||||||
3,868 5,012 |
5,461 |
5,157 |
3,848 |
2,253 |
893 |
240 |
28,914 |
|||||||||||||||
775 672 |
332 284 |
97 115 |
t33 t40 |
3,344 3,039 |
||||||||||||||||||
353 287 |
116 121 |
31 37 |
t9 tl8 |
4,139 3,416 |
||||||||||||||||||
71 74 |
le 15 |
9 7 |
t7 |
6,033 4,878 |
||||||||||||||||||
2,232 |
887 |
296 |
tll3 |
• • |
• • |
• • |
24,849 |
|||||||||||||||
6,100 |
3,901 |
5,771 |
5,347 |
4,047 |
2,746 |
1,G23 |
829 |
393 |
212 |
66,415 |
t Thirteen years and over.
t Eighteen years and over.
112
APPENDIX.
PRIMARY SCHOOLS. Number of Pupils to a Teacher, June 30, 1888.
Districts.
Adams ....
Agassiz. .. . AUston .... Andrew. ... Bennett . . . Bigelow . . . Bowdoin . . Brimmer . . Bunker Hill Chapman . . Ch's Sumner Comins. .. Dearborn Dillaway . Dor.-Everett Dudley. .. D wight. . .
Eliot
Emerson . Everett. .. Franklin . Frothingham Gaston . . . Geo. Putnam
Gibson
Hancock....
Harris
Harvard . . . .
9
3
9 10
7 13
8
9 12
7
7
8 12
7
8 12 10 10 10 10 12
9 14
4
5
16 5
12
491
204
482
562
292
661
342
418
579
401
373
470
643
382
400
644
549
496
549
568
622
505
796
233
252
880
268
612
Pj a
54.5 64.0 43.5 56.2 41.7 50.8 42.8 46.5 48.2 57.3 53.3 58.8 63.6 54.6 50.0 63.7 54.9 49.6 54.9 56.8 51.8 56.1 56.9 58.2 50.4
55.0 53.6 61.0
Districts.
Hillside
Hugh O'Brien
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon . ,
Norcross
Phillips
Pierce
Prescott . . . . ,
Prince
Quincy
Rice
Sherwin ....
Shurtleff
Stoughton . . . Tileston ....
Warren
Wells
Winthrop . . .
Totals .
5
11 8
19
10 7
14
11 6 8 6 3
13 6 2 9 3
13 8
10 6 4 2 7 16 6
^2 =
2S6 |
51.2 |
590 |
53.6 |
430 |
53.8 |
892 |
46.9 |
537 |
53.7 |
341 |
48.7 |
782 |
55.9 |
589 |
53.5 |
335 |
55.8 |
422 |
52.8 |
250 |
50.0 |
144 |
48.0 |
614 |
47.2 |
324 |
64.0 |
118 |
59.0 |
440 |
47.8 |
187 |
62.3 |
695 |
53.5 |
399 |
49.9 |
609 |
50.9 |
337 |
66.2 |
207 |
51.7 |
64 |
320 |
377 |
639 |
832 |
52.0 |
294 |
49.0 |
470
24,639 |
52.4 |
ANNUAL SCHOOL FESTIVAL.
1888.
ANNUAL SCHOOL FESTIVAL, 1888.
The Annual School Festival, in honor of the grad- natcs of the public schools, was held in the Massa- chusetts Charitable Mechanics' Building, Huntington avenue, on the afternoon of Saturday, June 30, under the direction of the Committee of the School Board appointed for the purpose, consisting of Messrs. Gerald Griffin (Chairman), William IT. Grainger, M.D,, Kichard J. Walsh, Caroline E. Hastings, M.D., and Thomas O'Grady, Jr.
The occasion was honored by the presence of His Honor the Mayor, members of the City Council and School Committee, distinguished officials and citizens, teachers of the public schools and parents of the graduates.
The bouquets provided for the graduates w^ere tastefully arranged on the stage. They were fur- nished by the following-named florists: — James Delay, James P. Clark, Korton Brothers, T. H. Meade, James O'Brien, John Mooney, and Marston B. Bunker. The graduates were marshalled to their places under the direction of Mr. Alonzo G. Ham, master of the Lincoln School.
The Boston Cadet Band, under the direction of Mr. J. Thomas Baldwin, furnished the music for the occasion.
The collations for the committee and pupils were provided by Mr. William Tufts.
116 APPENDIX.
The graduates filled the first balcony, and about five hundred occupied front seats on the floor of the hall.
The Chairman of the Special Committee, Mr. Gerald Griffin, delivered the opening address.
REMARKS OF MR. GERALD GRIFFIN.
My Youvg Friends, — As chairman of the sub-committee having the arrangements in charge, it is my privilege to welcome you on behalf of the School Committee to this festival, given in your honor, and to tender you our congratulations upon ^our graduation.
This festival is a repetition of what we have had in Boston year after year, with a few exceptions, for nearly a centur^^, but 3'ear after year upon an increased scale of magnificence. The actors change, graduates and members of the School Committee come and go, but the spirit of the benign, patriotic, and benevolent Franklin continually presides over the scene, lighting it up with a refulgence that is reflected to-day by 2,600 pair of eyes, and warms 2,600 grateful hearts, throbbing responsive to the music and joy of this, the happiest day in the school yeixv.
I have said that for nearly 100 years has this festival been ded- icated to the graduates of our public schools. In 1788, just 100 years ago, Franklin wrote in his will: " I was born in Boston, New England, and owe ray first instruction in literature to the free grammar schools established there. I, therefore, give one hun- dred pounds sterling to be put out at interest and so continued at interest forever, which interest annually shnll be hiid out in silver medals, and given as honorary rewards for the encouragement of scholarship."
Thus was the Franklin medal fund provided for, and to the ceremony attendant upon the presentation of the Franklin medals we owe this beautiful festival to all the graduates.
We extend to 3'on, 3'our parents, teachers, and friends, a most cordial welcome, and we indulge in the hope that for a hundred 3'ears to come ii may be the privilege of the School Committee to meet the graduates in this way and exchange congratulations.
To many of you, your recent graduation is simply a station that
ANNUAL SCHOOL FESTIVAL. 117
marks your course along the line of education provided by the city of Boston for her children, })ut to a ver}^ large number, mingled with the gi'eetiug we extend there is something of the sadness of farewell. You begin at once the struggle " for self-preservation, for the obtain ment of sustenance, and for the regulation of social and political conduct."
If we thought we had succeeded in simply making j-ou acquainted with the contents of your school text-books, we should be denied much of the pleasure we experience in meeting you this afternoon. It is the love of truth, honesty, and justice, the lessons in perse- verance, application, and endeavor, that are behind all text-books and the aim of all education of the youth, in which we place our trust and upon which you must depend for success in life.
Herbert Spencer says: "How to live? — that is the essential question for us. Not how to live in the material sense, on\y, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all direc- tions under all circumstances. In what way to treat the body ; in what way to treat the mind ; in what way to manage our affairs ; in what wa}' to behave as citizens ; in what way to utilize all those sources of happiness that nature supplies — how to use our faculties to the greatest advantage to ourselves and others ; how to live completely. Ayd this being the great thing needful for us to learn, is, by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge."
Much of this education, much of this training, my young friends, is in your own hands ; but if we have succeeded in implanting in you an ardent desire for improvement, there need be no fear for your future welfare.
Those of you to whom this festival is simply an incident, and to whom the great privilege is to be given of continuing your rela- tions with our teachers in higher institutions of learning, we wel- come with all the warmth and affection of which we are capable.
Boston lays her riches at your feet, and dedicates to your use the most magnificent monuments known to civilization.
To all of you, whether you part with us as pupils to-day, or con- tinue at school a few years longer, I say God si)eed. Ma}' he
118 APPENDIX.
take 3'ou iuto his keeping and lielp you to develop into true and perfect men and women, preparing 30U for usefulness in this life and happiness in the life to come.
Ladies and gentlemen, we meet here to-da\' under the most auspicious circnmstances. It is a day for congratulations upon the part of parents, teachers, graduates, and committee, and indeed for all the citizens of Boston ; a day we celebrate with feel- ings of gratification and thankfulness. As I look out upon this vast number of bright and youthful faces, I am convinced that we present to Boston to-day the most impressive, significant, and beautiful sight she has beheld during the past year. The children of her free schools holding her diplomas of graduation tlu'ong this great building in attendance upon her 9oth annual school festival, and at the close of the exercises to-day, whether the}^ return as graduates of higher schools or not, they go forth with feelings that will develop into profound veneration for the public schools, and make them friends of popular education throughout the land.
Popular education must go on under the public-school sj'stem ; and should danger ever threaten that system, of which there is no probability, to-day these 2,600 graduates would jump to its de- fence and champion its cause.
This, ladies and gentlemen, it seems to me, is one of the most important lessons of this occasion.
Mr. Griffin, in presenting His Honor Mayor O'Brien, said : —
One of the pleasantest duties I have to perform this afternoon is the introduction of His Honor tlie Mayor. Up to a few years ago His Honor attended the annual festival in the dual capacity of Mayor of the City and President of the School Committee. Since the law has severed his official connection with the com- mittee, I suppose we ought to receive him as a guest ; but, whether he be host or guest, I am sure our festival would be incomplete without him. He, too, " owes his first instruction in literature to the free grammar schools established there."
REMARKS OF HIS HONOR MAYOR O'BRIEN. Mr. Chairman and Graduates^ — This is the fourth time I have had the pleasure of attending your annual festival. To the Mayor
ANNUAL SCHOOL FESTIVAL. 119
of Boston it is the most delightful CA^ent of the year. It is re- freshing to leave City Hall for an hour or two, with its cares and respousibilities, to be surrounded by so large a number of boys and girls, witli their pleasant, happy, and earnest faces.
This is graduation day, when all graduates from the different schools meet, and it is proper that it should be a joyous and memorable occasion — that the graduates of the Public Schools' should receive the congratulations of the School Board, the con- gratulations of the Mayor, and through him the congratulations of all our citizens, for your good conduct during the year, and for the satisfactory- progress you have made in your studies. We also surround you with flowers and music, because now, when many of you are about to commence the journey of life, we want you in the future to always remember that you are Boston school gradu- ates, and to recall this day as the happiest of your life.
I wish to impress upon you, my dear children, that, although you are about to leave the Public Schools, your education has not been completed, and I might say has but commenced. The foundation onl}' has been laid, and it depends upon yon, if you have the will, to build on this foundation until you reach the highest state of culture.
It is only a few years ago when you commenced your studies in the primary school, but how much has been accomplished in these few years ! Every daj^ of your life 3-ou can learn something, and in a lifetime, by persevering studv on 3'our part, what an amount of knowledge can be obtained !
Our Public Schools are model institutions. Our school system is as perfect as money can make it. We employ the best teachers. We erect splendid and costly school buildings. We furnish books and other material free, to all alike, the children of the rich and poor, all on a perfect equality, because it is our desire to turn out the best and brightest scholars without distinction.
It is admitted by all that our schools have reached a high standard of excellence, and as graduates your future life ought to show that you have benefited bv this high standard. As you in- crease in knowledge you are also better qualified to fill all the duties and obligations of an American citizen, the highest distinc- tion that any man can reach.
120 APPENDIX.
My clear children, I hope that your vacation may be a pleasant one, and that all your bright anticipations of youth will be realized in the future.
The Chairman said : —
I am about to present to you a gentleman whom you all ought to know, and whom I hope j'ou will always remember. Boston has no truer or more devoted friend of her public-school system than he, or one who has given more time or thought to the care of her IHiblic schools. He has been a member of the School Committee for several years, and is now the honored president of that body. You all know his name ; it is signed to all the diplomas of all the graduates of the year, — William C. Williamson.
Mr. Wilhamson cordially thanked the corps of teachers whose labors in behalf of the schools have, he believed, never been more unremitting, more carefnl, more conscientious, more successful, than they have been during the school year which is now brought to a close. He also felicitated the children upon the good, honest, successfnl work by which they mas- tered their studies, and which, the committee know from the reports, have been thoroughly done, to their great credit and great honor.
After the address of President AVilliamson, the graduates marched across the stage in full view of the audience, each school being designated by a special banner. Each graduate received from the hand of His Honor the Mayor, a bouquet.
a\t the close of the distribution of the bouquets a collation was served to the committee and invited guests, and to the graduates. The doors of the ad- joining Exhibition Hall were then thrown open, and the remainder of the afternoon devoted to dancing and promenading.
FRANKLIN MEDALS, LAWRENCE PRIZES,
AND
DIPLOMAS OF GRADUATION.
1888. -
FEANKLIN MEDALS, 1888.
LATIN SCHOOL.
William S. Bangs, S. Percy R. Cliadwick, Nathan B. Day, Elias Grossman,
William F. Harris, Eugene A. Reed, Winthrop P. Tryon, Joshua Whitmarsli.
Charles F. Wallace, Thomas A. Murray, Allen French, Harry D. Shute, Richard R. Boynton, Ralph C. Larrabee, James Humphreys,
ENGLISH HIGH SCHOOL.
Charles H. Cole, Jr. Herbert F. Sawyer, Sanford Tappan, Julius Nelson, James A. Walsh, Frank M. Ridler.
LAWRENCE PRIZES, 1888.
LATIN SCHOOL.
For Excellence in Classics. — W. E. Harris, E. W. Capen, A. A. W. Boardman, J. J. Shea, H. W. Conant, F. G. Jackson, M. M. Skinner, B. 0. Foster, J. P. Warren, P. H. Thomas, E. A. Baldwin, G. H. Nettleton, E. E. Southard.
For Excellence in Modern Studies. — W. S. Bangs, W. L. Van Kleieck, C. E. Noyes, W. C. Rogers, W. H. Vincent, F. A. Horlter, G. C. Fiske, S. N. Kent, R. Dow, H. O. Marcy, C. S. French, E. P. Starbird, A. W. Hoitt.
For Excellence in Declamation. — First Prize — E. A. Reed. Second Prizes — Y.. G. De Wolf, H. S. Potter, Jr. Third Prizes— W. P. Tyron, G. H. Hickey.
For Excellence in Reading. — First Prize — E. A. Reed. Second Prizes — 'E. L. Perry, H. S. Potter, Jr. Third Prizes — Vi. E. Sears, I. M. Conness.
124 APPENDIX.
For Exemplary Conduct and Punctuality. — W. F. Harris, E. A. Baldwin, F. G. Katzman, F. B. Tower, C. H. Warren, F. G. Jackson, S. Blakemore, G. H. Nettleton, J. P. Warren, M. M. Skinner, M. B. Evans, E. P. Starbird, G. B. Abbott.
For Exemplary Conduct and Fidelity. — W. J. H. Strong, J. Clem- ent, E. W. Corr, A. D. K Shurtleff, L. S. Mussey, E. W. D. Merrill, C. G. Bearse, E. S. Hosmer, J. E. Young, C. J. Herlihy, W. C. Mackie, B. C. Andrew, J. G. Cutler.
FOR ORIGINAL WRITTEN EXERCISES.
Latin Essay. — W. E. Harris.
English Poem. — (Second Prize) — G. H. Thomas. English Essay. — (Second Prize) — G. E. Hume. Poetical Translation from Virgil. — J. H. Hickej'.
FOR TRANSLATION AT SIGHT INTO
Greek. — W. P. Tyron, F. G. Jackson. Latin. — W. P. Tyron, F. G. Jackson. French. — (Second Prize) — H. A. Hildreth.
FOR TRANSLATION AT SIGHT FROM
Greek. — W. P. Tyron, F. G. Jackson. Latin. — AV. F. Harris, D. S. Mussey. French. — W. F. Harris, F. G. Jackson.
FOR WRITTEN EXAMINATIONS.
Latin. — (Third Class) — D. J. J. Mulqueeney, G. C. Fiske. (Fourth Class) — E. A. Baldwin, H. A. Sleeper. (Fifth Class) — B. O. Foster, E. P. Starbird, J. J. Shea, J. P. Warren. (Sixth Class) — E. E. South- ard, F. A. Hendricks. .«
English. — W. F. Harris.
Roman History. — P. H. Thomas.
Geometry. — J. G. Moulton.
Algehra. — F.G.Jackson.
Arithmetic. ^ E. A. Perkins.
Physics. — W. P. Tryon.
Penmanship. — W. J. J. Young.
GARDNER PRIZE ESSAY.
W. S. Bangs.
LAWRENCE PRIZES. 125
ENGLISH HIGH SCHOOL.
EssxYS.— Graduating Class Prize — (Second Prize) — J. Walter Smith.
Declamation. — First Frizes — (First Class) — Abraham Marzynski, Al- fred E. Adams. Second Frizes — (First Class) — John V. Neary. (Third Class) — George P. Robie.
For Reading Aloud. — First Frize — {First Class) — J. Walter Smith. Second Frize — (First Class) — Thomas C. Wales, Jr. , John V. Neary. (Second Class) — Lindsay T. Damon. (Third Class) — Frank K. Porter, Edgar P. Benjamin.
FOR translation OF GERMAN AT SIGHT.
First Frize. — (First Class) — John A. Curtin. Second Frizes. — (First Class) — Charles E. Wallace, Moses L. Myers.
FOR TRANSLATION OF FRENCH AT SIGHF.
First Frize. — (Second Class) — George Guppy. Second Frizes. — (Second Class) — Francis O. Yost, William F. Boos.
FOR ORIGINAL DEMONSTRATIONS IN GEOMETRY.
First Frize. — (First Class) — Sidney M. Ballou. Second Frizes. — (First Class) — Thomas A. Murray. (Second Class) — Frank Houghton.
FOR EXAMINATION IN ALGEBRA.
First Frizes. — (Third Class) — Albert H. Newman, Frederick A. Merrill. Second Prizes. — (Third Class) —Julius C. Swain, Henry L. Clapp.
FOR DRAWING.
First Prize. — (First Class) — Charles A. E. Long. Second Frizes. — (First Class) — John D. Wells, James J. O'Brien.
FOR DEPORTMENT AND SCHOLARSHIP.
First Class.— \. Wolfson, E. B. Miles, J. L. Bartlett, J. W. Smith, W. F.
StefFens, E. H. Willett, C. A. J. Smith. Second Class. — W. S. Fretch, G. Guppy, G. Livermore, F. 0. Yost, C. P.
Loveland, W. A. Tucker, C. A. Fogg, J. D. Remmonds, M. L. Lourie, A.
A. ShurtlefF, Leo Spitz, F. Houghton, J. J. Silverman, G. A. Underwood,
A. H. Cross. Third Class. ~R. L. Clapp, A. H. Newman, F. A. Merrill, M. F. Rogers,
R. B. Price, J. F. Wall, F. L. Clapp, F. C. Remick, J. R. Jones, E. H.
Green.
126 APPENDIX.
FOR DEPORTMENT AND FIDELITY.
First Class. — E. B. LadJ, H. E. Fairfield, A. M. Worthington, W. J.
McConnell. Second Class. —J. G. Withcrington, F. S.Allen, W. W. Cobb, H. B. Hard-
ing, W. H. Bartlett. Third Class. —A. Rogers, Jr., E. P. Benjamin, E. R. Field, J. W. Regan,
P. A. Linehan, J. A. Gahm, A. D. Davis.
DIPLOMAS OF GRADUATION.
127
DIPLOMAS OF GRADUATION, 18^8.
NORMAL SCHOOL.
Angie P. S. Andrews, Maggie D. Barr, Eugenia D. Bear.<e, Louise W. Betts, Matilda F. Bihbey, Ijucy L. C. Bigelow, Isabella L. Bissett, Ellen S. Bloomfield, Katharine L. Campbell, Rose A. Carrigan, Bessie H. Cliapin, Amy Cheever, Sadie G. Christie, Elenora R. Clare, Addie F. Cleary, Velma E. Cobb, Anna S. Coffey, Agnes F. Collier, Evelyn Condon, Alice T. Cornish, Adelaide L. Corson, Ivatharine M. Coulahan, Ellen V. Courtney, Mary P. Crosby, Grace R. Curtis, Sarah R. Dodge, Sarah A. Driscoil, Helen L. Dunckiee, Annie P. El well, Fanny Frizzell, Agnes G. Gilfetlier, Gertrude M. Gleason, Abby G. Grandison, Annie V. Hagerty, B. Louise Hagerty, Celia B. Hallstrom, Sarah J. Handrahan, Florence Harlow, Belle M. Harrington,
Rose S. Havey. Theresa E. Hayes, Mary L. Hennessy, Edna A. Hill, Edith Hovey, Emma J. Irving, Jennie M. Jamison, Cecilia A. Kelley, Anna M. Keough, Helena F. Leary, Ella F. Little, Margaret H. Manning, Susie L. Mara, Edith M. Martine, Mary F. McDonald, Annie C. McFarland, Annie S. McKissick, Sara Mock, Rose A. Mohan, Mary C. Moller, Florence I. Morse, Julia Genevieve L. Morse, Florence E. Neill, Sarah L. Park, Mary M. Perry, Elizabeth F. Pinkham, Theresa G. Power, Leila L. Rand, Harriet Rice, Emeline W. Ripley, Gertrude E. Sackrider, Edith A. Scanlan, Mary N. Sherburne, Grace L. Sherry, Bertha Smith, Helen D. Smith, Isabel A. Smith, Annie M. Stickney, Henrietta Thompson, Eliza L. Tilden,
128
APPENDIX.
Althea M. Todd, Mary N. Valentine, Ingemisca G. Weyssc, Mabel F. Wilkins, Helen A. Woods.
BOYS' LATIN SCHOOL.
Frederick W. Alexander, George S. C. Badger, Robert M. Baker, Robert C. Baldwin, William S. Bangs, George F. Brown, Stillman P. R. Chadwick, Louis A. Corne, Natlian B. Day, Ernest F. Flanders, Argyll Fraser, Robert MeM. Gillespie, Elias Grossman, William F. Harris, William F. Jones, Vincent S. McDonougli, Edward M. Moore, Harris P. Mosher, Jobn G. Moulton, Richard P. Nute, Edgar Pierce, Henry S. Potter, John R. Rablin, Albert M. Readdy, Eugene A. Reed, William H. Shea, Joseph E. Stevens, George H. Thomas, Winthrop P. Tryon, Howard Whitcomb, Joshua Whitmarsh, Arthur H. Wood, James E. Young.
GIRLS' LATIN SCHOOL.
Blanche B. Baker, Blanche L. Clay, Susie E. Currier, Alice F. Daly,
Jennie M. Furber, K. Mathilde Knudsen, Anna K. Rogers, Gertrude B. Smith, Maria G. Webber.
BRIGHTON HIGH SCHOOL. Boys. John J. Hannon, George H. Lee.
Oio'ls. Clara E. Buckley, Katherine H. Callahan, Lilian M. Coffran, Mabelle E. Harvey, Gertrude W. Livermore, Edith M. Smith, Elizabeth A. Spaulding, Ede F. Travis.
CHARLESTOWN HIGH SCHOOL.
Boys. Joseph Byrnes, Dennis P. Carey, Wallace G. Crowell, Frank N. Emery, Maurice J. Freeman, George E. Hayes, Otis E. Little, Thomas R. McMahon, Thomas C. Merriman, Thomas N. Mullen, Joseph E. Murphy, William H. Parker, George W. Sanborn, Frederic Tomfohrde, Warren H. Wooffindale.
Girls. Agnes S. Addie, Lillian E. Baldwin, Kittie C. Brown, Josie A. Byrnes, Mary E. Carey, Nellie F. Chapman,
DIPLOMAS OF GRADUATION.
129
Mary E. Cochran, Agnes G. Corbett, Florence L. Dyer, May E. Emery, Annie L. Ganimell, Hannah P. Hannon, Helenii G. Herlihy, Lilhi B. Knapp, Eliza A. Maguire, Laura W. Martin, Mary A. McMahon, Carrie A. Meade, Catharine V. Morrissey, Alice G. Morse, Georgiana Norton, Sadie E. Norton, Grace M. Eichards, Lizzie M. Simmons, Grace H. Skilton, Helen D. Skilton, Carrie A. Thorndike, L. Gertrude Tobey, Alice Tufts, Tressie M. Wright.
DORCHESTER HIGH SCHOOL.
Boijs. Eugene L. Bassett, Henry H. Brett, Winthrop L. Carpenter, Guy B. Carter, Charles R. Cavanagh, David A. Driscoll, William S. Hutchinson, John A. Johnston, George R. Mair, Herbert N. Nute, George W. Oakman, Gilbert F. Ordway, Fred C. Parker, Sylvester Riley, Theodore W. Souther.
Girls. Minnie G. Abbott, Bertha L. Adams,
Grace G. Babbitt, Emma L. Baker, Caroline F. Barnes, Mary M. Bcale, Addie. L. Bowker, Catherine L. Clark, Rubina S. Copeland, Mary D. Dutton, Ada D. Elms, Mary E. Farrell, Bertha C. Fox, Mabel E. Galloup, Amy B. Hurlbert, Sabina F. Kelly, Nellie V. Kenney, Emma J. Libby, Kittie F. Loring, Alice F. McManus, Mary L. Merrick, Gretchen Piper, Milla A. Plummer, Mary B. Pope, Emily F. Pratt, Alice L. Reinliard, Gertrude M. Reinhard, Bessie L. Roberts, Annie L. Smith, Anna G. Tuttle, Winifred C. Waterman.
EAST BOSTON HIGH SCHOOL
Boys. William L. Adams, William H. Bird, William R. Cobb, John M. Colby, Jr., John J. Cronin, Charles B. Grimes, Linville H. Higgins, Christopher P. Lyons, Thomas F. Mansfield, William H. Messenger, Arthur G. Pierce, Walter P. Thacher, John P. Toomey.
130
APPENDIX.
Girls.
Margaret E. Campbell, Annie Carbee, Blanche Carruthers, Florence Chamberlain, Florence Covington, E. Mabel Dillaway, Clara T. Button, Edith L. Ferreira, Lizzie M. Fitch, Elizabeth J. Green, Susan S. Hancock, Hattie M. Harding, Kittie P. Horr, Emily D. McKenna, Alice L. McLauthliin, E. Marion Morrison, Helen E. Palmer, Ada F. F. Pitcher, Gertrude L. PlummiT.
ENGLISH HIGH SCHOOL
THIRD-TEAR CI.ASS.
J. Pussell Abbott, Alfred E. Adams, HoUis W. Alexander, Joshua Atwood, Walter C. Babcock, Sidney M. Ballou, William T. Barnes, Joseph L. Bartlett, George E. Barton, George H. Belknap, Henry A. Bloom, Charles E. Boothby, Edward C. Bourne, Richard W. Boynton, George H. Brjggs, Charles J. Brooks, Robert S. Burr, Charles A. BiisseH, Dennis E. Callahan, George E. Chapin, John H. Chapin, Charles H. Cole, Jr., Clement H. Colmanj
Chester Corey, Arthur G. Cullis, Thomas C. Cummings, John A. Curtin, Fred Cutter, Gustaf A. Danielson, Oliver F. Davenport, Edward H. Delano, Thomas F. Delury, Robert F. Denvir, Martin F. Donlan, George H. Dows, Alfred E. Draper, Charles I. Eaton, William E. Evans, Herbert E. Fairfield, John B. Faxon, Walter R. Field, Thomas E. Fitzgerald, Fred H. Follett, Allen French, Daniel M. Gallivan, John J. Gartland, Jr., Henry W. Gore, Jr., Edward W. Groll, William P. Hare, Raymond S. Hayes, Dudley P. Ilolden, William Housman, Jr., Frank E. Howard, James Humphreys, Hem-y L. Jouve, Joseph M. Kelley, Thomas A. Kelly, John F. KennifF, Edward B. Ladd, George A. Lapham, Ralph C. Larrabee, Chester R. Lawrence, Charles A. Little, Charles A. E. Long, Moses J. Look, Joseph B. Lyons, Gustave F. Magnitzky, Lawrence B. Manley, William J. McConnell, John J. McEUigott,
DIPLOMAS OF GRADUATION.
131
Charles A. McGinlcy, Robert W. Merrick, Edward B. Miles, George A. Moore, John F. Morse, George J. Moulton, Jr., John H. Murphy, Thomas A. Murray, Moses I. Myers, John V. Neary, Julius Nelson, Ernest L. Newcomb, Irving F. Newcomb, Walter C. Nickerson, John P. Novvell, James J. O'Brien, Hugh F. O'Donnell, Otis F. Olevadoes, Arthur J. O'Neil, Rene E. Paine, Leslie P. Phinney, George F. Powers, Joseph W. Putnam, Edward A. Quincy, George H. Quirk, Frederick N. Reed, Frank M. Ridler, Otto H. Riecke, William H. Robey, George W. Rogers, William P. Rourke, Herbert F. Sawyer, Frank I. Sears, Clarence P. Seaverns, William A. Sherry, Harry D. Sliute, James E. Sleeper, Charles A. J. Smith, Charles F. Smith, J. Walter Smith, Mark E. Smith, Marshall S. P. Smith, Frederic W. Soule, Adelbert L. Sprague, Harry B. Stebbins, William F. Steffens, Jacob L. Stern,
Arthur W.Stowe, David A. Sullivan, Joseph F. Sullivan, Sanford Tappan, Thomas C. Wales, Jr., Charles F. Wallace, Frank H. Wallis, James A. Walsh, John L. Wells, Albert R. Wentworth, Charles T. Wentworth, Frank R. W heater, William A. Wheeler, Jr., Edward H. Willett, William D. Williams, John J. Wilson, Aaron Wolfson, James T. Woodward, Henry E. Woodworth, Arthur M. Worthington, Freeman L. Ziltel.
GIRLS' HIGH SCHOOL.
FOURTH-YEAR CLASS.
Keziah J. Anslow, Agnes A. Ashman, Esther G. Babson, Bertha Bainber, Etliel M. Barry, Mary E. Bernhard, Lilian S. Bourne, Mary H. Brick, Emily C. Brown, Louisa W. Burgess, Hattie R. Christiernin, Annie W. Clark, Hattie I. Cottrell, Eva B. Crosby, Emily L. Croswell, Elizabeth E. Daily, Isabel W. Davis, Christine Dean, Elizabeth G. Dowd, Sarah F. Doyle, Annie M. Driscoll, Susie T. Dundon,
132
APPENDIX.
Nellie M. Durgin, Mary G. Ellis, Einily A. Evans, Mary F. Finneran, Ada M. Fitts, Etta G. Fitzgerald, Margaret C Flynn, Susan S. Folger, Helen P. Folsora, Catharine W. Eraser, Nellie French, Mary H. Frueari, Mary V. Gormley, Clara G. Hinds, Gertrude L. Hodges, Mabel E. Hodgkins, Alice G. Holmes, Anna B. Hoyt, Annie G. Hughes, Margaret C. Hunt, S. Janette Jameson, Koxana L. Johnston, Mabelle F. Jones, Gertrude D. Kean, Mary E. Keyes, Mary S. Laugliton, Mary E. Leach, Julia G. Leary, Celia V. Leen, Alice M. Mncomber, Lillian J. Macllae, Martha C. McGowan, Mary E. Mclntire, Annie E. McWilliams, Mary C. Mellyn, Ida M. Mitchell, Mary F. Mooney, Eva C. Morris, Ellen M. Murphy, Annie Neville, J. Adelaide Noonan, Annie J. O'Brien, Jessie G. Paine, Mary E. Palmer, Fannie J. Paul, Grace S. Peirce, Florence C. Pond,
Caroline N. Poole, Lottie G. Ray, Mary N. Regan, Elizabeth M. Richardson, Henrietta B. Rowe, Josephine A. Seidensticker, Elizabeth G. Shea, Mabel F. Spaulding, Annie F. S. Stone, Margaret J. Sweeney, Mary A. Tebbetts, Ella L. Thompson, Jessie E. H. Thompson, Lillian Tishler, Nellie L. P. Uihlein, E. Louise Ward, Caroline O. Washington, Mary J. A. Watson, Mary L. Wells, Augusta B. Williams, Mary E. Winn, J. Josephine Wood, Agnes G. Wright.
THIRD-YEAR CLASS.
Marion S. Anderson, Elizabeth J. Andrews, Clara B. Barry, Martha W. Barry, Blanche E. Bean, Florence E. Bean, Rachel Bearon, Nellie Beatty, Lillian G. Betts, Mary V. Blackmann, Annie E. Briggs, Catherine M. Browne, Alice C. Butler, Elizabeth J. Collins, Hannah E. Collins, Alice B. Conant, Annie S. Cimant, Annie G. Conroy, Mary H. D. Coolidge, Cecilia Coyle, Lizzie R. Crockett, Minnie A. Cronan,
DIPLOMAS OF GRADUATION.
133
Frances A. Cronin, Mary C. Crowley, Jennie Cunningham, Sarah M. Dean, Mary E. Dennintr, Bertha E. Dennis, Grace C. Dillon, Katharine Downing, Sarah T. Driscoll, Frances S. Duncan, Margaret L. Eaton, Angle E. Ellis, Mary St. B. Eustis, Mary H. Finley, Lillias N. Ford, Nellie E. Foster, Jennie G. Fruean, Maud B. Frye, Amelia J. Gill, Elsie Gordon, Lillian G. Greene, Lillian M. Hall, Jennie B. Hartlej', Mary B. Haslnni, Katherine V. Havey, Edith M. Hedges, Elizabeth E. Henchey, Catherine E. Hicks, Martha N. Hobart, Rebecca F. Hovey, Annie E. Jameson, Joanna G. Keenan, Nellie A. Kennedy, Georgianna Kimball, Annie C. Lamb, Charlotte M. Lamkin, Maud Lamprey, Anna M. Leach, Mary F. Lindsay, Emily H. Macdonald, Mary A. Manning, Daisie Mayo, Helena C. Mc.Aleer, Elizabeth M. McDonough, Harriette E. Merriam, Stella M. Miller, Mary E. Moran,
Annie M. Mulcahy, Mary J. Murphy, Agnes J. Murray, liose A. O'Brien, Julia K. Ordway, Florence Potter, Lena M. Kendall, Florence H. Rich, Charlotte K. Richardson, Rosanna L. Rock, Hetty B: Row, Charlotte S. Ruhl, Edith I. Sanborn, Madeleine Sandford, Edith G. Shankland, Lucinda M. Smith, Annie M. Sommers, Florence L. Spear, Kate Stanley, Grace G. Starbird, Catherine T. Sullivan, Bertha L. Taft, Milla H. Temple, Angeline M. Weaver, Daisie E. Welch, Annie M. Wilco.x, Mabel Wilder, Alice G. Wi-Uiams, Hattie C. Willis, Flora E. Wise, Edith C. Worcester.
ROXBURY HIGH SCHOOL.
Boys. William T. Aiken, Thomas F. Finnei-an, Peter T. Greene, Franklin H. Hutchins, William A. Mahoney, Benjamin T. Marshall, Walter S. Mcintosh, Augustus L. Morse, George H. Mulvey, Frederick B. Munroe, Patrick E. Murray, Jr., Albert A. Pollard,
134
APPENDIX.
Arthur L. Reagh, Frederic D. Shay, John L. D. Sinf,'le, George W. St. Amant.
Girls. Katie F. Albert, Elizabeth M. Bacon, Julia G. H. Baird, Ellen M. Barry, Cecilia C. Bradt, Mary E. Briggs, Williamina R. K. Brown, Emma Burrows, llosa I. Byrne, Ida A. E. Carver, Elsie B. Clark, Carrie H. Conley, Clarabella S. Curtis, Mary L. Daly, Kate Darling, Louise M. Davis, Clara M. Drew, Ida A. Eckman, Mabel G. Emerson, Lottie M. Fobes, Mary L. Green, Elizabeth A. Hooper, Norah A. Jackson, Margaretta M. Kelly, Mary E. Knight, Helen F. Lambert, Ellen M. Mackinaw, Annie A. Maguire, Nellie A. Manning, Ada M. Margeson, Mabel C. Mason, Mary E. McCorniick, Louise Mecuen, Bertha M. Moses, Minnie E. O'Brien, Elizabeth A. O'Neil, Mary Y. Orrok, Jennie E. Reed, Gertrude A. Ruddick, Mattie Seaver, Bessie Shunian,
Annie M. Stoddard, Lula Sullivan, Emma J. Todd, Carrie A. Waugh, Josephine M. Wesch, Grace M. Wethern, Alice E. Wheelock, Edith A. Willey.
WEST ROXBURY HIGH SCHOOL.
Boys. John M. Minton, Arthur C. Rage, James E. Reiley, George R. Slader, George A. Walker, Jr.
Gii'ls.
Hettie O. Ballard, Eva W. Barrett, Georgiana C. Bell, Mary L. Bryan, Blanche Chamberlain, M. Ethelyn Dorr, Alice Greene, Annie V. Lynch, Cora B. Mudge, Minnie A. Fearce, Mattie A. Smith, Alice M. Spear, Edith F. Walker, Helen L. Wilder.
ADAMS SCHOOL.
Boys. Frederick A. Adams, Edward J. Brown, Rlioderic W. Brown, Simon F. X. Curran, Charles J. Denehy, Harry L. Dillawny, Cliarles C Donoghue, John F. Elder, Fred W. Harding,
DIPLOMAS OF GRADUATION.
135
William C. S. Hcaley, Herman B. Honekamp, Harry W. Johnson, Timothy F. B. LeGallo, Walter A. Lyon, Frank L. Martin, Thomas P. McGinn, Henry F. Ross, David F. Savage, Alfred T. G. Smith, Charles A. Snow, Alfred E. Wellington, ,Phares L. Woods, William F. Young.
Girls. Emily M. Bloomfield, Helen E. Edwards, H. Carrie H. Grothe, Lizzie M. Hagan, Annie Harvie, Katie F. McCarthy, Lizzie S. Petri, Carrie E. D. Schwaar, Ella M. Stewart, Maggie M. F. Wilson.
AGASSIZ SCHOOL. Boys. Charles W. Atherton, James F. Bigelow, Charles C. Cook, Frank B. Cotter, James L. Dixon, Richard J. Donnelly, George W. Erickson, Joseph E. Frank, Thomas H. Glennon, Russell T. Greene, Ernest G. Hindenlang, John F. Maguire, Justin A. Margot, Edward B. May, Thomas C. McDonald, James L. Mosman, Edwin T. Niver,
Francis W. Robinson, Houghton Seaverns, Carl S. Strauss, Charles C. Taft, Ernest H. Tucker, Erwin S. Wester, Henry A. Withington, Roland C. Withington, William A. Wood.
ALLSTON SCHOOL. Boys.
Leslie G. Abell, William H. Abbott, Thomas Arnold, Walter Aylsworth, Harry G. Chesley, Harold E. Corson, Timothy Eagan, James T. McDermott, James, P. Muldoon, Harry 0. Osgood, Frank E. Parker, William D. Parker, Robert Pillow, Herbert S. Robbins, Edward P. Van Etten, Charles Weitz.
Girls.
Mabel Ashley, Gertrude M. Bent, Florence S. Bowser, Mary F. Callahan, Mary L. Coffey, Kittie Dolan, M. Grace Full, Blanche Hampton, Gertrude F. Jones, Margaret J. Kingston, Clarissa Newcomb, Mabel L. Rliodes, Daisy M. Rich, Etta F. Ringer, Maggie V. Rooney, Maude M. Smith,
13G
APPENDIX.
Carrie I. Wentworth, Bessie D. Williams, Mabel L. Wilson.
ANDKEW SCHOOL. Boys. Charles A. Carolan, Thomas H. Carr, William T. Cloney, Francis E. Connolly, John J. Creed, William P. Cross, Joseph J. Donovan, Irving J. Felleman, Thomas J. Finn, John C. Hogan, Albert King, Henry J. Lampe, Edward F. Lennon, William H. Lowery, Frederick J. Mangier, John S. Koss, Andrevr Y. Sharpe, William J. Shea, Jr., William H. Whalen, Jr.
Girls. Alice L. Buckner, Nellie T. Burrison, Isabella E. Chalmers, Margaret L. Chalmers, Mary Cook, Bella Douglas, Mary A. Duffey, Emma A. Home, Winifred T. Judge, Ethelyn G. McKeen, Elizabeth V. Murphy, Grace M. Palmer, Mabel A. Shankland, Nellie J. Terry.
BENNETT SCHOOL.
Boys.
Elson M. Blunt,
John C. Brennan, James H. Broder, Edward B. Burlingame, John A. Callahan, John L. Crimlisk, James M. Grace, Thomas J. Lee, Harry B. Livermore, George L. McKinney, Albert D. Monroe, James P. Murden, George E. Murphy, Henry C. Sanderson, Charles A. White, John 0. Wilson, Gilpin B. Woodbrey, Charles B. Worraelle.
Girls.
Mabel F. Adams, Emma R. Berry, Mary J. Costello, Bessie L. Cotton, M. Elizabeth Davis, Mary A. Duncanson, Ethel L. Fuller, E. May Hastings, Nellie E. Hayes, Clara R. Keene, Agnes G. Kelley, Annie E. Kelly, Mary L. Kenney, Ella A. Macdonald, Adelaide Maddern, Mary E. McGue, Mary E. Miller, Annie E. Mitchell, Jennie B. Pattee, Beatrice I. Poole, Ethel Sanger, Mary Shaw, Emma J. Stearns, Mabel M. M. Turner, Mabelle J. Waugh, Lucy J. Welch, Olive M. Wormelle.
DIPLOMAS OF GRADUATION.
137
BIGELOW SCHOOL Boys.
Forrest L. Amsden, Samuel T. Archer, Thomas V. Barry, Thomas J. Casey, Joseph W. Chambers, William B. Chipman, James P. Colbert, George L. Cook, John F. Cronin, William S. Cully, Edward J. Dunpiiy, John H. Drury, Frank G. Elms, George P. Field, Fred L. Flynn, Edward H. Freeman, John H. Giblin, Eichard B. Hamor, Walter H. Hatch, Elmer W. Hinchliffe, James Hooley, William E. Hurley, Gilbert C. Jackson, James E. Johnston, Robert F. Kiley, John King.
George H. F. La Mountain, Harry W. Lane, John W. Lantry, William C. Leary, William G. Leary, Herbert S. Locke, Dennis Looney, Daniel McCarthy, Thomas J. McMahon, Michael J. McNerny, Joseph A. McVey, Ernest E. Mead, Timothy F. O'Leary, Dennis V. O'Reilly, Robert A. Provan, Edwin F. Rogers, John R. S. Ross, James Snow,
Cornelius T. Sullivan, John J. Sullivan, Jolin J. Swanton, Charles E. Welch, Amos T. White, Charles H. Whiting, Solomon Wolfson, Frederick W. Zoehler.
BOWDOIN SCHOOL. Girls.
Mabel F. Adams, Jessie M. Anderson, Gertrude F. Avery, Elsie M. Baker, Marion A. Beals, Barbara Brown, Mary A. Chase, Mary J. L. Doyle, Alice E. Drake, Mattie L. Dunmore, Florence E. Farwell, Florence E. Francis, Ola W. Gay, Catherine C. Gorman, Annie H. Harris, Florence D. Hill, Mary E. Johnson, Dora Lindgreen, Annie G. Long, Mary E. Mackenzie, Grace F. Merrill, Marietta Nixon, Cora E. Osborne, Charlotte A. Parker, Helen Parker, Anna Peyser, Martha L. Power, Elizabeth G. Punch, Julia F. Ring, E. Mabel Taylor, Sarah E. Treanor, Mabel P. Wall, Florence A. Wescott.
138
APPENDIX.
BRIMMER SCHOOL. Boys. Charles C. A. Amos, Edward J. Bartlett, John J. T. Cameron, Charles L. Carter, William E. Chute, James F. Daily, Harry E. Davidson, Patrick H. Diggins, Patrick E. F. Driscoll, William F. Fellows, John J. Fitzgerald, James C Garland, Ira B. Goodricii, John J. Goslin, Henry G. Halloran, Frederic J. Heramings, John A. Hughes, Louis J. Lague, Oscar Lenk, Alonzo G. Long, Stephen H. Long, Jacob Lyons, George A. Mahoney, Charles F. McCarthy, William D. F. McLaughlin, Henry N. Moore, John F. L. Murphy, Michael J. O'Donnell, John C. Pendleton, Allan C. Prescott, Warren E. Rawson, Harry N. Rounsefell, Benjamin G. Russell, Edvrard R. Schlicht, Frank Schriftgiesser, Walter Sherwood.
BUNKER HILL Boys.
George E. Bird, Robert S. Brown, Arthur E. Cutler, Charles H. Fitzgerald, Denis A. Henchey,
SCHOOL.
Walter J. King, Henry E. Lesage, Patrick H. Mackin, Charles P. Marks, Joseph F. McEnery, James M. O'Brien, Herbert E. Wright.
Girls. Carrie E. Bean, Gertrude V. Byam, Julia A. Callahan, Mary C. Crawford, Edna L. Derrick, Evelyn W. Dickson, Kate F. Dolan, Lizzie T. Driscoll, Mabel M. Fisher, Nellie I. Fletcher, Mary E. Gracey, Melicent E. Hanley, Alice J. Howard, Mary T. Kelley, Mary E. Leahy, Ada F. Lord, Gertrude A. Lovering, Ella F. Magurn, Jennie E. McDonough, Maggie F. Miles, Estella M. Smith, Louisa F. Spratt, Mattie C. Stone, Ruby F. Stoodley, Gertrude L. Warner, Hattie M. Woods.
CHAPMAN SCHOOL Boys. Frank H. Carrutiiers, Myron Davis, Charles A. Estey, Charles C. Fisher, Frank E. Fisher, James J. Grady, Frank D. Hancock, Henry S. Keen,
DIPLOMAS OF GRADUATION.
139
EIbridii;e F. Kennedy, John M. Knudsen, John II. Miller, Osborne H. Pitcher, Percival G. Power, Ralph M. Smith, Ernest W. Woodside, George II. Woolley.
Girls. Harriotte E. Barker, EilaF. Barnes, J. Helen Bartholomew, Fannie R. Bent, Lillian A. Bragdon, Florence F. Burdakin, Ida M. Cameron, Amy H. Cook, Helen I. Doherty, Flora M. Ellsworth, Carrie A. Fernald, Mattie L. Frisbie, Ellen L. Goodwin, Carrie E. Greenwood, Florence A. Greenwood, Mabel Hussey, Lizzie E. Kelsey, Anne M. Knudsen, Lizzie F. Light, Cora M. Logan, Isabella G. Moir, Gertrude B. Moore, Elizabeth V. Morrison, Louise D. Nickerson, Alice G. O'Brien, Margaret A. Reid, Edith H. Wood.
CHARLES SUMNER SCHOOL
Boys.
Charles P. Casson, J. Frederick Howarth, Edward L. Lynch, Patrick H. Norton, Albert F. Schmitt,
Otto Schreiber, Robert W. Spear, Harry W. AValdron, Mason B. Whittemore.
Girls. Helen G. Brooks, Annie C. Dakin, Nellie A. Fish, Harmina L. Friese, Alice C. Haskell, Matilda L. J. Hesse, Mary G. Hudson, Addie E. Lindall, Mamie J. Mahonej-, Mabel A. Marshall, Eleanor J. Murphy, Grace G. Reed, Lillian E. Shapleigh, Nellie S. Whittemore, Grace N. Widmer, Gertrude A. Wise.
COMINS SCHOOL.
Boys. Frank E. Altmiller, Charles E. Baldner, Charles V. Burgess, Ross J. Burgess, John G. Cleary, Timothy J. Driscoll, Frederick W. Engstrom, Joseph T. Hanley, Charles C. Johnson, Frank P. McCarty, George J. McElroy, Alvin E. A. Montgomery, Samuel J. Rantin, William M. Russell, Henry Sondheim, Walter F. Spinney, John H. Stevens, Vernon F. Stockman, Charles A. Tracy, John F. Wanders.
140
APPENDIX.
Girls.
Lena K. Becker, Anna C. Bletzer, Rose A. Dolan, Mary E. Dorcey, Mary A. Doyle, Mary J. Dunning, Emma H. Etliier, Mary I. Greene, Catherine R. Hannon, Sophie L. Hoeschle, Jessie M. Hueston, Jane D. Kenyon, Helen J. Killion, Ottilie L. Lorenz, Mary E. Lynch, Ann H. McGloin, Maud I. McGowan, Mary F. McHiioh, Charlotte F. McKenney, Mary A. Moylan, Margaret L. Myers, Catharine A. Noonan, Mary L. Norton, Mary A. O'Connor, Ciiristina C. Odenweller, Tryphena O'Learj', Catharine F. Osborne, Gracie H. Smith, Edith L. Strout, Elizabeth G. Watson.
DEARBORN SCHOOL.
Boys. Alexander Batchelor, James A. Bearens, Walter J. Dolan, Malachi L. Jennings, Emil J. Johnson, Herbert R. Kay, William A. Kenney, Herbert A. Kenny, Walter J. O'Malley, Richard Weil, Nicholas F. Williams.
Girls. Emma W. Bacher, Fannie M. Baker, Florence M. Brown, Nellie Burrows, Alice M. Corbett, Gertrude Gunther, Ada E. Jacobs, Mary C. Jesser, Adeline V. Jones, Nellie A. Kelley, Maude R. Kendrick, Eva E. McCarthy, C. Edith Moulton, Maude A. Poore, Martha H. Sloan.
DILLAWAY SCHOOL, Girls. Abbie G. Abbott, Ellen H. Atwater, Fannie W. Bacon, Katherine G. Brennan, L. Eva Brickett, Alice A. Brownell, S. Louise Brownell, Alice T. Carnes, Carrie W. Carpenter, Mary V. Conway, Mary E. Coogan, A. Blanche Edwards, Mary E. Follen, Anastasia G. Greene, Mary L. Greene, Ella B. Griffin, Zaidee A. Hedges, Martha F. Higgins, M. Emily Hodge, Florence P. Hunt, Ellen A. Kelley, Louise M. C. Knappe, Bertha D. Lewis, Cora L. Loring, Agnes T. Lyons, Nellie MacDonald, Mary A. McClintock,
DIPLOMAS OF GRADUATION.
141
Orpliise A. IMorand, Mabc'lle L. IMosos, C. Fr;incos Murray, Pauline Nelson, Stella rifkert, Florence B. Read, Helen M. Reed, M. Louise Tliyni, Harriet E. Trask, Maude F. Tucker, Mary R. White.
DORCHESTER -EVERETT
SCHOOL.
Boys.
John S. A Hard, Bliss P. Boultenhouse, John A. Christie, Sidney K. Clapp, William M. Connell, Chauncey W. Copeland, Alfred H. Griswold, Albert F. Heald, Ernest F. Hodgson, George E. Hyde, Hermon 1). Ladd, Ralph R. Lawrence, ,
Edmund A. Lindsay, Charles A. McCarthy, Charles F. Neiley, Carleton H. Norris, William F. Patten, Richard Pope, Frederic L. Tarbox, Charles II. Wells, Frank E. Wells.
Girls. Clara S. Baker, Mabel C. Boynton, Mary E. Clnpp, Catharine A. Crowley, Ida M. Eadie, Martha F. Finley, Laura B. Fosdick, Edith M. Howe,
Myrtle Howell, Abbic M. Lewis, Grace G. Miles, Clara M. Murphy, J. Anna Norris, Agnes L. Olinstead, Geraldine L. Pindell, Mary A. Ryder, Abbie A. Tobin, Minnie Wallen, Annie G. White.
DUDLEY SCHOOL,
Boys.
George W. Abele, Charles J. Anderson, George W. BLcknell, George H. Brazer, Patrick Broderick, Frank H. Cobb, William T. Cranston, Patrick F. Downey, George H. K. Drew, John J. Earley, John H. Edmonds, Henry F. Feeley, Albert Friedman, Harry L. Friend, Joseph V. Godfrey, Elmer F. Goflf, Albert A. Hanson, Percival S. Hatch, Gideon S. Holmes, Irving B. Howe, John O. Johnson, James S. Jones, William J. Lavey, Arthur W. Lewis, James F. Lucas, John A. McCarty, John A. McGrath, Clarence C. Minard, Thomas N. Monahan, Henrj- A. Peters, Fred N. Russell, Percy W. Russell,
142
APPENDIX.
Waiter B. Russell, Joseph Ryan, Fred A. Tarbox, Charles W. Thomas, George K. Watson.
DWIGHT SCHOOL Boys. Louis A. .4bbot, Bernard Basch, Frank W. Bavinew, Einar F. Brauner, Olaf M. Brauner, John T. Cassidy, John P. Coligan, William E. Costello, George S. Day, Judson C. Dickerman, Shirley P. Draper, John G. Ford, Edward R. Fowle, William H. Grares, William T. Hall, Arthur M. Hamlin, William J. Hogan, Luther G. Hoyt, Frank J. Isbister, John N. Ives, Lewis B. Jackson, Allen C. Jones, Benjamin P. Kimball, Frederic B. Knapp, Arthur W. Learnard, George E. Learnard, Jr., Harry J. Louis, Labert R. Lovelace, Joseph J. Maguire, Dennis A. McManus, Albert A. Merrill, Henry E. Nelson, Michael A. O'Brien, Jr., William M. O'Brien, James J. Powers, Warren E. Pressey, Joseph Rowe, Charles B. Royce,
Harry H. Russell, Tiiomas A. Ryan, Robert A. Seaman, Judah H. Sears, William A. Spalding, Austin Sperry, Walter B. Swan, Walter F. Upham, Langley W. Wiggin.
ELIOT SCHOOL. Boys.
David J. Brady,
William J. Brickley,
David K. A. Brophey,
Thomas J. Carroll,
Alfred T. Charios,
Frederick J. Collins,
Eugene P. Connelly,
Thomas F. Connolly,
Frederick Corcoran,
Leo P. De Caro,
William F. Dias, Jeremiah F. Donahue, Alexander F. Douglas, William J. Dwyer, Frank Fopiano, Louis A. Freedman, John J. Golden, Patrick R. Greene, Francis F. Harrington, Bernard M. Hession, James H. Hollingsworth, Jolin J. Jordan, James E. Keough, Henry J. Leen, Thomas Leen, Jacob Levi, Moses S. Lourie, Ciiarles A. Lurten, Owen A. Lynch, Dennis F. McCarthy, William H. McCrackin, John J. McElaney, Robert Mcllroy, Alfred N. Nelson.
DIPLOMAS OF GRADUATION.
14:5
Peter Nicolini, Charles J. Nissen, Charles ]\einlierz, Joseph Spektorsky, Florence J. Sullivan, John G. Sullivan, Joseph A. Sullivan, James E. Thompson, Walter H. Urann, William B. Verry.
EMERSON SCHOOL Boys. John A. Benson, George E. Breckenridge, Mortimer A. Dill, Edward J. Flanigan, Walter V. Fletcher, William E. Foster, Leslie A. Lavers, Walter E. Lyons, William F. McKenney, John R. McLaughlin, James L. Minott, Hamilton Morse, William J. Relph, Joseph Robbins, William B. Roe, John Sheridan, William F. Simpson, John R. Sweeney, Alton S. Vose, Thomas R. Wood.
Girls. Alice W. Angljn, Alice T. Atwood, Edith C. Chamberlain, Esther G. Cashing, Annie G. Davidson, Minnie H. Da\»ie, Bessie F. Fisher, Alice M. Hayes, Louise E. Horsley, Emma G. Logan, Gertrude F. Morse,
Mary E. Nielson, Florence B. Palmer, Alice W. Peterson, Gussie A. Reade, Esther M. Scott, Cora E. Watts, Georgianna Williams, Lillie M. Woodside.
EVERETT SCHOOL Girls. Rose Barnet, Catherine A. Barrett, Charlotte M. Berry, Mary E. Boucher, E. Louise Brainard, Ethel Brigham, Marguerite E. Brookings, Ellen C. Burchill, Grace W. Burrill, Ethie A. Calnan, Blanche M. Church, Josephine Crockett, Elizabeth G. Crotty, Blanche M. Cunningham, Ellen J. Curran, Katharine K. Davis, Helene Dreyfus, Elizabeth A. Driscoll, Nettie G. Dudley, Cecelia T. Duston, Jessie A. Eddy, Emma Elirlich, Annie L. Flinn, Fannie Fox, Ida E. Fox, Juliett M. Green, Florence E. Griffith, M. Estelle Hall, Myrtie A. Hall, Helen E. Harding, Annie G. Hare, Mary E. Healey, Lauretta M. Heaney, Lillie C. Heller, Mary E. Hogan,
lU
APPENDIX.
Mabel E. Jacobs, Jessie L. Johnson, Josephine J. Lang, Minnie A. Leclimere, Frances V. Lehrburger. M. Frances Loring, Lizzie M. Lyman, Abbie M. Mara, Grace K. Masterson, Josephine H. McCarthy, Winnifred C. McGrady, Alice J. MfKim, Mary G. Morissey, Charlotte K. Morse, Alice R. Murphy, Clementina E. Murray, Josepliine Murray, Bertha D. Newcomb, Helen Nolan, Jennie M. O'Brien, Katherine L. O'Brien, Marion G. Peircc, Helen L. Pettee, Clare L. Plummer, Mary F. Quinn, C. Maude Robinson, Harriet L. Ryan, Helen L. Savage, Mary T. Sbeils, Emma B. Shelton, Eliza S. Smitii, Jennie Strecker, Alice W. Swett, Catherine C. Tobin, Essie M. Weston, Martha T. Whiting, Cordelia M. Whittier, Grace ^L Wilson, Estelle L. Winsor, Mary H. Winsor.
FRANKLIN SCHOOL, Girls. Bessie O. Abbot, Lucy Ashton, Cleora S. Barton,
Florence J. Bearse, Jessie E. Bigelow, Ella L. Connelly, Mabel H. Cook, Grace N. Danforth, Mary E. L. Denon, Mary J. E. Dowd, Annie G. Finnegan, Ellen M. Gilbert, Minnie A. Grover, Mabel H. Harris, Charlotte K. Holmes, Mary E. Hurley, Susie F. Jordan, Elizabeth E. Kelly, Mabel E. Latta, Rachel F. Levy, A. Isabelle Macartby, Jennie C. Madden, Ina B. Morrison, Lizzie A. Murray, Annie G. O'Brien, Mary D. Orpen, May E. Pratt, Flora E. Ramsell, Bertha Raphael, Marguerite C. Rice, Lizzie J. Scott, Bertha F. Smith, Emily L. Spike, Frances Stern, Margaret G. Sullivan, Annie Van Tyn, Sallie Viles, Adeline J. Welch, Vinnie M. White, Jessie E. Williams.
FROTHINGHAM SCHOOL
Boys. Frederick W. Carpenter, Frederick A. Costello, Thomas T. Craven, William J. Curtis, Charles W. Dennett, Charles H. Holm,
DIPLOMAS OF GRADUATION.
145
John C. Holton, John W. Hughes, Charles E. Jameson, Alfred W. Jones, William H. Kelley, John J. Lamb, William F. Mahoney, James P. Maloney, Robert L. Meade, George H. O'Hara, Charles J. Schoenherr, Philip Tague, George A. Warren.
Girls. Lillian G. Brown, Lillian J. Carmichael, Katie G. Christy, Elizabeth F. Cotter, Elizabeth F. Crinnion, Mary E. Donovan, Mary F. Donovan, Nora L. Flynn, Anna M. Gilmartin, Bertha Klous, Carrie M. Lowell, Annie G. Sheehan, Alice L. Smith, Helen G. Stark, Annie L. Thompson, Julia A. Yates.
GASTON SCHOOL.
Gii-ls. Lillian A. Abbott, Louise V. Barry, Eloise A. Barstow, Blanche M. Barton, Addie H. Bent, Annie E. Buckley, Lilian M. Burgess, Edith E. Butler, Edith E. Caldwell, Lucy A. Cargill, Clara E. Collins, Mabel E. Collins,
Grace J. M. Cook, Margaret A. Davis, Ida M. De Lue, Eva M. Fretch, Georgiette L. Grant, Katherine F. Hickey, Alice L. Jacobs, Josephine H. Kelley, Annie I. Lang, A. Frances Mace, Mary E. McDevitt, Blanche M. McPhail, Ethel S. Middleton, Anna G. Morrison, Ellen V. Norton, Margaret A. O'Neil, Lizzie G. Osborn, Alice C. Palmer, Nellie I. Rice, Grace E. Skelton, Goldie Spring, Margaret C. Sullivan, Katherine E. Turner, Daisy B. Watson, Sarah E. Wheater, Mary T. Whittemore.
GEORGE PUTNAM SCHOOL
Boys. William W. Bell, Stanley M. Bolster, Robert T. Coe, James R. Gormley, Peter J. Green, LeForrest A. Hall, Ned G. Kenison, William B. Miley.
Girls. Ida C. Bradley, Katharine Dahl, Blanche A. Gerrish, Mabel F. Hefler, Lucy M. Hoyt, Lucy A. Jackson, Elizabeth G. Kelleher,
146
APPENDIX.
Annie C. Kelly, Kittle A. Quigley, Rosa A. Sampson, Mabel F. Tewksbury, Edith L. Whitney.
GIBSON SCHOOL. Boys. Albert H. Beal, Everett F. Mann, John J. O'Brien, Alfred P. Rexford, George M. Robie, Charles F. Schlegel, John L. Tatten.
Girls. E. Maude Calder, Sarah E. Conniff, Alice Fobes, Mary J. Gleavy, Lillian M. Hobbs, Jessie E. Kline, Annie R. Leary, Hattie M. Lothrop, Margaret A. Murphy, Bertha R. Peppeard, JJUie E. Rollins, Helen L. Swan, Mary H. Waite, Sally P. Waite, Alice I. Whitney, Stella L. Wilde, Jennie L. Williams.
HANCOCK SCHOOL. Girls. Josephine M. Ahearn, Mabel A. Anderson, Mary A. Bonner, Mary R. E. Carter, Georgiana F. Clark, Rebecca F. Collins, Bernedetta De Caro, Julia De Caro, Maggie J. Doherty,
Ella M. Dolan, Ellen T. Donahoe, Maud E. Downing, Florence L Evans, Agnes A. Eraser, Betsey Goodman, Julia A. Guacobbe, Nellie A. Hackett, Grace N. Hallet, Addle B. Hutchinson, Etta Isenberg, Mary A. Lafferty, Annie M. O'Neil, Eninia L. Roberts, Annie E. Robinson, Naomi M. Rodgers, Margaret A. Rohan, Florence Silverman, Annie F. Smith, Edith D. Smith, Georgiana Watson, Pearl Wittenberg.
HARRIS SCHOOL. Boys. Ellwood G. Babbitt, Thomas F. Buckley, Timothy J. Delurey, Henry M. Fiske, Alphonsus H. Godfrey, Henry F. Knight, Edward A. Lally, John R. McLaughlin, Elmer A. Phillips, David W. Taylor, Charles E. Watson, Francis H. Willcutt, Jr., George M. Wood.
Girls. Mary A. Abbott, Margaret L. Brophy, Alice J. Caverly, Maude E. Colby, Fannie L. Dean, Sarah T. DuRoss,
DIPLOMAS OF GRADUATION.
147
Mary L. Eddy, Maude Foster, Ellie P. Margesson, Mary F. McMorrow, Mabel V. McQuade, Marion Nute, Carrie L. Phillips, Mary L. Rourke, Annie M. Smith, Jennie M. Spencer, Nettie R. Stackpole, Margaret E. White, Ruth B. Whittemore.
HARVARD SCHOOL. Boys.
Edward E. Barrett, William E. Bennett, Ernest A. Blood, William H. Brower, Howard G. Chapin, Nelson B. Coll, Michael P. Coughlin, Thomas J. Coyne, James P. Crogan, John J. Cronin, Dennis J. Crowley, John H. Crowley, Timothy P. Donegan, Francis E. Downer, Frank B. Finnegan, Guy R. Greene, Herbert E. Harrington, Floyd D. Jaquith, Herbert J. Mahoney, Daniel P. McCarthy, Frank L. McDowell, George H. McLeod, Edward S. Nichols, Patrick J. O'Connor, Martin J. O'Hearn, Timothy J. Regan, Harry S. Remick, Maurice F. Ryan, Alfred E. Stockbridge,
Daniel F. Sullivan, Benjamin F. Teel.
Girls,
Mary J. Blake, Mary J. Cades, Nellie E. Cahill, Ida M. Conquest, Katie T. Cullen, Marion E. Davis, Annie M. Hainbleton, Leah Klous, Bessie Z. Leonard, Abbie A. Lombard, Edith G. Mason, Margaret A. Mernin, Nellie J. Murphy, Grace A. Pearson. C. Antoinette Pierce, Grace E. Philpot, Nellie E. Quinlan, Jeannette M. Rice, Edith W. Savage, Lillian C. Tliain, Ella M. TuUy.
HILLSIDE SCHOOL. Girls. Etta M. Adams, H. Marion Allen, Etta W. Anderson, Alice G. Blanchard, Lucy M. Bruhn, Mary W. Capen, Jessie H. Carrington, Eva A. Carter, Winnifred M. Chester, Annie J. L. Condry, Margaret J. C. Connell, Maude L. Cook, Rosa E. Cunningliara, Mabelle E. Cutter, Annie M. Dickie, Sarah E. Dickie, Robina J. R. Dickson, Mabel S. Dorr,
148
APPENDIX.
Susie E. Dorr, Nellie F. Eayrs, Carrie W. Fernald, Cora K. Hixson, Amy H. Jones, Winnetta Lamson, Marion Lewis, Marion L. Lewis, SLargaret E. Long, Elizabeth J. McCormack, Frances V. McCormack, Teresa G. McDonald, Annie G. Melian, Helena F. Mehan, Mary A. M. Papineau, Maria G. Parker, Martha O. Ramsey, Frances E. Read, Millie O. Richardson, Laura B. Rittenhouse, Elizabeth S. Sargent, Josephine M. Schmitt, Emma Schweizer, Elizabeth Watson, I. Florence Weld, Amy Wilson.
HUGH O'BRIEN SCHOOL.
Boys. Robert H. Black, Joseph D. Carlin, William J. Daly, Robert F. Gibson, Frank Golding, Stephen E. Hadley, Thomas J. Johnson, Fletcher Robie, Charles F. Rose, Edward F.Trask, Charles S. Wentworth, Melbourne Wilson, Walter P. Wright, Harry E. Wry.
Girls.
Mabel H. Butts,
Rosetta G. Carrier, Mary A. Cronin, Abbie Curley, Henrietta C. Dakin, Nellie L. Estey, Maude Felch, Maggie L. Foley, Josephine P. Fuller, Grace E. Guyer, Sadie E. Hamilton, Grace P. Kelsey, Amy S. Lynch, Louisa A. McNamee, Florence B. Merrick, Maude Pease, Bessie W. Peirce, Mary E. Quinn, Josie M. Ratigan, Mary C. Tighe, Grace M. Upham, Emma F. Wilson, Myra E. Wilson.
HYDE SCHOOL.
Girls.
Virginia M. Ayvad, Mattie E. Bacon, Louise M. Chadwick, Frances G. Cleary, Mary J. Donovan, Grace O. Emerson, Lizzie V. Fee, Charlena I. Graham, Lizzie V. Hall, Katie A. Hayde, Mary E. Heintz, Lillian A. HoUis, Mary E. Kenny, Ada M. Kerrigan, Etta A. Kingsley, Lizzie T. Kirchgassner, Sarah A. Messer, Etta J. Miller, Annie E. Murray, Jennie J. O'Donnell, Maria R. O'Donnell,
DIPLOMAS OF GRADUATION.
149
Helen A. Powderly, Helen A. Riley, Mary M. Riley, Matilda M. C. Rosengren, Henrietta C. Schaab, Louise M. Schrepel, Susie M. Sommers, Maud I. Stimpson, Helen L. Tetlow, Margaret J. White.
LAWRENCE SCHOOL.
Boys.
Max Bernhardt, Samuel Bernhardt, John J. Burke, William B. Carey, George S. Clark, John B. Clough, Thomas J. Colton, John H. J. Cooney, Francis D. S. Corcoran, Peter F. Coughlin, John H. Crowley, William W. Cunningham, Michael J. Delay, John B. Denning, Michael J. Devin, Bernard F. Devine, James J. E. Devine, John M. Donovan, James A. Downey, James F. Driscoll, James H. F. Dwyer, William H. Faduloff, John P. F. Farrell, John .J. Fitzgerald, John J. Flaherty, Patrick H. Flaherty, Thomas A. Flaherty, James W. Fleeson, James L. Flynn, Edmund F. Furze, James W. Gavin,
Thomas M. Gill, John J. Hagerty, Morris J. Hamelburg, William J. Handrahan, Timothy J. Hayes, Jeremiah J. Healy, Daniel F. J. Hickey, George A. Hughes, Lawrence J. Kelley, Thomas J. A. Kelley, James F. Kennedy, Patrick H. Lane, Owen M. Leonard, William F. Mahoney, Daniel J. McFaul, John McGinn, John V. McGowan, John A. McKenzie, James F. J. Moley, George V. Moran, Cornelius E. Murphy, Daniel R. Murray, John J. O'Connell, Joseph A. O'Connor, Gilbert Patterson, John J. Ryan, Patrick J. Sheehan, Michael J. Slamon, Thomas E. Smith, John E. Stencel, Edward Y. Stone, Dennis J. Sullivan, Felix I. Sullivan, Patrick J. Sullivan, Edward F. Swan, Dennis C. Tehan, Otis A. Thompson, David F. Tilly, Joseph F. Toole, Michael A. Toole, John M. J. Ward, William A. Waters, John M. Wattendorf, John J. Welch, Alfred D. Weller, William L. White.
150
APPENDIX.
LEWIS SCHOOL. Boys. William T. Abbott, Charles M. Adams, Warren A. Allen, Herbert A. Bartlett, John J. Brown, Lawrence A. Brown, Paul F. Burke, Michael F. Carney, Arthur W. Child, Elmer S. Chipman, Ernest F. Clymer, John M. Conboy, William S. Cram, J. Frederick Gleason, George W. Hajden, Nelson C. Hayford, Wendell P. Hayford, William J. HoUoway, William P. Howe, Harry O. Jordan, William M. Jordan, Albert W. Kaffenberg, Royal T. Langlan, Carl H. Litzelmann, James H. Maloney, Frank R. McCullagh, Robert M. Molineux, Albert H. Nolan, Howard Norton, Henry C. O'Brien, Ralph E. Parker, William A. Payson, Frederick E. Richmond, George F. Shepard, Walter F. Stevens, Louis H. Trautman, Samuel W. Vinson, Chester W. Whitten, Jr.
Girls.
Martha A. Ashton, Laura E. Banta, Alberta A. Bedford, Josephine E. Bowditch,
Gertrude F. Briggs, Mabel S. Caverly, Nellie J. Coffey, Helen S. Conley, Maud L. Chamberlain, Grace F. Dunham, Mary E. Button, Elsie L. Ewer, Agnes L. Fitz, Sophie M. Friedman, Mary W. Golden, Harriet B. Hall, Katie T. Higgins, Elizabeth C. Hunneman, Mabel A. Jenkins, Sarah L. Knapp, Annie E. Lally, N. Maud Lawrence, Katie J. McDonald, Helen P. Moore, Mabel S. O'Brien, Hannah M. Penney, Edith L. Phelan, Lucy M. Presby, Evelyn F. Sampson, Mary E. Stetson, Florence A. Stevenson, Mabel H. Thomas, Carrie L. Tyler, Ella M. Ward, Florence A. Webb, Clara L. AVinn, Alice M. Woodward.
LINCOLN SCHOOL. Boys. Arthur L. Atwood, Archie F. Baird, William H. Billings, Edward W. Casey, George W. Cole, Edward F. Cotter, Joseph F. Creado, William Crowley, George Defren, George L. Dolbeare,
DIPLOMAS OF GRADUATION.
151
William H. Donovan, Michael J. DriscoU, Charles L. Ellis, Fred R. Emery, Chester N. Fernald, Frank E. Fleet, Joseph F. Flinn, James L. Hughes, Richard F. Johnson, James A. Kelley, Henry Kramer, Daniel F. Lauten, George J. Leveredge, Willard A. Little, George T. Locke, Fred B. Locke, Albert McLellan, Herbert G. Merrill, James J. Murphy, Edmund P. Osborn, Edmund A. Packard, Charles S. Palmer, Jr., Willard W. Parker, Ralph G. Perkins, Thomas C. B. Reardon, John J. Reil.ly, Walter H. Rich, George S. Robinson, EUerton F. J. Ross, Charles E. Scallon, Frank Schofield, John B. J. Sheehan, John A. Sullivan, Arthur E. Sweetland, Hovfard C. Ward, Will B. Weatherbee, Clarence W. Wright, George L. York.
LOWELL SCHOOL. Boys. William F. Albert, George W. Dakin, Walter E. S. Deming, William B. Ernst, William A. Gavin,
Harry M. L. Hamilton, Henry Heindl, James G. Hutchison, Franz Listemann, Lawrence H. Logan, William J. Mulcahy, Paul L. Naber, Hermann R. Rothfuss, Milton P. Sadler, Frederick G. Schaehrer, Henry C. Schormann, Joseph 0. B. Smith, James O. Sturks, William J. Weigmann, Henry F. White.
Girls.
Harriett E. Atton, Adelaide I. Blair, Mary J. Carney, Bessie W. Childs, Linda A. Ekman, Edith Ferris, Mary J. FitzSimmons, Mary J. Gallagher, Katherine C. Gleason, Isabelle Golding, Adelia M. Hanley, Maude C. Hartnett, Josephine E. Hudson, Annie F. Judge, Theresa J. Kelly, Agnes G. Killion, Ellen M. Lewis, Alice F. Magee, Mary E. McGrath, Mabel E. Robinson, Elizabeth M. Stolze, Emma Tirrell, Evelina M. Trefry, Clara E. Walther.
LYMAN SCHOO Boys. Charles Brandt, William B. Coppens,
152
APPENDIX.
Cornelius J. Crowley, William J. Currie, William A. Dando, Alfred J. J. Deering, Ervin E. Eaton, Jr., John F. Fennessy, Thomas P. Gildea, Frank H. Harding, John J. Hartnett, John E. Henreckson, John J. Nugent, George A. Reardon, William H. A. Kyan, Joseph T. Smith, Charles A. Whitstead.
Girls.
Annie C. Carstensen, Adelia E. Crosley, Bessie Kline, Annie L. Ludwig, Lidie Morris, Elizabeth A. Quirk, Caroline L. Stone, Ada C. Whitehouse.
MARTIN SCHOOL. Boys, John J. Colahan, .John J. Conroy, Daniel J. Crane, John T. Culhane, Daniel P. Donovan, James M. Farren, John W. Finneran, Albert Geiger, Jr., Fred J. Gilligan, John H. Gould, Edward H. Grant, Daniel F. Hickey, David L. Hunter, Han-y R. Kenyon, John P. Leonard, Charles E. Littlefield, Mark J. Maekey, Edward W. Murphy,
John H. Prendergast, Maurice Silverstein, Frederick A. Suck, Royal J. Vila.
Girls. Rose M. Addison, Mary A. Corbett, Mary A. Davis, Katie E. DriscoU, Louise U. Gigie, Frances M. Guidrey, Mary M. Hanlj, Evelyn E. Harrington, Flora P. Hatch, Susie G. Hurley, Mary E. Kenney, Josephine E. Kilroy, Elizabeth M. Lindenmann, Carrie M. Lohr, Mary E. Mahan, Josephine L. McCarthy, Adaline C. McDonough, Annie J. Mottel, Clara F. Nudd, Kittle A. O'Brien, Margaret L. Oswald, Mary J. Thomson.
MATHER SCHOOL.
Boys. Edmund D. Barry, Webster T. Bird, Francis A. Brick, Charles S. Capelle, Terence R. Cunningham, David J. Dannahy, Herbert W. Deering, Fred T. Elliott, George H. Feeney, Patrick J. Finnegan, William L. Glover, Henry L. Hall, William E. Hannan, Richard Jasper, James P. Jones,
DIPLOMAS OF GRADUATION.
153
.John W. Mahoney, Joseph H. McNabb, John H. Mulhern, Lawrence W. Nutley, William H. Phillips, Edgar R. Piper, Harry Shipp, Julius H. Treadway.
Girls. Mabel E. Bennett, Susan J. Berrigan, Helen M. Carew, Tressie Eltz, Alice L. Fogler, Alice M. Frizell, Mabel C. Greenwood, Alice B. Hennessey, Mary V. Hollaran, Edith A. Nickels, Mary E. O'Reilly, Katharine H. Perry, Julia E. Twohey.
MINOT SCHOOL. Boys. Leon E. Brett, William H. Colgan, William C. Dacey, John C. Daggett, William Daley, John Haley, Patrick McAvinney, Michael McGrail, Eugene T. Nolte, Nathan B. Robinson, Frank White, Porter W. Whitmarsh.
Girls. Anna B. Adams, Lavinia C. Adams, Cora B. Berry, Lena M. Cleaves, Mary A. Dacey, Kate E. Dorsey,
Elizabeth J. Flanagan, Jennie L. Miller, Mary Murray, Kate Sullivan, Emma L. Tuttle, Edith M. Whittemore, Clara O. Wright.
MOUNT VERNON SCHOOL. Boys. Frank E. Coughlan, Thomas A. Joyce, William J. Lynch, Joseph J. Nannery, Thomas I. Nannery, Frederick F. Read, Charles B. Wetherbee.
Girls.
Maggie A. Conway, Louisa E. F. Lewis, Katie A. McDonough, Maggie B. McNeil, Emma M. Nichols, Alice M. Prince, Grace A. Robinson, Mary E. Rourke, Annie G. Shumway, Edith G. Spear.
NORCROSS SCHOOL.
Girls.
Elizabeth Aarons, Mary A. E. Barker, Fannie J. Bartlett, Mary I. G. Bersig, Ellen M. Coleman, Elizabeth G. Crotty, Katie B. Crowley, Margaret E. Crowley, Margaret L. Desmond, Josephine A. Donovan, Mary J. C. Duggan, Mary E. Fitzgerald, Catharine I. Glenn,
]54
APPENDIX.
Georgiana Godfrey, Mary A. E. Healey, Ida E. Hill, Mary E. Kiley, Doretha E. A. Kohler, Catharine G. Leary, Lydia G. Leonard, Teresa McCaraley, Blanche L. McLean, Grace M. Moynihan, Katharine J. Nagle, Eva A. Newman, Hannah T. O'Donnell, Margaret E. O'Neill, Catharine G. Powers, Jennie M. Pray, Catharine G. Keilly, Mary J. V. Sullivan, Mary Thayer, Hannah C. Twomey.
PHILLIPS SCHOOL. Boys. Josepli Belle, Alfred Benson, Abrani G. Berenson, Joseph A. Boyle, Joseph J. Bragdon, Walter A. Bundy, James Callahan, Jr., Charles F. Campbell, Francis E. Carter, William J. Coveny, Harry W. Crockett, Joseph H. Cross, Nathan H. Daniels, Jr., Frank E. Dennis, George C. Di Fatta, Bernard J. Doherty, John F. Harrington, Patrick W. Kenney, Charles W. Levi, Joseph E. Livingston, James H. Lynch, Joseph V. Maddock, James McGaw,
Frank A. McKenney, Arthur S. McLean, Bernard J. McMorrow, John A. Murphy, John J. Murphy, William Peyton, William T. Peyton, William H. Pierce, Jr., Frederick A. Pillsbury, Julian P. Pillsbury, Robert M. Powers, Frank A. Rice, George P. L. Riley, Joseph M. Sherburne, Charles H. Virgin, Joseph A. Wentworth, Robert J. White.
PIERCE SCHOOL. Boys. Herbert R. Acorn, Pitt E. Eaton, F. Pythias Elms, Frederick W. Hayes, Ernest C. Jones, John O'Brien, Herbert R. Talbot.
Oirls. Alice Brine, Catherine Gallagher, Maud Heffer, Amy A. Homer, Mabel Hutchinson, Alice W. Jones, Elizabeth Murrie.
PRESCOTT SCHOOL. Boys. James F. Anderson, Thomas J. Anderson, Thomas L. Berry, James A. Bovey, David A. Butler, Thomas B. J. Colgan,
DIPLOMAS OF GRADUATION.
155
John A. Collins, Samuel A. Dwisjht, Edwin J. Hinckley, Frederick J. Johnston, Frederick H. Key.ser, Albert E. Kniglit, Melville D. Mason, George A. McDonald, Charles A. Meserve, John F. O'Brien, Windsor E. Plumridge, James H. Stevens, John F. Tierney.
Girls. Lavinia M. Almeder, Laura A. Atwood, Edith M. Beebe, Margaret B. Bradshaw, M. Alice Butler, Ellen E. Carey, Elizabeth S. Conley, Grace M. Dennison, Mary E. Gill, Edith M. Goodspeed, Ida E. Houseman, Mabel F. Maxfield, Annie F. McGlone, Bessie J. McLam, Ellen V. McLam, Rose A. McMahon, Flora E. Ormond, Mary E. Ormond, Grace M. Perkins, Charlotte A. Philbrick, Hattie E. Ross, Annie F. Sherman, Louise G. Smith, Mary C Stotz, Ida P. Swift.
PRINCE SCHOOL. Boys.
Frederic H. Brown, Augustus C. Bubier, Henry Bubier,
John B. Chamberlin, J. Bradley Cumings, Michael Donovan, Thomas L. Drew, Edgar M. Forbush, Charles L. Hastings, Walter R. Mansfield, George L. J. Mauduit, C. Howard Roberts, Harry E. Robinson, George E. Sawyer, Charles F. Smith, Fitz Henry Smith, Herbert O. Stetson, Frank J. Tighe, Ernest D. Wales, Fred J. Walker, George B. Wendell, Albert W. White, Horace P. Wood.
Girls.
Mabel E. Atkins, Cornelia B. Boardman, Mary H. Chase, Mira Chevalier, Emma B. Comer, Bertha Darrow, Helen A. Dooling, Ellen Douglass, Rosa Frankenstein, Amy E. L. Goodrich, May E. Guild, Jessie K. Hampton, Alice Herrick, Mabel Hovey, Frances E. Jones, May M. O'Brien, Sada E. Parish, Jennie F. Rich, Harriot L. Robinson, Edna S. Seaverns, Alice M. Simmons, Edna A. Skilton, Almira Skinner, Guida L. Van Derlip,
156
APPENDIX.
Daisie B. Waters, Anne P. Whittier.
QUINCY SCHOOL. Boys, Louis Barrant, James F. Barrett, Richard T. Berger, Gustave A. Bleyle, Patrick P. Carney, .John J. Casey, Daniel J. Connelly, Maurice J. Corcoran, Eugene F. Cowhig, John P. Daley, George Daniels, Dennis DriscoU, John J. Driscoll, Thomas J. Elwell, Jr., John F. Fitzpatrick, John J. Fleming, Arthur H. Gallagher, Gerald J. Griffin, Arthur J. Haney, George W. Kelly, John E. Lucas, John F. McCarthy, William J. S. McGrath, Francis S. McKay, Jr., Edward A. Moore, George A. Moore, William J. O'Brien, Michael F. Shea, John T. Sullivan, Jr., Joseph W. Wharton, Michael A. Wheeler.
RICE SCHOOL.
Boys.
Alfred B. Alexander, Frederic H. Barker, Lewis F. Chase, Samuel W. Clapp, George B. Clarke, Robert L. Colson,
Louis W. Crawford, William F. Ebbett, William G. Farwell, Benjamin S. Frost, William F. Goodwin, Harrie W. Greene, John S. Hall, Charles E. J. Harley, William P. Harrison, Nathan Hecht, Allen M. Hervey, Manasseh Hirsch, Walter B. Howe, John E. Johnson, Creighton T. Jones, Joseph Kalesky, Edward A. Lash, Charles H. Miller, Fred P. Miller, Ernest A. Mudge, John T. Murphy, Timothy W. Murphy, Willard Pierce, E. Duval Poole, Arthur H. Prade, Charles J. Prescott, Jr., Harry W- Prescott, Frank H. Purington, Charles I. Schofield, Louis C. Sears, George A. Simonds, John E. Sullivan, Chester E. Tarbell, Ansel S. Wass, Hubert T. Webb, Eugene L. Webber, Levi Weber.
SHERWIN SCHOOL.
Boys.
Chauncy R. Bailey, John A. Barry, John F. Barry, Joseph Bopp, George A. Cully, Thomas E. P. Dailey,
DIPLOMAS OF GRADUATION.
157
Edward C. Daly, George H. Davis, Francis J. Doherty, James V. Doherty, George H. Donnelly, Joseph M. Donovan, Edgar A. Dunn, John A. Johnson, A. Arthur Kuhns, James F. Lambert, Joseph W. Luke, Peter Lundberg, William J. McRae, Frederick PL Merrill, Martin Milmore, Rapliael A. Moses, William P. MuUoy, Alexander R. Pennie, Thomas P. Preble, Edward L. Richards, ■ Isy Schloss, William E. Thompson, Alexander Towns, Alfred M. Walton, James F. Waul, Edgar S. Winn, David Youngr.
SHURTLEFF SCHOOL.
Girls.
Addie L. Appleton, Mary F. Atkins, Nancy E. Brownell, Margaret A. Carroll, Anna M. Chadbourn, Helen L. Chandler, Alice B. Cherrington, Winnifred L. Chipman, Annie M. Connors, Elizabeth J. Curvin, Mary E. Derrick, Helena M. P. Devine, Sarah A. Devine, Alice B. Dunham, Lilla E. Fernald,
Florence E. Gleason, Ida J. Greene, Annie V. Herrick, Mary A. Hoban, Blanche E. Huntress, Ella M. Kenniff, Ella L. Kivlan, Julia A. Lane, Josephine J. Mahoney, Nellie A. Mahoney, Isabel N. McLeod, Katie J. McMahon, Annie M. Morrison, Lillian A. Moulton, Cecilia G. Murray, Margaret M. Nolan, Nellie B. O'Neill, Helena L. Parker, Charlotte Patterson, Katie L. Roche, Mary F. Roche, Helen A. Sawyer, Grace W. Smith, Mary L. Spear, Rose M. Starkey, Annie P. Sullivan, Katie Thomson, Gertrude L. Tilden, Florian L. Webster, Ida Wood, Letitia H. Young, Louisa A. Young.
STOUGHTON SCHOOL. Hoys.
Leslie M. Cain, Charles P. Copeland, Alfred R. Davis, Ernest B. Fletcher, Joseph H. Hall, E. Lawrence Hurd, Frank G. Hutchinson, Frank L. Locklin, James E. McLaughlin, Archie L. Mitchell,
158
APPENDIX.
William H. Sadlier, Frederic W. Swan, Frank D. Wilde.
Girls.
Annie M. Beal, Catherine T. Campbell, Emma F. Clark, Ellen L. Cunniff, Mary E. Desmond, Mary E. Kinney, Nella P. Lapliam, Mary A. Malley, Mary E. McGovern, Annie M. Murphy, Abbie J. Parker, Ida F. Plummer, Catherine E. Reed, Mary L. Schreider, Susie L. Voye.
TILESTON SCHOOL. Boys.
Frank N. Blanchard, George E. Cook, Ernest A. George, Frederic H. Hird.
Girls. Carlotta L. Goward, Abigail A. Scannell, Annie F. Stone.
WARREN SCHOOL.
Boys. Edward E. Churchill, Walter F. Day, Herbert A Drew, Fred W. D. Dunklee, Tilly H. Eaton, Chester P. Eeles, Leander P. Fernandez, James Fleming, Edwin C. FuUonton, John L. Glover,
Wilbur F. Hayes, Charles 0. Hopkins, Arthur H. Johnson, Alfred V. Lincoln, Edward C. Morse, George W. Norwood, George W. Proctor, Clarence E. Tasker, Lyman P. Washburn, Edwin H. Wright.
Girls. Anna B. Boardman, Helen M. Burchmore, Ella M. Dean, Georgia G. Doyle, Teresa L. Forster, Emily M. Hall, Alice A. Haviland, Mabel B. Le Favor, Elizabeth M. Marshall, Annie A. McBride, Martha A. O'Cahaghan, Catherine C. O'Connell, Ida F. Pearce, Grace A. Proctor, Emma W. Raymond, Cora L. Rea, Elizabeth R. Reagan, Nettie L. Rich, Emma L. Symonds, Mertie F. Smiley, Mabel F. Smith, Louisa M. Taplin, Marion H. Williamson.
WELLS SCHOOL. Girls. Sarah Anderson, Florence Bell, Mary E. Cantwell, Ethel W. Chadwick, Mary E. Conner, Elizabeth J. Dever, Annie G. Downing, Mary L. Elvcrt,
DIPLOMAS OF GRADUATION.
159
Josephine E. Fitzsimmons, Catherine V. Forde, Agnes F. Gallagher, Hattie F. Giles, Catherine F. Glynn, S. Rachel Goldstein, Martha L. Green, Freda C. Haberman, Rachel J. Hillson, Annie Hollander, Ellen T. Kelleher, Evaleen E. Kelley Helena L. Kelley, Inez M. Knox, Margaret Leary, Ella A. Linscott, Jeannette A. Livingston, Ellen T. Malone, Mary E. Nary, Catherine E. O'Dowd, Lydia E. Sawyer, Eva B. Shanklin, Lura Y>. Sleeper, Josephine L. Smith, Mabel U. Swan, Lulu Walker, Mary W. Walsh.
WINTHROP SCHOOL.
Gii'ls. Amy W. Alden, Olive I. Alexander, Edith M. Ashley, Charlotte Belmont, Florence A. Bigelow, Agnes E. Daly, Etta A. Daniels, Katherine F. J. Donahoe, Marion A. Donovan, Nellie T. A. Flynn, Regina Fox, Edith Gardner,
Louisa Goosmann, Catherine A. Griffin, Mary C. Haley, Mary G. Hogan, Bessie E. Johnson, Elizabeth M. Jordan, Mary F. Keleher, Katie Laughlin, Minnie L. Lee, Minnie E. Little, Mary L. Mahoney, Mary Mansfield, Mary P. McCann, Margaret V. McCarthy, Kate D. McDougall, Mary E. McLaughlin, Annie F. Meinhardt, Mary A. Mitchell, Jeanette L. Moldenhauer, Eileen Murphy, Gertrude L. Murphy, Grace A. Murphy, Margaret G. Murphy, Annie C. Murraj', Nellie D. Murrell, Florence Paul, Grace Pratt, Edith R. Putnam, Mary E. Ring, Florence M. Roast, Edna E. Robinson, Bessie Stone, Mary E. Sullivan, Teresa M. Sullivan, Lillian B. Thayer, Margaret A. Troy, Kate T. Tynan, Bertha Vogel, Blanche B. Whitten, Mary L. Wirth, Nellie T. G. Wiseman, M. Katharine Wolff, Beatrice S. Young.
ROSTER
BOSTON SCHOOL REGIMENT.
BOSTON SCHOOL REGIMENT.
GEN. HOBART MOORE, Instructor in Military Drill.
ROSTER, 188T-88.
Co lone . — T. C. Wales, Jr. (English High School). Lieutenant -Colonel. — E. Pierce (Boston Latin School).
FIRST BATTALION (English High School).
Major. — C. H. Cole, Jr. Adjutant. — C. E. Boothby. Quartermaster. — E. B. Ladd. Sergeant- Major. — C. H. Colman.
Company A. — Captain. — H. B. Stebbins ; First Lieutenant. — W. H. Robey; Second Lieutenant. — W. A. Wheeler, Jr.
Company B. — Captain. — Allen French; First Lieutenant. — A. G. Cullis ; Second Lieutenant. — O. F. Davenport.
Company C. — Captain. — G. F. Powers; First Lieutenant. — E. H. Wil- lett; Second Lieutenant. — F. R. Wheaton.
Company D. — Captain. — H. W. Alexander ; First Lieutenant. — H. F. Sawyer; Second Lieutenant. — S. H. Briggs.
Company E. — Captain. — F. E. Kimball; First Lieutenant. — J. L. Stern ; Second Lieutenant. — H. W. Patterson.
Company F. — Captain. — C. F. Wallace; First Lieutenant. — E. B. Miles; Second Lieutenant. — A. Marzynski.
Company G. — Captain. — Aaron Wolfson; First Lieutenant. — H. D. Shute ; Second lAeuienant. — F. I. Sears.
SECOND BATTALION.
Major. — F. W. Emery (Charlestown High School). Acting Adjutant. — J. Finneran (Roxbury High School). Quartermaster. — J. B. Toomey (East Boston High School). Sergeant- Major. — P. E. Murray, Jr. (Roxbury High School).
164 APPENDIX.
Company A. (Roxbury High School). — Captain. — A. A. Pollard; First Lieutenant. — F. H. Hutchins ; Second Lieutenant. — F. li. Munro.
Company B. (Dorchester High School). — Captain. — J. W. Southey; First Lieutenant. — W. S. Carpenter; Second Lieutenant. — W. H. Brett.
Company C. (Roxbury High School). — Captain. — B. F. Marshall; First Lieutenant. — J. Finneran ; Second Lieutenant. — G. H. Mulvay.
Company D. (Dorchester High School). — Captain. — G. B. Carter; First Lieutenant. — G. W. Oakman ; Second Lieutenant. — G. R. Mair.
Company E. (Charlestown High ^c\\oo\). — Captain. — F. Mullen; First Lieutenant. — C. M. Freeman ; Second Lieutenant. — O. E. Little.
Company F. (Brighton High School). Captain. — J. J. Harmon; First Lieutenant. — W. H. Lee; Second Lieutenant. — H. A. Wilson.
Company G. (West Roxbury High School). — Captain. — A. C.Page; First Lieutenant. — G. A. Walker; Second Lieutenant. — G. R. Slader.
Company H. (East Boston High School). — Captain. — F. G. Davis; First Lieutenant. — A. G. Pierce ; Second Lieutenant. — J. Colby.
Company I. (East Boston High School). — Captain, —r- W. P. Thacher; First Lieutenant. — C. B. Grimes ; Second Lieutenant. — W. Messenger.
Company K. (Charlestown High School). — Captain. — J. Sanborn; First Lieutenant. — J. Hayes; Second Lieutenant. — W. Woofindale.
THIRD BATTALION (Boston Latin School).
Major. — E. A. Reed. Adjutant. — R. M. Baker. Quartermaster. — E. M. Moore. Sergeant- Major. — Willis W. Stover.
Company A. — Captain. — W. F. Harris; First Lieutenant. — R. M. M. Gillespie ; Second Lieutenant. — J. E. Young.
Company B. — Captain. — S. P. R. Chadwick; First Lieutenant. — W. F. Janes ; Second Lieutenant. — E. F. Flanders.
Company C. — Captain. — J. E. Stevens; First Lieutenant. — G. H. Thomas ; Second Lieutenant. — C. W. Purington.
Company D. — Captain. — R. C. Baldwin ; First Lieutenant. — Nathan B. Day; Second Lieutenant. — T. W. Stearns.
Company E. — Captain. — W. P. Tryon ; First Lieutenant. — H. E. Sears; Second Lieutenant. — J. R. Flanagan.
Company F. — Captain. — H. Whitcomb; First Lieutenant. — F. W. Alexander ; Second Lieutenant. — E. M. Conness.
Company G. — Captain. — W. S. Bangs; First Lieutenant. — A. Eraser; Second Lieutenant. — G. E. Hume.
Company H. — Captain. — E. Grossman ; First Lieutenant. — L. A. Come ; Second Lieutenant. — H. O. Marcj'.
BOSTON SCHOOL REGIMENT. 165
FOURTH BATTALION (English High School).
Major. — J. W. Smith. Adjutant. — T. C. Cunimings. Quartermaster. — T. A. Murray. Sergeant- Major. — M. I. Myers.
Company A. — Captain'. — S. M. Ballou ; First Lieutenant. — A. W. Stowe; Second Lieutenant. — W. Housman, Jr.
Company B. — Captain. — H. E. Fairfield; First Lieutenant. — M. E. Smith ; Second Lieutenant. — J. P. Nowell.
Company C. — Captain. — J. A. Curtin; First Lieutenant. — J. V. Neary ; Second Lieutenant. — C. Corey.
Company D. — Captain. — R. W. Boynton ; First Lieutenant. — W. T. Barnes ; Second Lieutenant. — J. L. Bartlett.
Company E. — Captain. — S. Tappan ; First Lieutenant. — F. M. Rid- ler; Second Lieutenant. — M. S. P. Smith.
Company F. — Captain. — R. C. Larrabee ; First Lieutenant. — J. F. Kunniff; Second Lieutenant. — D. A. Danielson.
Drum-Major. — C. A. J. Smith.
ORGANIZATION
SCHOOL COMMITTEE
1888.
SCHOOL COMMITTEE, 1888.
William C. Williamson, President.
William C. Williamson, William A. Dunn, Henry Canning, Bordman Hall, Edwin H. Darling,
Charles T. Gallagher, James S. Murphy, James A. McDonald, Gerald Griffin,
Emily A. Fifield, John G. Blake, Joseph T. Duryea, Thomas O'Grady, Jr.,
[Term expires January, 1889.]
Raphael Lasker, George B. Hyde, Harvey N. Collison,' Caroline E. Hastings.
[Term expires January, 1890.]
Richard J. Walsh, William H. Grainger, Nahum Chapin, John C. Crowley.^
[Term expires January, 1891. J
George R. Swasey, Russell D. Elliott, Edward C. Carrigan,* Joseph D. Fallon.
OFFICERS OF THE BOARD.
President.
William C. Williamson.
Secretary.
Phineas Bates.
Auditing Clerk.
William J. Porter.
Superintendent of Scliools.
Edwin P. Seaver.
Supervisors.
Samuel W. Mason, Ellis Peterson, Robert C. Metcalf,
John Kneeland, George H. Conley, Mrs. Louisa P. Hopkins.
messenger.
Alvah H. Peters.
1 To fill vacancy caused by death of Hon. Timothy J. Dacey.
2 To fill vacancy caused by resignation of John C. Crowley, Esq.
3 Resigned February 14, 1888. ♦ Died November 7, 1888.
170 APPENDIX.
STANDING COMMITTEES.
Accounts. — Edwin H. Darling, Chairman ; Messrs. Canning, GriflBn, Wil- liamson, and Swasey.
Annual Report. — Emily A. Fifield, Chairman; Messrs. Canning and McDonald.
Drawing. — Charles T. Gallagher, Chairman; Messrs. Lasker, Hall, Mc- Donald, and O'Grady.
Elections. — Edwin H. Darling, Chairman ; Messrs. Grainger and Hyde.
Evening Schools. — Charles T. Gallagher, Chairman ; Messrs. Lasker, Murpliy, Carrigan, and Williamson.
Examinations. — George B. Hyde, Chairman ; Messrs. Fallon, Duryea, Mrs. Fifield, and Miss Hastings.
Horace Mann School. — William A. Dunn, Chairman; Mr. McDonald and Mrs. Fifield.
Hygiene. — Russell D. Elliott, Chairman ; Messrs. Blake and Grainger.
Legislative Matters. — Joseph D. Fallon, Chairman; Messrs. Swasey and Hall.
Manual Training Schools. — James S. Murphy, Chairman ; Messrs. Blake and O'Grady.
Music. — Gerald Griffin, Chairman; Messrs. Canning, Dunn, Williamson, and Duryea.
Nominations. — William A. Dunn, Chairman; Messrs. Grainger, Murphy, Collison, and Miss Hastings.
Rules and Regulations. — Joseph D. Fallon, Chairman; Messrs. Mur- phy, Hall, McDonald, and Mrs. Fifield.
Salaries. — George B. Hyde, Chairman; Messrs. Hall, Griffin, Grainger, and Walsh. ^
School-Houses. — Nahum Chapin, Chairman; Messrs. Darling, Lasker, Canning, and Walsh.
Sewing. — Emily A. Fifield, Chairman ; Messrs. Hall, Canning, Walsh, and Swasey.
Supplies. — Nahum Chapin, Chairman; Messrs. Elliott, Murphy, Hyde, and Carrigan.
Text-Books. — John G. Blake, Chairman; Messrs. Fallon, Swasey, Dur- yea, and Carrigan.
Truant-Officers. — Russell D. Elliott, Chairman; Messrs. Hyde, Dunn, Griflin, and Duryea.
COMMITTEES. 171
NORMAL, HIGH SCHOOL, AND DIVISION COMMITTEES.
Normal School. — Edward C. Carrigan, Chairman ; Messrs. Hyde, Murphy,
Mrs. Fifield, and Mr. Duryea. High Schools. — John G. Blake, Chairman; Messrs. Gallagher, Fallon,
Williamson, and O'Grady. First Division. — William H. Grainger, Chairman ; Messrs. Hall, Chapin,
Dunn, and McDonald. Second Division. — James A. McDonald, Chairman; Messrs. Chapin,
Murphy, Darling, and Griffin. Third Division. — Edwin H. Darling, Chairman; Messrs. Elliott, Dunn,
Carrigan, and Collison. Fourth Division. — William C. Williamson, Chairman; Messrs. Swasey,
Duryea, O'Grady, and Miss Hastings. Fifth Division. — George B. Hyde, Chairman; Messrs. Lasker, Blake,
Fallon, and Walsh. Sixth Division. — Joseph D. Fallon, Chairman; Messrs. Gallagher, Can- ning, Walsh, and Swasey. Seventh Division. — James S. Murphy, Chairman; Messrs. Lasker,
Griffin, Collison, and Miss Hastings. Eighth Division. — George B. Hyde, Chairman; Messrs. Elliot and
O'Grady. Ninth Division. — Emily A. Fifield, Chairman; Messrs. Canning and
Grainger.
SCHOOLS.
Normal School and Rice Training School.
Latin School, Girls' Latin School, English, Girls', Koxbury, Dorchester, Charlestown, West Roxbury, Brighton, and East Boston High Schools.
GRAMMAR SCHOOLS.
First Division. — Adams, Chapman, Emerson, Lyman.
Second Division. — Bunker Hill, Frothingham, Harvard, Prescott, Warren.
Third Division. — Bowdoin, Eliot, Hancock, Phillips, Wells.
Fourth Division. — Brimmer, Prince, Quincy, Winthrop.
Fifth Division. — Dwight, Everett, Franklin, Hyde, Sherwin.
172 APPENDIX.
Sixth Division. — Andrew, Bigelow, Gaston, Lawrence, Lincoln, Norcross,
Shurtleff. Seventh Division. — Comins, Dearborn, Dillaway, Dudley, George Putnam,
Hugh O'Brien, Lewis, Lowell, Martin. Eighth Division. — Agassiz, Allston, Bennett, Charles Sumner, Hillside, Mt.
Vernon. Ninth Division. — Dorchester-Everett, Gibson, Harris, Mather, Minot,
Pierce, Stoughton, Tileston.
SUPERINTENDENT OF SCHOOLS. Edwin P. Seaver, Newton Highlands. Office hours, Mondaj's to Fridays, 1 to 2 P.M. ; Saturdays, 12 A.M. to 1 P.M.
BOARD OF SUPERVISORS.
Samuel W. Mason, 105 Washington ave., Chelsea. Office hour, 'Friday,
1 P.M. Ellis Peterson, corner Chestnut ave. and Green street, Jamaica Plain.
' Office hour, Thursday, 4.30 to 5.30 P.M. Robert C. Metcalf, 97 Mt. Pleasant ave., Roxbury. Office hour, Friday,
1 P.M. John Kneeland, 31 Winthrop street, Ro.xbury. Office hour, "Wednesday,
4.30 P.M. George H. Conley, 96 Mt. Pleasant ave., Roxbury. Office hour, Monday,
4.30 P.M. Mrs. Louisa P. Hopkins, 11 St. James ave. Office hour, Wednesday,
4.30 P.M.
Regular meetings of the Board of Supervisors on the Friday following each regular meeting of the School Committee, at 2.30 P.M. Office hours of Supervisors at School Committee Building.
SUPERVISORS OF SCHOOLS.
Samuel W. Mason. — Charlestown High School ; Bowdoin, Brimmer, Bunker Hill, Frothingham, Harvard, Phillips, Prescott, Warren, and Wells Dis- tricts.
Ellis Peterson. — Latin, Girls' Latin, and West Roxbury High, and Horace Mann Schools; Agassiz, Charles Sumner, Dwight, Everett, Franklin, Hillside, Hyde, Mt. Vernon, and Siierwin Districts.
Robert C. Metcalf. — Normal, Roxbury High, and Rice Training Schools; Bigelow, Gaston, Lawrence, Lincoln, Norcross, Prince, and Shurtleff Districts.
NORMAL SCHOOL. 173
John Kneeland. — Dorchester High School; Andrew, Dearborn, Dorches- ter-Everett, Gibson, Harris, Hugh O'Brien, Mather, Minot, Pierce, Quincy, Stoughton, and Tilcston Districts.
George H. CoNLEY. — Brighton, East Boston, and English High Schools; Adams, Allston, Bennett, Chapman, Eliot, Emerson, Hancock, and Lyman Districts.
Mrs. Louisa P. Hopkins. — Girls' High School ; Comins, Dillaway, Dudley, George Putnam, Lewis, Lowell, Martin, and Winthrop Districts.
SUPERVISORS IN CHARGE OF BRANCHES OF INSTRUCTION. Samuel W. Mason. — Physical Culture, Physiology, and Hygiene, History,
Writing. Ellis Peterson. — Aritlimetic, in a part of the city (Divisions 5, G, 7, 8, 9),
Algebra, Geometry, Trigonometry, Greek, Psychology. Robert C. Metcalf. — Language (oral and written expression). Grammar,
Chemistry. John Kneeland. — Reading, English Literature, Piiysics. George H. Conley. — Arithmetic, in a part of city (Divisions I, 2, 3, 4),
Book keeping, Latin, French. Mrs. Louisa P. Hopkins. — Observation Lessons, Geography, Astronomy,
Botany, Zoology, Sewing.
NORMAL SCHOOL.
Corner of Dartmouth and Appleton streets. Head Master. — Larkin Dunton, 1st Asst. — L. Theresa Moses. 2d Assts. — Annie E. Chace, Katharine H. Shute, Dora Williams, V. Colonna Murray. Special. — W. Bertha Hintz.
RICE TRAINING SCHOOL.
GRAMMAR.
Corner of Dartmouth and Appleton streets. Master. — D. A. Hamlin. Sub-Masters. — Charles F. Kimball, Joseph L. Caverly. 1st Asst. — Florence Marshall. 2d Asst. — Alnnva. I. Wilson. 3d Assts. — Ella T. Gould, Eliza Cox, Dora Brown, Mattie H. Jackson, Harriet H. Norcross, Lizzie M. Burnham, Gertrude E. Bigelow. Janitor. Amos Albee.
PRIMARY.
Appleton street. 2d Asst. — Ella F. Wyman. 4th Assts. — Grace Hooper, Sarah E. Bow- ers, Anna B. Badlam, Emma L. Wyman, Mabel I. Emerson, Clara C. Dunn, Miriam W. Dike. Janitor. — George W. Collings.
174 APPENDIX.
LATIN AND HIGH SCHOOLS.
PUBLIC LATIN SCHOOL.
Warren avenue. Read Master. —Moses MerrilL Masters. —Charles J. Capen, Artlmr I. Fiske, Joseph W. Chadwick, Byron Groce, Edward P. Jackson, Frank W. Freeborn, John K. Richardson, Greenville C. Emery. Junior Masters. — Gfeorge W. Rollins, Henry C. Jones, Thomas A. Mullen, Francis De M. Dunn, George E. Howes, Tiieodore P. Farr. Physics. — Joseph Y. Bergen, Jr. Janitor. — Matthew R. Walsh.
GIRLS' LATIN SCHOOL.
West Newton street. Head Master. — John Tetlow. Master. — Lyman R. Williston. Assist- ants.— Jennie R. Sheldon, Augusta R. Curtis, Jessie Girdwood, Alice H. Luce, Mary C. C. Goddard. Physical Culture. — Martha S. Hussey. Jani- tor. — John Murphy, Jr.
ENGLISH HIGH SCHOOL. Montgomery street. Head Master. — Francis A. Waterhouse. blasters. — Robert E. Babson, L. Hall Grandgent, Charles B. Travis, Alfred P. Gage, John F. Casey, Manson Seavey, Jerome V. Poole, Samuel C. Smith. Junior Masters. — Wm. H. Sylvester, Rufus P. Williams, Frank 0. Carpenter, Melvin J. Hill, James E. Thomas, George W. Evans, William B. Snow, James A. Beatley, Albert P. Walker, Charles P. Lebon, Harry C. Shaw. Janitor. — Patrick W. Tighe.
GIRLS' HIGH SCHOOL.
West Newton street. Head Master. — John Tetlow. Junior Master. — Samuel Thurber. Asst. Principal. — Harriet E. Caryl. 1st Asst. — Margaret A. Badger. Assist- ants. — Alia W. Foster, Charlotte M. Gardner, Helen A. Gardner, Emma W. Kaan, Augusta C. Kimball, Mary B. King, Katherine Knapp, Parnell S. Murray, S. J. C. Needham, Emerette O. Patch, Emma G. Shaw, Sarah A. Shorey, Lizzie L. Smith, Adeline L. Sylvester, Emma A. Temple, Clara E. Webster, Lucy R. Woods. Vocal and Physical Culture. — Helen D.
LATIN AND HIGH SCHOOLS. 175
Baright. Chemistry. — Laura B. White. Laboratory Asst. — Margaret C. Brawley. Janitor. — John Murphy, Jr.
ROXBURY HIGH SCHOOL. Kenilworth street.
Head Master. — Charles M. Clay. Junior Master. — Nathaniel S. French. 1st Asst. — Emily Weeks. Assistants. — Eliza D. Gardner, Clara H. Balch, Edith A. Parkhurst, Persis P. Drake, Annie N. Crosby, Nellie A. Bragg. Janitor. — Thomas Colligan.
DORCHESTER HIGH SCHOOL. Centre street, corner Dorchester avenue. Master. — Elbridge Smith. Assistants. — Rebecca V. Humphrey, Laura F. Hovey, Elizabeth M. Ritter, Albert S. Perkins, Mary A. H. Fuller. Janitor. — Thomas J. Hatch.
CHARLESTOWN HIGH SCHOOL.
Monument square.
Head Master. — John O. Norris. Junior Master. — Edward F. Holden. Assistants. — Adelaide E. Somes, Alia F. Young, Abbie F. Nye, Sarah Shaw, Mary E. Upham. Janitor. — Joseph Smith.
WEST ROXBURY HIGH SCHOOL.
Elm street, Jamaica Plain. Master. — George C. Mann. Assistants. — Edna F. Calder, Josephine L. Sanborn, Clarabel Oilman. Janitor. — J. J. Wentworth.
BRIGHTON HIGH SCHOOL.
Academy Hill. Master. — Benjamin Wormelle. Assistants. — Marion A. Hawes, Ida M. Curtis. Janitor. — J. Q. A. Cushman.
EAST BOSTON HIGH SCHOOL.
Public Library Building, Paris and Meridian streets. Master. — Charles J. Lincoln. Assistants. — Lucy R. Beadle, Kate W. Gushing, Sarah L. Dyer, Josiah P. Ryder. Janitor. — Samuel H. Gradon.
176 APPENDIX.
SPECIAL INSTRUCTORS. John B. Moran, M.D., Instructor in Hygiene.
DRAWING.
Henry Hitchings, Director.
MUSIC.
Joseph B. Sharland. Latin, Girls' Latin, English High, Girls' High, Roxbury
High, Dorchester High, Charlestown High, West Roxbury High, Brighton
High, East Boston High, Schools. Hosea E. Holt. Normal, Rice, Wells, Eliot, Hancock, Andrew, Bigelow,
Gaston, Lawrence, Lincoln, Norcross, ShurtlefF, Bowdoin, Phillips, Schools. J. M. Mason. Adams, Chapman, Emerson, Lyman, Bunker Hill, Frothing-
ham, Harvard, Prescott, Warren, Charles Sumner, Mt. Vernon, Quincy,
Winthrop, Schools. Henry G. Carey. Rice, Brimmer, Prince, Dwight, Everett, AUston, Bennett,
Dorchester-Everett, Gibson, Harris, Mather, Minot, Pierce, Stoughton,
Tileston, Schools. James M. McLaughlin. Hyde, Franklin, Sherwin, Comins, Dearborn,
Dudley, Dillaway, George Putnam, Hugh O'Brien, Lewis, Lowell, Martin,
Agassiz, Hillside, Schools.
MODERN LANGUAGES.
Alphonse N. van Daell, Director.
Henri Morand, J. Frederick Stein, Assistants.
MILITARY DRILL.
Hobart Moore Latin, English High, Roxbury High, Dorchester High, Charlestown High, West Roxbury High, Brighton High, East Boston High, Schools.
A. Dakin, Armorer.
SEWING.
Eliza A. Baxter. Winthrop School.
C. L. Bigelow. Bowdoin, Prince, Schools.
Mrs. Sarah J. Bray. Harvard, Prescott, Frothingham, Schools.
Mrs. Annie E. Brazer. Lowell School.
Mrs. Harriet E. Brown. Minot School.
Helen L. Burton. Lewis, Horace Mann, Schools.
Mrs. Catherine J. Cadogan. Norcross School.
Mrs. Eliza M. Cleary. Shurtleff School.
Mrs. Susan M. Cousens. Chapman, Emerson, Schools.
Isabella Gumming. Winthrop School.
Mrs. Kate A. Doberty. Hancock School.
Mrs. Olive C. Hapgood. George Putnam, Hillside, Schools.
Mrs. Mary E. Jacobs. Dearborn, Hugh O'Brien, Schools.
FIKST DIVISION. 177
Margaret A. Kelley. Hydp School.
Lizzie S. Kenna. Andrew School.
Delia Mansfield. Comins, Martin, Schools.
Catherine C. Nelson. Gil)son, Stoughton, Tileston, Pierce, Schools.
Sarah H. Norman. Gaston, Slmrtleff, Schools.
Mary E. Patterson. Gaston School.
Mrs. Elizabeth A. Power. Lyman School.
M. Elizabeth Robbins. Adams School.
Mrs. Martha A. Sargent. Everett School.
Mrs. Julia A. Skilton. r>unkor Hill, Prescott, Warren, Schools.
Mrs. Sarah A. Stall. Allston, Bennett, Schools.
Mrs. Frances E. Stevens. Wells School.
Lizzie A. Thomas. Franklin School.
Mrs. Emma A. Waterhouse. Dillaway School.
Mrs. M. A. Willis. Dorchester-Everett, Harris, Mather, Minot, Schools.
Ellen M. Wills. Charles Sumner, Mt. Vernon, Schools.
FIRST DIVISION.
ADAMS SCHOOL.
Belmont square, East Boston. Master. -- Frank F. Preble. Suit-Master. — Joel C. Bolan. 1st Asst. — Mary M. Morse. 2d Asst. — C. Howard Wilson. 3d Assts. — Clara Rob- bins, Ellenette Pillsbury, Lina H. Cook, Sarah E. McPhaill, Albertina A. Martin, Harriet Sturtevant, M. Luetta Choate. .Tanitor. — Michael J. Burke.
PRIMARY SCHOOLS.
ADAMS SCHOOL, SUMNER STREET.
4tli Assts. — Jennie A. Mayer, Ellen M. Robbins.
WEBSTER-STREET SCHOOL.
2d Asst. — Anna E. Reed. 4th Assts. — Emma W. Weston, Mary A. Palmer, Grace M. Remick, Nellie B. Tucker, Jane A. Soutter. Janitor. — Mary Campbell.
CHAPMAN SCHOOL.
Eutaw street, East Boston. Master. — George R. Marble. Sub-Master. — James Burrier. 1st Assts. Annie M. Crozier, Jane F. Reid. 2d Assts. — Maria D. Kimball, Sarah F.
178 APPENDIX.
Tenney. 3d Assts. — Angoliiie Crosby, Carrie M. Locke, Margaret B. Erskine, Lucy E. Woodwell, Mary E. Buffum, Jennie L. Waterbury. Jan- itor. — James E. Burdakin.
PRIMARY SCHOOL.
TAPPAN SCHOOL, LEXINGTON STREET.
2d Asst. — Hannah E. Crafts. 4th Assts. — Nellie F. Holt, Mary C Hall, Marietta Duncan, Clara A. Otis, Calista W. McLeod. Janitor. — Phineas Hull.
EMERSON SCHOOL.
Prescott street, East Boston. Master. — James F. Blackinton. Sub-Master. — J. Willard Brown. 1st Assts. — Elizabetli R. Drowne, Mary A. Ford. 2d Assts. — Bernice A. De- Merritt, Frances H. Turner. 3d Assts. — Carrie Ford, Mary I). Day, Sarah A. Bond, Helen M. Souther, Laura S. Plunimer, H. Elizabeth Cutter. Juliette J. Pierce, Mary E. Sullivan. .Janitor. — Edward S. Chessman.
ORIENT HEIGHTS.
3d Asst. — Lillian G. Bates.
PRIMARY SCHOOLS.
EMERSON SCHOOL, PRESCOTT STREET.
4th Assts. — Hannah L. Manson, Almaretta J. Critchett.
PRINCETON-STREET SCHOOL.
2d Asst. — Mary E. Plummer. 4th Assts. — Margaret A. Bartlett, Eliza- beth A. Turner, Harriette E. Litchfield, Ida J. Breckenridge, Susan A. Slavin, Lizzie M. Morrissey. Janitor. — George J. Merritt.
ORIENT HEIGHTS.
4th Asst. — Caroline E. Nutter.
LYMAN SCHOOL.
Corner Paris and Decatur streets, East Boston.
Master. — Augustus H. Kelley. Sub-Master. — George K. Daniell, Jr. 1st Assts. — Cordelia Lothrop, Eliza F. Russell. 2d Assts. — Mary A. Turner, Amelia H. Pitman. 3d Assts. — Mary P. E. Tewksbury, Ida E. Haliday, Sibylla A. Bailey, Fannie M. Morris, Clara B. George, Mary E. Morse, Wm. A. Lenihan. Janitor. — William Gradon.
SECOND DIVISION. 179
PRIMARY SCHOOLS.
LYMAN SCHOOL, PARIS STREET.
4th Asst. — Joseph A. Ayers.
AUSTIN SCHOOL, PARIS STREET.
2(1 Asst. — Anna I. Dnncan. 4th Assts. — Martlia L. Frame, Fidelia D. Merrick, Mary E. Williams, Lena E. Synette. Janitor. — Mrs. Higginson.
WEBB SCHOOL, PORTER STREET.
2d Asst. — Nellie M. Porter. 4th .-Iss^s. — Abby D. Beale, Charlotte A. Pike, Mary L. Sweeney. Janitor. — Mrs. Matilda Davis.
SECOND DIVISION.
BUNKER HILL SCHOOL.
Baldwin street, Charlestown. Master. — Samuel J. Bullock. Sub-Master. — Henry F. Sears. 1st Assts. — Mary A. Eaton, Abby P. Josselyn. 2d Assts. — Mary E. Minter, Angelia M. Knowles. 3d Assts. — Ida O. Hard, Annie F. McMahon, Clara B. Brown, Eleanor S. Wolff, Ruth C. Mills, Anna M. Prescott, Cora V. George, Charlotte E. Seavey. Janitor. — Josiah C. Burbank.
PRIMARY SCHOOLS.
HAVEUHILL-STREET SCHOOL.
4th Assts. — Mary S. Thomas, Annie B. Hunter. Jixnz'iJor. — Margaret O'Brien.
BUNKER HILL-STREET SCHOOL, COR. CHARLES STREET.
2d Asst. — Elizabeth B. Norton. 4th Assts. — Mary E. Flanders, Sarah A. Smith, Kate C. Thompson, Carrie M. Arnold, Effie G. Hazen, Jennie F. White, Ada E. Bowler, Mary D. Richardson. Janitor. — Josiah C. Burbank,
MURRAY CHAPEL, BUNKER HILL STREET.
4th Asst. — Lucy A. Wilson. Janitor. — Samuel C. Smith.
FROTHINGHAM SCHOOL. Corner of Prospect and Edgeworth streets, Charlestown.
Master. — William B. Atvvood. Sub-Master. — James E. Hayes. 1st Assts. — Charlotte E. Camp, Harriet F. Frye. 2d Assts. — Bial W. Willard,
180 APPENDIX.
Arabella P. Moulton. 3d Assts. — Ellen R. Stone, Margaret J. O'Hea, Sarah H. Nowell, Jennie E. Tobey, Lucy A. Seaver, Ellen A. Chapin, Ellen L. Kelley. Janitor. — Warren J. Small.
PRIMARY SCHOOLS.
FROTHINGHAM SCHOOL, PROSPECT STREET.
4th Assts. — Persis M. Whittemore, Martha Yeaton, Helen E. Ramsey, Mary E. Corbett.
MOULTON-STREET SCHOOL.
4th Assts. —Nellie L. CuUis, Louisa W. Huntress, Mary E. Delaney, Fannie M. Lamson. Janitor. — Jeremiah F. Horrigan.
FREMONT-PLACE SCHOOL.
4f.h Asst. — Abbie C. McAuliffe. Janitor. — Mrs. Mary Watson.
HARVARD SCHOOL.
Devens street, Charlestown. Master. — W. E. Eaton. Sub-Master. — Darius Hadley. 1st Assts. — Sarah E. Leonard, Mary A. Lovering. 2d Assts. — Abbie M. Libby, Julia E. Harrington. 3d .4ss<s. —Elizabeth W. Allen, Ida B. Nute, Amy R. Chap- man, Sarah J. Perkins, Cally E. Gary, Annie E. O'Connor, Mary E. Kelley, Janitor. — Francis A. Hewes.
PRIMARY SCHOOLS.
HARVARD SCHOOL, DEVENS STREET.
4th Asst. — Catherine C. Brower.
HARVARD-HILL SCHOOL.
4th Assts. — Grace A. Bredeen, Fanny A. Foster, Louise A. Whitman, Elizabeth F. Doane, Lucy M. Small, Elizabeth R. Cormier, Annie F. Childs, Lana J. Wood. Janitor. — L. H. Hay ward.
COMMON-STREET SCHOOL.
4th Assts. — Elizabeth A. Prichard, Elizabeth R. Brower, Alice T. Smith. ■Janitor. — L. H. Haywood.
PRESCOTT SCHOOL.
Eim street, Charlestown. J/as/er.— Edwin T. Home. Sub-. Master. — Seth Scars. 1st Asst. — Belle P. Winslow. 2d Asst. — Mary C. Sawyer. 3d Assts. — Julia C. Powers,
THIRD DIVISION. 181
Lyilia A. Nason, Elizabeth J. Farnswortli, Frances A. Craigen, Julia F. Sawyer, M. I^izzie Mailman. Janitor-. — Thomas Merritt.
PRIMARY SCHOOLS.
POLK-STEEET SCHOOL.
4th Assts. — Mary ¥j. Franklin, Hattie L. Todd, Alice Simpson, Nellie J. Breed, Elizabetli J. Doherty. Janitor. — Walter I. Sprague.
MEDFORD- STREET SCHOOL.
4th Asst. — Lyilia E. Hapenny, Kate M. Porter, Ruphine A. Morris. Janitor. — Mrs. Catharine C. Smith.
WARREN SCHOOL.
Corner of Pearl and Summer streets, Charlestoivn. Master. — E. B. Gay. Sub-Master. — Edward Stickney. 1st Assis. — Sarah M. Chandler, Elizabeth Swords. 2d Assts. — Anna D. Dalton, Ellen A . Pratt. 3d Assts. — Mary F. Haire, Marietta F. Allen, Abby E. Holt, Alice M. Raymond, Alice Hall, Mary E. Pierce, Anna M.' Pond, Katharine A. Sweeney. Janitor. — John P. Swift.
PRIMARY SCHOOLS.
WARREN SCHOOL, PEARL STREET.
4th Asst. — Caroline E. Osgood.
CROSS-STREET SCHOOL.
4th Assis. — Mary F. Kittredge, Fannie L, Osgood. Janitor. — Alice M. Lyons.
MEAD-STREET SCHOOL.
4th Assts. — M. Josephine Smith, Cora A. Wiley, Carrie F. Gammell, .Abby P. Richardson. Janitor. — James Shute.
THIRD DIVISION.
BOWDOIN SCHOOL.
Myrtle street. Ma.iter. — Alonzo Meserve. 1st Assts. — Sarah R. Smith, Mary Young. 2(^,^55!'. — Sarah O. Brickett. 3d Assts. — FA\za. A.. Fay, Irene W. Went- worth, Dora E. Pitcher, Mary E. Pitcher, Ella L. Macomber, S. Frances Perry. Janitor. — James Hamilton.
182 APPENDIX.
PEIMARY SCHOOLS.
SOMERSET-STREET SCHOOL.
4th Assts. — Sarah E. Brown, Mabel West, Clara J. Raynolds. Janitor. — Mary A. Maguire.
SHARP SCHOOL, ANDERSON STREET.
2d Asst. — Elizabeth R. Preston. 4th Assts. — Barbara C. Farrington, Ella A. Morrill, Mary E. O'Leary, Mary E. Abercrombie. Janitor. — Henry Randolph.
ELIOT SCHOOL.
North Bennet street.
Master. — Samuel Harrington. Sub- Masters. —Gr&nyxWe: S. Webster, Tilson A. Mead, Benjamin Tenney. 1st Asst. — Frances M. Bodge. 2d Asst. — Adolin M. Steele. 3d A^sts. — Kate L. Dodge, Luciette A. Went- worth, Mary Heaton, Minnie I. Folger, M. Ella Wilkins, Mary E. Hanney, Isabel R. Haskins, Annie M. H. Gillespie, Elizabeth C. Harding, Agnes C. Moore. Janitor. — P. J. liiordan.
WARE SCHOOL, NORTH BENNET STREET.
3d Assts. — Flora F. Joslin, Genevieve C. Roach, Margaret E. Dacey. ■Tanitor. — Wm. Swanzey.
PORMORT SCHOOL, SNELLING PLACE.
3d Assts. — Mary V. Cunningham; M. Fersis Taylor.
PRIMARY SCHOOLS.
PORMORT SCHOOL, SNELLING PLACE.
4th Assts. — Cleone G. Tewksbury, Sophia E. Krey, Rosa M. E. Reggio. Janitor. — Wm. Swanzey.
FREEMAN SCHOOL, CHARTER STREET.
2d Asst. — Juliaette Davis. 4th Assts. — J. Ida Monroe, A. Augusta Coleman, Nellie G. Murphy, Marcella E. Donegan, Harriet E. Lampee. Janitor. — Rebecca Marshall.
HANCOCK SCHOOL.
Parmenter street. Master. — Lewis H. Dutton. 1st Assts. — Ellen B. Sawtelle, Amy E. Bradford. 2d Assts. — Josephine M. Robertson, Mary E. Skinner. 3d Assts. — Helen M. Hitchings, Susan E. Mace, Honora T. O'Dowd, Sarah E. Ward, Adeline S. Bodge. Janitor. — Joseph P. Fleming.
THIRD DIVISION. . 183
CUSHMAN SCHOOL, PAKiMENTKR STREET.
Sd Aiists. — Katharine E. Gillespie, Elizabeth A. Fisk.
PRIMARY SCHOOLS.
CUSHMAN SCHOOL, PARMENTER STREET.
2d Asst. — Theresa M. Gargan. 4th Assts. — Agnes L. Dodge, Harriet M. Eraser, Mary L. Desmond, Mary G. Ruxton, Mary J. Clark, Marcella C. Halliday, Margaret A. Nichols, M. Lizzie Bryant, Annie B. Grimes, Esther W. Oilman, Lucy A. G. McGilvray, Julia E. Collins, Florence E. Phillips. Janitor. — Charles E. Miley.
INGRAHAM SCHOOL, SHEAFE STREET.
4th Assts. — Josephine B. Silver, Lucy M. A. Moore. Janitor. — Mary McDermott.
PHILLIPS SCHOOL.
Phillips street.
Master. — Elias H. Marston. Sub-Masters. — George Perkins, Edwin P. Shute. 1st Asst. — Nellie M. Whitney. 2d Asst. — Adeline F. Cutter. 3d Assts. — Alice L. Lanman, Ruth E. Rowe, Alice M. Gushing, Sarah W. I. Copeland, Martha A. Knowles, Louise H. Hinckley, Eunice J. Simpson, Helen M. Coolidge, Emeline C. Farley, Mary E. Towle. Janitor. — Jere- miah W. Murphy.
PRIMARY SCHOOLS.
GRANT SCHOOL, PHILLIPS STREET.
4^7!, Assts. — Elizabeth S. Parker, Mary J. Leahy, Florida Y. Ruffin. ■Janitor. — Mrs. Catherine O'SuUivan.
BALDWIN SCHOOL, CHARDON COURT.
2d Asst. — Olive Ruggles. 4th Assts. — Elizabeth K. Bolton, Mary L. Bibbey. Janitor. — Charles E. Stone.
AVELLS SCHOOL.
Corner Blossom and McLean streets.
Master. — Orhmdo W. Dimick. 1st Assts. —Ella F. Inman, Emeline E.
Durgin. 2d Asst. — Hattie A. Watson. 3d Assts. — Ellen F. Jones, Susan
R. Gifford, Mary M. Perry, Lizzie F. Stevens, Eliza A. Freeman. Janitor.
— James Martin.
184 APPENDIX.
WINCHELL SCHOOL, BLOSSOM STREET.
3d Asst. — Adelaide E. Badarer.
PRIMAIiY SCHOOLS.
WINCHELL SCHOOL, BLOSSOM STREET.
2d Asst. — Maria W. Turner. 4th Assts. — Lula A. L. Hill, Helen M. Graves, Kate Wilson, Sarah G. Fogarty, Sarah C. Chevaillier, Lydia A. Is- bell, Mary E. Ames, Elizabeth Campbell, Lillian W. Prescott. Janitor. — Jeremiah O'Connor.
EMERSON SCHOOL, POPLAR STREET.
2d Asst. — Mary F. Gargan. 4th Assts. — Georgia D. Barstow, Jeannette A. Thompson, Mary A. Collins, Adelaide A. Rea, Alicia I. Collison. Janitor. — Mrs. B. F. Bradbury.
FOURTH DIVISION.
BRIMMER SCHOOL. Common street.
Master. — Quincy E. Dickerman. Sub-Masters. — T. Henry Wason, Gustavus F. Guild. 1st Asst. — Rebecea L. Duncan. 2d Asst. — Ella L. Burbank. 3d Assts. — L. Maria Stetson, Lilla H. Shaw, Josephine Garland, Sarah J. March, Helen L. Bodge, Sarah E. Adams, Mary A. Carney, Eliza- beth A. Noonan, Mary E. W. Hagerty, Eliza E. Foster. Janitor. — George W. Fogg.
PRIMARY SCHOOLS.
STARR KING SCHOOL, TENNYSON STREET.
4th Assts. — Nellie T. Higgins, Mary E. Tiernay, Alice Patten. Jatiitor.
— E. L. Weston.
SKINNER SCHOOL, CORNER FAYETTE AND CHURCH STREETS.
2d Jssi!. — Edith L. Stratton. 4th ^ss^s.— Emma F. Burrill, Emily B. Burrill, Mary E. Whitney, Elizabeth G. Cahill, Mary E. Collins. Janitor.
— Michael Ring.
PRINCE SCHOOL.
Newbury street, corner of Exeter street. Master. — E. Bentley Young. Sub- Master. — Sylvester Brown. 1st Asst.
— Mary Wilson. 2d Asst. — Luthera W. Bird. 3d Assts. — Kate C. Mar-
FOURTH DIVISION. 185
tin, Aiice M. Dickey, Annie C. Murdock, M. Louiso Fynes, Kate A. Kay- oroft, Clam E. Fairbanks. Janitor. — Thomas F. Diirkin.
PKIM.UIY SCHOOL.
PRINCE SCHOOL, EXETEK STREET.
4ih Assts. — Laura M. Kendrick, Minnie R. Leavitt, E. Isabelle Bense.
QUINCY SCHOOL.
Tyler street. Master. — Alfred Bunker. Sub- Masters. — William R. Morse, Frank F. Courtney. 1st Asst. — Mary L. Holland. 2d Asst. — Harriette A. Bettis, Sd Assts. — Bridget A. Foley, Ida H. Davis, Charlotte L. Wheelwright, Emily B- Peck, Emma F. Colomy, Ellen L. Collins, John O'Driscoll. Jani- tor. — James Daley.
PRIMARY SCHOOLS.
QUINCY SCHOOL, TYLER STREET.
4th Asst. — ■ Kate A. Kiggen.
WAY-STREET SCHOOL.
4th Assts. — Maria A. Callanan, Mary E. Conley, Mary E. Graham. Janitor. — Thomas B. Brennick.
ANDREWS SCHOOL, GENESEE STREET.
4th Assts. — Emily E. Maynard, Harriet M. Bolraan, Ann T. Corliss. Janitor. — Thomas B. Brennick.
TYLER-STREET SCHOOL.
2d Asst. — Hannah E. G. Gleason. 4th Assts. — Octavia C. Heard, Mary A. B. Gore, Kate L. Wilson, Emma I. Baker, Julia I. Mclntyre. Janitor. — Ellen McCarthy.
WINTHROP SCHOOL.
Tremont, near Eliot street. Master. — Robert Swan. 1st Assts. — Susan A. W. Loring, May Gertrude Ladd. 2d Assts. — Emma K Valentine, Katherine K. Marlow, Margaret T. Wise, Mary L. H. Gerry. 3d Assts. — Ellen M. Underwood, Adelaide M. Odiorne, Minnie L. Hobart, Mary G. Harkins, Carrie Merrill, Mary A. Murphy, Louise K. Hopkinson, Mary E. Barstow, Helen E. Hilton. Jan- itor. — A. H. B. Little.
186 APPENDIX.
EAST-STREET SCHOOL, CORNER OF COVE STREET.
3d Asst. — Emma A. Gordon.
STARR KING SCHOOL, TENNYSON STREET.
2d Asst. — Mary T. Foley. 3d Asst. — Caroline S. Crozier. Janitor. — K. L. Weston.
PRIMAUY SCHOOL.
EAST-STREET SCHOOL, COR. COVE STREET.
2d Asst. — Amelia E. N. Treadwell. 4th Assts. — Mary A. Keardon, Maria J. Coburn, Priscilla Johnson, Mary E. Noonan, Marian A. Fiynn. Janitor. — Nancy Ryan.
FIFTH DIVISION,
DWIGHT SCHOOL. West Sjjringjield street. Master. — James A. Page. Sub-Masters. — J. Langdon Curtis, Henry C. Parker. 1st ^ss^.— Ruth G. Rich. 2d Asst. —Mary C. R. Towle. 3d Assts. — Nellie L. Shaw, Mary E. Trow, Georgiana Benjamin, Alice P. Lord, Isabelle H. Wilson, Mary L. Farrington, Isabella G. Bonnar, Mary McSkim- nion, Agnes J. Cushman. Janitor. — James Craig.
PRIMARY SCHOOLS.
RUTLAND-STREET SCHOOL.
I
2d Asst. — Martha B. Lucas. 4th Assts. —Emma F. Gallagher, Jennie I. Kendall, Delia L. Viles. Janitor. — George W. Marsh.
BATES SCHOOL, HARRISON AVEN0E.
4th Assts. — Ella Bradley, Cora F. Plummer, Eva L. Munroe, Miriam Sterne, Mary E. O'Brien, Caroline A. Farrell. Janitor. — James L. Wilson.
EVERETT SCHOOL.
West Northampton street. Master. — Walter S. Parker. 1st Assts. — Janet M. Bullard, Eliza M. Evart. 2d Assts. — Emily F. Marshall, L. Gertrude Howes, Susan S. Fos-
FIFTH DIVISION. 187
ter. 3d Assts. — Abby C. Haslctt, Ann R. Gavott, Sarah L. Adams, Ruth H. Clapp, Evelyn E. Morse, Sara W. Wilson, Anna E. Grover, Lucy W. Eaton, Marv II. Gibbons. Janitor: — Edward Bannon.
PRIMARY SCHOOL.
WEST CONCORD-STREET SCHOOL.
2d Asst. — Eliza C. Gould. 4th Assts. — Frances W. Sawyer, Mary H. Downe, Adelaide B. Smith, Hannah M. Coolidge, Alice E. Stevens, Florence A. Perry, Nellie G. McElwain, Lydia F. Blanchard, Marguerite J. Flynn. Janitor. — James Nugent.
FRANKLIN SCHOOL.
Ringgold street. Master. — Granville B. Putnam. 1st Assts. — Jennie S. Tower, Isabella M. Harmon. 2d Assts. — Margaret J. Crosby, Catharine T. Simonds, P. Catharine Bradford. 3d Assts.. — Margaret C. Schouler, Elizabeth J. Brown, Roxanna W. Longley, Kate E. Blanchard, Mary A. Mitchell, Anna E. L. Parker, Martha L. Beckler, Annie G. Merrill, Clara M. Moseley. — Janitor. — Patrick J. Hasson.
PRIMARY SCHOOLS.
COOK SCHOOL, GROTON STREET.
2d Asst. — Harriet M. Faxon. 4th Assts. — Georgianna E. Abbott, Effle T. Wier, Jennie M. Plummer, Kate R. Hale. Janitor. — Mary A. Daly.
AVAIT SCHOOL, SHAWMUT AVENUE.
2d Asst. — Josephine G. Whipple. 4th Assts. — Georgianna A. Ballard, Emma E. Allin, C. Josepliine Bates, Kate R. Gookin, Jennie E. Haskell, Maude G. Hopkins. Janitor. — Mansfield Harvell.
HYDE SCHOOL.
Hammond street. Master. — Silas C. Stone. 1st Assts. — Marj- E. Parsons, Lucy L. Bur- gess. 2d Assts. — Ester Fletcher, E. Elizabeth Boies. 3d Assts. — Alice G. Maguire, Caroline K. Nickerson, Isabel G. Winslow, Ettie L. Deuel, Mar- ion Henshaw, Etta Yerdon, Jane Reid, Fannie L. Learned. Janitor, — Tliomas J. Kinney.
188 APPENDIX.
PRIMARY SCHOOL.
WESTON-STREET SCHOOL.
2d Asst. — Anna G. Fillebrown. 4th Assts. — Mary E. Cogswell, Mary G. Murphy, Rose A. Mitchell, Delia E. Cunningham, Louise A. Kelley, Abby M. Thompson, Carrie M. Bayley. Janitor. — Patrick F. Higgins.
SHERWIN SCHOOL.
Madison square.
Master. — Frank A. Morse. Sub-Master. — John R. Morse. 1st Asst. —
Elizabeth B. Walton. 2d Asst. — Alice T. Kelley. 3d Assts. — Louisa
Ayer, Emma T. Smith, Adella L. Baldwin, Mary E. T. Healy, Gertrude
Halladay, Nellie F. Brazer, Mary B. Chaloner. Janitor. — Joseph G. Scott.
PRIMARY SCHOOLS.
SHERWIN SCHOOL.
4th Assts. — Annie E. Walcutt, Emma L. Peterson, Sarah E. Gould, Nellie H. Crowell, Helen Perry.
AVON-PLACE SCHOOL.
4th Assts. — Abby E. Ford, Elizabeth F. Todd, Oria J. Perry, Minnie A. Perry. Janitor. — Charles H. Stephan.
day's chapel. 4th Asst. — Rose E. Conaty.
SIXTH DIVISION.
ANDREW SCHOOL.
Dorchester street, South Boston. Master. — Joshua M. Dill. Sub-Master. — Frederic II. Ripley. 1st Assts. — Frank M. Weis, Mary S. Beebe. 2d Assts. — Henrietta L. Dwyer, Mary E. Perkins. Sd ^ss^5. — Annie L. Clapp, Elizabeth A. Souther, Mary L. Fitzgerald, Ella I. Cass, Lucy M. Marsh, Emma C. Stuart, Agnes M. Cochran, Emma M. Cleary, May J. Cunningham. Janitor. — Thomas Buckner.
SIX'IMI DIVISION. 189
PRIMARY SCHOOL.
TICKNOR SCHOOL, DORCHESTER STREET.
2d ^5s^. — Mary A. Jenkins, 'ith Assts. — Laura M. Young, Sarah E. Ferry, Caroline M. Walsh, Alice L. Littlefield, Lizzie Ordway, Alice P. How- ard, Emily F. Hodsdon, Sadie E. Welch, Grace L. Tucker. Janitor. — Ale.xander McKinley.
BIGELOW SCHOOL. Fourth street, corner of E street, South Boston. Master. — THomas H. Barnes. Su.b-Masters. — J. Gardner Bassett, F. Morton King. 1st Asst. — Amelia B. Coe. 2d Asst. — Ellen Coe. Sd Assts. — Eliza B. Haskell, Mary Nichols, Malvena Tenney, Stella A. Hale, Catherine H. Cook, Angeline S. Morse, Kittle A. Learned, Ida A. Bloom, Sabina G. Sweeney, Nellie S. Henry. Janitor. — Samuel P. Howard.
HAWES HALL, BROADWAY.
3d Asst. — Cara W. Hanscom. Janitor. — Joanna Brennan.
PRIMARY SCHOOLS.
HAWES HALL, BROADWAY.
2d Asst. — Ann J. Lyon. 4th Assts. — Florence N. Sloane, Sarah D. McKijisick, Mary L. Bright, Ella F. Fitzgerald, Josephine B. Cherrington, Lucy E. Johnson. Janitor. — Joanna Brennan.
SIMONDS SCHOOL, BROADWAY.
4th Assts. — Tiley A. Bolcom, Emily T. Smith, Mary L. Howard. Janitor. — Joanna Brennan.
FOURTH-STREET SCHOOL.
4th Assts. — Kate A. Coolidge, Margaret H. Price. Janitor. — Matthew G. Worth.
BANK-BUILDING SCHOOL, E STREET.
4th Asst. — Edith M. Bradford. Janitor. — Catherine Sheehan.
GASTON SCHOOL. L, corner of E. Fifth street, Souih Boston.
Master. — C. Goodwin Clark. 1st Assts. — Juliette R. Hayward, Sarah C. Winn. 2d Assts. — Annie E. Hills, A. Delancey Sutherland. 3d Assts. — Emogene F. Willett, Ellen R. Wyman, Clara A. Sharp, Mary B. Barry, Emma M. Sibley, Margaret Cunningham, Isabella J. Murray. Janitor. — Albion Elwell.
190 APPENDIX.
PRIMARY SCHOOLS.
GASTON SCHOOL, L STREET.
4th Assts. — Carrie A. Harlow, S. Lila Huckins.
CHAPEL, L STREET.
4th Asst. — Florence K. Manson. Janitor. — John H. Brown.
TCCKERMAN SCHOOL, FOURTH STREET.
2d Asst. — Elizabeth M. Easton. 4th Assts. — Josephine A. Powers, Mary A. Crosby, Frances A. Cornish, Laura L. Newhall, Anna E. Somes. .Janitor, — A. D. Bickford.
BENJAMIN POPE SCHOOL, O STREET.
2d Asst. — Ella R. Johnson. 4th Assts. — Susan Frizzell, Carrie W. Haydn, Lelia R. Hayden, Mary E. Dee, May M. Ham. Janitor. — Charles Carr.
LAWRENCK SCHOOL. Corner B and Third streets. South Boston. Master. — Amos M. Leonard. Sub-Masters. — Augusturs D. Small, George S. Houghton. 1st Asst. — Emma P. Hall. 2d Asst. — Cora S. Locke. 3d Assts. — Isabella F. Crapo, Hannah E. Burke, Nellie R. Grant, Kate Hau- shalter, Mary J. Buckley, Margaret A. Gleason, Mary A. A. Dolan, Mary A. Conroy, Mary A. Montague, Mary E. McMann. Janitor.— WilViamF. Griffin.
MATHER SCHOOL, BROADWAY.
Sub-master. — Edward H. Cobb. 3d Assts. — M. Louise Gillelt, Ellen E. Leary, Margaret A. Moody. Janitor. — George D. Rull.
PRIMARY SCHOOLS.
MATHER SCHOOL, BROADWAY.
2d Asst. — Sarah E. Lakeman. 4th Assts. — Margaret M. Burns, Ada A. Bradeen, Annie M. Connor, Maud F. Crosby, Lena J. Crosby, Mary E. Flynn. Janitor. — George D. Rull.
PARKMAN SCHOOL, SILVER STREET.
2d Asst. — Martha S. Damon. 4th Assts. — Laura S. Russell, Amelia McKenzie, Carrie T. Hale, Lizzie J. Thing. Janitor. — Michael Murray.
HOWE SCHOOL, FIFTH STREET, BETWEEN B AND C
2d Asst. — Mary W. Bragdon. 4th Assts. — Emma Britt, Henrietta Nichols, Sarah M. Brown, Marie F. Keeiian, Minnie E. T. Siiine, Annie L. Treanor. Janitor. — Samuel T. McLellan.
SIXTH DIVISION. 191
LINCOLN SCHOOL.
Broadway, near K street, South Boston. Master. — Alonzo G. Ham. Sub-Masters. — Henry PL Kimball, John ¥. Dwight. 1st Asst. — Margaret J. Stewart. 2d Asst. — Martha F. Wright. 3d Assts. — Sarah M. Tripp, Vodisa J. Comey, Sarah A. Curran, Louise A. Pieper, Katharine G. Sullivan, Silence A. Hill, Jennie F. McKissick, Mary B. Powers, Hannali L. Manson, Mary H. Faxon. Janitor. — Michael J. Quinlan.
HAWES-PLACE CHURCH, FOURTH STREET.
3d Asst. — L. Idalia Provan.
BENJAMIN POPE SCHOOL, O STREET.
3d Assts. — Emma J. Channel, Anastasia G. Hyde.
PRIMARY SCHOOL.
CAPEN SCHOOL, CORNER OF I AND SIXTH STREETS.
2d Asst. — Mary E. Powell. 4th Assts. — Laura J. Gerry, Mary E. Per- kins, Ella M. Warner, Fannie G. Patten, Joanna C. Wilkinson, S. Louella Sweeney. Janitor. — A. D. Bicklord.
NORCROSS SCHOOL.
Corner of D and Fifth streets, South Boston. Master. — Fred O. Ellis. 1st Assts. — Mary J. Fennelly, Susan H. Thax- ter. 2d Assts. — Sarah A. Gallagher, Juliette Wyman, Juliette Smith. 3d Assts. — Mary E. Downing, Maria L. Nelson, Mary R. Roberts, Emma L. Eaton, Emma F. Crane, Jennie A. MuUaly, Martha G. Buckley, Caroline Bernhard. Janitor. — Samuel T. Jeffers.
PRIMARY SCHOOLS.
DRAKE SCHOOL, THIRD STREET.
2d Asst. — Nellie J. Cashman. 4th Assts. — Fannie W. Husscy, Abbie C. Nickerson, Alice J. Meins, Kate E. Fitzgerald. Janitor. — Patrick Mullen.
CYRUS ALGER SCHOOL.
2d Assts. —Ann E. Newell. 4th Assts. — Mary G. A. Toland, Hattie L. Rayne, Emma F. Gallagher, Julia S. Dolan, Ellen T. Noonan, Alice W. Baker, Hannah L. McGlinchfy. .Tauitor. — James M. Demerritt.
] 92 APPENDIX.
SHURTLEFF SCHOOL.
Dorchester street, South Boston. Master. — Henry C. Hardon. 1st Assts. — Anna M. Penniman, Ellen E. Morse. 2d Assts. — Catharine A. Dwyer, Emeline L. Tolman, Martha E. Morse. 3d Assts. — Jane M. EuUard, Winnifred C. Folan, Roxanna N. Blanchard, Harriet S. Howes, Edith A. Pope, Marion W. Rundlett, Annie L. Scallan, Julia F. Baker, Isabel L. Marlow. .Janitor. — James Mitchell.
PRIMARY SCHOOL.
CLINCH SCHOOL, F STREET.
2d Asst. — Lucy A. Dunham. 4th Assts. — Mary E. Morse, Alice C. Ryan, Alice G. Dolbeare, Catherine E. McDonald, Lottie B. Lucas. Jani- tor. — M. E. Brady.
SEVENTH DIVISION.
COMINS SCHOOL. Tremont street, corner of Terrace street.
Master. — Myron T. Pritcliard. Sub- Master. — WUUnm H. Martin. 1st Assts. — Sarah E. Lovell, Elizabeth G. Melcher. 2d Asst. — Almira W. Chamberlain. 3d Assts. — Ervinia Tliompson, Julia A. C. Gray, Penelope G. Hayes, Caroline A. Gragg, Alice A. Sanborn, Alice M. Jolmson, Martha A. Cummings, Jane E. Gorriiley. .Janitor. — George S. Hutchinson.
PRIMARY SCHOOL.
PHILLIPS-STREET SCHOOL.
2d Asst. — Anna R. McDonald. 4th Assts. — Charlotte R. Hale, Sarah E. Haskins, Lizzie P. Brewer, Sarah B. Bancroft, Sabina Egan, Marcella M. Ryan, L. Addie CoUigan. Janitor. — Thomas F. Whalen.
DEARBORN SCHOOL.
Dear-born place. Master. — Charles F. King. Sub-Master. — Alanson H. Meyers. 1st Assts. — Lily B. Atherton, Philena W. Rounseville. 2d Assts. — Martha D. Chapman, Frances L. Breeden, 3d Assts. — Catherine M. Lynch, Bell J. Dunham, Anne M. Backup, Lizzie M. Wood, Alice W. Peaslee, Mary F. Walsh, Ida M. Presby. Janitor. — Michael J. Lally.
SEVENTH DrVISION. 193
PRIMARY SCHOOLS.
YEOMAN-STREET SCHOOL.
2d Asst. — Mary A. P. Cross. 4th Assts. — Susan F. Rowe, Ellen M. Oliver, Mary E. Nason, Ada L. McKean, Elizabeth D. Mulrey, Louise D. Gage, Kate A. Nason, Abby W. Sullivan. Janitor. — Charles A. Spencer.
EUSTIS-STREET SCHOOL.
4th Assts. — Mary F. Neale, M. Agnes Murphy, Mary K. Wallace. Janitor. — Mrs. Mary Tracy.
DILLAWAY SCHOOL.
Kenilworth street.
Principal. — Sarah J. Baker. 1st Assts. — Eldora A. Pickering, Jane S. Leavitt. 2d Assts. — Corinne Harrison, Mary C. Whippey, Abby M. Clark. 3d Assts. — Cordelia G. Torrey, Lydia G. Wentworth, Eliza Brown, Elizabeth M. Blackburn, Helen C. Mills, Mary S. Sprague, Abby M. Clark, Mary L. Gore. Janitor. — Luke Riley.
PRIMARY SCHOOLS.
BARTLETT-STREET SCHOOL.
2d Asst. — Anna M. Balch. 4th Assts. — Anna M. Stone, Celia A. Scribner, Elizabeth Palmer. Janitor. — Thomas Colligan.
THORNTON-STREET SCHOOL.
4th Assts. — Alice C. Grundel, Mary L. Shepard. Janitor. — Erick Erickson.
DUDLEY SCHOOL. Corner of Dudley and Putnam streets.
Master. — Leverett M. Chase. Suh- Masters. — W. E. C. Rich, Augustine L. Rafter. 1st Asst. — Susie C. Lougee. 2d Asst. — Harriet E. Davenport. 3d Assts. — Mary H. Cashman, Ruth H. Brady, Margaret T. Dooley, M. Alice Kimball, Amanda E. Henderson, Edith F. Parry, Ida S. Hammerle, Maria E. Wood, Abby S. Hapgood. Janitor. — Jonas Pierce.
PRIMARY SCHOOLS.
VERNON-STREET SCHOOL.
4th Assts. — Mary A. Brennan, Lucy G. M. Card, Mary I. Chamberlin, Ella T. Jackson. Janitor. — Mrs. Kelley.
194 APPENDIX.
EOXBURY-STREET SCHOOL.
2d ^ssif. —Helen P. Hall. 4ih Assts. —Lizzie F. Johnson, Alice L. Williams, Hattie A. Littlefield, Delia T. Killion, Ella M. Seaverns, Kate F. Lyons, Sarah E. Rumrill. Janitor. — S. B. Pierce.
GEORGE PUTNAM SCHOOL.
SEAVER STREET.
Master. — Henry L. Clapp. 1st Asst. — Katharine W. Huston. 2d Asst. Alice E. Farrington. 3d Assts. — Maria F. Bray, Martha W. Hanley, Ellen E. Leach, Annie G. D. Ellis. Janitor. — Luke Kelley.
PRIMARY SCHOOL.
GEORGE PUTNAM SCHOOL. SEAVER STREET.
4th Assts. — Alice M. May, Isabel Shove, Josephine L. Goddard, Amoritta E. Esilman.
HUGH O'BRIEN SCHOOL.
Corner of Dudley and Langdon streets, Roxhury.
Master. — Harlan P. Gage. Sub-Master. — John C. Ryder. 1st Assts. — L. Anna Dudley, Margaret Holmes. 2d Assts. — Helen F. Brigham, Helen M. Mills. 3d Assts. — Abbie L. Baker, M. Louise Foster, Ellen F. A. Hagerty, Sarah H. Hosmer, Sarah W. Loker, Maria L. Mace, Mary J. Mohan, Esther M. Meserve. Janitor — Thomas J. Gill.
PRIMARY SCHOOLS.
GEORGE-STREET SCHOOL.
2d Asst. — Mary M. Sherwin. 4th Assts. — Abby S. Oliver, Emily M. Pevear, Sarah S. Burrell, Bridget E. Scanlan. .Janitor. — William P. Tiernay.
HOWARD-AVENDE SCHOOL.
2d Asst. — Elizabeth R. Wallis. 4th Assts. — Annie W. Ford, Mary W. Currier, Matilda Mitchell. Janitor. — Richard H. Howard.
MOUNT PLEASANT AVENUE SCHOOL.
4th Assts. — Adaline Beal, Eloise B. Wolcott. Janitor. — Catherine Dignon.
LEWIS SCHOOL.
Corner of Dale and Sherman streets.
Blaster. — William L. P. Boardman. Sub-Master. — Henry B. Hall. 1st Assts. — Sarah E. Fisher, Alice O'Neil. 2d Assts. — Amanda Picker-
SEVENTH DTVISTON. 195
ing, Emily B. Eliot. 3d Assts. — Kato M. Groll, Susan A. Button, Emma F. Black, Martha C. Gerry, Ellen M. Murphy, Mary H. Thompson. Janitor. — Antipas Newton.
PRIMARY SCHOOLS.
WINTHROP-STREET SCHOOL.
4th Assts. — Frances N. Brooks, Mary E. Deane, Fannie E. Merriam, Alice M. Sibley. Janitor. — Catherine Dignon.
QUINCY-STREET SCHOOL.
4th Assts. — Helen Crombie, Isabel Thacher, Almira B. Russell, Blanche L. Ormsby. Janitor. — Charles H. Reardon.
MONROE-STREET SCHOOL.
4th Assts. — Anna A. Groll, Caroline F. Seaver. Janitor. — Mrs. Kirby.
LOWELL SCHOOL.
310 Centre street. Master. — Daniel W. Jones. Sub-Master. — Maurice P. White. 1st Assts. — Eliza C. Fisher, Anna L. Hudson. 2d Asst. — E. Josephine Page. 3d Assts. — 0. Augusta Welch, Bessie L. Barnes, Mary F. Cummings, Mary E. Morse, Susan E. Chapman, Rebecca Coulter, Anna M. Edmands, Helen C. Laughlin. Janitor. — Frank L. Harris.
PRIMARY SCHOOLS.
LUCRETIA CROCKER SCHOOL.
2d Asst. — Caroline F. Cutler. 4th Assts. — Jeannie B. Lawrence, Helen O. Wyman, Fanny B. AVilson, Anna J. Bradley, Elizabeth T. Gray, Margue- rite G. Brett, Ella F. Howland, Anna G. Wells. Janitor. — Michael Gallagher.
CHESTNUT-AVENUE SCHOOL.
4th Assts. — Sarah P. Blackburn, Mary J. Capen, Clara I. Stevens. .7a7i- itor. — Thomas Alchin.
HEATH-STREET SCHOOL.
4th Assts. — Lizzie F. Picket, Ellen C. McDermott. Janitor. —Catharine H. Norton.
MARTIN SCHOOL.
Huntington avenue.
Master. — Charles W. Hill. Sub-Master. — Edward W. Schuerch. 1st Assts. — Jeremiah G. Foley, Emily F. Carpenter. 2d Assts. — Annetta F.
196 APPENDIX.
Armes, Nellie W. Leavitt. 3d Assts. — Jane F. Gilligan, Nellie I. Lapham, Emma E. Lawrence, Emily Swain, Elinor F. Buckley, Charlotte P. Williams, Anna F. Bayley. Janitor. — Thomas M. Houghton.
PRIMARY SCHOOLS.
MARTIN SCHOOL, HUNTINGTON AVENUE.
4th Asst. — Martha Palmer.
FRANCIS- STREET SCHOOL.
4th Assts. — Mary E. Crosby, Eleanor F. Lang, Lena L. Carpenter. ■Janitor. — Mrs. Ann McGowan.
SMITH-STREET SCHOOL.
4th Assts. — Fannie D. Lane, Alicia F. McDonald. Janitor. — John Cole.
EIGHTH DIVISION.
AGASSIZ SCHOOL.
B urroughs street, Jamaica Plain. Master. — John T. Gibson. 1st Asst. — Mary A. Gott. 2d Asst. — Clara J. Reynolds. Sd Assts. —Sarah H. Drake, Mary E. Stuart, Mary A. Boland, Nellie J. Kiggen. Janitor. — Adelia Ronan.
PRIMARY SCHOOL.
THOMAS-STREET SCHOOL.
4th Assts. — Caroline D. Putnam, Annie C. Gott, Emma M. Smith. -Jan- itor. — Adelia Ronan.
ALLSTON SCHOOL.
Cambridge street, Allston.
Master. — G. W. M. Hall. 1st Asst. — Alexander Pearson. 2d Assts. —
Sarah F. Boynton, Marion Keith. 3d Assts. — Mary F. Child, Annie E.
Bancroft, Alice A. Swett, Mary J. Cavanagh, Eliza F. Blacker, Josephine
Rice, Jessie W. Kelley, Ella L. Bird. Janitor. — Charles McLaughlin.
PRIMARY SCHOOLS.
EVERETT SCHOOL, PEARL STREET.
4th Assts. — Clara B. Hooker, Adelaide C. Williams. Janitor. — Charles McLaughlin.
EIGHTH DIVISION. • 197
AUBURN SCHOOL, SCHOOL STREET.
4th Assis. — Ella L. Chittenden, May L. Gooch, Gertrude R. Clark. Jani- tor. — John Devlin.
WEBSTER SCHOOL, WEBSTER PLACE.
2d Asst. — Emma F. Martin. 4th Assts. — Anna N. Brock, Helen L. Brown, Elizabeth L. Muldoon. Jailitor. — Otis Wilde.
BENNETT SCHOOL.
Chestnut Hill avenue, Brighton. Master. — Henry L. Sawyer. Sub-Master. — Edwin F. Kimball. 1st Asst. — Melissa Abbott. 2d Assts. — Lillian M. Towne. 3d Assts. — Annie M. Hotchkiss, Jennie Bates, Kate McNamara, Helen I. Whittemore, Clara L. Harrington, Sarah M. Taylor, Myrtie B. Symonds. Janitor. — John W. Remnionds.
PRIMARY SCHOOLS.
WINSHIP SCHOOL, WINSHIP PLACE.
2d Asst. — Charlotte Adams. 4th Assts. — Fannie W. Currier, Annie L. Hooker, Emma P. Dana. Janitor. — John Hickey.
OAK-SQUARE SCHOOL.
4ih Asst. — Eliza W. Warren. Janitor. — J. Q. A. Cushman.
UNION-STREET SCHOOL.
4th Asst. — Margaret I. ScoUans. Janitor — John Hickey.
HOBART-STREET SCHOOL.
4th Asst. — Leslie D. Hooper. Janitor. — Joseph A. Grossman.
CHARLES SUMNER SCHOOL. Ashland street, Roslindale.
Master. — Artemas Wiswall. 1st Asst. — Charlotte B.Hall. 2d Asst. — Angie P. Nutter. 3d Assts. — Lena S. Weld, Mabel L. Warner, Elvira L. Austin, Maud G. Leadbetter, Mary E. Lynch, Alice M. Barton, Harriet E. Tower, Marian A. Mclntyre. Janitor. — John L. Chenery.
PRIMARY SCHOOLS.
CHARLES SUMNER SCHOOL, ASHLAND STREET.
4th Asst. — S. Louise Durant.
198 • APPENDIX.
POPLAR-STREET SCHOOL.
4th Asst. — Dora M. Leonard. Janitor. — John L. Chenery.
FLORENCE- STREET SCHOOL.
4th Asst. — Grace J. Freeman. Janitor. — Frank Spinnie.
CANTERBURY-STREET SCHOOL.
4th Assts. — Elizabeth Kiggen, Mary E. Roome. Janitor. — Ellen Norton.
WASHINGTON-STREET SCHOOL.
4th Asst. — Clara L. Metcalf. Janitor. — Kate Morrissey.
CLARENDON-HILLS SCHOOL.
4th Asst. — Almira G. Smith. Janitor. — Daniel B. Colby.
HILLSIDE SCHOOL.
Elm street, Jamaica Plain. Master. — Albert Franklin Ring. 1st Asst. — Amy Hutchins. 2d Asst. — Louise P. Arnold. 3d Assts. — Alice P. Stephenson, Emily H. Maxwell, Mary Bradley, Alice M. Robinson, Elizabeth L. Stodder. Janitor. — S. S. Marrison.
PRIMARY SCHOOLS.
WASHINGTON-STREET SCHOOL, NEAR GREEN STREET.
4th Assts. — E. Augusta Randall, Mary A. Riordah. Janitor. — Michael Kelly.
GREEN-STREET SCHOOL.
4th Assts. — Margaret E. Winton, Anna M. Call. Janitor. — Mrs. J. Follan.
WASHINGTON-STREET SCHOOL.
4th Asst. — Mary E. McDonald.
MOUNT VERNON SCHOOL.
Mount Vernon street, West Roxhurij. Sub- Master. — Ahner J. Nutter. 2d Asst. — Emily M. Porter. 3d Assts. — Frances R. Newco:ub, J. Lillian Colson, Jennie M. Jackson. Janitor. — James M. Davis.
WASHINGTON-STREET SCHOOL, GERMANTOWN.
1st Asst. — Achsa M. Merrill.
NINTH DIVISION. 199
PRIMARY SCHOOLS.
CENTRE-STREET SCHOOL.
4th Asst. — Ella F. Parsons. Janitor. — James M. Davis.
BAKER-STREET SCHOOL.
4tli Asst. — Mary C. Richards. Janitor. — William J. Noon.
WASHINGTON-STREET SCHOOL, GERMANTOWN.
4th Asst. — Emma L. McDonald. Janitor. — Gottlieb Karcher.
NINTH DIVISION.
DORCHESTER-EVERETT SCHOOL.
Sumner street, Dorchester.
Master. — Henry B. Miner. Sub- Master. — George M. Fellows. 1st Asst. — Mary F. Thompson. 2d Asst. — Henrietta A. Hill. 3d Assts. — Sara M. Bearse, Emma M. Savil, Anna M. Foster, Abbie E. Wilson, Clara J. Doane, Harriet A. Darling, L. Cora Morse. Janitor. — Lawrence Connor.
PRIMARY SCHOOLS.
DORCHESTER-EVERETT SCHOOL, SUMNER STREET {old buHding).
4th Assts. — M. Rosalia Merrill, Annie L. Newcomb, Mary H. Reid, Kittie Wark. Janitor. — Lawrence Connor.
DORCHESTER-AVENUE SCHOOL, CORNER HARBOR-VIEW STREET.
4th Assts. — Cora L. Etheridge, Caroline D. Bere Janitor. — Mrs. M. A. Regan.
SAVIN HILL-AVENUE SCHOOL.
4th Asst. — Lucy G. Flusk. Janitor. — Henry Randolph.
GIBSON SCHOOL.
Columbia street, Dorchester. Master. — William E. Endicott. 1st Asst. — Ida L. Boyden. 2d Asst. Fidelia A. Adams. 3d Assts. Emma R. Gragg, Charlotte E. Andrews, Elizabeth L. B. Stearns. Janitor. — Thomas Shattuck.
GIBSON SCHOOL, SCHOOL STREET.
3d Asst. — Benjamin F. Brown.
200 APPENDIX.
PRIMARY SCHOOLS.
GIBSON SCHOOL, SCHOOL STREET.
4th Assts. — E. Louise Brown, Ellen A. Brown. Janitor. — Hannah Clarkson.
ATHERTON SCHOOL, COLUMBIA STREET.
4th Assts. — Marietta L. Valentine, Mary A. Merritt. Janitor. — Thomas Shattuck.
GLEN-ROAD SCHOOL, NEAR BLUE-HILL AVENUE,
4th Asst. — Florence M. De Merritt. Janitor. — Margaret Kelley.
HARRIS SCHOOL.
Corner of Adams and Mill streets, Dorchester. Sub-Master. — N. Hosea Whittemore. 1st Asst. — EmmaF. Simmons. 2d Asst. — E. M. Harriman. 3d Assts. — M. Ella Tuttle, Almy C. Plummer, Charlotte A. Powell, Cora I. Young. Janitor. — John Buckpitt.
PRIMARY SCHOOLS.
HARRIS SCHOOL, ADAMS STREET.
4th Assts. — Elizabeth A. Flint, Ida F. Kendall.
DORCHESTER-AVENUE SCHOOL.
4th Assts. — Mary Waterman, Alice M. Murphy, Annie B. Drowne.
MATHER SCHOOL.
Meeting- House Hill, Dorchester.
Master. — Edward Southworth. Sub- Master. — Loea P. Howard. 1st
Asst. — J. Annie Bense. 2d Asst. — Kate A. Howe. 3d Assts. — Lucy J.
Dunnels, Lillie A. Hicks, Mary B. Corr, Charlotte L. Voigt, Mary A.
Lowe, M. Esther Drake. Janitor. — Benjamin C. Bird.
PRIMARY SCHOOLS.
MATHER SCHOOL, MEETING-HOUSE HILL.
4th Asst. — Ella L. Howe.
OLD MATHER SCHOOL, MEETING-HODSE HILL.
2d Asst. — Ada K. Richards. 4th Assts. — Mary E. Bradley, Elizabeth Donaldson, Elizabeth C. White, Mary M. Clapp. Janitor. — Benjamin C. Bird.
NINTH DIVISION. 201
QDINCY-STREET SCHOOL.
4th Assts. — Florence J. Bigelow, Ina F. Cook. Janitor. — Mary Leary.
MINOT SCHOOL.
Walnut street, Dorchester. Master. — Joseph T. Ward, Jr. 2d Assts. — Gertrude P. Davis, Kate M. Adams. 3d Assts. — Mary E. Glidden, Sophia W. French, Annie H. Gardner, Ellen M. S. Treadwell, E. Gertrude Gushing. Janitor. —James T. Murphy.
PRIMARY SCHOOLS.
MlNOT SCHOOL, WALNUT STREET.
4th Assts. — Kate S. Gunn, S. Maria Elliott, Hattie J. Bowker, Annie T. Kelley.
ADAMS-STREET SCHOOL.
4th Asst. ~ Mary J. Pope. Janitor. — Ellen James.
PIERCE SCHOOL.
Thetford avenue, corner of Evans street. Sub-Master. — Horace W. Warren. 2d Asst. — Mary E. Mann. 3d Assts. — Lizzie C. Estey, Lucina Dunbar. Janitor. — Timothy Donohue.
BAILEY-STREET SCHOOL.
3d Asst. — Georsre R. Keene.
PRIMARY SCHOOLS.
PIERCE SCHOOL.
4th Asst. — Emma A. Cochran.
ARMANDINE-STREET SCHOOL.
4th Asst. — Elinor F. Decatur.
STOUGHTON SCHOOL. River street, Lower Mills.
Master. — Edward M. Lancaster. 1st Asst. — Elizabeth H. Page. 3d Assts. — Caroline F. Melville, Clara A. Brown, Camelia M. Collamore, Minnie E. Gaskins, Esther S. Brooks. Janitor. — M. Taylor.
BAILEY-STREET SCHOOL.
2d Asst. — Isabel F. P. Emery.
202 APPENDIX.
PRIMARY SCHOOLS.
8TOUGHTON SCHOOL, RIVER STREET.
4th Assts. — Carrie M. Watson, Gertrude L. Howard, Maria A. Sliields.
BAILEY-STREET SCHOOL.
4th Asst. — Helen F. Burgess. Janitor. — Timotliy Donohue.
TILESTON SCHOOL, •
Norfolk street, Mattapan. Sub-Master. — Hiram M. George. 3d Assts. — Martha A. Baker, Ida T. Weeks. Janitor. — Peter Cook.
PRIMARY SCHOOL.
TILESTON SCHOOL, NORFOLK STREET.
4th Assts. — Elizabeth S. Fisher, Elizabeth K. Shea.
SPECIAL SCHOOLS.
HORACE MANN SCHOOL FOR THE DEAF.
63 WARRENTON STREET.
Principal. — Sarah Fuller. 1st Asst. — Ella C. Jordan. Assts. — Kate
D. Williams, Mary F. Bigelow, Sarah A. Jordan, Elsa L. Hobart, Florence
E. Leadbetter, Ida H. Adams, Sallie B. Tripp. Janitor. — Daniel H. Gill.
MANUAL TRAINING SCHOOL.
LATIN-SCHOOL BUILDING.
George Smith.
COOKING SCHOOLS.
STARR KING SCHOOL, TENNYSON STREET.
Annabel G. E. Hope.
DRAKE SCHOOL, SOUTH BOSTON.
Sarah C. Woodward.
CHILDS STREET, JAMAICA PLAIN.
Hattie I. Davis.
SPECIAL SCHOOLS. 203
(JUINCy STREET, ROXBCRT.
Altliea W. Somes.
HARVARD SCHOOL, CHARLESTOWN.
Caroline J. Duff.
KINDEKGARTFNS.
Sharp School, Anderson street. Principal. — Serena J. Frye. WiKCHELL School, Blossom street. Principal. — Ellen Gray. Assistant.
— Harriet H. Gordon.
Baldwin School, Chardon court. Principal. — Ida A. Noyes. Assistant.
— Mary B. Bacon.
64r North Margin Street. Principal. — Anna Spooner. CusHMAN School, Parmenter street. Principal. — Anne L. Page. Assist- ant. — Mary Carter. 39 North Bennet Street. Principal. — Mary C. Peabody. Assistants.
— Mary G. Murray, E. Louise Richards.
Primary School, Hudson street. Principal. — Abbie M. Small. Assist- ant. — Emily B. Stodder.
Howe School, Fifth street. South Boston. Principal. — Emelie F. Beth- mann. Assistant. — Frieda M. Bethmann.
Warren Chapel, Warrenton street. Principal. — Lucy H. Symonds. .4s- sistant. — Etta D. Morse.
Primary School, Rutland street. Principal. — Emma L. Alter. Assistant.
— Isabel G. Dame.
147 Ruggles street. Principal. — Caroline E. Josselyn. Assistant. — Ellen L. Sampson.
933 Albany street. Principal. — Mary T. Hale. Assistant. — Jennie B. Brown.
School-house, Cottage place, Roxbury. Principal. — Caroline E. Carr. Assistant. — Ada L. Peabody. Principal. — Anna E. Marble. Assist- ant. — C. Mabel Rust.
Starr King School, Tennyson street. Princi2)al. — Mary T. Smith. As- sistant. — Angle B. Towne.
Field's Corner. Assistant. — Grace H. Mather.
Primary School, Appleton street. Principal. — Mabel Hooper. Assistant. Lucile Campbell.
Primary School, Common street, Charlestown. Principal. — Sallie Bush. Assistant. — Frances Williamson.
Primary School, Princeton street, East Boston. Principal. — Lelia A. Flagg. Assistant. — Flora S. McLean.
Primary School, Porter street, East Boston. Assistant. — Clara L. Hunt- ing.
204
APPENDIX.
TRUANT-OFFICERS.
The following is the list of the Truant-Officers, with their respective dis- tricts : —
OmcEEs. |
School Districts. |
|
George Murphy, Chief. |
||
Daniel J. Sweeney |
||
George M. Felch |
Brimmer, Quincy, and Winthrop. Adams, Chapman, Emerson, and Lyman. |
|
C. E. Turner |
||
Richard W.Walsh |
Bowdoin, Phillips, Prince, and Wells. |
|
James Bragdon |
Bigelow, Gaston, Lincoln, and ShurtlefF. |
|
Warren A. Wright |
Andrew, Lawrence, and Norcross. |
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A. M. Leavitt |
Dwight, Everett, Franklin, and Rice. Hugh O'Brien, Dorchester-Everett, Mather. |
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Jeremiah M. Swett |
and |
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James P. Leeds |
Gibson, Harris, Minot, Pierce, Stougl and Tileston. |
ton, |
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Charles S. Woolfindale |
Bunker Hill, Frothingham, Harvard, Pres- cott, and Warren. |
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Frank Hasey |
Dearborn, Lewis, and George Putnam. |
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Warren J. Stokes |
Agassiz, Charles Sumner, Hillside, and Vernon. |
Mt. |
H. F. Ripley |
Allston and Bennett. |
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Henry M. Blackwell |
Dudley, Dillaway, and Lowell. |
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William B. Shea |
Comins, Martin, Hyde, and Sherwin. |
Truant- Office, 12 Beacon street. Office-hours from 12.30 P.M. to 1.30 P.M.
REPORT
COMMITTEE ON MUSIC,
1888.
E E P O R T .
The Committee on Music presents the following report : — In view of the recent prominence given to the subject of musical instruction in the public schools, and as a matter of special interest to the Board at this time, the committee have thought it expedient and proper to embody in this report a brief sketch of the introduction and progress of the instruction in music in the public schools of this city. In doing this they must necessarily repeat, to some extent, the information contained in previous reports on this subject. In August, 1830, a lecture was delivered in Boston before the American Institute of Instruction, by Mr. Wm. C. Woodbridge, the eminent geographer, advocating the prac- ticability and expediency of introducing vocal music as a branch of common school education. The effort of Mr. Woodbridge produced a profound impression at the time. By this lecture the first impulse was given to music as a branch of the common school education in America. In December, 1831, Mr. George H. Snelling, in behalf of a special committee, appointed for the purpose, presented to the Primary School Board a report strongly urging the adoption of music as a regular study in the primary schools. Appended to this report was a resolution, "that one school from each district be selected for the introduction of systematic instruc- tion in vocal music under the direction of the district and standing committee." The report was, after discussion, accepted and its recommendations adopted in January, 1832. The experiment received a partial trial, but the plan
210 APPENDIX.
was never fully carried out. At a meeting of the School Board, August 10, 1836, a memorial was received from the Boston Academy of Music, supported by petitions from numerous citizens, praying that vocal music be introduced as a branch of popular instruction into the schools of this city. The memorial was referred to a special committee, who offered an able and interesting report in its favor on August 24, 1837. On the 19th of September following, the report was accepted and the orders appended to it were passed. Failing to obtain from the City Council the necessary appro- priation, the measure was for the time defeated. Meanwhile one of the professors of the Academy (Dr. Lowell Mason) offered to give instruction gratuitously in one of the schools, in order to test the experiment, and in November it was voted that the experiment be tried in the Hawes Grammar School in South Boston.
The next year the School Board, well satisfied with the result of the experiment, at a meeting August 28, 1838, voted to introduce vocal music as a regular branch of in- struction in the public schools. The department was placed in charge of Dr. Mason, under whose able supervision the measure was carried into effect. In August, 1846, it was decided to make two divisions of the grammar schools, and to appoint an additional instructor of music. In February, 1848, upon the abandonment of the double-headed system, so called, in the grammar schools, and the substitution of the plan requiring one master at the head of each school, cer- tain changes were made in the plan for the instruction in music. Instruction was to be given in each department of the schools where there was a separate and independent or- ganization, and the superintendents of these departments were requested to give instruction in music to all the female teachers of the grammar schools under their care, and also to all the teachers of the primary schools who might choose to attend. At this time fruitless efforts were made for the
REPORT ON MUSIC. 211
introduction of music into the primary schools. In 1849 the plan of electing su[)erintendents of musical instruction by the School Board was discontinued, and the sub-com- mittees of the several grammar schools were instructed to procure a teacher of music for the schools under their charge. This plan seems to have been continued until February, 1857, when a special committee, consisting of Dr. William Read, Samuel J. M. Homer, Esq., and Rev. AVarren H. Cudworth, was appointed to take into consider- ation the subject of music in the public schools. This com- mittee submitted a full and valuable report in the month of June following, recommending important improvements, especially, that a standing committee on music be appointed ; that simple musical exercises be practised twice a week by the lower classes in the grammar schools under the direction of the regular teachers ; and that so much time be given to singing in the primary schools as their committees may deem expedient. These recommendations were adopted by the Board, but the new requirements received little if any at- tention. At this time no instruction in music was given ex- cept in the Girls' High and Normal School, and in the two upper classes of the grammar schools. The responsibility of such instruction was divided among four teachers, — Messrs. Butler, Bruce, and Drake, and Mr. Samuel Swan, master of the Mavhew School, who taught the music in his school. Two half-hours a week were required to be devoted to the study and practice of vocal music.
In 1858, by vote of the Board, it was ordered "that for this year, the usual School Festival in Faneuil Hall be sus- pended, and that in place thereof there be held at Music Hall, at 4 P.M., on the day of the annual exhibition of the grammar schools, a musical exhibition of the pupils in the public schools in connection with the introduction of the medal scholars to the Mayor, the presentation of bouquets, speeches, addresses, etc., and that a committee of five be
212 APPENDIX.
appointed to act with the Committee on Music as a joint special committee, to make all necessary arrangements." This change in the usual plan of the school festival proved so pleasant and successful, that the dual festival was con- tinued until 1868, when the music festival and the annual school festival were separated. The first regular musical exhibition of the public schools of Boston was held in Music Hall, May 20, 1868. An annual exhibition was given unti 1874, when the seventh and last annual musical exhibition was held. One was o-iven in 1877, and in 1883 the last mu- sical exhibition was given, in connection with the annual school festival.
The first chang-e made bv the Committee on Music after its establishment as a standing committee in 1858 was the appointment of a separate teacher of music in the Girls' High and Normal School. Thouijh the committee made strenuous efforts, it was evident that the instruction in music in the lower classes of the grammar schools and in the primary schools was unsatisfactory. The committee in their report of 1861, and again in 1863, urged the necessity of the more extended introduction of music into the primary schools. It was not until 1864 that a special instructor in music was appointed for the primary schools. Mr. Luther W. Mason was elected to the position, and entered upon his work in September, 1864. The lower classes of the grammar schools were unprovided for until 1868, when Mr. Hosea E. Holt was elected special instructor, and placed in charge of these classes. In April, 1869, the Committee on iSlusic pre- sented a complete plan for the reorganization of the music department, and in July of that year, upon the recom- mendation of the joint committee on Rules and liegulations and Salaries, the Board adopted the plan presented by the Committee on Music. By this plan Mr. Julius Eichberg was appointed supervisor of music in the public schools — to instruct the pupils in the high schools, and in addition to
REPORT ON MUSIC. 213
exercise n general supervision of the nuisical instruction in all the schools. Mr. J. B. Sharland had charge of the music in the first classes of the grammar schools except those in Dorchester. INIr. Henry W. Alexander had charge of the second classes of the grammar schools except those in Dor- chester. Mr. Hosea E. Holt had charge of the lower classes in the grammar schools except those in Dorchester. Mr. Luther W. Mason was placed in charge of the classes of the pi'imary schools except those in Dorchester. Mr. Hiram Wilde was placed in charge of the schools of Dor- chester except the high school. This distribution of the work among the music instructors was called the " horizontal plan." With the opening of the schools in September, 1870, the complete plan of a progressive and systematic teaching of music was, by the almost unanimous consent of the Board, agreed to and entered upon.
In 1871 Mr. Sharland, upon the withdrawal of Mv. Alexander from the service, was placed in charge of the musical instruction in the two upper classes of the grammar schools.
In February, 1872, the first book of the National Music Course was adopted. Music charts, arranged and i)repared by Mr. L. W. Mason, had been in use in the schools since 1866. In July, 1872, the second book of the National Music Course was adopted, and the other books of the series were adopted at ditferent times subsequently.
At the close of the year 1872, Dr. J. Baxter Upham, who was a member of the first Committee on Music, and its chair- man for thirteen years, retired from the School Board. To him in no small measure belongs the successful estab- lishment of musical instruction in our public schools. His earnest, laborious, and practical efforts were rewarded, and he had the satisfaction before he retired from the Board of seeing his labor crowned wnth success. Dr. Upham was succeeded as chairman of the committee by Dr. John P.
214 APPENDIX.
Ordway, who served for the following two years, when Mr. Charles C. Perkins, who had been a member of the Com- mittee on Music since 1873, was made its chairman. In 1878 the Committees on Drawing and Music were consolidated, and Mr. Perkins continued chairman of the committee until his retirement from the Board in 1884. His thorough knowledge of the science and art of music, his untiring devotion to the public schools, especially in the de- partment of music, have given him a prominent place among those who have secured the present high standard of instruc- tion in that branch of study in our schools.
On account of the annexations to the city in 1874 certain changes were required in the music department. The greatly increased area of the city rendered it impossible to carry on the " horizontal plan " successfully with the limited number of special instructors employed, and the " vertical system," so called, was established. The grammar and primary schools of the city were divided into districts, and each dis- trict placed in charge of a special instructor in music, Mr. Eichberof retainino; chars^e of the instruction in the hio:h schools, under the title of director.
In 1878 Mr. Luther W. Mason resigned his position to accept the appointment of musical director of the schools of Japan. His long and successful service in the primary schools, his enthusiasm in his work, his labors in the prepa- ration and arrangement of charts and books for use in the schools, entitle him to great praise, and has placed his name on the role of those who have rendered exceptional service to the cause of popular musical education.
As has been stated, the Committees on Drawing and Music were consolidated in 1878, and the interests of these two departments were intrusted to a single committee.
In 1884, upon the recommendation of the Committee on Drawinof and Music, the office of director was abolished, and
REPORT ON MUSIC. 215
five special instructors of music were elected. Previously a director and three special instructors had been appointed.
In 1886 an order was passed by the Board "that the Superintendent and Board of Supervisors be requested to institute an investigation into the methods and the efficiency of the instruction in music in the public schools, for the pur- pose of ascertaining whether there is a substantial uniformity in the results obtained, and whether any changes can be suggested which will be likely to improve this branch of the service, and to report what reorganization may be necessary to eifect such improvement."
The superintendent presented a report on the subject in June, 1886. We quote the following from the report : —
As a first step, each one of the special instructors in music was invited to make a written statement of what he aimed to accomplish, and by what means, in the schools under his charge. From these statements, as well as from subsequent conferences with the instructors separately, it appeared that the authorized course of instruction for the primary and grammar schools is not closely followed, save, perhaps, in one instance. The departures, however, are not so much in the ground covered as in the methods of instruction used.
The reason for these departures is quite plain. The authorized ' course of instruction in music, unlike that in almost all the other branches, is based upon a certain series of books and charts. Each year's work is defined by assigning certain pages of these books and charts. Now, as these publications were prepared to exemplify a cer- tain method of instruction, it follows that an instructor who uses a - different method must neglect some pages of the books and charts, and thereby, strictly speaking, depart from the authorized course of instruc- tion. All the instructors appear to have made some departures of this kind, and three of them have made quite broad departures. And they have felt the more free to do this because no specific instructions, like those formerly issued, have been given to them during the last two years, and they have understood that reasonable latitude in choice of methods was encouraged.
I'
The report states that with a view of ascertaining some- thing of the ability of the pupils in the schools to sing simple
216 APPENDIX.
music at sight, the supervisors experimented with a test which had been suggested to them, " but were prevented from going very far with it, partly by lack of time and partly by the children being seriously disturbed by the unfamiliar nature of the test. . . . The second classes of sixteen gram- mar schools, in different parts of the city, were tested in order to determine the degree of facility shown by individ- uals in singing at sight simple music."
A piece of music in two parts was used.
The report, in alluding to the results of these tests, states : —
The results of the tests in different j^arts of the city were i"emarkal)ly uniform. Tlie number of children who sang the piece at sight, and, at least, passably well, varied from one-half to two-thirds of the whole ; and in nearly all the schools there was a fair proportion of the children whose performances Avere deemed excellent.
The report further states that the last step in the investiga- tion was to invite the music instructors separately to a con- ference with the Board of Supervisors, and that " one fact became distinctly apparent at these interviews, and that is, that every one of the instructors has a clearly conceived plan of work which he has been steadily pursuing for at least two years. These plans of work differ, and the opinions upon which they are based, differ. But the differences are no greater than one would naturally expect to find among able men who understand their work."
The report concludes with the suggestions, that the course of instruction in music be re-cast in a form to leave in- structors reasonably free as to methods ; that proper tests be devised and applied to individual pupils ; that the liberal use of supplementary material be encouraged ; that the regular teachers be better prepared for their part in the musical in- struction; and that stated meetings of the special instructors in music be held. This report was accepted, and the recom-
REPORT ON INIUSIC. 217
mendntions contained therein were referred to the Committee on Drawing and Music, who reported in November, 1886, that they had established rules for the guidance of the in- structors in music, and had provided that stated meetings of these instructors should be held, at which the superintendent should preside.
In February, 1887, the Board passed an order "that the Committee on Drawing and Music consider and report at the first meeting of the Board in April, upon the advisability of so arranging the study of music in the puldic schools of the city as to secure uniformity in the method, and greater efficiency in the instruction in music."
The committee had the matter under advisement for some time, and in June, 1887, reported to the Board that the Committee on Drasving and Music should be divided, and recommended that the Committee on Rules and Regulations be requested to report the necessary amendments to pro- vide for a Committee on Drawing and a Committee on Music, which committees when appointed should have the general supervision of these branches of instruction. The Committee on Rules and Regulations reported the necessary amendments, which Avere adopted by the Board in October, 1887, and a Committee on Drawing and a Committee on Music were appointed.
The Committee on Music began immediately a thorough and systematic investigation into the subject of music in the public schools. Weekly meetings of the committee were held for three months, and fortnightly meetings for four months more. The Superintendent of Schools was invited to be present at all the meetings of the coumiittee. At their first meeting the committee issued a circular to the special instructors in music requesting them to inform the committee in- writ- ing— (1) How the schools are divided among the instructors. (2) What time each gives to the several schools under his charge. (3) Under what rules and regulations they act in the
218 APPENDIX.
performance of their duties. (4) To whom they report in case of absence from their work. (5) What arrangement is made in the schools for the instruction in music when they are absent. The replies to these inquiries were promptly sent to the committee. It was ascertained that the o^rammar- school districts — each comprising a grammar school with the primary schools assigned to it — were divided into four divi- sions, and one division assigned to each special instructor in music. The high schools were placed in charge of one of the special instructors. These assignments, so far as the com- mittee are informed, has been in operation several years. Upon the retirement of Mr. Eichberg in 1887, after an honor- able service of nearly twenty years in the public schools of Boston, during which time his faithful devotion to his work, his great ability, and his broad culture in the art of music did much to improve the instruction in music in our schools, Mr. J. B. Sharland was placed in charge of this branch of instruction in the high schools.
The committee learned through the replies of the special instructors that they acted under no specific instructions, assuming that they were to continue the work as had been their custom in the past. The cases of absence from duty appeared very slight, and the practice adopted by the music instructors of informing the masters of their absence, and so laying out their work that there should be no interruption to the music lessons, seemed to be all that could be reasonably expected of them, as they had received no definite instruc- tions from the committee. The music instructors were in the habit of visiting the grammar schools regularly once a fortnight. The visits to primary schools were somewhat irreirular, on account of the lack of time and the sreat dis- tances to be covered in travelling. From the replies received it was evident to the committee that there was a decided want of uniformity in the instruction in music, and a departure
REPORT ON MUSIC. 219
from the prescribed course of study. One instructor in his repl}^ to the committee made the following statement : —
" When a programme was printed and the copy sent to me at the beginning of each year, I considered it my duty to carry out that programme faithfully to the best of my ability. At present there seems to be no programme, but each instructor is left to work as he pleases ; at least I so understand it, and with that understanding I do not feel bound to any particu- lar programme, though I have seen no reason to make any radical departure from the old one."
Another instructor stated that
"Each master (music instructor) made his own plan."
The committee in considering these replies decided to hold personal interviews with each of the special instructors in music. Each instructor was urged to present anything and all that he cared to present to the committee. The com- mittee were seeking information, and felt that they had found the best source for such information in the men who had been performing the duty ; men fully acquainted with the working of the required programme knew what, if any, diffi- culties there were in the way of its absolute fulfilment, and could suggest from their practical experience valuable sug- gestions to assist the committee in the work they had entered upon. These conferences proved of great value to the com- mittee. It was clearly manifest that the instructors were thoroughly interested in their work, enthusiastic and ftuthful in their service.
The important information which the committee obtained in these interviews will be of great assistance to them in their further consideration of the subject.
In the course of their consideration of this subject, the attention of the committee was called to the difierent methods employed by the special instructors, and the de- partures from the prescribed course of study. The inquiries relating to the methods of instruction were pursued deliber-
220 APPENDIX.
ately and minutely, and the details of each method explained and exemplified to the committee. At one of the meetings one of the instructors appeared Avith six little girls, from the sixth class of a grammar school, and illustrated his method of instruction. At a subsequent meeting, another instructor appeared before the committee and gave a practical illus- tration of his method, assisted by a few pupils from his district. The committee were so interested and instructed by these practical illustrations of the actual work of music in the schools, that they decided to continue their investiga- tions, and to arrange for a series of tests of the ability of the children in the schools to read music at sight, and to more particularly inform themselves of the condition of the instruction in music in the schools. The Board granted the means by which it was possible to continue their investiga- tions and npply such tests.
A thorough musician, a successful and experienced teacher, who was entirely disinterested, was engaged to conduct and superintend the tests agreed upon by the com- mittee. Notices of the meetings at which the tests were to be given were sent to the members of the Board and to the superintendent and supervisors. Pupils from the districts of the .several special instructors appeared before the com- mittee. The exercises used were arranged by the gentle- man engaged to conduct the tests, and were kept in his custody while the tests were being given. The tests were conducted under the sole direction of this gentleman, the special instructors not being present.
The first of these tests occurred Friday, April 13. Twenty -four pupils from the first and second classes of the Warren School were present. These pupils were from Mr. J. M. Mason's district. Of the pupils i)resent; two were receiving instruction in vocal music outside of the puldic schools, twelve had or were receiving instruction in instru- mental music, and one was a choir-boy.
REPORT ON MUSIC. 221
On Friday, April 20, the second test was given. As there was no school in Boston where the books and charts of the Normal School Course had been used and the system in full operation, through the courtesy of the school authorities and the instructor of nmsic in Quincy, aclass of twenty-tive pupils, who had been under the instruction of the Normal Music Course for two years, was present. Of this number ten had received instruction in instrumental music, and none had received instruction in vocal music outside of the public schools.
The third test occurred on Friday, April 27. A class of about twenty-five pupils from the district assigned to Mr. H. G. Carey, was present.
The committee then arranged for another test, and on Fri- day, May 4, classes of primary pupils, who entered the primary schools in September, 1886, twenty-four pupils in each class, from the schools taught by Mr. Carey, and from Quincy were present. The exercises were written on the blackboard, and sung by the classes alternately.
The committee, after careful consideration of the results of these tests and other information obtained, came to the unanimous conclusion that the Normal Music Course ought to be placed in a part of the schools at least, and submitted to a fair and impartial trial. In May last this committee presented an order " that the Normal Music Course be authorized for use in the Rice Training School and in the grammar and primary schools of the Third and Sixth Divis- ions. This order was passed unanimously by the Board at a meeting held October 9, eighteen members of the Board being present. At the meeting following the Board passed an order " that the National Music Course, revised edition, be authorized for use in the grammar and primary schools of the First and Second Divisions."'
The committee believe that a step in advance has been
222 APPENDIX.
taken in the department of musical instruction in the public schools. The phicing of the Normal Music Course and the revised edition of the National Music Course in an equal number of schools, under the charge of those instructors in music who are, perhaps, best qualified to conduct the in- struction under each method, furnishes a fair test of the merits of these systems.
Last year for the first time singing formed an element of the diploma examinations in music. The several instructors arranged this examination in their respective districts. This committee have under consideration the question of arranging a uniform plan for the examination of all the graduating classes in music.
It is the intention of this committee to rearrange, as soon as possible, the course of study in music to conform to the recent changes in the music text-books. They further pro- pose to recommend such changes in the reorganization of this department as will secure the best results in the instruc- tion in this important study.
The committee desire to bear their testimony of the ap- preciation due to the musical instruction in our schools in the past. They do not intend, by any action of theirs, to depreciate that record. The conmiittee and instructors, under whose guardianship it was introduced and carried for- ward, performed their duties with zeal and fidelity. They did a grand work and accomplished much good, and the benefit to our public schools has been great indeed.
It is natural that there should be differences of opinion as to the policy of so radical a change as the adoption of a new system of music text-books, but in the opinion of the com- mittee, the schools must be supplied with the best material for the completion of its prescribed work, and the changes made were prompted by a desire to that end. The course taken with regard to these text -books seems to your com-
REPORT ON MUSIC. 223
niittee a just and equitable means of ijiving the Board full and desirable information to guide them in their future aetion in the department of musical instruction in our [)ublic schools.
GERALD GKIFFIN,
Ohairmaii.
HENRY CANNING.
AVILLIAM A. DUNN.
AVM. C. AVILLIAMSON.
JOSEPH T. DURYEA.
ANNUAL REPORT
BOAED OF SUPERVISORS
1888.
Boston Public Schools, Superintendent's Office, Mason St., Dec. 2(5, 1888.
To the President of the School Committee : The Eleventh Annual Report of the Board of Supervisors
is herewith respectfully submitted.
EDWIN P. SEA7ER,
Siipeinntendent of ScJiool's.
REPOET.
To the School Committee :
In compliance with the requirements of the Reg'ulations the following is presented as the eleventh annual report of the Board of Supervisors : —
meetings of the board.
Regular meetings of the Board of Supervisors have fol- lowed the reguhir meetings of the School Committee, as in former years, and many adjourned and special meetings have been held. The time of these meetings was occupied in the transaction of routine business and in the consideration of matters specially referred to the Board of Supervisors by the School Committee or by the sub-committees thereof. These special matters and the increase of routine work -demanded much time for their proper consideration and disposal ; and little opportunity was afforded for the discussion of methods and for interpretations of courses of study, except occasion- ally and casually in connection with other questions. It is hoped that some portion of the time of regular meetings may be made available the coming year for the special considera- tion of these important subjects.
228 APPENDIX.
INSPECTION OF THE SANITARY CONDITION OF THE SCHOOLS.
During the year no changes have been made in the Eegu- lations respecting the duties of tlie Supervisors, either as individuals or as a Board, except the formal transfer of the duty of inspecting the sanitary conditions of the schools to the Instructor in Hygiene. When the office of Instructor in Hygiene was created it was generally understood that the Supervisors were to be relieved of this duty, though no change was made in the Regulations till this year. This relief from an onerous duty, which took up much more time than the Supervisors could well afford to give from their other duties and satisfactorily perform them, was gladly welcomed. Besides, the Supervisors claimed no special fitness for this work ; and their satisfaction was increased not only because they would gain more time for the discharge of their many other duties more particularly connected with the purely educational interests of the schools, but also because the im- portant matter of sanitation, by which these interests are so largely affected, would be intrusted to more special and more competent and authoritative ministration. The evidence already afforded attests the wisdom of the School Commit- tee in assigning this important duty to the special charge of an official eminently fitted both by scientific training and personal qualifications for this line of work.
All examinations have been conducted upon the same plan as in preceding years, the slight modifications made being at the suggestion of the Superintendent or resulting from an added year's experience.
EXAMINATION FOR CERTIFICATES OF QUALIFICATION.
An examination for certificates of qualification was held Aug. 23, 24, and 25, 1887, and the results were considered at meetings of the Board in September. The detailed results in regard to this examination are given in the following table : —
REPORT OF SUPERVISORS.
229
Whole number of candidates
Number who withdrew from the ex- amination
Number to whom certificates were granted
Number to whom certificates were not granted
Number who having been refused cer- tificates for which they had applied, were granted lower certificates . . .
Whole number to whom certificates were granted
Number of these who had held certifi- cates of a lower grade
Number to whom certificates were granted for the first time
First Grade.
Second Grade.
Third Grade.
Fourth Grade.
Special Grade.
27
Total.
The examination of candidates for teachers is considered the most important duty the Board of Supervisors is called upon to perform.
Every provision that the wisdom of experience would recommend is made for testing the qualifications and judg- ing the merits of the applicants. The records of these examinations are trustworthy indications of the mental ability and mental attainments of those examined ; but while good scholarship and a fjiir degree of culture are positive require- ments, evidence of successful experience in teaching, except in the case of Normal School graduates, has no less weight in determining results. The degree of certainty arrived at with regard to these essentials differs materially. The evidence of scholarship furnished is proof; but the evidence of successful experience often depending upon the good faith of unknown vouchers, may be misleading. And, notwith- standing the care and discrimination exercised by the ex- aminers, a certificate may be issued to an undeserving candidate. However, such instances have been few. As a rule, the judgment of the Board, that the candidate is
230 APPENDIX,
qualified to meet the full responsibilities of a school, has, upon trial, been confirmed.
A superior class of candidates has of late years been at- tracted to the examination for the higher grade certificates ; and there is, yearly, a decreasing number of incompetent applicants for lower grade certificates. Hence, through these examinations results a high grade of excellence in scholarship and teaching ability in the men and women ren- dered eligible for appointment as teachers. The demand for sets of questions used at past examinations is considerable. This demand comes from near and far, and it is among the probabilities that the circulation the questions have attained has not served to lessen the requirements of teachers elsewhere.
SPECIAL EXAMINATIONS FOR CERTIFICATES OF QUALIFICATION.
In examining candidates for special-grade certificates the Board of Supervisors requires of the applicants a correct use of the English language in both speaking and writing. It was found necessary to call the attention of candidates to this requirement by inserting in the circular issued in March the following : —
" Candidates for special-grade certificates to teach other subjects [than French or German] must show not only that they possess the requisite skill, but also that they can speak and write the English language correctly."
At the request of committees in charge, the Committee on Examinations ordered several special examinations for certifi- cates of qualification, special grade, during the year. Certifi- cates were s^ranted as follows : —
Teachers in the Horace Mann School, 2 ; teachers in Evening Drawing Schools, 5 ; teachers of Phonography, 2 ; teacher of Penmanship, 1 ; teacher of School on Spectacle Island, 1 ; instructor of Music, 1 ; teachers in Schools of Cookery, 3. During the year 3 certificates of
REPORT OF SUPERVISORS. 231
service were issued by order of the School Board, and 13 certificates were renewed by the Board of Supervisors. Special-grade certificates were issued to 30 teachers in Kindergartens, who were not required to undergo a for- mal written examination, evidence of excellent service in Mrs. Shaw's Kindergartens havino^ been obtained through the Superintendent.
EXAMINATION OF CANDIDATES FOR CERTIFICATES TO TEACH MODERN LANGUAGES.
The examination for teachers of French and German is conducted by the Director of Modern Languages. This ex- amination is both oral and written, the requirements being: (1) perfection in speaking the language proposed to be taught; (2) a satisfactory degree of proficiency in speaking and writing the English language; (3) translations into and from English; (4) a thorough knowledge of the structure and history of the foreign language ; (5) a good knowledge of the history of its literature.
The examiner submits the results of this examination to the Board of Supervisors with such remarks and recommen- dations as he may have to offer. Before certificates are issued satsifactory evidence of successful experience in teaching must be presented, and also certificates of health and moral character.
TEACHERS ON PROBATION.
The number of teachers who were appointed on probation last year, and the subsequent action with regard to them, may be seen from the following table : —
Number of teachers appointed on probation from Sept.
1, 1887 to Sept. ], 1888 . . .• . . 97 ^
' Of this number one teacher died during the year.
232 APPENDIX.
Number of teachers whose term of probation regularly
expired in that year ...... 95
Number of the latter who were regularly recom- mended and confirmed . . . . . 75
Number whose probation was extended and who were
afterwards confirmed . . . . . . 12
Number whose probation was extended and who after- wards resigned ....... 2
Number whose probation was extended beyond that
year 1
Number who resigned before confirmation . . 4
Of four teachers whose terms of probation had been ex- tended into this year from previous years three were confirmed and one resigned.
When a teacher is appointed on probation, two Supervisors are desicrnated " to examine from time to time his work in the class-room," as Section 89 of the Regulations directs. At or near the close of the year's probation reports are sub- mitted by the examiners to the Board of Supervisors. If these reports agree, recommendations are made to the School Committee accordingly ; but if they express a difference of opinion as to the fitness of the candidate for confirmation, an extension of the term of probation is recommended, and a third Supervisor may be designated to examine and report.
With many newly appointed teachers success from the be- ginning is assured ; and in these cases the visits of the regular Supervisor, in the opinion of some members of the Board, should be deemed suflScient, and only in cases of doubtful success should the visits of other Supervisors be required. On the other hand, it is argued that by these extra visits both teachers and schools are provided with additional safe- guards, and the committee possessed of valuable information with regard to the standing of the teachers, as viewed from the different stand-points of two Supervisors acting independently.
REPORT OF SUPERVISORS. 233
Whether the time sought to be saved by some Supervisors for concentration of effort within their own districts would compensate for a change in phin in view of the disadvantages that might arise, is a question that should be well considered before the present arrangement is altered. However, this is a matter that may meet with the attention of the Sciiool Board, and it is a question for that Board alone to decide.
DIPLOMA EXAMINATIONS.
As required by the Regulations of the School Committee the questions for ail diploma examinations are prepared by the Board of Supervisors.
Each Supervisor prepares, in his respective department, sets of questions, which he submits to each of the other Su- pervisors for suggestions and criticism. The questions are finally considered by the Board, and when adopted are presented to the Committee on Examinations for approval.
The diploma questions are made uniform for the same grade of schools, though options in questions are to a certain extend provided, to allow for difference in conditions of classes and for differences as well in methods of work ; but an even standard is, as far as possible, maintained. It is the aim of the' Supervisors to present a fair opportunity to the pupils to show what they have learned relating to essen- tials in the different studies pursued, and to indicate their ability in the practical application of such principles as a well- instructed class should know.
These examinations have exerted a unifying influence upon the schools, and, without hampering them with routine, have led to more uniform purposes and methods of instruction.
The number of pupils examined in each class of schools, and the number to whom the Committee on Examinations awarded di[)lomas and certificates of honorable mention, are given in the followino: tables : —
234
APPENDIX.
Schools. |
Number of Candidates for Diplomas. |
Number granted Diplomas. |
Number granted certificates of Honorable Mention. |
Number refused Diplomas and Certificates. |
Normal .... Boys' Latin . . . Girls' Latin . . . English High . . C 4th year. Girls' High -^ { 3d year. Charlestown High . Roxbury High . . Dorchester High . East Boston High . West Roxbury High. Brighton High . . |
84 34 9 158 95 100 45 65 47 34 19 10 |
84 33 9 138 92 100 45 65 46 32 19 10 |
. 10 1 2 |
1 5 3 |
Total .... |
\ 695 |
673 |
13 |
9 |
The number of candidates for Grammar-School di- plomas, in June, 1888 2,112
Tlie number to whom diplomas were granted . . 2,072
" " " *' refused . . 16
The number to whom certificates of honorable men- tion were granted ...... 24
The number of graduates allowed to enter the High •Schools "clear" . 1,779
The- number of graduates allovA'ed to enter the High
School " on probation "
293
EXAMINATIONS FOR ADMISSION TO THE HIGH AND LATIN SCHOOLS.
Examinations for admission to the two Latin Schools w^ere held in June and September, and for admission to the High
REPORT OF SUPERVISORS.
235
Schools in September. The following table shoAvs the number of candidates examined, and the action of the Com- mittee on Examinations in re2:ard to them : —
High Schools. |
Boys' Latin School. |
Girls' Latin School. |
|
No. of candidates examined for admission . |
79 |
139 |
66 |
No. of candidates admitted |
71 |
119 |
55 |
No. of candidates refused admission . |
8 |
20 |
11 |
The Regulations provide for the admission of pupils to the High Schools through the diploma examination in June, and through the special examination in September of appli- cants who are not graduates of the Boston Grammar Schools.
With regard to the admission of pupils at other times, no definite provision is made. It is suggested that examinations be required of all applicants for admission during the year, and that the results be submitted to the Board of Super- visors with the recommendations of the masters, to be pre- sented, as in the case of regular admissions, for approval to the Committee on Examinations.
PROBATIONERS IN HIGH SCHOOLS.
At the close of the year some confusion existed in regard to the pupils who had been admitted to the High Schools on probation. This arose from the chano^e made in the Rcffula- tions which now provide that the probations shall " close at or near the end of the school-year." The final decision rests with the Committee on High Schools, to whom the Board of Supervisors is required to present the facts and the recom- mendations based upon them. Further misapprehension may be avoided by furnishing proper blanks fov the returns required.
236 APPENDIX.
No. of pupils who entered High Schools on probation
in September, 1887 123
No. of these who left school . . . . . 43
No. who were allowed to remain in school . . 80
No. whose probation was closed in June, 1888 • . 36
PROMOTIONS FROM PRIMARY SCHOOLS.
Examinations for promotion from the Primary to the Gram- mar Schools were held in January and June. The number of pupils promoted in January was much smaller than at the close of the year, as has been found to have been the result yearly since the restoration of the plan of semiannual pro- motions. To some school districts mid-year promotions are advantageous ; but to others they prove a great disturbance, and particularly in the classification of the Grammar depart- ments. It would seem desirable that promotions of Primary classes in February be required only when the necessities of school-districts demand such promotions to be made. The number of Primary pupils examined, and the number pro- moted to the Grammar Schools by the Committee on Exam- inations, are as follows : —
No. of pupils examined for promotion from Primary to Grammar Schools
No. of pupils promoted to graded classes of Grammar Schools . .
ly'o. of pupils promoted to ungraded classes of Grammar Schools .
No. not promoted
January, 1888. |
June, 1888. |
725 |
.5,186 |
702 |
5,113 |
3 |
43 |
20 |
30 |
COURSES OF STUDY.
An important work has been accomplished in preparing courses of study for the Evening Schools. The difliculties presented in 'the diverse needs and conditions of these schools were recognized as formidable ; but measures, well-
IIEPORT OF SUPERVISORS. 237
planned and carefully considered in conjunction with the material and means provided, have led to the adoption of courses that are deemed most serviceable for reaching prac- tical and educational ends.
In regard to tlie recently attempted revision of the High School course of study, which was not adopted by the School Committee, it is but proper to stale that the work of revis- ion was not intrusted to the Board of Supervisors ; in effect, the Board of Supervisors Avas not even consulted in refer- ence to any of the changes proposed in the revised course, the Committee on Examintions having assumed the entire responsibility of the revision. The proposed course, as com- pared with the present course, was simpler and more sym- metrical ; it contained a continuous line of science, while more time was given to language and less to mathematics ; and, if adopted, it might have tended to more uniformity, the end aimed at ; yet an important point to which attention has been frequently called by the Board of Supervisors was not considered — the need of a more detailed course of study for the High Schools.
Even if the suggestions contained in the last report of the Superintendent were adopted, if the High Schools were " cut loose from one another," the courses laid out for the three existing types should contain a sufficient amount of detail, and be sufficiently definite to guide the teachers in their work and keep them within proper limits. In the larger schools, where there are difterent teachers with par- allel classes in the same study, if, at least, the order of sub- jects and the succession of topics were given, the teaching would be more systematic, and the results more uniform.
The Board of Supervisors was required to modify the course of study in the Primary and Grammar Schools so as to make the study of arithmetic conform to the changes and to the reduction in time recommended by the Committee on Examinations. The experiences of the past have shown
238 APPENDIX.
that it is a difficult matter to obtain from teachers a reason- ably close observance of the time authorized for each study. The Superintendent's report dwelt at length upon this fact, and suggested a remedy in the form of a time-table for each teacher. A form for an order of exercises has been devised by the Supervisors, providing for the time of beginning and ending, and the amount of time given, each exercise for each day of the week, together with a summary of the time devoted to each study for the week. It is intended that this order of exercises, when filled out by the teacher and ap- proved by the master, shall be posted in a conspicuous place in the class-room, and a copy of it furnished the Superintendent. It is expected that by this measure the teachers will be held more closely to the authorized time for each study ; that the efficiency and reguhirity of work of teachers will be promoted by it ; and that, in other ways, as has been pointed out l^y the Superintendent, the well-being of the schools will be increased.
A matter for consideration at no distant day would appear to be the modification of the course of study of the Primary and Grammar Schools to meet the changed and chan^ino; con- dition of some of the school districts. The present course of study is no doubt admirably suited to the great majority of the schools ; but there are certain schools that are unable to meet its requirements. For instance, to cite an extreme case, in one district there are in the Kindergarten, Primary, and Grammar classes, 1,530 pupils, most of whom are of foreign birth, and nearly all of whom are of foreign parentage, repre- senting a dozen different nationalities. Yearly to these classes are admitted about 300 pupils of different ages, who cannot speak or understand the English hmguage. Much time and labor are given l)y the teachers of the ditferent grades to sim- plify the subjects taught, in order to bring them within the reach of the understanding of the pupils. The necessary abbreviation of the course of study to meet the necessities of
REPORT OF SUPERVISORS. 239
these classes is left entirely to the teachers. Great assistance might be afforded them, and great benefit result to the classes, were an abbreviated form of the present course of study prescribed. There are other schools that are affected by like conditions, if not to the same extent ; yet for which there is evidently need of a modification of the present course of study.
NORMAL SCHOOL.
The total number of graduates from the Normal School since its organization in 1872 is 974. In June, 84 were granted diplomas entitling them to certificates of eligibility for appointment as assistant teachers in all the public schools of the city except the High Schools and Special Schools. Of the 97 teachers appointed on probation from September, 1887, to September, 1888, 53 were Normal School graduates. In 1887-88 the number of graduates of the school who were made regular teachers after a year's probation was 55.
While Normal Schools and Normal departments in other institutions throughout the country have of late years been gaining in character of professional instruction and in facil- ities for training purposes, there have been no steps taken, till this year, to increase the efficiency of the work of the Boston Normal School. The appointment of an additional teacher for service in the Normal and Training Schools has recently been authorized. This means a closer union of these tAvo schools, and a greater conformity of the practice of the Training School to the theories developed in the Normal School.
During the sixteen years that have passed since the sepa- ration of this school from the Girls' High School, and its establishment as a distinct Normal School, the length of time devoted to professional instruction and training has con- tinued the same. Nor has anv material change been made
240 APPEXDIX.
in the course of study during this time. Both are substan- tially the same as they were in 1872.
It is true that the requirements for admission ensure excel- lent preparation for the work which the school aims to accomplish. Only those pupils who have completed the four years' course in the Girls' High School can be admitted with- out an examination. All other applicants must show both by examination and recommendation that they are qualified to undertake the work of the school. The head-master is made the judge of the qualifications of all candidates seeking admission through examination ; and, as this examination is equivalent to the diploma examination at the end of the four years" High School course, but few other than High School graduates are meml>ers of the school. Moreover, all pupils on admission are placed upon probation ; and if any prove, in the opinion of the head-master and the Board of Supervisors, unsuitable for the work of the school, their probation ceases at the end of the first half of the year.
It is undoubtedly due to this care in admitting and retain- ing pupils, and to the faithful performance of the work required of each pupil by the teachers, that so much that is of value to the schools of this city has been accomplished in the brief period of time given to the Xormal School course of study.
Still, were the same preparation and aptitude for the school- work maintained on the part of the pupils, and the teachers no less exacting, even double the amount of time now given would not be too great to accomplish the objects of the Xormal School instruction.
"Whenever vacancies exist, or wherever additional teachers are to be employed, it is required by the Regulations that "the graduates of this school shall have the preference, other things being equal." Of the number of teachers appointed yearly on probation, more than half are Xormal School grad- uates. The worth of the instruction which the school affords
REPORT OF SUPERVISORS. 241
its pupils is attested by the esteem in which its graduates are held by the School Comniitttee, and by an increasing desire, which has supplanted a former unwillingness, of the masters to admit them to their schools as permanent teachers.
Some of these graduates, through service as substitutes, have acquired the strength and skill that enable them to enter upon their work at once with little or no apparent strain or friction. Man}- others, without such experience, though in the main conscious of aim and means and methods connected with their work, find ditEculty in adapting thera- selves to the situation, and show that they need more time to develop the power necessary to meet the responsibilities thrust upon them. AVilh ample time afforded there are few absolute failures ; but many beginners might have been spared the mortification of temporary failure, and the schools have suffered less from many costly experiments, had the Normal pupils, before graduation, been given the needed time for trial and preparation for actual school-work.
A fractional part of a year is too short a term for a thorough grounding in the principles of education and for the proper study of the methods of teaching — the end and aim of the school's instruction. Moreover, the six weeks which are spent during the latter half of this year in obser- vation and practice, under the eye of the instructors and in the presence of the regular teachers, do not afford sufficient opportunity to the pupils for the proper application of the principles they have learned, or for obtaining or displaj'ing a reasonably desirable degree of skill in teaching, while slight occasion, if any, is offered for testing their power in the important part of school government.
A proposition has been made to extend the term of the school from one year to a year and a half, in order to afford more time both for study and for practice in teaching. The plan as submitted by the head-master is in substance as follows: (1) The time of the required attendance to be a
242 APPENDIX.
jear and a half; (2) the first half-year to be spent as at present; (3) the second half of the first year to include two weeks of observation and practice in the Primary Schools, and two weeks of observation and practice in the Grammar Schools of the city ; (4) the third half-year to include ten weeks of observation and practice in the public schools, the pupils to be divided into two sections, and the sections to visit schools alternately a month at a time.
The head-master states that by the adoption of this plan the graduates from the school would have ten weeks more of theoretical instruction than they have at present, and, in all, fourteen weeks of observation and teaching would be afforded them under more favorable conditions. This would be an increase of practical work in the schools of eight weeks for each pupil ; and, as computed by the head-master, the pupil's actual experience would be three times what it is at present. The head-master states that from the exe- cution of the plan proposed it might be reasonably expected that these results would follow : —
''First, the graduates of Ihe Normal School would be able to do better substitute service on account of tlieir larger ex- perience in the schools.
" Second, for the same reason they would be al)le to do acceptable substitute service in higher grades than at present.
"Third, for the same reason they would be able to begin work when regularly appointed, with less friction.
"Fourth, on account of their greater theoretical knowledge they would ultimately make more intelligent aitid better teachers.
" In a word, the schools would be benefited by better ser- vice, and the Normal graduates benefited by more frequent appointments."
As it is evident that a majority of the teachers are to be trained in the Normal School, and its influence upon the schools of the city is, therefore, sure to be great, it is
REPORT OF SUPERVISORS. 243
plninh' the i)art of wisdom tluit the school be given every opportunity and be furnished with all the aids required to do its work in the best manner.
KINDERGARTEN TEACHERS.
It may be presumed that, with the extension of the term of the Normal School as proposed, another department of instruction will be provided. As the Kindergarten has be- come an organic i)art of the school system it will be neces- sary to provide for the special training of teachers in Kindergarten methods.
These teachers should be required to have a good deorree of jjeneral culture and a aood knowlecls^e of the princi[)les of education, in addition to their practical knowledge of Kindergarten work. As in every other sphere, the higher their qualifications the more efficient will be the discharge of their duties. Though nature may out- rank education, and figures at examinations be as dust in the balance compared to the qualities required for Kinder- gartners ; yet, when personal fitness and thorough knowl- edge are combined, they go t9 make up the ideal teacher everywhere. Such qualities of mind and heart, upon which so much stress is laid, are to be found in the High School graduates if they are to be found anywhere. The supply from this source would, undoubtedly, largely exceed the demand.
It is suggested, therefore, as a matter deemed worthy ot consideration, that such of the High School graduates as are specially recommended by the masters or head-masters and are approved by the Board of Supervisors, might be ap- pointed as pupil-teachers in the Kindergarten Schools. These pupil-teachers might be required to observe and assist in these schools during the daily session for a year or longer, and during this period be required to attend afternoon ses- sions at the Normal School for instruction in principles and
244 APPENDIX.
theory; and, at the end of the term fixed upon, special cer- tificates of qualifications as Kindergarten teachers might be granted by the Board of Supervisors after satisfactory evidence of competency has been furnished.
Again, such pupils of the Normal School as may have ex- pressed a predilection for Kindergarten teaching, and as may be adjudged adapted for such work by the head-master, might be made to constitute a Kindergarten class ; the mem- bers of this class to receive special instruction in Kinder- garten methods, to spend in the Kindergarten Schools the time given for observation and practice, and to receive special certificates of qualification for Kindergarten instruction at the close of the Normal School term.
MODERN LANGUAGES.
When the Director of Modern Languages was appointed two years ago a great diversity both in aims and methods existed in this department of study in the schools. The teachers did not agree in their views of teaching, and this disagreement showed itself in the unequal degrees of profi- ciency of the several classeg. Many teachers made little use of the language in the class-room, and in some cases not even an attempt was made at pronunciation. Some teachers aimed at what was called theoretical and thorough knowledge; others went slowly through a few prescribed texts, which in many cases had become encrusted in their memory with stereotyped explanations. The Director, by personal visits to the teachers, by advising many to study the language they were teaching, and in some cases by ask- ins: the head-masters to transfer teachers to other de- partments, endeavored to remedy these deficiencies and re- form this kind of teaching in the schools. Many obstacles to this work of reformation were overcome, but some still con- tinue to exist. One may be mentioned, namely, the defer- ence not unfrequently shown to the wishes of some teachers,
REPORT OF SUPERVISORS. 245
who are not particularly fitted to teach foreign languages, and who desire to obtain one or more classes in French or Ger- man. The consequence is that the liest teachers available are not always obtained for the classes.
In order to obtain a greater uniformity and a better averaofe of results, a Normal class for teachers, meeting during afternoon hours, once a week for German and once a week for French, was instituted by the Director. Hours were also assigned for personal interviews between the Director and the teachers ; and at the beginning of this year was issued a paper indicating in outline what was deemed the desiraV)le amount of knowledge each class should attain. As this paper contains valuable suggestions for the guid- ance of teachers of French and German'it is ijiven in full.
The study of French and German in our High Schools should to be given with the following objects mainly in view :
1. The knowledge of the language and of the literature of the lanijuaiie studied. By the knowledcje of the languaoie is meant the ability to read at sight, to understand the spoken language, to speak, and to write. While a direct study of the literature will be impossible with most classes, the teacher should be acquainted Avith the n)aster[)ieces in French of the seventeenth, eighteenth, and nineteenth cen- turies ; in German, of the latter half of the eighteenth and nineteenth centuries. Many opportunities will be found to introduce this knowledge into the lessons. It is expected that the teacher will be al)le to speak correctly and with sufficient iluency the language Avhich he is teaching. Oral exercises should form a part of the lessons, and it is by no means the least important part. AVhatever method may be adopted, the ear of pupils must be trained from the first lesson to catch the foreig-n sounds. Teachers who feel their own incompetency in this regard are earnestly requested
246 APPENDIX.
to take the proper means for correcting accentuation and pronunciation, and to confer with the Director of Modern Lanouages about their wants.
2. The improvement in the knowledge of the English language. This end can best be reached by carefully watch- ing the translations into English. The teachers should insist upon correctness, and should avail themselves of every op- portunity for the comparison of idioms.
3. Discipline of the mind. A direct benefit will result to most of the pupils from a rational and careful analysis, not of subtilties, but of the sentence, into its fundamental elements. Many pupils cannot find subject, predicate, object, etc., in in- verted sentences. Where the knowledge is deficient a com- parison of foreign with English forms will often shed light. Train the pupil to observe, to notice every word ; do not allow him to refer immediately to a dictionary, and do not tell him the meaning of a word which he ought to know from its re- semblance to the Eno:lish, or which he has seen in a different form ; call attention to the value of prefixes and suffixes, especially in German, and, that value being once given, let the pupil draw inferences. Reading at sight should be intro- duced not later than the middle of the first year, and should receive increased attention from that time forAvard.
The above considerations have led to the forming of the following programme, which must be considered as only the skeleton of the work. It is not possible to tell in advance what a given class will do, but the programme will serve to indicate approximately the quantity ; the teacher's work will give the quality ; —
FRENCH.
First Year. — Forms of nouns, adjectives, and pronouns. Auxiliary verbs ; regular verbs ; general uses of the tenses of the indicative mood. (Keetel's Elementary Grammar, 28 lessons.)
REPORT OF SUPERVISORS. 247
Rending matter : —
1. Keetel'a Rejider.
2. Sauveur's Petites Causeries.
3. Peppino.
Remarks. — It is expected that pupils will he taught to understand the words of exercises when spoken, and that dictation-exercises will be resorted to. The matter drawn from the Reader or from Petites Causeries ought to be de- veloped by questions asked in French. Peppino may be used during the latter half of the first year, especially in olasses where Keetel's Reader shall be retained.
Second Year. — Review of grammatical forms. Irregular verbs. Uses of moods and tenses. Prepositions. (Keetel's Grammar complete.)
The teachers should supply the deficiencies of Keetel by referring to standard books. Easy translations from English into French ; if possible, French compositions.
Reading matter : —
1. BGcher's Series of French Plays.
2. Madame Thcrese. Le Conscrit.
3. L'Abbe Constantin.
4. Herrig, La France Litteraire. Roemer, Vol. II.
5. Philosophe sous les Toits. Au Coin du Feu. Picciola.
Remarks. — It is preferred that teachers should choose 1, 2, 3, 4. No new copies of 4 or 5 ought to be ordered. In schools where 4 and 5 exist in sufficient number they may be used for the present.
Third and Fourth Years. — General review of grammar. Idioms. Translations into French. French compositions.
248 APPENDIX.
Reading : —
1. Les Nouvelles Geuevoises.
2. Les Fables de la Fontaine.
3. Moliere. Le Bourgeois Gentilbomme.
Then, if the pupils are able to read French prose at sight, but not before, teachers may choose from the following matter : —
Le Cid, Athalie, Les Precieuses Ridicules, Andromaque, Les Horaces, Iphigenie.
GERMAN.
First Year. — Regular declensions of nouns and adjec- tives, auxiliary verbs, regular verbs. (Otto's or Whitney's Grammar.)
Reading matter : —
Otto's or Whitney's Reader. (The latter contains many difficult pieces, which must not be given except to a very bright class.)
Grimm's Maerchen.
The remarks made above for the study of French (see after First Year) apply also to German.
Second Year. — Grammar reviewed and continued. Ir- regular forms. (Otto's or Whitney's Grammar.) Easy translation into English.
Reading matter : —
Whitney's Reader. Der zerbrochene Krug. Das Herz vergessen.
Thii'd and Fourth Years. — Whitney's or Otto's Grammar. Idioms. Translations into German. German compositions.
REPORT OF SUPERVISORS. 249
Reading matter ; — Whitney's Reader. AVilhelui Tell. Maria Stuart. Hermann and Dorothea.
When teachers have a shorter course for one or two years to arrange for senior or advanced pupils, they are expected to suit the matter to the intelligence of their classes.
It is well known that the above course is not an ideal one, but it is thought to be the best possible under the cir- cumstances. Teachers are requested not to deviate from it without having previously conferred with the Director on the subject. It is also desired that the Director should be informed of the need of new books, so that he may prevent the purchase of books which might be replaced on the pro- gramme by better ones.
The aim has been to concentrate the teaching of a lan- ffuage by ofiving: one lano;uaije to one teacher in each of the suburban schools, and to as small a number of teachers as possible in each of the Centi-al Schools. This reform has the advantage of allowing the teachers to become more pro- ficient in their special study ; and the classes must gain by the enlarged experience and added proficiency of the teach- ers.
The end of the instruction has been to render it as prac- tical as possible ; that is, to make the pupils read at sight, to understand the sjjoken language, and to speak and write a little. The last two accomplishments are difficult to obtain in large divisions. The difficulty is particu- larly great in the matter of speaking, as in a division of thirty, it is impossible to secure more than one answer from
250 APPENDIX.
every pupil in the time assigned for a recitation. Still, not only in the Central Schools where most of the personal work of the Director is done, but also in the outlying schools, great improvement is constantly manifested in this direc- tion.
Though fluent speaking has not been attained, a good foundation has been laid. When the more advanced pupils are called upon to answer in the language studied, they respond without hesitation or timidity and make themselves readily understood.
It needs little, if any, demonstration, to show that, in the limited time given to the study of language in the High Schools, the pupils are unable to pursue very exten- sively the study of the ancient and classical authors in French and Germaii. Excursions in literature, before com- mon prose has become familiar, have not been allowed ; and the spectacle of a pupil obliged painfull}^ to wade through classical tragedies, when unable to read the common every- day language, is no longer presented.
To understand the language when spoken to, and to frame plain and easy answers without complicated constructions, and to read at sight and fluently common prose, and, if pos- sible, to begin the reading of poetry and the classics, is the extent of the attainments expected to be realized by the pupils in their three-years' course.
The choice of text books has been regulated by a strong desire to furnish good, easy prose. And there exists a great need of proper reading-matter in modern prose in the schools : so much, in fact, has this want been felt in some schools, that the Director and the teachers have contributed towards the purchase of suitable books, in order that the classes might have proper material for sight-reading.
There is need also of reference-books in some schools. Other books in the languages studied would be helpful to pupils and teachers. Additions of books of this character to
REPORT OF SITERVISORS.
251
every Hiuh-School lihniry wouKl be !i means of encourage- ment to the teachers, and of great advantage to the classes, and would entail l)ut slight expense yearly.
In the High Schools every year a greater appreciation of the advantages which the study of modern languages offers may be observed in the increasing number ot pui)ils who elect them.
The total numl)er of pupils studying French and German in the High and Latin Schools is 2,255, distributed as shown in the followino- table : —
School.
Boys' Latin . Girls' " . . English High . Girls'
Brighton " Charlestown High Dorcheslcr " East Boston " Roxbury "
West Roxbury "
No. of Pupils belougiug.
426 151 630 722
57 198 154 136 291
84
ZSfo. of Pupils studyiog French.
217 106 597 432
56
57 103
48 151
44
No. of Pupils studying Ger- man.
101 154 12 30 49 29 69
The reasons which operate in other countries to impel to the acquisition of other tongues than the vernacular, do not act with like force upon our people. A speaking knowl- edge of a foreign language is a desirable accomplishment ; but this is the least important end of this study in our schools. Its chief advantages are known ; but few appre- ciate the full value of the opportunity it offers to pupils in the public schools to enlarge their vocabulary in their own
252 APPENDIX.
tongue, and at the same time to cultivate their judgment in a direction in which mathematics can do but little.
In the Latin School s the practical study of French is gaining ground, despite the conservative spirit of many teachers and the demand of many higher institutions. Even now many colleges are beginning to set more vakie upon this part of the study, while the expressed desire of parents is to see more practical, tangible results. To the diversity in entrance examinations, and to the variety of the re- quirements of the different colleges, is to be attril)uted the confused condition that exists in regard to this study in preparatory schools. But it is more than probable that at no distant day some agreement in regard to entrance require- ments will be reached l)y the New England colleges ; and this agreement in all probability will include more of the practical, if not less of the grammatical or literary, order of requirements.
In answer to the objection frequently made that the time given is not sufficient to provide for both scientific knowl- edge and practical requirements, the Director maintains that the time now given in some schools would be amply suffi- cient if the practical drill were sufficiently systematic and persistent. Were sentence building required from the first, and correct pronunciation then and theie insisted upon, in his opinion the familiarity thus acquired would be of great avail in helping translation. An experiment is being tried in the Boys' Latin School which will no doubt demonstrate the ability of pupils to acquire both a theoretic and practical knowledge of French in the time now assigned to that study.
DEPARTMENTAL EXAMINATIONS.
At the suggestion of the Superintendent a departure was made from the plan formerly pursued in departmental examinations. Experience had shown that the scheme com- prised too large an undertaking to be completed within a
REPORT OF SUPFRVLSORS. 253
reasonable time. To cover all the departments of study as laid down in the course would require several years, as the time each year that the Supervisors could devote to this special examination for results in (he several classes is very limited.
The results obtained from the four years' continuance of the plan, thougli valuable as far as they went, were too scattered and too incomplete to justify, in the opinion of the Board, further attempt to carry it on as at iirst contem- plated. It was proposed by the Superintendent that an examination or investigation of the same subject of study should be conducted at the same time by all the Supervisors in their own districts. In this way more particular and definite information would be obtained, and information of the present condition in regard to some one study in all the schools.
This proposition was received with favor by the Board, and arrangements were made to carry it into effect. As recent changes had been made by the School Committee affecting the study of arithmetic and the time to be given to it, it was deemed desirable to take up this subject first, that the attention of the teachers mi^ht be called to the chanfyes in topics and time. Moreover, as the largest reduction of time had been made in the third class of the Grammar Schools, it was decQied of importance that an examination in written arithmetic of these classes throughout the city be required. The several Supervisors conducted these examinations in their own schools simultaneously, upon questions prepared by the Superintendent ; and the results were placed in his hands. As an indication of attainments under past condi- tions they are valuable, and they may prove useful for comparison with future results.
As the whole subject of arithmetic could not be satisfac- torily completed in the given time, the Supervisors' atten- tion was mainlv directed to the manner of observance of the
254 APPENDIX,
course of study in arithmetic in general, and to the methods of teaching and results in mental arithmetic in particular.
Under the name of oral and sio^ht arithmetic in the course of study, the Board of Supervisors has expressed the impor- tance which it attaches to the training of pupils by means of mental exercises; indeed, questions in mental arithmetic have formed a prominent part of every diploma examina- tion. The objects of this study and the best means of accom- plishing these objects have been treated at length in a report of the Board of Supervisors to the School Committee, " On how a text-book in mental arithmetic may be used to the best advantage " (School Document, No. 14, 1883). Are- print of this document to be furnished to the teachers would be valuable in keeping in view the principal ends to be reached by this study.
From an inspection of the reports on file in the office of the Board of Supervisors it would appear that there is a reasonably close adherence to the course of study in arith- metic throughout the city, and that the work in mental arith- metic is well done on the whole. Of some of the schools it is reported that the subject of mental arithmetic is admira- bly conducted, that it seems thorough and logical in method, and that the training in accuracy and facility is all that could be demanded. Of others it is said that the teachers confine their classes too strictly to the class-work respec- tively assigned them by the course of study ; that is, they do not give occasions enough for the recalling of previous knowledge and of the principles previously learned. In most schools the reasoning powers are carefully trained in practical operations, and in some " mental gymnastics waste the time and energy of the pupils."
Many teachers were found who devoted more time to arith- metic than is prescribed in the course of study ; and espe- cially teachers of the first classes in the Primary Schools, who are led to violate the mandate of the School Board through
REPORT OF SUPERVISORS. 255
their anxiety to have as many of their pupils as jmssihle ready for promotion to the Grammar Schools. But among teachers of both Primary and Grammar Schools it is agreed that the time assigned to arithmetic is altogether too short to teach the required subjects thoroughly. Even when more time was assigned to this subject, it was found that a large excess over and above the allotment prescribed was given to it by the teachers generally. As the large reduction in time recently made was not accompanied by a corresponding I'cduction in quantity or in kind of work required, the quality of the work must suffer. But the drift of sentiment at the present time is averse to the study of arithmetic. The inclinatiim is strongly in the direction of language and kindred subjects which afford more showy results. From hearing much, and from reading much, the memory of the pupil is stored with much useful and useless knowledge, which is obtained at the expense of his powers of thought. To a mind that permits others to think for it, inactivity is a necessary condition ; and the tendency of teaching and studies that require little or no exercise of thought on the part of the pupil must needs be offset. Arithmetic serves as a balance. It serves to counteract the superficial tendencies of other studies by training to keen mental action and by forming the habit of concentration, and should not be abridged to a minimum of consideration or of time.
PHYSIOLOGY AND HYGIENE.
While investigating the subject of elementary science, under which head physiology and hygiene are classed in the course of study, the Supervisors took note of the attention given this study, to which there is no test applied in the ex- aminations. While some of the teachers fail to understand the ultimate object for which this instruction is intended, many appreciate that there is no subject of instruction in the
256 APPENDIX.
schools of which a good knowledge can be of more practical value in its bearings upon the future welfare of their pupils.
The following statement of the Instructor in Hygiene accords with the opinion of the Supervisors, based upon their recent inquiries : —
"As a general rule, pliysiology receives faithful attention and as full treatment as is possible under the present scheme of the distribution of time. Although the subject of physi- ology and hygiene is assigned for study in some form in every class, it is only in the second grade in the Grammar and High Schools that a text-book in this branch is introduced, and from which recitations are required. In these grades the best results are naturally obtained, and a half-hour spent with a class at the end of the year plainl}^ demonstrates the proficiency of the pupils and the interest they (and the teachers as well) take in the study. For the past two years towards the close of the school year I have asked for and received from every pupil in the second classes a short paper on some topic in physiology. This I do for my own information as to the work of the pupils, and in order to establish some kind of a test which may be looked for each year, and for which pupils will be expected to prepare. The examination of these papers has on each occasion furnished evidence that in the great majority of cases the study of physiology and hygiene receives all the attention that the prescribed time will allow."
The other subjects coming under the head of elementary science are in some schools faithfully and intelligently studied ; but in many cases elementary science is not only partly but totally neglected. This neglect may be ascribed in part to the want of proper material for carrying on the study, but chiefly to the want of consideration this study is given in the estimation of the standing of a class. Teachers as a rule attach most importance to studies to which an examin- ation is applied.
The Supervisor of elementary science writes as follows : —
REPORT OF SUPERVISORS. 257
"The elementary science work seems to have had less uniformity and regularity of attention and more limited success than any other department of study, although there are indications of conscientious and intelligent control of it during the last year. A growing public sentiment in favor of its educational value may have had influence in dissipating the prejudice of many teachers against it, and in enlightening the minds of those who did not understand its purpose and scope ; the example of a few schools which have done the work excellently under especially favorable conditions has worked like a leaven among the more torpid schools, and the stringent demands of late for thorough adherence to the plan of work laid down in the course of study has, no doubt, operated in fjivor of elementary science as a distinct requisi- tion in that course. There have been from time to time and from various quarters threatening rumors against the con- tinuance of the work as a part of the course, and it cannot be denied that much of the work has been little better than nothing in the hands of indifferent or incompetent teachers. Great complaint has been made of the want of material and want of time, but fortunately such difiiculties have been met in the schools to so large an extent as to waive that excuse. "Wherever the work has been intelligently carried on, its edu- cational value and practicability are no longer in question. Some of the masters have thrown great spirit into the de- partment, and have inspired their teachers with interest and active eifort in its various branches, so that very good out- lines of v;ork have been planned and effectually carried out with considerable originative ability. Color and form have been carefully studied by some of the most enterprising teachers in our Primary Schools, so as to enable them to pre- sent quite a systematic and inclusive series of lessons. Plant and animal life, in the hands of those teachers who are skilled in drawing as well as in the subjects they handle, have become highly stimulating and engaging to many of
258 APPENDIX.
our Primary and Gramnmr School classes. The subject of minerals has been presented in so masterly a manner, in some at least of our Grammar Schools, as to win unqualitied appre- ciation as a method of education, both as a mental discipline and as a foundation for specific study of science ; in fact, it is already demonstrated by the best of our schools that the day has gone by when we can afford to ignore or laugh at the elementary science work as one of the strongest factors in a progressive educational scheme.
"The primary object of this branch of education is to lead the child to gain knowledge and growth by self-activity. This idea permeates the Kindergarten course of tiaining so thoroughly as to be reckoned its chief motive. The training of the senses to accurate and complete observation, the train- ing of the mind to clear perception, and the training of the muscles to accurate and complete expression, involves all the earlier, if not the later, possibilities, of education.
"The department of elementary science begins with the earliest Kindergarten instruction, and is continued through the Primary and Grammar Schools. It is a course of study by observation and expression in connection with the presen- tation of the physical forms and phenomena of nature. It is based on that educational philosophy which makes self- activity essential to development. It demands living forms and active observation of them by each child. In the Kindergarten the work is constant, and related to all the material prescribed by the founders of that method of child- culture. It includes equally observation as a means of knowledge and mental training, and expression as a further means and end of complete knowledge and thought. It lays the foundation of physical, mental, and moral growth through well-directed self-activity. Expression is required in a variety of forms, and with various material. Language, drawing, coloring, moulding, movement-plays, building, sew- ing, cutting, and every kind of manual training for the main
REPORT OF SUPERVISORS. 259
arts and industries of life, are offered to the child's instinct for expression which shall embody the results of his obser- vation and creative thought. Nature presents tj-pical forms, color, and all other subjects of sense-perception. This fur- nishes the training of the senses and perceptive faculties for accurate and complete observation. This observation, through comparison and classification, gives opportunity for cultivating the higher intellectual powers in their natural order of development, and leads to scientific methods of study. Such study supplies systematic knowledge of na- ture, and lays the foundation of later and more technical scientific study.
" In the Primary and Grammar Schools about two hours a week are prescribed for elementary science. This would give about one lesson of fifteen minutes at each session of the Primary School, four days in the week. In the Gram- mar School ihirty minutes once a day, four days in the week, may be allowed. The order of subjects laid down in the course of study should be followed, as it is a natural order and carefully graded to the conditions and relations of the child. Some of the subjects may be taken together, as color, light, form, plant-life, etc., because nature presents them together. The difierent subjects should be studied not only in their individual qualities, but in their related qualities, as connected with the ordinary subjects of school-education. That part of elementary science-work which involves expres- sion may be related to language-lessons, to drawing-lessons, and number-lessons, so that the unity of aim in all branches of study shall be preserved, and each department work into every other in the course of instruction. In many of the schools this object has been accomplished, so that all depart- ments are thorongh, effective, and inter-related. Great interest is given to language and number-work by the infu- sion of the ideas gained through elementary science. Geog- raphy especially has been stimulated and enriched by all the preparatory work in the observation of nature.
260 APPEM)IX.
"On the whole, so much satisfactory work has been done in the development of this method of education that we may hope very soon to see it fully established. The introduction of the Kindergarten as the foundation of our school-system has a constant tendency to project these methods into the Primary and Grammar grades, and to secure their more sym- pathetic and intelligent presentation. The whole subject of manual-training, which is rapidly taking its place in our schools, is so closely allied to elementary science in the direction of expression that its influence will be to strengthen and harmonize the whole educational plan, to which boch are essential, and those beneficent results which are already ap- parent in the departments of sewing and cookery, will follow, involving moral and physical as well as mental culture, and tending to develop character in school and home. Many of the teachers have discovered how to make the members of their classes not only self-helpful in these exercises, but help- ful to each other, and by this means have established frater- nal relations and friendly conduct of the most salutary nature, a corrective of much that is annoying and discouraging in the behavior of children. The interest and sympathy with na- ture is shown to be morally healthful, and the habit of happy occupation does more to eradicate careless, insubordinate, and perhaps vicious tendencies than hoards of maxims or the multiplied blows of the rattan. The pupils are constantly made more human and less brutish, more intelligent and sympathetic, less stolid and indifferent or discouraged, and the teachers are brought into more inspiring relations with their study and their classes by the gradual evolution of the elementary science work as a broadening and elevating part of the course of study.
" Ways and means will no' doubt appear for providing the requisite material for observation of minerals, and of plant and animal life, and the resources of both pupils and teach- ers will prove more abundant as time goes on, and a lively
REPORT OF SUPERVISORS. 261
interest is aroused in the subject everywhere. The whole outlook of the work is growing rapidly more encouraging, and in a few years will, we are convinced, be only inspiring to the most disaffected of our public-school teachers."
SUPPLEMENTARY READING.
In the Primary Schools a plentiful supply of easy and interesting reading matter has always lieen urged by the Supervisors as indispensable to successful teaching, and the introduction of supplementary reading in these schools was largely a measure of the Supervisors.
Later, the importance of the introduction of supplementary reading in the Grammar Schools w^as fully recognized and encouraged by the Board ; and not alone because it would tend to accomplish the purpose of the originators, to make the public-school pupils patrons of the public library, but be- cause it might more immediately avail in furnishing valuable aid to the instruction of the schools in language-work. The former purpose has become well nigh forgotten, or is now considered secondary to the latter, even by those teachers who were largely instrumental in effecting the introduction, from the excellent means of training which it has afforded in oral and written expression.
In the Primary and Grammar Schools the supplementary reading furnished is of two kinds : —
1. In every school there is a permanent supply which is used in the school-room as collateral reading to the studies pursued. In the distribution of these books careful regard is had for their relation and adaptability to the instruction of the several classes.
2. In every group of schools there is a circulating supply which is for use both at home and in school. These books are intended to aid indirectly the regular class instruction, and to cultivate in the pupils a taste for good reading.
In every High School there is a permanent supply of col-
262 APPE]ST)IX.
lateral reading, to which valuable additions have been made the past year. The selection of these books has been made with reference to supplementing the instruction in history and promoting a better acquaintance with the authors studied in the department of English literature.
EVENING SCHOOLS.
. Every year marks the progress of improvement in system and effectiveness of the Evening Schools. Obstacles to proper organization and classification have to a great extent been overcome, and many of these schools contrast favorably with the day schools.
The Eveninsr Hisfh School numbers amonor its teachers some of the most elBcient in the city's service. It is organ- ized upon a solid basis and its classification is excellent.
Candidates for admission must pass a satisfactory examina- tion, unless they be graduates of a Boston Grammar or High School, or teachers in the public schools of the city, or grad- uates of colleges (not commercial), or of other institutions of as high a grade. The examination required is (1) in oral reading; (2) in writing an abstract, letter, or other composi- tion; (3) in arithmetic, through the ground rules and deci- mal and common fractions ; (4) in general geography and in the special geography of North America and Europe. The questions for this examination are prepared by the Board of Supervisors, and are approved by the Committee on Ex aminations. After the pupils select their studios, they are classified and graded according to their qualifications. Pro- motion is made during the term, should the pupil's progress warrant it ; and it is provided that, should he not keep up with his class, he may be placed in a class of lower grade.
It has been suggested also by the Supervisor of the school that the classes be examined from time to time during the terra, and that near its close those pupils who have com- pleted a course of study receive certificates upon passing a
REPORT OF SUPERVISORS. 263
satisftictory final examination ; a certificate in English to be given only to those who have acquired a good knowledge of English grammar, rhetoric, and English literature, and all other certificates to imply, besides a knowledge of their sub- ject, a good knowledge of English composition, including hand-writing and spelling.
For certificates in French, German, and Latin it is recom- mended that a knowledge be required, at least equivalent in degree and kind, to that acquired by pupils who have passed a three years' course of study in a day High School. A suggestion has also come from the same source that a diploma of graduation be granted to such pupils as have gained any four of the seven certificates proposed. These suggestions have been ftivorably received by the Committee on Evening Schools, and will be probably put into effect the coming term.
As was recommended in a former report of the Board of Supervisors, courses of study have been laid out for the several departments of this school. The preparation of these courses was largely the special work of the Supervisor in charge of the school who held frequent conferences with the principal and consulted the several teachers with regard to their diflferent departments. All that extended experience, intimnte acquaintance, thorough knowledge and recognition of the various and diverse needs of the school could suofo^est to
Co
give point and method to the instruction and to set up a high standard of attainments, has been adopted. Great freedom has been given the teachers of some of the departments on account of the difiiculty of holding evening classes to regular find systematic study ; as, for instance, in the department of English literature, a note 'appended reads : " The teacher is not bound to keep always within the course here laid out. He should seize his opportunity for accomplishing the great object of studying literature. He should aim to direct the reading of his pupils in right channels ; to cultivate their
264: APPENDIX,
imagination and taste ; to enable them to appreciate and enjoy good literature ; and to communicate readily to others some of the pleasure they have received." Again, in other de- partments, the topics and their sequence are specifically determined, the methods of instruction indicated, and the amount deemed desirable to accomplish stated. In the department of Book-keeping, where it is particularly desir- able to hold the parallel classes as much as possible together, the principal in consultation with the teachers of this subject decides the order and methods of instruction to be pursued.
The endeavor has been to make this course of study as comprehensive in outline and as specific in detail as the demands of the school require. It is deemed sufficiently elastic and yet enough binding in all its de[)artments to ensure thorough and systematic instruction.
At the request of the School Committee, a course of study has also been prepared for the Evening Elementary Schools. The principals of the schools were consulted in the prepara- tion of this elementary course, and their views with regard to the subjects to be taken up, and the extent to which they might be profitably carried, were submitted in writing to the Board of Supervisors. Their opinions were carefully weisrhed, and such of their suggestions embodied as were deemed applicable to all or most of the schools. A plain course of study, based upon the course of study in the Primary and Grammar Schools, has accordingly been |)ro- vided, in reading, writing, oral and written expression, and arithmetic. Much of what is done in the day schools is omitted on account of the short time the pupils have for study, but the essentials have been preserved. As many details are given as have been thought necessary and useful to serve as proper guidance for the teachers, to keep the work within proper limits, and to render it logically progressive from class to class. In the copious notes, which are thought
REPORT OF SUPERVISORS. 265
to be wisely added, are contained definite and clearly-stated directions relating to the instruction in the diU'crent subjects.
It is hoped that this course of study Avill do much to inii)rove the character of the instruction in these schools ; but, as before, a great deal depends upon the spirit and the ability of the teachers. The difterent conditions of the various pupils, and the peculiar obstacles to be overcome in the case of each, de- mand the best efforts of skilled and devoted teachers. Here is pointedly illustrated the adage that " the teacher makes the school." Pupils quickly learn to appreciate the etforts of a teacher in their behalf, and show their appreciation l)y their interest and regular attendance. With indifi'erent teachers they soon become dissatisfied, fall away in attend- ance, or leave the school altogether.
In the Evening High School the character of the instruction is nearly all that can be desired. Many of the day teachers are here employed, and find a degree of satisfaction in their work that largely compensates for their extra labors. Such ear- nestness and avidity to ac(iuire, as showrr"-l>)LUie evening- pupils, are seldom witnessed in -the dny ^JchG?Qi.Sx%. In the Elementary Schools there are many coniiietcnit te«chei;S., and there is need of more. Th^lnstfUctiofvoJ pjLg)^ so much in need of being taught and taught well should l)e intrusted only to those who possess the power and, va^u^ thjp privi- lege of teaching them.
GEORGE H. CONLEY,
For the Board of Supervisors.
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